Key Literature in Medical Education (KeyLIME) is a bi-weekly podcast produced by the Royal College of Physicians and Surgeons of Canada. Bringing you the main points of a medical education article in just 20 minutes. Articles that are important, innovative, or will impact your educational practice…
The KeyLIME podcast is an exceptional resource for educators in the medical field, providing interesting and informed discussions about well-chosen research. The group of educators who host the podcast consistently take the time to review pertinent literature, pushing listeners to become better educators. Their clear criteria and reasoned views ensure that the content is both informative and thought-provoking. What sets this podcast apart is its ability to strike the right balance between being educational and entertaining, keeping listeners engaged without feeling like they are being lectured.
One of the best aspects of The KeyLIME podcast is how expertly the four researchers/educators summarize important MedEd literature. Their explanations are incredibly clear and nuanced, making complex topics accessible to a wide range of listeners. They have a knack for breaking down complicated studies into digestible pieces, making it easier for educators to apply the findings in their own practices. Additionally, their fun give-and-take banter adds an enjoyable dynamic to the episodes, creating a welcoming atmosphere that keeps listeners coming back for more.
While The KeyLIME podcast has many strengths, there are some minor aspects that could be improved. Occasionally, the discussions may feel slightly rushed or lacking in depth due to time constraints. Given that they aim to cover a broad range of literature in each episode, it is understandable that they may not be able to delve as deeply into every article as some listeners might prefer. However, this can easily be remedied by seeking out additional resources if a particular topic piques your interest.
In conclusion, The KeyLIME podcast is an invaluable resource for medical educators and those interested in staying up-to-date with relevant research in the field of medical education. The hosts' expertise and ability to summarize literature with clarity make it one of the top podcasts in its category. Despite minor limitations due to time constraints, this podcast consistently delivers high-quality content that inspires listeners to improve their own educational practices. I highly recommend The KeyLIME podcast to anyone involved in medical education, from students to seasoned professors.
In this episode of KeyLIME+, Adam is joined by Dr. Sam Daniel as they discuss the challenges and innovations in today's Continuing Professional Development (CPD) landscape. They explore the impact of CPD on physician behaviour, the importance of moral norms when it comes to engaging with CPD, and the barriers to effective learning. Sam shares insights from his recent paper and emphasizes the need for CPD educators to consider broader systemic changes, beyond simply content delivery. The conversation also touches on the future of CPD, including the role of AI and the importance of advocacy. Length of episode: 36:00 Resources to check out: Evaluating the impact of continuing professional development courses on physician behavioral intention: a pre-post study with follow-up at six months - BMC Medical Education bmcmededuc.biomedcentral.com Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
Dans cet épisode de KeyLIME+, Adam reçoit le Dr Sam Daniel et discute avec lui des défis et innovations dans le milieu actuel du développement professionnel continu (DPC). Ensemble, ils explorent l'influence du DPC sur le comportement des médecins, l'importance des normes morales dans le contexte du DPC et les obstacles à un apprentissage efficace. Le Dr Daniel nous parle de son récent article et souligne la nécessité d'avoir du personnel enseignant au DPC qui envisage des changements systémiques plus vastes, au-delà de la simple présentation de contenu. La conversation porte aussi sur l'avenir du DPC, y compris le rôle de l'IA et l'importance de la sensibilisation. Durée de l'épisode : 36 min. Ressource à consulter : Evaluating the impact of continuing professional development courses on physician behavioral intention: a pre-post study with follow-up at six months - BMC Medical Education bmcmededuc.biomedcentral.com Pour communiquer avec nous : keylime@royalcollege.ca Suivre : Dr Adam Szulewski https://x.com/Adam_Szulewski The title of the study in English since it's the official title and the paper is only available in English.
