Background: Little is published about the role of faculty advisors and use of students' e-portfolios.
Purpose: This article reports advisors' observations and understanding about 1st-year students based on information from students' journaling as part of an e-portfolio.
Methods: Data were collected on Blackboard survey module for 8 volunteer advisors at two medical school campuses.
Context: Adapting web-based (WB) instruction to learners' individual differences may enhance learning. Objectives This study aimed to investigate aptitude-treatment interactions between learning and cognitive styles and WB instructional methods.
Methods: We carried out a factorial, randomised, controlled, crossover, post-test-only trial involving 89 internal medicine residents, family practice residents and medical students at 2 US medical schools.
Background: There is a growing need to educate physicians about complementary and alternative medicine (CAM). Few introductory courses in CAM have been described.
Purpose: To develop and evaluate an introductory course in CAM for medical students and residents.
Objective: The purpose of the study was to teach medical students the strategies of critical questioning to determine the effect on students' critical thinking skills, confidence in their ability to ask questions, and interaction between student and instructor.
Study Design: Workshops were developed to teach medical students how to systematically ask critical questions. Sixty-two consenting students in their third-year obstetrics and gynecology clerkship were divided according to alternate rotations to either attend the workshops (n = 28) or not (n = 41).
Purpose: We describe the use of standardised students (SSs) in interdisciplinary faculty development programmes to improve clinical teaching skills. Standardised students are actual health professions students who are trained to portray a prototypical teaching challenge consistently across many encounters with different faculty participants.
Methods: The faculty development programmes described focused on the skills of providing feedback and brief clinical teaching.
Objective: If faculty development programs are to have impact, we believe they should be made up of several self-reinforcing workshops that provide opportunities for behavior review, practice, reflection, and reinforcement within a context of interdisciplinary perspectives. A program was developed that supports these four activities and includes clinical faculty from medicine, dentistry, nursing, and pharmacy.
Description: At the University of Illinois at Chicago we have focused our efforts to improve clinical teaching through a program of two parallel courses.