Mentorship in health professions education - an AMEE guide for mentors and mentees: AMEE Guide No. 167.

This AMEE guide discusses theoretical principles and practical strategies for health professions educators to promote impactful mentoring relationships. Traditional definitions are challenged, distinctions are made between roles such as mentor, advisor, coach and sponsor. As educational environments change and options for professional development expand, we argue that the traditional dyadic format of mentoring alone will not help mentees to maximise their professional growth.

The use of virtual reality in patient education related to medical somatic treatment: A scoping review.

Objective: To map the available evidence on the context, content and outcome of VR in patient education in situations related to preparation for medical somatic treatment.

Methods: A Scoping review. In October 2020, the Embase, CINAHL, MEDLINE and PsycINFO databases were searched with the terms 'Virtual Reality' and 'Patient Education'.

Illness scripts in nursing: Directed content analysis.

Aims: To explore the possible extension of the illness script theory used in medicine to the nursing context.

Design: A qualitative interview study.

Methods: The study was conducted between September 2019 and March 2020.

Crew Resource Management Training for Surgical Teams, A Fragmented Landscape.

Objective: Medical Crew Resource Management (CRM) training courses are designed to increase patient safety by reducing the effects of human errors. These training courses are most popular in surgery and a wide range of medical CRM training courses for surgical teams is now available. However, the effects of these CRM training courses on patient outcomes are inconclusive.

"Languaging" tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions.

While subjective judgment is recognized by the health professions education literature as important to assessment, it remains difficult to carve out a formally recognized role in assessment practices for personal experiences, gestalts, and gut feelings. Assessment tends to rely on documentary artefacts-like the forms, standards, and policies brought in under competency-based medical education, for example-to support accountability and fairness. But judgment is often tacit in nature and can be more challenging to surface in explicit (and particularly written) form.

Speaking up, support, control and work engagement of medical residents. A structural equation modelling analysis.

Objectives: Medical residents can play key roles in improving health care quality by speaking up and giving suggestions for improvements. However, previous research on speaking up by medical residents has shown that speaking up is difficult for residents. This study explored: (i) whether two main aspects of medical residents' work context (job control and supervisor support) are associated with speaking up by medical residents, and (ii) whether these associations differ between in-hospital and out-of-hospital settings.

Theories of truth and teaching clinical reasoning and problem solving.

In this paper, we will first discuss two current meta-theories dealing with different, aspects of "truth". The first metatheory conceives of truth in terms of coherence (rationality, consistency): a body of knowledge is true when it contains no inconsistencies and has at least some credibility. The second metatheory conceives of truth as correspondence, i.

Trusting early learners with critical professional activities through emergency medical technician certification.

Background: Two dominant themes face medical education: developing integrated curricula and improving the undergraduate medical education (UME) to graduate medical education (GME) transition. An innovative solution to both of these challenges at the Zucker School of Medicine has been the application of the cognitive apprenticeship framework in requiring emergency medical technician (EMT) certification during the first course in medical school as the core on which to build an integrated curriculum and provide entrustable clinical skills.

Methods: Beginning with the Class of 2011, student feedback about the short-term impact of the experience was collected annually.

Illness script development in pre-clinical education through case-based clinical reasoning training.

Objectives: To assess illness script richness and maturity in preclinical students after they attended a specifically structured instructional format, i.e., a case based clinical reasoning (CBCR) course.

Effects of training physicians in electronic prescribing in the outpatient setting on clinical, learning and behavioural outcomes: a cluster randomized trial.

Aims: Electronic prescribing systems may improve medication safety, but only when used appropriately. The effects of task analysis-based training on clinical, learning and behavioural outcomes were evaluated in the outpatient setting, compared with the usual educational approach.

Methods: This was a multicentre, cluster randomized trial [EDUCATional intervention for IT-mediated MEDication management (MEDUCATE trial)], with physicians as the unit of analysis.

Medical students' preparation for the transition to postgraduate training through final year elective rotations.

