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Journal Club 2016-2017

Welcome to Health Sciences Education Journal Club!

Welcome to Health Sciences Education Journal Club!

The Office of Health Sciences Education is pleased to present Faculty of Health Sciences Education Journal Club. The Journal Club will meet once a month on rotating days (Monday-Friday) around the second week, from 8am - 9am at 217 Botterell Hall conference room (Please note our new location).

Objectives of the Health Sciences Education Journal Club:

1)    To learn and practice critical appraisal skills with respect to health science education literature

2)    To use evidence based literature to guide our educational practice

3)    To keep up to date on current and relevant literature in health sciences education

4)    To stimulate an educational discussion for those engaged in health sciences education

5)    To provide an enriched social and learning environment for faculty engaged in health sciences education

2016-2017 Schedule:

Date Facilitator Topic Articles
Monday September 12, 2016 Nancy Dalgarno and Sheila Pinchin The Development and Use of Teaching Cases in Health Sciences

Kim S, Phillips WR, Pinsky L, Brock D, Phillips K, Keary J. A conceptual framework for developing teaching cases: A review and synthesis of the literature across disciplines. Med Educ. 2006;40(9):867-876.

Thistlethwaite JE, Davies D, Ekeocha S, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421-e444.

Suggested Approach and Guided Reading Questions 

Tuesday October 11, 2016 Sidra Shafique Role of Problem-based Learning in Medical Education and Competency-based Medical Education Kilroy, D.A. (2004). Problem-based learning. Emergency Medicine Journal, 21(4), 411-413

Developing a Competency-based Undergraduate Medical Curriculum at Queen's University

Willis, S.C., et al. (2002). Small-group work and assessment in a PBL curriculum: a qualitative and quantitative evaluation of sutdent perceptions of the process of working in small groups and its assessment. Medical Teacher, 24)5), 495-501

Suggested Approach and Guided Reading Questions
Thursday December 15, 2016 N/A  N/A  N/A
Friday January 13, 2017 Melinda Fleming and Danika Vautour Accuracy of Physician and Physician-Learners Self-Assessment of Competence and Conceptualizing the Nature of Self-Assessment in the clinical Setting Davis, D.A., Mazmanian, P.E., Fordis, M. Van Harrison, R., Thorpe, K.E. & Perrier, L. Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA. 2006; 296(9), 1094-1102

Eva K.W., Regehr, G. Self-assessment in the health professions: a reformulation and research agenda. Acad Med. 2005;80:S46-S54

Suggested Approach and Guided Reading Questions
Tuesday February 7, 2017
*This Journal Club has been cancelled*
Sandra Filice  Assessment in Clinical Education

 N/A

N/A N/A N/A  N/A
Wednesday April 19, 2017 Theresa Beesley Leader role curriculum and assessment for undergraduate and postgraduate medical education training programs

Maddalena, V., (2016). Leadership training for undergraduate medical students. Leadership in Health Services, 29(3), 348-351

Danilewitz, M., & McLean, L. (2016). A landscape analysis of leadership training in postgraduate medical education training programs at the University of Ottawa. Canadian Medical Education Journal, 7(2), e32

Coomber, S., Wilson, L., & Crawford, K.C. (2016). Developing Canadian physician: the quest for leadership effectiveness. Leadership in Health Services, 29(3), 282-299

Thursday May 11, 2017 Karen Schultz and
Jane Griffiths
Challenges in getting quality workplace-based assessment in the CBME world Schultz K, Griffiths J, (2016). Implementing Competency-based Medical Education in a Postgraduate Family Medicine Residency Program: A Stepwise Approach, Facilitating Factors, and Processes or Steps That Would Have Been Helpful. Academic Medicine; 91(5): 685-689

 

Griffiths J, Luhanga U, McEwen LA, Schultz K, Dalgarno N (July 2016). Promoting Quality Feedback: A Tool for Reviewing Feedback Given to Learners by Teachers. Canadian Family Physician Vol. 62: 600-602

Suggested Approach and Guided Reading Questions