The hosts introduce a new series called “Ripped from the Headlines”, inspired by Riffed from the headlines on CBC Radio. In this series, one of the hosts selects three quotes – two real, one fake – and asks their co-hosts to spot the fake!

In this first iteration, Jason has selected the following three quotes …did his co-host guess right? Did you? Listen to find out!

1. “…We employed the VARK questionnaire to assess the differences in learning styles and approaches among medical undergraduates. A totally of 284 students participated…Participants whose teaching was tailored to their respective learning styles had superior learning outcomes in comparison with controls…”
2. “…The reported strategies and attitudes helped to develop, mental, physicial and social resource pools that fostered effective decision making. Successful coping…encouraged the maintenance of resilience-promoting abilities. In relation to Conservation of Resources Theory, physician resilience emerged as the ability to invest personal resources in a way that initiatives positive resource spirals…”
3. “…many educators tasking with implementing CBME understandably feel they have limited power to protest…For too long CBME has been allowed to propagate based the regulatory and administrative power of a small group…CBME…is faith-based medical education, replete with its own unopposable truths and its authorized high priests…”

Follow our co-hosts on Twitter!

 Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

Want to learn more about KeyLIME? Click here!

Linda has chosen the paper this week which is a Research synthesis. The authors review the progress made in developing the key components for training educators and rewarding teaching excellence, explore reasons for the limited reform, and identify possible directions for the future. 

Authors: Irby, DM and P O’Sullivan.

Publication details: Developing and Rewarding Teachers as Educators and Scholars: Progress and Challenges. Medical Education. [ePub ahead of print]. Read article here!

Read the episode abstract here

Follow our co-hosts on Twitter!

 Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

Want to learn more about KeyLIME? Click here!

Coming to you from ICRE 2017, this is the second recording from KeyLIME Live where we were joined by co-hosts Glenn Regehr and Karen Hauer. Part 2 finds the co-hosts discussing an observational study where the authors assert that the #meded literature lacks studies that provide validity evidence for workplace-based assessments (WBAs).

As any frequent listener knows, the hosts have often discussed the importance of the contemporary shift away from high-stakes, end-of-training exams, to programmatic assessment, an approaching involving a system that emphasizes WBAs sampled in authentic environments, often with direct observation, and collated in meaningful ways for decision-making. Will this paper change their point of view? Listen to find out!

Authors: Naidoo S, Lopes S, Patterson F, Mead HM, MacLeod S.

Publication details: Can colleagues', patients' and supervisors' assessments predict successful completion of postgraduate medical training? Med Educ. 2017. 51(4):423-431. PubMed Link

View the abstract here

Follow our co-hosts on Twitter!

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

Want to learn more about KeyLIME? Click here!

Coming to you from ICRE 2017, this is our first of the two part KeyLIME Live where we were joined by co-hosts Glenn Regehr and Karen Hauer. Up first is Karen's selection, which explores a hot topic in medical education: The Flipped Classroom (FC). This systematic review examines the evidence for the FC as a pedagogical strategy in medical education. 

Authors: Chen F, Lui AM, Martinelli SM.

Publication details:  A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education.  2017. 51(6):585-597 PubMed Link

View the abstract here

Follow our co-hosts on Twitter!

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

Want to learn more about KeyLIME? Click here!

This week’s paper aims to explore the impact of rudeness on the performance of medical teams. Jon shares: as a clinician, he thinks a lot about the function of a system to optimize the quality of patient care and prevent error, and, as an educator, he often thinks of how to effectively teach and structure patient encounters for learners to facilitate their acquisition of knowledge and experience – he’s aware that with improved experience, learners can provide better care.  However, he admits he has never given serious attention to the psychology of team performance on patient outcomes – this paper changes all that!

Authors: Riskin A, Erez A, Foulk TA, Kugelman A, Gover A, Shoris I, Riskin KS, Bamberger PA.

Publication details: The Impact of Rudeness on Medical Team Performance: A Randomized Trial. Pediatrics. 2015 Sep;136(3):487-95. PubMed Link

View the abstract here

Follow our co-hosts on Twitter!

 Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

Want to learn more about KeyLIME? Click here!