This study adds to the ongoing discussion on how to ease the transition from undergraduate medical training to postgraduate training. In the Netherlands there is no central matching system for admission to residency. Medical school graduates just apply for a position in an open job market.

Are retired physicians suitable for the coaching of clerks?

Objectives: To assess whether clerks need coaches, for which issues, and whether retired physicians are able to support clerks.

Methods:  The study combines both qualitative and quantitative methods and the perspectives of both coaches and clerks. Clerks starting their first clerkship were randomised between having a coach (n=61) and not having a coach (n=59).

Overarching challenges to the implementation of competency-based medical education.

Medical education is under increasing pressure to more effectively prepare physicians to meet the needs of patients and populations. With its emphasis on individual, programmatic, and institutional outcomes, competency-based medical education (CBME) has the potential to realign medical education with this societal expectation. Implementing CBME, however, comes with significant challenges.

Toward a research agenda for competency-based medical education.

Competency-based medical education (CBME) is both an educational philosophy and an approach to educational design. CBME has already had a broad impact on medical schools, residency programs, and continuing professional development in health professions around the world. As the CBME movement evolves and CBME programs are implemented, a wide range of emerging research questions will warrant scholarly examination.

Influence of learner knowledge and case complexity on handover accuracy and cognitive load: results from a simulation study.

Context: The handover represents a high-risk event in which errors are common and lead to patient harm. A better understanding of the cognitive mechanisms of handover errors is essential to improving handover education and practice.

Objectives: This paper reports on an experiment conducted to study the effects of learner knowledge, case complexity (i.

Mapping the Demand for Serious Games in Postgraduate Medical Education Using the Entrustable Professional Activities Framework.

Objective: Serious games are potentially powerful tools for residency training and increasingly attract attention from medical educators. At present, serious games have little evidence-based relations with competency-based medical education, which may impede their incorporation into residency training programs. The aim of this study was to identify highly valued entrustable professional activities (EPAs) to support designers in the development of new, serious games built on a valid needs-assessment.

MEDUCATE trial: effectiveness of an intensive EDUCATional intervention for IT-mediated MEDication management in the outpatient clinic - study protocol for a cluster randomized controlled trial.

Background: Using information technology for medication management is an opportunity to help physicians to improve the quality of their documentation and communication and ultimately to improve patient care and patient safety. Physician education is necessary to take full advantage of information technology systems. In this trial, we seek to determine the effectiveness of an intensive educational intervention compared with the standard approach in improving information technology-mediated medication management and in reducing potential adverse drug events in the outpatient clinic.

Strategies for continuing professional development among younger, middle-aged, and older nurses: a biographical approach.

Background: A nursing career can last for more than 40 years, during which continuing professional development is essential. Nurses participate in a variety of learning activities that correspond with their developmental motives. Lifespan psychology shows that work-related motives change with age, leading to the expectation that motives for continuing professional development also change.

Task analysis of information technology-mediated medication management in outpatient care.

Aims: Educating physicians in the procedural as well as cognitive skills of information technology (IT)-mediated medication management could be one of the missing links for the improvement of patient safety. We aimed to compose a framework of tasks that need to be addressed to optimize medication management in outpatient care.

Methods: Formal task analysis: decomposition of a complex task into a set of subtasks.

A case for competency-based anaesthesiology training with entrustable professional activities: an agenda for development and research.

Competency frameworks are based on what are considered to be the general essential qualities of a doctor. Competencies, being behavioural descriptors, need a strong link to clinical practice to allow trainers to observe and then use them in assessing trainees' performance. The emerging concept of entrustable professional activities (EPAs) may serve as such a link.

Geriatric pharmacology and pharmacotherapy education for health professionals and students: a systematic review.

What Is Already Known About This Subject: The rate of medication errors is high, and these errors can cause adverse drug reactions. Elderly individuals are most vulnerable to adverse drug reactions. One cause of medication errors is the lack of drug knowledge on the part of different health professionals.