AI Article Synopsis
- The Covid-19 pandemic created challenges for medical students by limiting their educational and career growth, prompting the need for new initiatives to develop their professional skills.
- A coaching intervention was implemented during the advanced emergency medicine rotation, where trained coaches engaged with students for about 4.5 hours over three weeks.
- The coaching program proved to be both practical and beneficial for both the faculty coaches and the medical students involved.
Article Abstract
Introduction: The Covid-19 pandemic limited educational and career development opportunities for medical students, requiring innovative programs to accelerate professional identity formation and clinical skills acquisition.
Methods: We developed a brief coaching intervention that took place over the advanced (sub-internship) emergency medicine rotation at our institution. We trained coaches using a newly developed workshop, who met with students for an average of 4.5 hours over 3 weeks.
Impact/effectiveness: We showed that this coaching program was both feasible and impactful for faculty coaches and medical students.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8782139 | PMC |
| http://dx.doi.org/10.5811/westjem.2021.12.53917 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Providers' Beliefs and Values: Understanding Their Approach to Gender-Affirming Care.
J Prim Care Community Health
January 2025
University of Rochester, Rochester, NY, USA.
Objectives: This qualitative study explored the beliefs and values influencing healthcare providers' delivery of gender-affirming care (GAC) to transgender and gender-diverse (TGD) youth amidst current social and political dynamics.
Methods: The study PI conducted 43 semi-structured interviews with providers across states with varying GAC legislation. Responses from 41 providers were analyzed in this paper.
Professional Identity Formation in Indian Undergraduate Medical Students.
Indian Pediatr
January 2025
NAMS Emeritus Professor; Chair, Center for Health Professions Education, Adesh University, Bathinda, Punjab, India. Correspondence to: Prof. Tejinder Singh, 221-D/1, BRS Nagar, Ludhiana 141012, Punjab, India.
Medical training in India is experiencing a paradigm shift. The competency-based medical education (CBME) for undergraduate medical training was adopted from the admission session 2019. The Indian Medical Graduate (IMG) was identified under CBME, by explicitly documenting its roles viz.
View Article and Find Full Text PDFUntapped Resources? Engaging Junior Faculty with Advanced Career Training in Near-Peer Mentoring to Build Professional Identity.
South Med J
January 2025
From the Department of Internal Medicine, Division of General Internal Medicine, Emory University School of Medicine, and Grady Memorial Hospital, Atlanta, Georgia.
Effective early mentoring is essential for propelling academic careers. There is a growing cohort of junior faculty with advanced skills in medical education and research; these individuals need both mentoring and the opportunity to take on mentorship roles. Generalists who pursue advanced training in medical education or clinical research often enter junior faculty positions alongside recent residency graduates, leaving their skillset untapped.
View Article and Find Full Text PDFPathways, development needs, and clinical connections for midwifery faculty in low- and middle-income settings of the Asia Pacific region: A qualitative study.
Women Birth
January 2025
Faculty of Health, University of Technology Sydney, Australia; Burnet Institute, Melbourne, Australia.
Introduction: The development and strengthening of midwifery education requires a focus on midwifery faculty as an important strategy to improve quality of care provision. Despite the need for high-quality midwifery educators in all-countries, preparation and development of faculty is challenging, particularly in low- and middle-income countries.
Aim: The aim was to explore the experiences of midwifery faculty in low- and middle-income countries in the Asia Pacific region regarding their pathway to being a faculty member, programs of development and/or factors that supported their transition to faculty.
Stimulating Medical Student Professional Identity Formation Through Mentored Longitudinal Partnerships With Patient Teachers.
Acad Med
December 2024
R.H. Kon is associate professor of medicine, Department of Medicine, University of Virginia School of Medicine, Charlottesville, Virginia; ORCID: https://orcid.org/0000-0002-3326-5203.
Article Synopsis
- Longitudinal patient relationships can enhance medical students' professional identity formation and understanding of illness, but implementing a traditional longitudinal integrated clerkship (LIC) may not always be possible.
- The Patient Student Partnership (PSP) program at the University of Virginia School of Medicine pairs students with chronic illness patients over four years, blending experiential learning with the existing block curriculum.
- Student feedback indicates that the PSP program fosters connections between classroom theory and clinical practice, improves communication skills, and enhances self-reflection on their future roles, with 80.6% agreeing it allowed them to observe the impact of chronic illness on patients' lives.
- Future research is needed to assess the program’s effectiveness in promoting professional identity formation similar to LICs and to improve student
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!