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 the second Wednesday of every month in Bracken 121 from 8am - 9am.
Objectives of the Health Sciences Education Journal Club:
1) To learn and practise 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
2012-2013 Schedule:
DateFacilitatorTopicArticles
September 12
Casimiro Cabrera AbreuThe emergence of "Emotions" in medical education
Shapiro, J. (2011). Does medical education promote professional alexithymia? A call for attending to the emotions of patients and self in medical training. Acad Med, 86:326-332
http://proxy.queensu.ca/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001888-201103000-00020&LSLINK=80&D=ovft
Sokol, D.K. (2012). How to be a cool headed clinician. BMJ, 344:e3980doi:10.1136/bmje3980 (published 8 June, 2012).
http://proxy.queensu.ca/login?url=http://dx.doi.org/10.1136/bmj.e3980
Smajdor, A., Stockl, A., Salter, C. (2011). The limits of empathy: problems in medical education and practice. J Med Ethics, 37:380-383
http://proxy.queensu.ca/login?url=http://jme.bmj.com/content/37/6/380.full
Suggested Approach and Guided Reading Questions
October 10 Michelle GibsonMedical students as teachersDandavino, M., Snell, L., & Wiseman, J. (2007). Why medical students should learn how to teach. Medical Teacher, 29:558-565
http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/0142159x/v29i0006/558_wmsslhtt
Harms Amorosa, J.M., Mellman, L.A., & Graham, M.J. (2011). Medical students as teachers: How preclinical teaching opportnities can create an early awareness of the role of physician as teacher. Medical Teacher, 33:137-144.
http://proxy.queensu.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=57647328&site=ehost-live
Suggested Approach and Guided Reading Questions
November 14Mala JonejaUsing Critical Incidents in Medical EducationAckerman, A., Graham, M., Schmidt, H., Stern, D., Miller, S.Z. (2008). Critical events in the lives of interns. J Gen Intern Med 24(1): 27-32
http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/08848734/v24i0001/27_ceitloi
Rademacher, R., Simpson, D., Marcdante, K. (2010). Critical incidents as a technique for teaching professionalism. Med Teach 32: 244-249
http://proxy.queensu.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=48485052&site=ehost-live
Suggested Approach and Guided Reading Questions
December 12Lindsay DavidsonFaculty Development in Health Sciences Education, 2 approachesCalkins, S., Johnson, N., Light, G. (2012). Changing conceptions of teaching in medical faculty. Medical Teacher 34:902-906
http://proxy.queensu.ca/login?url=http://informahealthcare.com/doi/abs/10.3109/0142159X.2012.720050
Foster, K., Laurent, R. (2012). How we make good doctors into good teachers: A short course to support busy clinicians to improve their teaching skills. Medical Teacher 1-4, Early Online
http://proxy.queensu.ca/login?url=http://informahealthcare.com/doi/abs/10.3109/0142159X.2012.731098
Suggested Approach and Guided Reading Questions
January 9Daniel Howes Diagnosing the Resident in DifficultyAudetat, M., Laurin, S., Sanche, G., Beique, C., Carire Fon, N., Blais, J., Charlin, B. (2012). Clinical reasoning difficulties: A taxonomy for clinical teachers. Medical Teacher, Early Online: e1-e6
http://proxy.queensu.ca/login?url=http://dx.doi.org/10.3109/0142159X.2012.733041
Remediation Guide
Suggested Approach and Guided Reading Questions
February 13Shayna WatsonMedicine and the Other LiteratureJohannessen, H., Ousager, J. (2010). Humanities in Undergraduate Medical Education: A Literature Review. Academic Medicine. 85(6): 988-998.