Description: In this episode of KeyLIME+, Adam speaks with educational psychologist Anique de Bruin, exploring the concept of desirable difficulty in medical education. They discuss how well-designed challenging learning conditions can enhance long-term learning and knowledge transfer, despite the initial struggles that learners might face. The conversation delves into practical techniques such as retrieval practice and interleaved practice, the importance of self-regulated learning, and the new S2D2 framework. They also touch on the paradox of procrastination and its potential benefits, as well as the unique challenges of learning in clinical settings. Length of episode: 37:00 minutes Resources: Make it stick: The science of successful learning by Peter C Brown, Henry L Roediger III, Mark A McDaniel 1st edition. Cambridge, Massachusetts : The Belknap Press of Harvard University Press, 2014. Worth the Effort: the Start and Stick to Desirable Difficulties (S2D2) Framework | Educational Psychology Review Resources to check out: https://link.springer.com/content/pdf/10.1007/s10648-024-09852-7.pdf Study Smart - Study Smart https://www.sciencedirect.com/science/article/pii/S2211368120300279 https://www.sciencedirect.com/science/article/pii/S2211368120300590 https://link.springer.com/article/10.1007/s10459-022-10149-z Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
Dans cet épisode, le Dr André Tricot, psychologue spécialisé en formation et chercheur, se joint à Adam pour explorer en profondeur la théorie de la charge cognitive. Ils discutent des répercussions de cette théorie sur l'enseignement et l'apprentissage de différents groupes d'âge dans des contextes variés, dont celui de la formation médicale en particulier. Ils se penchent aussi sur des stratégies pour optimiser l'apprentissage, sur le rôle essentiel de l'attention ainsi que sur l'incidence de la surcharge et de la « sous-charge » cognitives sur le rendement – et les erreurs – d'experts et d'expertes. Durée de l'épisode : 56:04 Ressources à consulter Read, D. W., Manrique, H. M. et Walker, M. J. (2022). « On the working memory of humans and great apes: Strikingly similar or remarkably different? » Neuroscience & Biobehavioral Reviews, 134, 104496. Kristin Fraser sur la théorie de la charge cognitive et la simulation en formation médicale Fraser, K., Ma, I., Teteris, E., Baxter, H., Wright, B. et McLaughlin, K. (2012). « Emotion, cognitive load and learning outcomes during simulation training ». Medical education, 46(11), 1055-1062. Sweller, J., Van Merrienboer, J. J. et Paas, F. G. (1998). « Cognitive architecture and instructional design ». Educational Psychology Review, 10, 251-296. Fraser, K., Huffman, J., Ma, I., Sobczak, M., McIlwrick, J., Wright, B. et McLaughlin, K. (2014). « The emotional and cognitive impact of unexpected simulated patient death: a randomized controlled trial ». Chest, 145(5), 958-963. Coordonnées : keylime@collegeroyal.ca Suivre le Dr Adam Szulewski : https://x.com/Adam_Szulewski
Description Adam and guest co-host Charlotte Alexander speak with physician and applied anthropologist, Dr. Eve Purdy about the nuances of team stress management in simulation training. The conversation highlights the importance of getting stress management training right during high-pressure simulations. Adam, Charlotte and Eve explore how teams can better manage stress through well-designed authentic scenarios that avoid trickery as well as the importance of recognizing and naming stress in both professional and personal contexts so that we can perform at our best. Length of Episode: 38:04 Paper discussed: Brazil V, Orr R, Canetti EFD, Isaacson W, Stevenson N, Purdy E. Exploring participant experience to optimize the design and delivery of stress exposure simulations in emergency medicine. AEM Educ Train. 2023 Mar 30;7(2):e10852 https://pubmed.ncbi.nlm.nih.gov/37008650/ @char.alexander93 @purdy_eve Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
