Episode length - 22:04   This episode was recorded live at the ICRE 2019 in Ottawa. Another 3 classic papers are reviewed by Dr.s Linda Snell, Jonathan Sherbino and Jason Frank. Do they fit your definition of Classic?   00:50  Jason's classic choice. Choudry et. al., Systematic Review: The relationship between clinical experience and quality of health care. Ann Intern Med. 2005 Feb 15;142(4):260-73.   8:25 Jon's  choice Eva et. al., The Ability of the Multiple Mini-Interview to Predict Preclerkship Performance in Medical School Acad Med. 2004 Oct;79(10 Suppl):S40-2.   13:50 Linda's choice. Irby. What clinical teachers in medicine need to know. Acad Med. 1994 May;69(5):333-42.     Voting for the 3 papers 20:50   * There are no abstracts for this episode.

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Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

 

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Episode length - 25:44   This episode is the review of the first 3 classic papers discussed at the ICRE 2019 in Ottawa.   4:04 Jon Sherbino's choice. Harden et. al., Assessment of clinical competence using objective structured examination. Med J. 1975 Feb 22;1(5955):447-51.   9:36 Linda's choice. Ende, J. Feedback in Clinical Medical Education JAMA. 1983 Aug 12;250(6):777-81.   16:09 Jason's classic choice. Sibley et. al., A ramdonized trial of continuing medical education.  N Engl J Med. 1982 Mar 4;306(9):511-5.   Voting for the 3 papers 23:48   * There is no abstract for this episode.

Follow our co-hosts on Twitter!

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

 

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Episode length 22:16

Linda Snell chosen paper was the 2nd paper reviewed at KeyLIME LIVE at the ICRE 2019 in Ottawa.

Feedback and debriefing –both essential for learning and improving future performance … are the underlying theories and actions unique, or is there a need to reconceptualize into a shared framework? 

Questions/comments from audience

Paula Craigo - 14:47

Walter Tavares (Author) - 16:00

Educational Impact voting 17:31

Authors: Tavares et. al., 

Publication details:  Learning Conversations: An Analysis of Their Theoretical Roots and Their Manifestations of Feedback and Debriefing in Medical Education Acad Med. 2019 Jul 30 

View the abstract here

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Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

 Lara Varpio: @LaraVarpio

Lara Varpio's Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Unites States Department of Defense. 

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Total length of episode 38:17

This episode was recorded live at ICRE 2019 in Ottawa, Ontario.

Jon presents paper first paper at 7:30

Purpose:  “…we sought to determine which interventions aimed at increasing under-represented populations are associated with meeting the desired outcomes of increasing the representation of these populations within the health professions student body.” 

Audience participation

1) 24:42 Stan Hamstra - @StanHamstra

2) 28:04 Paula Craigo  -

3) 29:05 Saleem Razack @SaleemRazack 

Methodology vote starts at: 32:04

Educational Impact vote: 34:26

Authors:   Simone et al.,

Publication details: What are the features of targeted or systemwide initiatives that affect diversity in health professions trainees? A BEME systematic review: BEME Guide No. 50 2018 Medical Teacher, 40:8, 762-780, 

View the abstract here

Follow our co-hosts on Twitter!

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

 Lara Varpio: @LaraVarpio

Lara Varpio's Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Unites States Department of Defense. 

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Episode length 25:58

Background: As health education evolves, a pipeline of individuals who possess the competencies necessary to develop new curricular content and deliver it via novel pedagogies is needed. Clinician educators (CEs)* are increasingly an important part of the medical education workforce. 

The purpose of the review is to identify knowledge gaps, scope a body of literature, clarify concepts 

Voting on Methods at 19:14, and Educational Impact 20:37

Authors:  Friedman et. al., 

Publication details: Clinician-Educator Tracks for Trainees in Graduate Medical Education: A Scoping Review Acad Med. 2019 Jun 4 

View the abstract here

Follow our co-hosts on Twitter!

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

 Lara Varpio: @LaraVarpio

Lara Varpio's Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Unites States Department of Defense. 

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Episode length 29:38

Jason's chosen paper is on Authorship, which is a fundamental attribution for scholarly contribution, and is the basis of career advancement, global recognition, funding, wellness, professional identity, and even historical legacy. Unfortunately, it is mired in tomfoolery. 

Voting on Methods at 27:15, and Educational Impact 27:30

Authors:   Maggio et. al.

Publication details: Exploring researchers' perspectives on authorship decision making. Med Educ. 2019 Sep 1. doi: 10.1111/medu.13950. [Epub ahead of print] 

View the abstract here

Follow our co-hosts on Twitter!

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

 Lara Varpio: @LaraVarpio

Lara Varpio's Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Unites States Department of Defense. 

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Episode length 25:55

This paper was selected by Lara Varpio it focuses on two important qualities for all clinicians to embrace and embody in their clinical work: empathy and compassion.

Voting on Methods at 22:30, and Educational Impact 23:27

Authors:  Krishnasamy et. al.,

Publication details: How does medical education affect empathy and compassion in medical students? A meta-ethnography: BEME Guide No. 57. 2019 Med Teach. 2019 Aug 7:1-12. 

View the abstract here

Follow our co-hosts on Twitter!

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

 Lara Varpio: @LaraVarpio

Lara Varpio's Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Unites States Department of Defense. 

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Episode length 29:59

These days we live in a world of healthcare and HPE where resources are limited – choices must be made; there are increasing demands for transparency; there is more scrutiny of costs and efficiency of spending. 

No voting on Methology but voting on Educational Impact starts at 27:00

Authors:  Maloney et al.,

Publication details: AMEE Guide No. 123 – How to read studies of educational costs Med Teach. 2019 May;41(5):497-504. 

View the abstract here

Follow our co-hosts on Twitter!

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

 Lara Varpio: @LaraVarpio

Lara Varpio's Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Unites States Department of Defense. 

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Episode length - 25:45

 The purpose of this study is

(1) to discuss the terms used in reference to clinical reasoning;

(2) describe how the research team categorized those terms in relation to the meanings inferred by each term and

(3) to report where there are disagreements in those interpretations 

Voting on Methods and Educational Impact start at 19:30

Authors:  Young et al.,

Publication details: The terminology of clinical reasoning in health professions education: Implications and considerations. Med Teach. 2019 Jul 17:1-8 

View the abstract here

Follow our co-hosts on Twitter!

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

 Lara Varpio: @LaraVarpio

Lara Varpio's Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Unites States Department of Defense. 

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Episode length 24:10

*Now 32:45 with Dr. Thomas's rebuttal at the end of the episode*

This Evidence based Medicine paper tries to answer 3 important questions:

1. What are HP educators’ attitudes toward using educational research evidence to inform their teaching and assessment practices? 

2. To what extent do HP educators use educational research evidence in their practice? 

3. What are the individual and organizational supports and barriers of evidence-informed education from the perspective of HP educators? 

 

Authors:  Thomas et al., 

Publication details:  Use of evidence in health professions education: Attitudes, practices, barriers and supports Med Teach. 2019 May 3:1-11 

View the abstract here

Follow our co-hosts on Twitter!

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

Lara Varpio: @LaraVarpio

The views expressed in the KeyLIME podcast are solely those of the hosts and do not necessarily reflect those of any organization or institution to which the hosts are affiliated including the Uniformed Services University of the Unites States Department of Defense.

Want to learn more about KeyLIME? Click here!