Dialogue with Canadian family practice faculty and teachers indicates that the mentorship experience is one that cannot be assigned to a learner. Examines aspects of a mentorship that can be ascribed and explored in a family practice residency training program. (LZ)

Describes a journal club in which trainee doctors foster the capacity to adapt to changing circumstances and equip themselves with skills in acquisition, appraisal, and application of new knowledge. (Author/CCM)

Identifies five levels of effectiveness: outcomes, behavior, learning, reaction, and participation, and discusses these levels within the context of research evidence for education within the medical profession. (Contains 33 references.) (Author/YDS)

Presents statistics of deaths caused by medical errors and argues the effects of misconceptions in diagnosis and treatment. Suggests evidence-based medicine to enhance the quality of practice and minimize error rates. Presents 10 evidence-based lessons and discusses the possible benefits of evidence-based medicine to evidence-based education and…

Identifies key theoretical and empirical considerations that should underpin effective training for supervisors. Suggests that in the absence of an explanatory model, effective training for supervisors should be based on existing relevant understandings about learning processes and models of supervision together with relevant empirical data.…

Discusses eight steps in the implementation of task-based learning. Presents examples from undergraduate, postgraduate, and continuing education. (MKR)

Explains the community-based curriculum in medical education, specifies goals, and evaluates community curriculum teaching. (YDS)

Provides background information and an educational rationale for portfolio-based learning and assessment in medical education. Examines how and where portfolios have been used for professional development both within and beyond medicine. (Author/CCM)

Looks at five focal terms in medical education--curriculum, environment, climate, quality, and change--and the interrelationships and dynamics between and among them. Emphasizes the power and utility of the concept of climate as an operationalization or manifestation of curriculum and the other three concepts. (Author/MM)

Reflects on learning with regard to measures of learning orientation, course valuing, and academic achievement. Findings suggest that a better knowledge of the reflection profile might be useful to help students' quest for self-regulation of learning. (Author/MM)

Suggests some tips for giving effective lectures and presentations. (NB)

Assessment influences cognitive and operant aspects of learning. Finds that integration of the planning of exams and examination rules will drive student learning in a positive way. (Author/CCM)

Provides a review of the sessions at the Association for Medical Education in Europe (AMEE) Linkoping Conference related to Best Evidence Medical Education (BEME) and future actions. (Author/CCM)

Presents comments on an article by Eitel and Steiner(1999) and a response from the authors, who clarify and elaborate on their earlier article in an answer to criticism that it lacks the necessary evidence to support pedagogical change. (Author/CCM)

Explains the concept of scholarship in teaching in academic health sciences and best evidence medical education (BEME). Compares scholarship in teaching and BEME. (YDS)