In this episode of KeyLIME+, Adam (along with co-host Dr. Victor Do) delve into the critical role of feedback and coaching in medical education with guest Dr. Adelle Atkinson. They explore the distinctions between feedback and coaching, the significance of low-stakes assessment, and the impact of the learning environment on learner outcomes. The conversation emphasizes the need for strong relationships between supervisors and learners, the idea of psychological safety, and the importance of providing actionable feedback to foster growth and competence in medical training. Length of Episode: 43:03 Resources to check out: Atkinson A, Watling CJ, Brand PLP. Feedback and coaching. Eur J Pediatr. https://pubmed.ncbi.nlm.nih.gov/34021400/ Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
In this episode of KeyLIME+, Adam and resident guest co-host Dr. Kim Vella, chat with Dr. Sarah Blissett about her recent paper on cognitive load theory in medical education. The conversation explores the development of the Workplace Cognitive Load Tool, which measures how various workplace characteristics impact cognitive load and learning for medical trainees. The discussion highlights the importance of understanding cognitive load in the chaotic environment of medical training, the factors that enhance or impede learning, and practical strategies for educators to optimize the learning experience in complex clinical settings. Length of episode: 41:13 Article discussed: Blissett S, Rodriguez S, Qasim A, O'Sullivan P. Beyond the Task: Developing a Tool to Measure Workplace Characteristics That Affect Cognitive Load and Learning. Acad Med. 2024 May 9. https://pubmed.ncbi.nlm.nih.gov/38722251/ Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
In this episode of KeyLIME+, Adam and resident guest co-host Adom Bondzi-Simpson engage in a thoughtful discussion with Dr. Chris Watling about the nuances of public advocacy in the fields of medicine and law. They explore the differences in how physicians and lawyers approach advocacy, the challenges faced by physicians in public advocacy, and the importance of interdisciplinary collaboration. The conversation highlights the evolving role of advocacy in medical education and the professional identity of physicians, emphasizing the need for a collective professional responsibility in addressing some of these issues. They also talk about the idea of courage and the risks associated with advocacy work, including professional and public backlash, and emphasize the importance of mentorship and advocacy skill development. Length of Episode: 46:26 Resources to check out: Watling C, Sandomierski D, Poinar S, Shaw J, LaDonna K. The courage to advocate: How two professions approach public advocacy work. Med Educ. 2024 Nov;58(11):1361-1368. doi: 10.1111/medu.15430. Epub 2024 May 15. PMID: 38749669. https://pubmed.ncbi.nlm.nih.gov/38749669/ Dobson article - https://pubmed.ncbi.nlm.nih.gov/22836842/ Resistance article - https://pubmed.ncbi.nlm.nih.gov/34232150/#full-view-affiliation-1 Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
In this episode, Adam discusses the complexities of growth mindset in medical education with guests Milad Memari and Katie Gavinski. They explore the differences between growth and fixed mindsets, the dangers of misapplying mindset theory, and the trap of false growth mindset. The conversation emphasizes practical strategies for educators to promote a growth mindset among learners, the challenges of assessment in medical training, and the need for systemic changes informed by mindset theory to support learner development. Length of Episode: 45:09 Resources to check out : Memari M, Gavinski K, Norman MK. Beware False Growth Mindset: Building Growth Mindset in Medical Education Is Essential but Complicated. Acad Med. 2024 Mar 1;99(3):261-265. https://pubmed.ncbi.nlm.nih.gov/37643577/ PISA 2018 Results (Volume I): https://www.oecd.org/en/publications/pisa-2018-results-volume-i_5f07c754-en/full-report.html A national experiment reveals where a growth mindset improves achievement: https://pubmed.ncbi.nlm.nih.gov/31391586/ Yeager DS, Dweck CS. What can be learned from growth mindset controversies? Am Psychol. 2020 Dec;75(9):1269-1284. doi: 10.1037/amp0000794. PMID: 33382294; PMCID: PMC8299535. https://pmc.ncbi.nlm.nih.gov/articles/PMC8299535/ @MemariMD @katiegavinski Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
