The use of podcasts as a tool to teach clinical reasoning: a pseudorandomized and controlled study.

Objectives: Podcasts have emerged as an efficient method for widespread delivery of educational clinical reasoning (CR) content. However, the impact of such podcasts on CR skills has not been established. We set out to determine whether exposure to expert reasoning in a podcast format leads to enhanced CR skills.

Development and Validation of a Test for Competence in Evidence-Based Medicine.

Background: Medical educators need valid, reliable, and efficient tools to assess evidence-based medicine (EBM) knowledge and skills. Available EBM assessment tools either do not assess skills or are laborious to grade.

Objective: To validate a multiple-choice-based EBM test-the Resident EBM Skills Evaluation Tool (RESET).

Implementation of a clinical reasoning curriculum for clerkship-level medical students: a pseudo-randomized and controlled study.

Background The National Academies of Sciences report Improving Diagnosis in Healthcare highlighted the need for better training in medical decision-making, but most medical schools lack formal education in clinical reasoning. Methods We conducted a pseudo-randomized and controlled study to evaluate the impact of a clinical reasoning curriculum in an internal medicine clerkship. Students in the intervention group completed six interactive online modules focused on reasoning concepts and a skills-based workshop.

Video Observation With Guided Reflection: A Method for Continuing Teaching Education.

Background: Best practices for faculty development programs include longitudinal, practice-based formats incorporating experiential learning with opportunities for reflection and community building. Peer coaching for faculty development provides personalized, learner-centered, work-based learning. Implementation of traditional 1-on-1 peer coaching programs is challenging due to time, logistics, and methodological barriers.