Publications by authors named "Linda Snell"
Article Synopsis
- There has been a growing focus on professional identity formation in medical education, which has had positive effects on training physicians.
- However, this emphasis has also revealed issues like identity threat and exclusion, particularly for those from non-dominant cultural backgrounds.
- The authors propose a new framework for understanding this process that includes active engagement with professional norms, the significance of personal agency, and the impact of belonging, aimed at fostering a more inclusive and diverse professional identity in medicine.
Article Synopsis
- Clinician teachers in Thailand face significant psychological challenges related to burnout and professional fulfillment, with only 20% reporting fulfillment and 30.7% experiencing burnout.
- A study involving 227 physicians from non-university hospitals found that self-efficacy in clinical teaching positively impacts fulfillment and negatively impacts burnout.
- The findings emphasize the need for faculty development programs aimed at boosting self-efficacy in clinical teaching to improve mental health outcomes for these physicians.
Postgraduate medical education is an essential societal enterprise that prepares highly skilled physicians for the health workforce. In recent years, PGME systems have been criticized worldwide for problems with variable graduate abilities, concerns about patient safety, and issues with teaching and assessment methods. In response, competency based medical education approaches, with an emphasis on graduate outcomes, have been proposed as the direction for 21st century health profession education.
View Article and Find Full Text PDFBackground: Computed tomography pulmonary angiogram and lung scintigraphy with ventilation/perfusion scan are needed to diagnose pulmonary embolism (PE) in pregnancy. Their associated ionizing radiation doses are considered safe in pregnancy. A standardized patient information tool may improve patient counseling and reduce testing hesitancy.
View Article and Find Full Text PDFTransformative changes in health professions education need to incorporate effective faculty development, but few very large-scale faculty development designs have been described. The Royal College of Physicians and Surgeons of Canada's Competence by Design project was launched to transform the delivery of postgraduate medical education in Canada using a competency-based model. In this paper we outline the goals, principles, and rationale of the Royal College's national strategy for faculty and resident development initiatives to support the implementation of Competence by Design.
View Article and Find Full Text PDFArticle Synopsis
- - Competence committees (CCs) are a new approach in health professions education aimed at enhancing assessment decision-making by allowing trained educators to review learners' progress via structured portfolios.
- - The implementation of CCs on a national scale is complicated due to necessary cultural shifts, logistical challenges, and the diverse skills required for success, as demonstrated by the Royal College of Physicians and Surgeons of Canada's experiences.
- - A successful CC implementation requires balancing standardization with flexibility to meet individual program needs, using multiple engagement strategies for local adaptation, and planning for ongoing evaluation from the start.
Article Synopsis
- - The study investigates how medical students develop a sense of ownership in patient care during their early clinical training, focusing on the factors that enable this process.
- - Through interviews with final-year medical students, the research identifies key elements influencing their development of ownership, including role modeling, self-assessment, environment, and growing competence.
- - The findings suggest that understanding this development can help improve medical curricula by promoting consistent patient contact and fostering a supportive environment with clear responsibilities and autonomy.
Article Synopsis
- The study explores the role of residents as clinical coaches, highlighting their perceptions and effectiveness in comparison to attending physicians.
- Through qualitative interviews, residents emphasized the distinct relationship they have with junior learners, which fosters a comfortable learning environment.
- Key strategies for enhancing the coaching role included prioritizing coaching activities, allocating dedicated time, and providing formal teaching sessions for residents.
Background: The CanMEDS physician competency framework will be updated in 2025. The revision occurs during a time of disruption and transformation to society, healthcare, and medical education caused by the COVID-19 pandemic and growing acknowledgement of the impacts of colonialism, systemic discrimination, climate change, and emerging technologies on healthcare and training. To inform this revision, we sought to identify emerging concepts in the literature related to physician competencies.
View Article and Find Full Text PDFPurpose: These authors sought to define the new roles and competencies required of administrative staff and faculty in the age of CBME.
Method: A modified Delphi process was used to define the new CBME roles and competencies needed by faculty and administrative staff. We invited international experts in CBME (volunteers from the ICBME Collaborative email list), as well as faculty members and trainees identified via social media to help us determine the new competencies required of faculty and administrative staff in the CBME era.
Article Synopsis
- Reflection is crucial for enhancing professional practice across different fields, and narrative medicine has emerged as a beneficial method for engaging medical learners in reflective activities.
- The study involved in-depth interviews with twenty medical learners to explore their experiences in a narrative medicine course, revealing six key themes related to their reflective journeys.
- The findings highlight the need for educators to support medical learners by addressing their hesitations and creating a safe learning environment, ultimately enhancing their engagement with narrative approaches.
The COVID-19 pandemic has disrupted many societal institutions, including health care and education. Although the pandemic's impact was initially assumed to be temporary, there is growing conviction that medical education might change more permanently. The International Competency-based Medical Education (ICBME) collaborators, scholars devoted to improving physician training, deliberated how the pandemic raises questions about medical competence.
View Article and Find Full Text PDFArticle Synopsis
- - The study explored Canadian surgical residents' perceptions of their educational experience in operating rooms (OR) as part of the shift to competency-based medical education in residency training.
- - A national survey using the OREEM inventory was conducted, revealing an overall mean score of 3.72, with junior residents rating slightly lower than seniors, and the 'atmosphere in the OR' being the most positively perceived aspect.
- - While the educational environment is generally seen as satisfactory, 'supervision, workload, and support' received the lowest scores, particularly in general surgery programs.
Article Synopsis
- The study explores the concept of 'patient ownership' among internal medicine residents, focusing on its key features: personal concern for patients, autonomous decision-making, and understanding patient issues.
- Interviews with 18 residents and 12 faculty revealed that a night float system can enhance resident fitness for duty and promote better patient interactions, but poor patient handovers can hinder the development of ownership.
- The findings suggest that residency programs should consider the impacts of shift-based schedules on trainee learning and propose strategies to enhance patient ownership development through supportive supervision and role modeling.
Article Synopsis
- This study compares the effectiveness of YouTube videos versus traditional supervision for teaching knee arthrocentesis to medical students.
- Seventy-one students were divided into three groups: one learned from a supervisor, another used high-quality YouTube links, and the last group searched for any available videos.
- Results showed that while group A performed better before feedback, all groups scored similarly after receiving instructor feedback, indicating that video instruction alone isn't a substitute for traditional supervision.
This perspective is part of a series of articles that are outcomes of a consensus conference, that seek to offer a comprehensive examination of the clinical learning environment (CLE), using different academic disciplines and areas of focus termed "avenues." The education dimensions of the CLE are discussed in detail in this perspective, along with critical linkages to the other avenues. Using iterative presentations, discussion and small group work, in October 2018, the consensus conference participants explored the education, psychological, sociocultural, diversity and inclusion, digital and architectural aspects of the CLE.
View Article and Find Full Text PDFLearning in a clinical context is foundational in the training of health professionals; there is simply no alternative. The subject of the clinical learning environment (CLE) is at the forefront of discussions. In this introduction to a themed issue on the CLE, we present an expanded conceptual model that approaches the CLE through six different lenses, termed "avenues:" architectural, digital, diversity and inclusion, education, psychological, and sociocultural, with each avenue represented by a paper.
View Article and Find Full Text PDF