In this episode of KeyLIME+, host Adam Szulewski and guest resident co-host Brij Karmur speak with Dr. Mary Ott to explore the complexities around both the theory and the implementation of Competency-Based Medical Education (CBME) in Canada. They discuss the disconnects between the intended and enacted curriculum, the assessment burden on residents, and the need for adaptive responses to improve learner development. The conversation highlights the challenges and opportunities for CBME 2.0. Mary also shares some of the struggles she's experienced getting work published that challenges the status quo. Length of Episode: 45:30 Resources to check out: https://pubmed.ncbi.nlm.nih.gov/39105665/ Ott MC, Dengler L, Hibbert K, Ott M. Fixing disconnects: Exploring the emergence of principled adaptations in a competency-based curriculum. Med Educ. 2024 Aug 6. doi: 10.1111/medu.15475. Epub ahead of print. PMID: 39105665. https://pubmed.ncbi.nlm.nih.gov/36274774/ Ott MC, Pack R, Cristancho S, Chin M, Van Koughnett JA, Ott M. "The Most Crushing Thing": Understanding Resident Assessment Burden in a Competency-Based Curriculum. J Grad Med Educ. 2022 Oct;14(5):583-592. doi: 10.4300/JGME-D-22-00050.1. PMID: 36274774; PMCID: PMC9580312. Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
In this episode, Dr. Tom Hurst, Medical Director of London HEMS and consultant in critical care at King's College Hospital, joins Adam to discuss the unique challenges and operations of London HEMS—a leading helicopter EMS service known for its rapid, high-acuity trauma response in London, England. Their conversation highlights the real-world application of medical education principles in a high-pressure clinical environment, exploring how lessons from this setting can inform more traditional medical education contexts. Tom emphasizes the pivotal role of teamwork, particularly the integration of paramedics and physicians in delivering emergency interventions right at the scene. They also delve into the complexities of continuous training for a diverse group of practitioners, including paramedics, fellows, and senior physicians, all working together to enhance the speed and quality of trauma care at one of the world's busiest air ambulance services. Length of Episode: 35:10 minutes Resources to check out: https://www.londonsairambulance.org.uk/ Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
In this episode, Adam and Dr. Paul Kirschner discuss some of the biggest myths in education—like multitasking, learning styles, and the belief that Googling can replace knowledge. They dive into what sets experts apart from novices and explore how certain ‘desirable difficulties'—those useful challenges in learning —actually improve long-term retention, even if they're tough to stomach. Length of Episode: 52:41 Resources to check out: The Ten Deadly Sins of Education by Dr. Paul Kirschner Bjork, R. A., & Bjork, E. L. (2020). Desirable difficulties in theory and practice. Journal of Applied research in Memory and Cognition, 9 (4), 475-479. Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Brown, Peter C. (2014). Make it stick : the science of successful learning. Cambridge, Massachusetts :The Belknap Press of Harvard University Press Paul's 3 recent books: How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice How Teaching Happens: Seminal Works in Teaching and Teacher Effectiveness and What They Mean in Practice Ten Steps to Complex Learning Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
In this episode we discuss the new admissions policy at the school of medicine at Queen's University, which now features a lottery system as part of its process. Adam speaks to the assistant dean of admissions, Dr. Peggy DeJong, about this change, which represents a first for Canadian medical schools. Length of Episode 28:33 Resources to check out : https://meds.queensu.ca/academics/mdprogram/admissions/methods-selection Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
