Can you really make your brain BIGGER: Using cognitive science to increase your study efficiency and retention by Jason F. Hine, MD-Emergency Medicine SMHC How are we as clinicians going to keep up with the ever-expanding fund of medical knowledge? The rapid expanse of medical knowledge is a well-recognized reality…
November Faculty Development: Staying on Top of the Literature
Posted & filed under Educational Tools.
Staying on Top of the Literature by Christopher Turner, MD Pediatric Surgery When I was preparing for my pediatric surgery boards, I asked an emeritus professor for advice. He recommended what he had done for his boards: read every article ever published in the Journal of Pediatric Surgery. While this…
September Faculty Development: Measuring Competency as a Clinical Teacher
Posted & filed under Clinical Teaching, Competency.
Measuring Competency as a Clinical Teacher By Elizabeth Herrle, MD What does it mean to be competent? Competence is a global assessment of an individual’s abilities as they relate to that individual’s current responsibilities. To be competent is “to possess all the required abilities in all domains in a defined context…
August Faculty Development: Teaching communication skills for difficult conversations
Posted & filed under Communication Skills.
Teaching communication skills for difficult conversations-Annabelle Rae C. Norwood, MD MMP Geriatrics As professionals working in the medical field, we are often tasked with difficult conversations of delivering bad news, disclosing medical error, or initiating advance care planning and end-of-life discussions with patients and their families. More often than not,…
July Faculty Development: How to Excel as a Mentor, According to Mentees
Posted & filed under Mentoring.
How to Excel as a Mentor, According to Mentees Kaylee Underkofler, MD/MPH Candidate, Maine Track ‘18 What does it take to become a great mentor? While many have pondered this immense question, Lee et al. and Cho et al. sought an answer from perhaps the most important judge of mentors:…
June Faculty Development: Teaching Digital/E-Professionalism-Reflections for deepening understanding of professional identity on social media
Posted & filed under Social Media.
Teaching Digital/E-Professionalism: Reflections for deepening understanding of professional identity on social media Nicholas Knowland, TUSM-Maine Track Program, M18 Ensuring the public trust in the medical profession is the reason for promoting professionalism as a key component of medical education. Therefore medical curricula place significant emphasis on the development of professional…
May Faculty Development: The Art of Retention
Posted & filed under Retention.
The Art of Retention Karyn King TUSM-MMC, M18 It’s midnight the night before a final exam and you’re sitting in front of a pile of notes that you half-heartedly studied while watching the entire series of Friends (again) during the past four weeks of your histology course. Driven by caffeine and…
April Faculty Development: Developing an Implicit Bias Curriculum: Six point Framework
Posted & filed under Bias, Implicit Bias.
Developing an Implicit Bias Curriculum: Six point Framework John Gilboy, MS4 Tufts Maine Track. Implicit bias has been shown to impact clinical decision-making and patient outcomes.1 In addition to clinical outcomes, bias among health care professionals has been linked to the gender gap within health care leadership and specialties. 2…
March Faculty Development: How To Teach Quiet Learners
Posted & filed under Difficult Learner.
How To Teach Quiet Learners Journal Club Entry by Anne Sprogell, TUSM-Maine Track Program, M18 In order to understand how to teach a quiet learner, it is first important to understand a quiet learner. Shy, quiet, or introverted learners are generally characterized by increased reflective thinking and reduced sociability. Their…
February Faculty Development: How to Get the Most Out of a Survey
Posted & filed under Educational Tools, Scholarly Activity, Survey Writing.
How to Get the Most Out of a Survey By: Kimberly Dao, Maine Track, M’18 ‘‘Let’s just do a quick survey.’’ — Someone in everyone’s program Surveys are an easily accessible and commonly used tool in many disciplines. However, the quality of responses and response rate can vary dramatically. Below…
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