Jon picked today's paper which discusses the experience of shame in medical education.

Authors:  Bynum et al,.

Publication details: Sentinel Emotional Events: The Nature, Triggers, and Effects of Shame Experiences in Medical Residents Acad Med. 2019;94:85–93.

View the abstract here

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Jason R. Frank: @drjfrank 

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Programmatic assessment (PA) is one of the big 5 features of the competency-based era. (The other 4 components of CBME are: outcome competencies, sequenced acquisition of expertise, tailored teaching/coaching, and learning activities.)

So, what is this “programmatic assessment” stuff? The promise of PA is that it is a supposed to be better way of organizing assessment.

Authors: Bok et al,.

Publication details:

Validity evidence for programmatic assessment in competency-based education  Perspect Med Educ 2018 Dec;7(6):362-372

View the abstract here

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Why a robust body of theory-driven research is needed for education in the clinical setting.

Authors: Cleland J, Durning S.

Publication details: Education and service: how theories can help in understanding tensions. Medical Education 2019 53: 42–55

View the abstract here

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This is re-recording of Lara Varpio's 5th 'Methods Consult' which was Episode 196 for KeyLIME. This discussion is in response to the Mangione paper reviewed in KeyLIME Episode 188.

As a PHD trained scientist working in the field, it is of Lara's opinion that her job is to help others gain the skills and expertise needed to engage in Health Professions Education scholarship and research.

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Lara Varpio: @LaraVarpio 

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A transcript of this episode can be found here

This is Lara Varpio's 6th 'Methods Consult' for KeyLIME. 

As a PHD trained scientist working in the field, it is of Lara's opinion that her job is to help others gain the skills and expertise needed to engage in Health Professions Education scholarship and research.

Additional material about Thomas Kuhn, ontologies and epistemologies:

1. Stanford Encyclopedia of Philosophy [Internet]. Stanford University: Center for the Study of Language and Information; 2019. Available from: https://plato.stanford.edu
2. Kuhn, TS. The Structure of Scientific Revolutions. 50th ed. Chicago IL: University of Chicago Press; 2012 (Original work published in 1962).
3. Okasha, S. Philosophy of Science: A Very Short Introduction. 2nd ed. Oxford UK: Oxford University Press; 2016.

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Lara Varpio: @LaraVarpio 

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Jason R. Frank: @drjfrank 

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A transcript of this episode can be found here

How did the Master Clinicians in your environment get their mastery ?

Authors:  Murthy VK, O'Brien B, Dhaliwal G.

Publication details: An Inquiry Into the Early Careers of Master Clinicians J Grad Med Educ. 2018 Oct;10(5):500-506 

View the abstract here

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Jason R. Frank: @drjfrank 

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Jason selects an important paper on Physician burnout and how concerns have reached a strident pitch

Authors:  Panagioti, et al,.

Publication details: Association Between Physician Burnout and Patient Safety, Professionalism, and Patient Satisfaction A Systematic Review and Meta-analysis JAMA Intern Med. 2018;178(10):1317-1330.

View the abstract here

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This paper is so hot, Jon had to put his oven-mitts on!

As patient volumes increase, it is becoming increasingly important to find novel ways to teach junior medical learners about the intricacies of managing multiple patients simultaneously and about working in a resource-limited environment.

Authors:  Tsoy E et al.

Publication details:  Creating GridlockED: A Serious Game for Teaching About Multipatient Environments Acad Med. 2019 Jan;94(1):66-70 

View the abstract here

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Tell me something, dear clinician-educator: In your institution, who is more likely to be recognized, your colleague the hard-core science researcher, or your most outstanding teacher? Who will make full professor sooner? 

Authors:  Shinkai et al. 

Publication details:  Rethinking the Educator Portfolio: An Innovative Criteria-Based Model Acad Med. 2018 Jul;93(7) 

View the abstract here

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Jason R. Frank: @drjfrank 

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Those who can, do. Those who cannot, teach. Those who cannot teach, teach teaching. 

There is a small literature in med ed suggesting that ‘to teach is to learn twice’.

Authors: Smith et al.

Publication details: Those Who Teach, Can Do: Characterizing the Relationship Between Teaching and Clinical Skills in a Residency Program J Grad Med Educ. 2018 Aug;10(4):459-463 

View the abstract here

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Jason R. Frank: @drjfrank 

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