Adam's guest today is Dr. Akshay Rajaram, a community emergency physician and AI expert. Our conversation about the impact of AI on medical education is inspired by a recent paper that Akshay wrote in the Canadian Medical Education Journal titled “Large Language models in medical education: new tools for experimentation and discovery”. We are also joined by a resident co-host, Dr. Henry Li, who is a PGY4 pediatric emergency medicine resident from the University of Alberta who also has a special interest in the field. We cover some AI and LLM model basics as well as some of the implications of AI for both medical learners and educators. Length of Episode: 44:01 Article discussed: Rajaram A. Large language models in medical education: new tools for experimentation and discovery. Can Med Educ J. 2024 Jul. For more information, check out these resources that we mentioned during our conversation with Akshay: 1. Rajaram – LLMs in Medical Education: new tools for experimentation and discovery: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/78879 2. Different versions of ChatGPT: https://www.cnet.com/tech/services-and-software/the-free-version-of-chatgpt-just-got-a-big-upgrade/ 3. IBM Research Retrieval Augmented Generation: https://youtu.be/T-D1OfcDW1M?si=OznZlMpG_Rb-nifS 4. Retrieval Augmented Generation: https://bea.stollnitz.com/blog/rag/ 5. Gao et al: Comparing scientific abstracts generated by ChatGPT to real abstracts with detectors and blinded human reviewers: https://www.nature.com/articles/s41746-023-00819-6 6. https://openai-openai-detector.hf.space 7. NEJM Grand Rounds – Google's Exploration of LLMs in Medicine https://open.spotify.com/episode/5hweI4jXl64vfNJ7Wnn6pr?si=a5d5fa751ca94860
This episode is Part 2 of a live recording with Dr. Shiphra Ginsburg and Dr. David Taylor as they discuss their perspectives on CBME. In part 2, we touch on the assessment burden in CBME as well as the tone of the discourse around CBME in the literature. Adam moderates the discussion and provides his take on the topics covered at the end. Length of Episode: 38 minutes Resources to check out : Ott, M. C., Pack, R., Cristancho, S., Chin, M., Van Koughnett, J. A., & Ott, M. (2022). “The most crushing thing”: understanding resident assessment burden in a competency-based curriculum. Journal of Graduate Medical Education, 14(5), 583-592. Boyd VA, Whitehead CR, Thille P, Ginsburg S, Brydges R, Kuper A. Competency-based medical education: the discourse of infallibility. Med Educ. 2018 Jan;52(1):45-57. doi: 10.1111/medu.13467. Epub 2017 Oct 27. PMID: 29076231. https://pubmed.ncbi.nlm.nih.gov/29076231/ Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
In this episode, Adam is joined by two med ed heavyweights, Dr. Shiphra Ginsburg and Dr. David Taylor, who discuss their views on CBME in Canada in front of a live audience of medical educators. In Part 1 of this lively discussion, our guests discuss whether using EPAs as the unit of measurement in CBME makes sense as well as the challenge of differentiating signal from noise in an assessment environment with so much data. Length of Episode: 40 minutes Resources to check out : Szulewski, A., Braund, H., Dagnone, D. J., McEwen, L., Dalgarno, N., Schultz, K. W., & Hall, A. K. (2023). The assessment burden in competency-based medical education: how programs are adapting. Academic Medicine, 98(11), 1261-1267. Schumacher DJ, Cate OT, Damodaran A, Richardson D, Hamstra SJ, Ross S, Hodgson J, Touchie C, Molgaard L, Gofton W, Carraccio C; ICBME Collaborators. Clarifying essential terminology in entrustment. Med Teach. 2021 Jul;43(7):737-744. doi: 10.1080/0142159X.2021.1924365. Epub 2021 May 14. PMID: 33989100. Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
Adam invites Dr. Jane Philpott (the Dean of the Faculty of Health Sciences at Queen's University and former federal Minister of Health) to discuss the changes she's seen in medical education over her career thus far. Jane also talks about where she sees the field of medical education (as well as Canadian healthcare in general) moving forward in the coming years. Length of Episode: 35 minutes Resources to check out : Dr. Philpott's book Health for All : A Doctor's Prescription for a Healthier Canada, Publisher McClelland & Stewart, 2024. https://healthsci.queensu.ca/stories/blog/introducing-health-all Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
