Exploring the development of interprofessional competence and professional identity: A Situated Learning Theory study.

Workplace-based learning provides medical students exposure to interprofessional competencies through repeated exposures and active participation in interprofessional learning activities. Using Situated Learning Theory as our theoretical lens, we explored with medical students how interacting with existing interprofessional teams contributes to development of an expanded health care professional identity. An embedded mixed methods study using semi-structured interviews and questionnaires to assess readiness for interprofessional learning was conducted with 14 medical students completing an elective at an interprofessional pain medicine clinic.

Only When They Seek: Exploring Supervisor and Resident Perspectives and Positions on Upward Feedback.

Introduction: Verbal feedback from trainees to supervisors is rare in medical education, although valuable for improvement in teaching skills. Research has mostly examined narrative comments on resident evaluations of their supervisors. This study aimed to explore supervisors' and residents' beliefs and experiences with upward feedback, along with recommendations to initiate and facilitate effective conversations.

Identifying coaching skills to improve feedback use in postgraduate medical education.

Objectives: Coaching in medical education has recently gained prominence, but minimal attention has been given to key skills and determining how they work to effectively ensure residents are progressing and developing self-assessment skills. This study examined process-oriented and content-oriented coaching skills used in coaching sessions, with particular attention to how supervisors use them to enhance resident acceptance of feedback to enhance learning.

Methods: This qualitative study analysed secondary audiotaped data from 15 supervisors: resident dyads during two feedback sessions, 4 months apart.

Assessment and Change: An Exploration of Documented Assessment Activities and Outcomes by Canadian Psychiatrists.

Introduction: Fellows of the Royal College of Physicians and Surgeons of Canada are required to participate in assessment activities for all new 5-year cycles beginning on or after January 2014 to meet the maintenance of certification program requirements. This study examined the assessment activities which psychiatrists reported in their maintenance of certification e-portfolios to determine the types and frequency of activities reported; the resultant learning, planned learning, and/or changes to the practice they planned or implemented; and the interrelationship between the types of assessment activities, learning that was affirmed or planned, and changes planned or implemented.

Methods: A total of 5000 entries from 2195 psychiatrists were examined.

Exploring Faculty Approaches to Feedback in the Simulated Setting: Are They Evidence Informed?

Introduction: Feedback in clinical education and after simulated experiences facilitates learning. Although evidence-based guidelines for feedback exist, faculty experience challenges in applying the guidelines. We set out to explore how faculty approach feedback and how these approaches align with current recommendations.

The R2C2 Model in Residency Education: How Does It Foster Coaching and Promote Feedback Use?

Purpose: The authors previously developed and tested a reflective model for facilitating performance feedback for practice improvement, the R2C2 model. It consists of four phases: relationship building, exploring reactions, exploring content, and coaching. This research studied the use and effectiveness of the model across different residency programs and the factors that influenced its effectiveness and use.

Multisource Feedback and Narrative Comments: Polarity, Specificity, Actionability, and CanMEDS Roles.

Introduction: Multisource feedback is a questionnaire-based assessment tool that provides physicians with data about workplace behaviors and may combine numeric and narrative (free-text) comments. Little attention has been paid to wording of requests for comments, potentially limiting its utility to support physician performance. This study tested the phrasing of two different sets of questions.

Exploring anesthesiologists' understanding of situational awareness: a qualitative study.

Purpose: This study explored how anesthesiologists understand situational awareness (SA) and how they think SA is learned, taught, and assessed.

Methods: Semi-structured interviews were performed with practicing anesthesiologists involved in teaching. This qualitative study was conducted using constructivist grounded theory techniques (i.

Supporting Veterinary Preceptors in a Distributed Model of Education: A Faculty Development Needs Assessment.

Effective faculty development for veterinary preceptors requires knowledge about their learning needs and delivery preferences. Veterinary preceptors at community practice locations in Alberta, Canada, were surveyed to determine their confidence in teaching ability and interest in nine faculty development topics. The study included 101 veterinarians (48.

Exploring the Teaching Motivations, Satisfaction, and Challenges of Veterinary Preceptors: A Qualitative Study.

Optimization of clinical veterinary education requires an understanding of what compels veterinary preceptors in their role as clinical educators, what satisfaction they receive from the teaching experience, and what struggles they encounter while supervising students in private practice. We explored veterinary preceptors' teaching motivations, enjoyment, and challenges by undertaking a thematic content analysis of 97 questionnaires and 17 semi-structured telephone interviews. Preceptor motivations included intrinsic factors (obligation to the profession, maintenance of competence, satisfaction) and extrinsic factors (promotion of the veterinary field, recruitment).

Clinical teaching as part of continuing professional development: Does teaching enhance clinical performance?

Introduction: Physicians identify teaching as a factor that enhances performance, although existing data to support this relationship is limited.

Purpose: To determine whether there were differences in clinical performance scores as assessed through multisource feedback (MSF) data based on clinical teaching.

Methods: MSF data for 1831 family physicians, 1510 medical specialists, and 542 surgeons were collected from physicians' medical colleagues, co-workers (e.

Exploring Perceptions of Early-Career Psychiatrists About Their Relationships With the Pharmaceutical Industry.

Objectives: The pharmaceutical industry has engaged physicians through medical education, patient care, and medical research. New conflict of interest policy has highlighted the challenges to these relationships. The objective of this study was to explore the perceptions that early career psychiatrists (e.

Stillbirth and newborn mortality in India after helping babies breathe training.

Objective: This study evaluated the effectiveness of Helping Babies Breathe (HBB) newborn care and resuscitation training for birth attendants in reducing stillbirth (SB), and predischarge and neonatal mortality (NMR). India contributes to a large proportion of the worlds annual 3.1 million neonatal deaths and 2.

