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…
January Faculty Development: Power Posing to Increase Presentation Quality
Posted & filed under Presentation Skills.
Power Posing to Increase Presentation Quality Andy Biedlingmaier, Tufts M18 Student on Medical Education Elective Humans and nonhuman primates use open and expansive postures to convey power. However, new research shows that these “high-power poses” not only communicate power, they also create it. Therefore, high-power posing can be…
December Faculty Development: How do you learn best? Effective Teaching and Learning Style Preference
Posted & filed under Learning Styles.
How do you learn best? Effective Teaching and Learning Style Preference By: Sarah Couser, Maine Track MS4 Do you prefer to have a map or written directions when you travel somewhere new? When you pick up a new book, do you buy a hard copy or the audiobook? As a…
October Faculty Development: Tips for Teaching High Value Care on Rounds
Posted & filed under Cost Effective Care.
Tips for Teaching High Value Care on Rounds Emily Zarookian, MD Teaching high value care in medical education is an essential, although recent addition to many graduate and undergraduate medical education curriculums. High value care has become an essential part of medical education as healthcare expenditures continue to rise with up…
August Faculty Development: Education Video Production: A How-To-Guide
Posted & filed under Educational Tools.
Educational Video Production: A How-To Guide by: Alex Fiorentino, MD, Maine Track ’17 Learners of many types are increasingly utilizing online educational videos, and medical learning is no exception to this trend. As an example, the massive open online course platform Khan Academy has generated a video series geared toward…
July Faculty Development: Teaching Clinical Reasoning with the Think Aloud Technique
Posted & filed under Clinical Teaching.
Teaching Clinical Reasoning with the Think Aloud Technique by Kelly M. Brooks, MD, Maine Track ‘16 “Expert clinicians frequently use automatic unconscious thinking processes as they gather and analyze clinical information to generate diagnoses. When experts use think aloud techniques, they articulate their thinking as they are reasoning and by doing so…
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