Being and the Philosopher's Object in Plato's .

In the , Plato claims that the philosopher is always engaged through reasonings with the (254a4-b1). I argue that, contrary to appearances and to what various commentators believe, this phrase does not refer to the Kind Being singled out in the as one of the so-called 'greatest' or 'most important' Kinds, but to the whole intelligible realm. The proposed reading better accounts for Plato's exact wording at 254a4-b1 and preserves the consistency of Plato's view on the object of philosophical knowledge.

Does Formal Training in Medical Education and Professional Development Lead to Better Career Outcomes for Clinician Educators?

Objectives: Medical school and residency training programs rely on skilled clinician-educators to provide high-quality educational experiences. In 2002, the University of Pittsburgh's Institute for Clinical Research Education created a master's-level degree-granting program in medical education, which now has more than a decade of graduates.

Methods: All graduates between 2004 and 2014 were invited to complete an anonymous electronic survey regarding their experiences with the program and their perception of whether the master's program adequately prepared them in domains pertinent to medical educators.

Understanding the challenges to facilitating active learning in the resident conferences: a qualitative study of internal medicine faculty and resident perspectives.

Background: In the Next Accreditation System, the Accreditation Council for Graduate Medical Education outlines milestones for medical knowledge and requires regular didactic sessions in residency training. There are many challenges to facilitating active learning in resident conferences, and we need to better understand resident learning preferences and faculty perspectives on facilitating active learning. The goal of this study was to identify challenges to facilitating active learning in resident conferences, both through identifying specific implementation barriers and identifying differences in perspective between faculty and residents on effective teaching and learning strategies.

Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study.

Background: The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference.

Understanding resident learning preferences within an internal medicine noon conference lecture series: a qualitative study.

Background: The lecture remains the most common approach for didactic offerings in residency programs despite conflicting evidence about the effectiveness of this format.

Objective: The purpose of this study was to explore the perspectives of internal medicine residents toward conferences held in the lecture format.

Methods: The investigators invited internal medicine residents (N  =  144) to participate in focus groups discussing their perspectives about noon conference lectures.