Journal Club 2014-2015

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 the second Wednesday of every month from 8am - 9am at 78 Barrie Street, 2nd floor conference room.

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

2014-2015 Schedule:

Date Facilitator Topic Articles
September 10
*This Journal Club has been cancelled and will be rescheduled at a later date*
Anne O'Riordan Patient/Client Mentorship in Health Sciences Education Towle, A., Bainbridge, L., Godolphin, W., Katz, A., Kline, C., Lown, B., Madularu, I., Soloman, P., Thistlethwaite, J. (2010). Active patient involvement in the education of health professionals. Medical Education. 44:64-74.

Solomon, P., (2011). Student perspectives on patient educators as facilitators of interprofessional education. Medical Teacher, 33:851-853.

Suggested Approach and Guided Reading Questions

October 8 Sue Chamberlain Use of Portfolios in Comopetency Based Education Van Tartwijk, J., Driessen, E.W. (2009). Portfolios for assessment and learning: AMEE Guide no. 45. Medical Teacher. 31:790-801.

Donato, A.A., George, D. L., (2012). A Blueprint for Imiplementation of a Structured Portfolio in an Internal Medicine Residency. Academic Medicine. 87(2):185-191.

Suggested Approach and Guided Reading Questions
November 12 Kathleen Norman Learner performance and conduct in relation to risk for future professional misconduct: Considerations in light of the increasingly transparent environment for health care professionals' practice

Montuno, E., Davidson, A., Iwasaki, K., Jones, S., Martin, J., Brooks, D., Gibson, B.E., Mori, B. Academic dishonesty among physical therapy students: a descriptive study. Physiother Can 2012: 64(3);245-254
(Optional Extra: Commentary by Kathleen Norman):

LaDuke R.D. Academic dishonesty today, unethical practices tomorrow? J Prof Nurs 2013: 29:402-406;

Yates, J., James, D. Risk factors at medical school for subsequent professional misconduct: multicentre retrospective case-control study. BMJ 2010;340:c2040
(optional: if you don't have time to read full study, try the short editorial that discusses it:

Suggested Approach and Guided Reading Questions

December 10 
*We regret to inform you that this Journal Club has been cancelled*
Les MacKenzie TBA  
January 14 Nancy Craig Promoting patient and family centered care Levesque, M.C., Hovey, R.B., Bedos, C. (2013). Advancing patient-centered care through transformative educational leadership: a critical review of health care professional preparation for patient-centered care. Journal of Healthcare Leadership. 5:35-46.

Vohra, S. (2014). Learning not to move forward. JAMA Network. 312(21):2215-2216.

White Coat Black Art (2013). Patient engagement at Kingston General Hospital. CBC Radio 1, Sept. 21st. (24 minute recording)

Suggested Approach and Guided Reading Questions


February 11 Rylan Egan Self-regulated learning and natural mental functions and biases

Aronson, L. (2011). Twelve tips for teaching reflections at all levels of medical education. Medical Teacher, 33, 200-205    

Gilbert, D. T., & Wilson, T. D. (2007). Prospection: Experiencing the future. Science, 317(7), 1351-1354.    

Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15, 265-268.

Suggested Approach and Guided Reading Questions

March 11

Susanne Murphy Clinical Education and students at risk

Evans, C.J., Harder, N. (2013). A formative approach to student remediation. Nurse Educator, 38(4), 147-151

Giles, A.K., Carson, N.E., Brelan, H.L., Coker-Bolt, P., Bowman, P.J. (2014). Use of simulated patients and reflective video analysis to assess occupational therapy students' preparedness for fieldwork. American Journal of Occupational Therapy, 68 (Supplement 2), S57-S66

Makhani, L., Bradley, R., Wong, J., Krynski, E., Jarvis, A., Szumacher, E. (2012). A framework for successful remediation within allied health programs: Strategies based on existing literature. Journal of Medical Imaging and Radiation Sciences, 42, 112-120.

Suggested Approach and Guided Reading Questions

April 8 Karen Schultz Competency-based Assessment Schuwirth LWT, Van der Vleuten CPM (2011).  Programmatic assessment: From assessment of learning to assessment for learning.  Medical Teacher: 33: 478-485

Van der Vleuten CPM, Schuwirth LWT, Driessen EW, Dijkstra J, Tigelaar D, Baartman LKJ, Van Tartwikj J. (2012).  A model for programmatic assessment fit for purpose. Medical Teacher: 34: 205-214

Gingerich A, Kogan J, Yeates P, Govaerts M, Holmboe E. (2014). Seeing the “black box” differently: Assessor cognition from three research perspectives.  Medical Education: 48 (11): 1055-1068

Suggested Approach and Guided Reading Questions

May 13 Ingrid Harle Developing Professionalism in future doctors

Burford, B., et al. (2014). Professionalism education should reflect reality: findings from three health professions. Medical Education: 48: 361-374

Brody, H., Doukas, D. (2014). Professionalism: A framework to guide medical education. Medical Education: 48: 980-987

Jha, V., et al. (2015). Medical Professionalism across cultures: A challenge for medicine and medical education. Medical Teacher: 37: 74-80

Suggested Approach and Guided Reading Questions