*Author’s Note: Some KeyLIME podcast followers will find this a tough episode to discuss.* 

Issues of the wellness of health care providers are an increasingly discussed in medical education. The stressors and impact of medical practice on physician health have been documented for decades. So perhaps it is time to document the “mortality rate” of medical training… Jason's selection for this podcast, from Yaghmour et al in Academic Medicine, sets out to study and characterize US resident (postgraduate) trainee deaths from 2000-2014.

Authors: Yaghmour NA, Brigham TP, Richter T, Miller RS, Philibert I, Baldwin DC Jr, Nasca TJ.

Publication details: Causes of Death of Residents in ACGME-Accredited Programs 2000 Through 2014: Implications for the Learning Environment. Acad Med. 2017 Jul;92(7):976-983. PubMed Link

View the abstract here

Follow our co-hosts on Twitter!

 Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

Want to learn more about KeyLIME? Click here!

Almost all postgraduate (residency) training programs apply a competency framework to structure curriculum, teaching, learning and assessment, with the CanMEDS framework being one of the most frequently used. Linda's selection this week, a grounded theory analysis of observations and interviews, aims to explore how the CanMEDS framework informs residents’ practice-based training and interactions with supervisors.

Authors: Renting N, Raat ANJ, Dornan T, Wenger-Trayner E, van der Wal MA, Borleffs JCC, Gans ROB, Jaarsma ADC.

Publication details: Integrated and implicit: how residents learn CanMEDS roles by participating in practice. Med Educ. 2017 May 9. [Epub ahead of print] PubMed Link

View the abstract here

Follow our co-hosts on Twitter!

 Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

Want to learn more about KeyLIME? Click here!

Part 2 of a live session recorded at the 2017 CGEA Conference in Chicago with special guest hosts Anna Cianciolo, Larry Gruppen, John Mahan and Brian Mavis!

Part 2 finds Jason and the guest hosts mulling over a major question in medical education today: how do supervising physicians make decisions regarding who and how much to trust trainees and students who report to them. 

Authors:

Sheu L, O'Sullivan PS, Aagaard EM, Tad-Y D, Harrell HE, Kogan JR, Nixon J, Hollander H, Hauer KE.

Publication details: How Residents Develop Trust in Interns: A Multi-Institutional Mixed-Methods Study.  Academic Medicine. 2016. (10):1406-1415. PubMed Link

View the abstract here

Follow our co-hosts on Twitter!

Anna Cianciolo (@anna_cianciolo) [Guest host]

Larry Gruppen(@lgruppen) [Guest host]

John Mahan (@mededMahan)   [Guest host]

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

Want to learn more about KeyLIME? Click here!

Joining Jason live from Chicago are special guest hosts Anna Cianciolo, Larry Gruppen, John Mahan and Brian Mavis!

Part 1 of a live session recorded at the 2017 CGEA Conference. Our guest hosts discuss a paper where the authors found that learners had specific strategies for attempting to manage situations where they were directly questioned by preceptors.

Authors: Lo L and Regehr, G.

Publication details:  Medical Students' Understanding of Directed Questioning by Their Clinical Preceptors. Teaching and Learning in Medicine. 2017. 29 (1):5-12. PubMed Link

View the abstract here

Follow our co-hosts on Twitter!

Anna Cianciolo (@anna_cianciolo) [Guest host]

Larry Gruppen(@lgruppen) [Guest host]

John Mahan (@mededMahan)   [Guest host]

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

Want to learn more about KeyLIME? Click here!

Sometimes health professional education can be embarrassing.  Despite the maturity of the field, there are occasions when a study, such as the one in Jon's paper selection this week, can highlight shared assumptions among clinician educators. So, what is the most effective way to teach a technical skill? The KeyLIME team is here to help you figure it out! 

Authors: Rossettini G, Rondoni A, Palese A, Cecchetto S, Vicentini M, Bettale F, Furri L, Testa M.

Publication details: Effective teaching of manual skills to physiotherapy students. A Randomized Clinical Trial. Medical Education. 2017. August. [ePub ahead of print] Read the article here.

View the abstract here

Follow our co-hosts on Twitter!

Jason R. Frank: @drjfrank 

Jonathan Sherbino: @sherbino 

Linda Snell: @LindaSMedEd 

Want to learn more about KeyLIME? Click here!