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Benchmarking a Canadian Anesthesiology Resident Research Program against national norms using a logic model framework: a quality improvement study.
Can Med Educ J
March 2023
Department of Anesthesiology, Perioperative Medicine and Pain Management, College of Medicine, University of Saskatchewan, Saskatchewan, Canada.
Background: Canadian specialty training programs are expected to deliver curriculum content and assess competencies related to the CanMEDS Scholar role. We evaluated our residency research program and benchmarked it against national norms for quality improvement purposes.
Methods: In 2021 we reviewed departmental curriculum documents and surveyed current and recently graduated residents.
Mind The Gap: A Philosophical Analysis of Reflection's Many Benefits.
Teach Learn Med
July 2023
Faculty of Arts, University of Groningen, Groningen, The Netherlands.
Expectations of reflection run high in medical practice and medical education; it is claimed as a means to many ends. In this article, the authors do not reject the value of reflection for medical education and medical practitioners, but they still ask why reflection can (potentially) yield so many different benefits, and what that implies for the status of reflection in medical education practice. Based on a conceptual analysis of debates about reflection in the philosophical tradition, the authors argue that there are two quintessential gaps that play a role in the proliferation of (potential) benefits.
View Article and Find Full Text PDFReverse Mentoring and Intergenerational Learning in Nursing: Bridging generational diversity.
Sultan Qaboos Univ Med J
November 2022
Department of Fundamentals & Administration, College of Nursing, Sultan Qaboos University, Muscat, Oman.
This article aimed to discuss the scope of reverse mentoring and intergenerational learning in nursing. Accordingly, it discusses the characteristics, significance, benefits, conceptual framework, implementation strategy and application of reverse mentoring in nursing. Reverse mentoring occurs when a technically competent younger employee mentors a senior experienced employee and reciprocally exchanges the work culture and soft skills.
View Article and Find Full Text PDFBridging the education-practice gap: Changing nurse practitioner skills through education innovation.
J Am Assoc Nurse Pract
November 2022
Seton Hall University/College of Nursing, South Orange, NJ.
A conceptual model for practice-based learning and improvement competency in medicine.
J Family Med Prim Care
June 2022
Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Introduction: Quality improvement and performance evaluation have become today's mainstream medical issues, whereas in many areas of medical care, the quality of care services is less than desirable.
Objective: To determine a conceptual model for practice-based learning and improvement (PBLI) competency in medicine.
Methods: This study was conducted using Walker and Avant's theoretical synthesis method.
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