http://proxy.queensu.ca/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001888-201006000-00022&LSLINK=80&D=ovft
Charon, R. (2010). Commentary: Calculating the Contributions of Humanities to Medical Practice – Motives, Methods, and Metrics. Academic Medicine. 85(6): 935-937
http://proxy.queensu.ca/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001888-201006000-00009&LSLINK=80&D=ovft
Bleakley, A., Marshall, R. (2013). Can the Science of Communication Inform the Art of the Medical Humanities? Medical Education. 47:126-133
http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/03080110/v47i0002/126_ctsocitaotmh
Suggested Approach and Guided Reading Questions
March 13Libby AlexanderHow to tell the "truth" in health sciences education: Expanding the possibilities of scholarshipRegehr, G. (2010). It's NOT rocket science: Rethinking our metaphors for research in health professions education. Medical Education. 44:31-39
http://proxy.queensu.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=46804954&site=ehost-live
Bunniss, S. & Kelly, D. (2010). Reserch paradigms in medical education research. Medical Education 44:358-366
http://proxy.queensu.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=48674134&site=ehost-live
Suggested Approach and Guided Reading Questions
April 10Jennifer MacKenzieKnowing what they don't know: Medical students' ability to self-assessEva, K. W., Cunnington, J. P. W., Reiter, H. I., Keane, D. R., & Norman, G. R. (2004). How can I know what I don't know? Poor self-assessment in a well-defined domain. Advances in Health Sciences Education, 9, 211–224.
http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/13824996/v09i0003/211_hcikwisaiawd
Langendyk, V. (2006). Not knowing that they do not know: Self-assessment accuracy of third-year medical students. Medical Education, 40, 173–179.
http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/03080110/v40i0002/173_nkttdnsaotms
Blanch-Hartigan, D. (2011). Medical students' self-assessment of performance: Results from three meta-analyses. Patient Education and Counseling, 84, 3–9.
http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/07383991/v84i0001/3_mssoprftm
Sandars, J., & Cleary, T. J. (2011). Self-regulation theory: Applications to medical education: AMEE guide no. 58. Medical Teacher, 33, 875–886.
http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/0142159x/v33i0011/875_statmeagn5
Suggested Approach and Guided Reading Questions
May 8Henry AvernsAdmitting and Embracing our Aboriginal population in Medical SchoolsFlores, G., Gee, D., Kastner, B. (2000). The Teaching of Cultural Issues in U.S. and Canadian Medical Schools. Academic Medicine. 75:451-455
http://proxy.queensu.ca/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001888-200005000-00015&LSLINK=80&D=ovft
Reiter, H., Lockyer, J., Ziola, B., Courneya, C., Eva, K. (2012). Should Efforts in Favor of Medical Student Diversity be Focused During Admissions or Farther Upstream? Academic Medicine. 87:443-448
http://proxy.queensu.ca/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001888-201204000-00014&LSLINK=80&D=ovft
Moreau, K., Reiter, H., Eva, K.W. (2010). Comparison of Aboriginal and Nonaboriginal Applicants for Admissions on the Multiple Mini-Interview Using Aboriginal and Nonaboriginal Interviewers. Teaching and Learning in Medicine. 18(1), 58-61
http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/10401334/v18i0001/58_rbtmecmuaani
Lemay, J., Lockyer, J., Collin, V.T., Brownell, A.K.(2007). Assessment of non-cognitive traits through the admissions multiple mini-interview. Medical Education. 41:573-579
http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/03080110/v41i0006/573_aontttamm
Suggested Approach and Guided Reading Questions
June 12Cherie Jones-HiscockPeer Physical ExaminationWearn AM, Rees CE, Bradley P, Vnuk AK. (Dec. 2008). Understanding student concerns about peer physical examination using an activity theory framework. Med Educ.;42(12):1218-26.
http://proxy.queensu.ca/login?url=http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2008.03175.x/full
McLachlan JC, White P, Donnelly L, Patten D.(2010). Student attitudes to peer physical examination: a qualitative study of changes in expressed willingness to participate. Med Teach. 32(2):e101-5.
http://proxy.queensu.ca/login?url=http://informahealthcare.com/doi/abs/10.3109/01421590903202504
Reid KJ, Kgakololo M, Sutherland RM, Elliott SL, Dodds AE. (2012, Medical Education Unit, Melbourne Medical School, University of Melbourne,Victoria, Australia ). First-year medical students' willingness to participate in peer physical examination.Teach Learn Med. 24(1):55-62.
http://proxy.queensu.ca/login?url=http://www.tandfonline.com/doi/abs/10.1080/10401334.2012.641489#.UbIHM4WHRvk
Suggested Approach and Guided Reading Questions