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.

Evaluation of an educational program for essential newborn care in resource-limited settings: Essential Care for Every Baby.

Background: Essential Care for Every Baby (ECEB) is an evidence-based educational program designed to increase cognitive knowledge and develop skills of health care professionals in essential newborn care in low-resource areas. The course focuses on the immediate care of the newborn after birth and during the first day or until discharge from the health facility. This study assessed the overall design of the course; the ability of facilitators to teach the course; and the knowledge and skills acquired by the learners.

Ego identity development in physicians: a cross-cultural comparison using a mixed method approach.

Background: The purpose of this study was to examine the career decision-making process of International Medical Graduates (IMGs). There are two main types of IMGs who apply for licensure in Canada. Canadian International Medical Graduates (CIMGs) were Canadian citizens before leaving to study medicine in a foreign country, in comparison to those non-CIMGs who had studied medicine in a foreign country before immigrating to Canada.

Developing an interprofessional care plan for an older adult woman with breast cancer: from multiple voices to a shared vision.

Interprofessional collaboration is central to quality patient care; however, little is known about developing interprofessional care plans, particularly in oncology. This article describes the development of an interprofessional care plan for an older adult woman with breast cancer. Two collaborative expert workshops were used; 15 clinical experts reviewed an online patient case and were asked to prepare a uniprofessional care plan.

Multiple mini-interviews versus traditional interviews: stakeholder acceptability comparison.

Context: The McGill University Faculty of Medicine undertook a pilot, simulation-based multiple mini-interview (MMI) for medical school applicant selection, which ran simultaneously with traditional unstructured interviews (all applicants underwent both processes). This paper examines major stakeholder (applicants and evaluators) opinions towards the MMI compared with traditional interviews, including perceptions about the feasibility and utility of the MMI.

Methods: A total of 100 candidates applying to McGill University Medical School were enrolled in the pilot comparison of the MMI with the traditional, unstructured interview.