Dr. Dan Dworkis joins us to discuss his perspective on performance under pressure and how it applies to teaching residents in clinical practice settings that are sometimes unpredictable and messy. We're also joined by a guest co-host, Dr. Julie La, who is a PGY5 general surgery resident and PhD student, who provides her perspective on the topic. Length of Episode: 47:50 Resources to check out : Dr. Dworkis' book: Title The Emergency Mind: Wiring Your Brain for Performance Under Pressure Author Dan Dworkis Publisher Amazon Digital Services LLC - KDP Print US, 2021 ISBN 9798746482327 Length 228 pages https://www.amazon.ca/Emergency-Mind-Wiring-Performance-Pressure/dp/B094GY88RK Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
Adam and guest resident co-host, Dr. Victoria Turnbull, interview Dr. Michael Gottlieb about a recent paper of his that should be relevant to anyone who listens to podcasts for learning. The paper looked at immediate and delayed recall of podcast content of residents listening to podcasts during aerobic exercise and at rest. We also discuss multitasking, cognitive load, and the way our brains make decisions. Length of Episode: 38 minutes Resources to check out : Gottlieb M, Cooney R, Haas MRC, King A, Fung CC, Riddell J. A Randomized Trial Assessing the Effect of Exercise on Residents' Podcast Knowledge Acquisition and Retention. Acad Med. 2024 May 1;99(5):575-581. doi: 10.1097/ACM.0000000000005592. Epub 2023 Dec 18. PMID: 38109353. https://pubmed.ncbi.nlm.nih.gov/38109353/ Perham, N., & Currie, H. (2014). Does listening to preferred music improve reading comprehension performance? Applied Cognitive Psychology, 28(2), 279–284. https://doi.org/10.1002/acp.2994 https://psycnet.apa.org/record/2014-08687-016 Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
Meet your host Dr. Adam Szulewski
Adam invites Dr. Lisa Rosenbaum to discuss her recent publication in the NEJM titled Being Well while Doing Well — Distinguishing Necessary from Unnecessary Discomfort in Training. This thought-provoking paper is the 3rd in a series of 4 essays in the NEJM by Dr. Rosenbaum. It's a social commentary on recent cultural and societal changes and their impact on medical education. We discuss Lisa's critical perspectives on the important notions of wellness and professional identity in our field. Length of Episode: 40 minutes Article discussed: Rosenbaum L. Being Well while Doing Well - Distinguishing Necessary from Unnecessary Discomfort in Training. N Engl J Med. 2024 Feb 8;390(6):568-572. doi: 10.1056/NEJMms2308228. Epub 2024 Jan 17. PMID: 38231543. https://pubmed.ncbi.nlm.nih.gov/38231543/ Resources to check out : Dr. Rosenbaum's recent related publications https://www.nejm.org/doi/10.1056/NEJMms2308228 Being Well while Doing Well — Distinguishing Necessary from Unnecessary Discomfort in Training https://pubmed.ncbi.nlm.nih.gov/38265727/ Beyond Moral Injury - Can We Reclaim Agency, Belief, and Joy in Medicine? https://pubmed.ncbi.nlm.nih.gov/38197811/ On Calling - From Privileged Professionals to Cogs of Capitalism? https://pubmed.ncbi.nlm.nih.gov/38170694/ What Do Trainees Want? The Rise of House Staff Unions Podcast ‘Not Otherwise Specified' https://not-otherwise-specified-podcast.nejm.org/e/tough-love/ Contact us: keylime@royalcollege.ca Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski
Part 2 of a live session recorded at the 2017 CGEA Conference in Chicago with special guest hosts Anna Cianciolo, Larry Gruppen, John Mahan and Brian Mavis! Part 2 finds Jason and the guest hosts mulling over a major question in medical education today: how do supervising physicians make decisions regarding who and how much to trust trainees and students who report to them. Authors: Sheu L, O'Sullivan PS, Aagaard EM, Tad-Y D, Harrell HE, Kogan JR, Nixon J, Hollander H, Hauer KE. Publication details: How Residents Develop Trust in Interns: A Multi-Institutional Mixed-Methods Study. Academic Medicine. 2016. (10):1406-1415. PubMed Link
Joining Jason live from Chicago are special guest hosts Anna Cianciolo, Larry Gruppen, John Mahan and Brian Mavis! Part 1 of a live session recorded at the 2017 CGEA Conference. Our guest hosts discuss a paper where the authors found that learners had specific strategies for attempting to manage situations where they were directly questioned by preceptors.
