Linda's article selection asks: if HPESUs (health professions education scholarship units) are defined as “organizational structures within which a group of people is substantively engaged in health professions education scholarship’’ -  does this mean heads of HPESUs act as Institutional Entrepreneurs? 

Authors: Varpio L, O'Brien B, Durning S, van der Vleuten C, Gruppen L, Ten Cate O, Humphrey-Murto S, Irby DM, Hamstra SJ, Hu W.

Publication details: Health Professions Education Scholarship Unit Leaders as Institutional Entrepreneurs. Academic Medicine. 2017. Jan 24 [ePub ahead of print]. PubMed Link

In this episode:  In this week's paper, selected by Jon, the co-hosts discuss whether a a closed-book exam - that requires a learner to have encoded and recall the required information - is a superior educational process to an open-book exam that requires a learner to appraise and apply an array of widely available information?  

Authors: Durning SJ, Dong T, Ratcliffe T, Schuwirth L, Artino AR Jr, Boulet JR, Eva K.

Publication details: Comparing Open-Book and Closed-Book Examinations: A Systematic Review. Academic Medicine. 2016 Apr; 91(4):583-99. PubMed link

When was the last time you, dear KeyLIME listener, was observed performing a clinical task by someone who had some kind of power over your career? Was it a colleague as part of a simulation? An administrative leader? Was it at a conference? Was it a mandatory peer review? Was it comfortable for you? Did you change what you would normally do in that situation? Jason's choice this week explores that kind of experience, namely: the lived experience of physicians who have had direct observation while performing clinical tasks. 

Authors: LaDonna K, Hatala R, Lingard L, Voyer S, Watling C.

Publication details: Staging a performance: Learners’ perceptions about direct observation during residency. Medical Education. 2017 May;51(5):498-510

Linda's selection hails from a relatively unknown journal. The paper's author proposes that there is a link between the quality of case presentations (CP) by learners and the learner’s diagnostic reasoning (DR) ability.

Author: Onishi, H.

Publication details: Assessment of Clinical Reasoning by Listening to Case Presentations: VSOP Method for Better Feedback. Journal of Medical Education and Curricular Development. 2016 (3): 125-131. Link to article abstract

For nearly 100 years, there have been calls from experts and other stakeholders to change medical education to incorporate “health systems science” (HSS). This push for HSS in health professions education is heating up, as multiple countries seek physicians who have new sets of skills and behaviours to improve the performance of health care systems and improve patient outcomes. Jason presents a qualitative study that sets out to identify “value-added roles for medical students within the health care delivery system” in Pennsylvania, USA.  

Authors: Gonzalo JD, Graaf D, Johannes B, Blatt B, Wolpaw DR.

Publication details: Adding Value to the Health Care System: Identifying Value-Added Systems Roles for Medical Students. American Journal of Medical Quality. 2016 Apr 26. [Epub ahead of print] PubMed Link

What are the effective solutions to prevent burnout and promote wellness for clinicians?  Jon presents a systematic review that attempts to answer that problem. (All three hosts wanted to present this paper but Jon was the quickest to grab it!) His own specialty (Emergency Medicine) consistently ranks high in several studies on burnout. 

Authors: Panagioti M, Efharis Panagopoulou E, Peter Bower P, Lewith G, Kontopantelis E, Chew-Graham C, Dawson S, van Marwijk H, Geraghty K, Esmail A.

Publication details: Controlled Interventions to Reduce Burnout in Physicians: A Systematic Review and Meta-analysis. JAMA Internal Medicine. 2016 Dec. [ePub ahead of print] PubMed Link

Linda presents an article that summarizes five contemporary theories about motivation to learn, articulates key intersections and distinctions among these theories, and identifies important considerations for future research - the hosts agree all Clinician Educators in training should have this article on their bookshelf!

Authors: Cook DA, Artino AR Jr

Publication details: Motivation to learn: an overview of contemporary theories. Medical Education. 2016. 50(10):997-1014. PubMed Link

In this episode: Jason has chosen today’s article to discuss how the ratio of teachers to learners is an important design factor. Length: 28:14 min. 

Authors: Loewen PS, Gamble A, Legal M, Shah K, Tkachuk S, Zed PJ.

Publication details: Learner-Preceptor Ratios for Practice-Based Learning Across Health Disciplines: A Systematic Review. Medical Education. 2016 Nov 23. [Epub ahead of print] Read the article here.

In this episode: Jon’s chosen paper discusses the quality of blogs and podcasts used by residents - now that text books are in the process of becoming extinct. Length: 23:47 min. 

Authors: Lin M, Joshi N, Grock A, Swaminathan A, Morley EJ, Branzetti J, Taira T, Ankel F, Yarris LM. 

Publication details: Approved Instructional Resources Series: A National Initiative to Identify Quality Emergency Medicine Blog and Podcast Content for Resident Education. J Grad Med Educ. 2016 May;8(2):219-25. PubMed Link

In this episode: Jason rates this paper’s method section as a 5 because of the gargantuan effort involved, he also suggests we stop calling data ‘Teacher Evaluation’ and instead call it ‘Learner Satisfaction’.  Length: 27:15 min. 

Authors: Uttl B, White CA, Gonzalez DW

Publication details: Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation. 2016 Sept 19 Link to journal page