"What do they want me to say?" The hidden curriculum at work in the medical school selection process: a qualitative study.

Background: There has been little study of the role of the essay question in selection for medical school. The purpose of this study was to obtain a better understanding of how applicants approached the essay questions used in selection at our medical school in 2007.

Methods: The authors conducted a qualitative analysis of 210 essays written as part of the medical school admissions process, and developed a conceptual framework to describe the relationships, ideas and concepts observed in the data.

The development and assessment of an evaluation tool for pediatric resident competence in leading simulated pediatric resuscitations.

Introduction: It is critical that competency in pediatric resuscitation is achieved and assessed during residency or post graduate medical training. The purpose of this study was to create and evaluate a tool to measure all elements of pediatric resuscitation team leadership competence.

Methods: An initial set of items, derived from a literature review and a brainstorming session, were refined to a 26 item assessment tool through the use of Delphi methodology.

Features of assessment learners use to make informed self-assessments of clinical performance.

Context: Conceptualisations of self-assessment are changing as its role in professional development comes to be viewed more broadly as needing to be both externally and internally informed through activities that enable access to and the interpretation and integration of data from external sources. Education programmes use various activities to promote learners' reflection and self-direction, yet we know little about how effective these activities are in 'informing' learners' self-assessments.

Objectives: This study aimed to increase understanding of the specific ways in which undergraduate and postgraduate learners used learning and assessment activities to inform self-assessments of their clinical performance.

Musculoskeletal education: a curriculum evaluation at one university.

Background: The increasing burden of illness related to musculoskeletal diseases makes it essential that attention be paid to musculoskeletal education in medical schools. This case study examines the undergraduate musculoskeletal curriculum at one medical school.

Methods: A case study research methodology used quantitative and qualitative approaches to systematically examine the undergraduate musculoskeletal course at the University of Calgary (Alberta, Canada) Faculty of Medicine.

An analysis of long-term outcomes of the impact of curriculum: a comparison of the three- and four-year medical school curricula.

Purpose: To determine the long-term effects of curriculum length on physician competence, the authors compared the performance of graduates from the University of Calgary (U of C; a school with a three-year curriculum) with matched samples from the University of Alberta (U of A) and from other Canadian schools with a four-year curriculum.

Method: The authors used data from the College of Physicians and Surgeons of Alberta, Physician Achievement Review (PAR) program to determine curricular outcomes. The authors analyzed PAR program data, comprising reviews from medical colleagues, nonphysician coworkers (e.

The assessment of pathologists/laboratory medicine physicians through a multisource feedback tool.

Context: There is increasing interest in ensuring that physicians demonstrate the full range of Accreditation Council for Graduate Medical Education competencies.

Objective: To determine whether it is possible to develop a feasible and reliable multisource feedback instrument for pathologists and laboratory medicine physicians.

Design: Surveys with 39, 30, and 22 items were developed to assess individual physicians by 8 peers, 8 referring physicians, and 8 coworkers (eg, technologists, secretaries), respectively, using 5-point scales and an unable-to-assess category.

Changes in performance: a 5-year longitudinal study of participants in a multi-source feedback programme.

Objectives: Multi-source feedback (MSF) enables performance data to be provided to doctors from patients, co-workers and medical colleagues. This study examined the evidence for the validity of MSF instruments for general practice, investigated changes in performance for doctors who participated twice, 5 years apart, and determined the association between change in performance and initial assessment and socio-demographic characteristics.

Methods: Data for 250 doctors included three datasets per doctor from, respectively, 25 patients, eight co-workers and eight medical colleagues, collected on two occasions.

Assessment of psychiatrists in practice through multisource feedback.

Objective: To assess the feasibility and evidence for the reliability and validity of a set of questionnaires for psychiatrists, given that multisource feedback (MSF) or 360 degrees evaluation allows medical colleagues, coworkers, and patients to provide feedback about competencies to enhance physician improvement in intended directions.

Method: Surveys with 40, 22, 38, and 37 items were developed to assess psychiatrists by 25 patients, 8 coworkers, 8 psychiatrist colleagues, and self, respectively, using a 5-point agreement scale with an unable-to-assess category. Items addressed key competencies related to communication skills, professionalism, collegiality, and self-management.

Assessment of radiology physicians by a regulatory authority.

Purpose: To determine whether it is possible to develop a feasible, valid, and reliable multisource feedback program for radiologists.

Materials And Methods: Surveys with 38, 29, and 20 items were developed to assess individual radiologists by eight radiologic colleagues (peers), eight referring physicians, and eight co-workers (eg, technicians), respectively, by using five-point scales along with an "unable to assess" category. Radiologists completed a self-assessment on the basis of the peer questionnaire.

What multisource feedback factors influence physician self-assessments? A five-year longitudinal study.

Background: Multisource feedback, in which medical colleagues, patients, coworkers, and the physician involved provide data, is a tool to inform physician practice. Its impact on physicians' self-assessment through two iterations is unknown.

Method: Data from 250 family physicians in Alberta who participated in two iterations, five years apart-1999 and 2006--allowed the authors to determine the change in self-assessment scores, using a t test.

Assessment of non-cognitive traits through the admissions multiple mini-interview.

Context: Contemporary studies have shown that traditional medical school admissions interviews have strong face validity but provide evidence for only low reliability and validity. As a result, they do not provide a standardised, defensible and fair process for all applicants.

Methods: In 2006, applicants to the University of Calgary Medical School were interviewed using the multiple mini-interview (MMI).