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Journal Club 2015-2016

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 Tuesday, Wednesday, or Thursday 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 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

2015-2016 Schedule:

Date Facilitator Topic Articles
October 14 Linda Chan and Libby Alexander The A'Ha Moments in Health Sciences Education: Sharing Education Practice Knowledge through Autoethnography Farrell, L., Bourgeois-Law, G., Regehr, G., & Ajjawi, R. (2015). Autoethnography: introducing ‘I’ into medical education research. Medical Education, (49): 974-982    

Tolich, M. (2010). A critique of current practice: Ten Foundational Guidelines for Autoethnographers. Qualitative Health Research, 1-12    

Varpio, L., Bell, R., Hollingworth, G., Jalali, A., Haidet, P., Levine, R., et al. (2012). Is transferring an educational innovation actually a process of transformation? Advances in Health Sciences Education, (17): 357-367 

Suggested Approach and Guided Reading Questions  
November 12 Rosemary Brander Theory of Practice, 'Improvisation' and Unlearning' Briggs, M., McElhaney, J. (2015). Frailty and Interprofessional Collaboration. In Theou, O. Rockwood, K. (eds): Frailty in Aging, Biological, Clinical and Social Implications. Interdisciplinary Top Gerontol Geriatr. Basel, Karger, 2015, vol 41, pp 121-136
 

Rushmer, R., & Davies, H. T. O. (2004). Unlearning in health care. Quality and safety in Health Care, 13(suppl 2), ii10-ii15

Suggested Approach and Guided Reading Questions

December 8 Catherine Donnelly Teach them how to fish: Strengthening students' capacity to learn

Kahu, E.R. (2013). Framing student engagement in higher education. Studies in Higher Edcuation, 38:5, 758-773.

Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11:3, 167-177

Suggested Approach and Guided Reading Questions

January 12 Rylan Egan Motivation in Health Sciences Education Dunn, K.E., Osborne, C., & Rakes, G.C. (2013). It's not my fault: Understanding nursing students' causal attributions in Pathophysiology. Nurse Education Today, 33(8), 828-833.

Kusurkar, R.A., Ten Cate, T.J., Van Asperen, M., & Croiset, G. (2011). Motivation as an independent and a dependent variable in medical education: a review of the literature. Medical Teacher, 33(5), 242-262.

Madjar, N., Bachner, Y.G., ,& Kushnir, T. (2012). Can achievement goal theory provide a useful motivational perspective for explaining psychosocial attributes of medical students? BMC Medical Education, 12(1), 1-6.

Suggested Approach and Guided Reading Questions
February 10  Jason Biddell Testing as a means to promote better retention of post-secondary scientific knowledge Larsen, D.P., Butler, A.C., & Roediger III, H.L. (2008). Test-enhanced learning in medical education. Med Educ. 42:959-66

Dobson, J.L., & Linderholm, T. (2015). Self-testing promotes superior retention of anatomy and physiology information. Adv in Health Sci Educ. 20:149-61 

Suggested Approach and Guided Reading Questions
March 10 Cherie Jones Hiscock Supporting Students with Learning Disabilities

Cook, V., Griffin, A., Hayden, S., Hinson, J., Raven, P (June 2012). Supporting students with disability and health issues: lowering the social barriers. Medical Education. 42(6): 564-74.

Majumder, M., et al. (October 2010). Supporting medical students with disabilities in Asian medical schools. Advances in Medical Education and Practice. 1: 31-39.

Suggested Approach and Guided Reading Questions

April 12 Lindsay Cameron and
Laura McDiarmid
Competency-Based continuing Professional Development Campbell, C., et al. (July 2010). Competency-based Continuing Professional Development. Med Teach. 32:(8):657-662.

David, D., et al. (2006). Accuracy of Physician Self-assessment Compared With Observed Measures of Competence, A systematic review. JAMA. 296(9):1094-1102

Suggested Approach and Guided Reading Questions
May 11 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