Sometimes health professional education can be embarrassing. Despite the maturity of the field, there are occasions when a study, such as the one in Jon's paper selection this week, can highlight shared assumptions among clinician educators. So, what is the most effective way to teach a technical skill? The KeyLIME team is here to help you figure it out! Authors: Rossettini G, Rondoni A, Palese A, Cecchetto S, Vicentini M, Bettale F, Furri L, Testa M. Publication details: Effective teaching of manual skills to physiotherapy students. A Randomized Clinical Trial. Medical Education. 2017. August. [ePub ahead of print]
Empathy is widely regarded as a critical element of patient care and medical education. The more you have, the greater the patient and provider satisfaction, greater adherence to therapy, greater physician well-being and perceived clinical decision-making, greater physician joy at work. Jason's paper selection looks at "what is 'empathy' in health care, anyway?" and has the co-hosts questioning their own construct of empathy. Authors: Costa P, de Carvalho-Filho MA, Schweller M, Thiemann P, Salgueira A, Benson J, Costa MJ, Quince T. Publication details: Measuring Medical Students' Empathy: Exploring the Underlying Constructs of and Associations Between Two Widely Used Self-Report Instruments in Five Countries. Academic Medicine. 2016 Nov 1. [Epub ahead of print] PubMed Link
Feedback to learners has always been important in Med Ed and is getting even more air time with the advent of CBME and mastery learning. While there has been a lot of literature on various aspects of feedback, it has not been broadly assessed. This scoping review, chosen by Linda, offers a wide perspective on the literature which may lead to further deeper reviews. Authors: Bing-You R, Hayes V, Varaklis K, Trowbridge R, Kemp H, McKelvy D. Publication details: Feedback for Learners in Medical Education: What Is Known? A Scoping Review. Academic Medicine. 2017 Feb 7. [Epub ahead of print] PubMed Link
Gender bias in the workplace should come as no surprise to KeyLIME-ers. Yet, many do not realize how pervasive sexism can be in the assessment of trainees in our residency programs. Jon's selection showcases the significant issue of gender bias in the academic environment and the hosts attempt to understand the scope of the problem. Authors: Dayal A, O'Connor DM, Qadri U, Arora VM. Publication details: Comparison of Male vs Female Resident Milestone Evaluations by Faculty During Emergency Medicine Residency Training. JAMA Internal Medicine. 2017. March 6. [ePub ahead of print] PubMed Link
As the old adage goes- does ‘practice make perfect'? Or the not so old saying coming from mastery learning – does ‘perfect practice makes perfect'? The authors of Linda's selected paper - a report on a randomized education trial - want to convince us that ‘imperfect practice makes perfect'. Authors: Dyre L , Tabor A, Ringstead C, Toldsgaard, MG. Publication details: Imperfect practice makes perfect: error management training improves transfer of learning. Medical Education. 2017 Feb;51(2):196-206. PubMed Link
Jason selects an article from Medical Education and the co-hosts discuss: When it comes to physicians in practice, what should clinician-educators focus on to make the most difference in patient outcomes? Authors: Norcini JJ, Boulet JR, Opalek A, Dauphinee WD. Publication details: Patients of doctors further from medical school graduation have poorer outcomes. Medical Education. 2017. 51(5):480. PubMed Link
Linda's article selection asks: if HPESUs (health professions education scholarship units) are defined as “organizational structures within which a group of people is substantively engaged in health professions education scholarship'' - does this mean heads of HPESUs act as Institutional Entrepreneurs? Authors: Varpio L, O'Brien B, Durning S, van der Vleuten C, Gruppen L, Ten Cate O, Humphrey-Murto S, Irby DM, Hamstra SJ, Hu W. Publication details: Health Professions Education Scholarship Unit Leaders as Institutional Entrepreneurs. Academic Medicine. 2017. Jan 24 [ePub ahead of print]. PubMed Link
In this episode: In this week's paper, selected by Jon, the co-hosts discuss whether a a closed-book exam - that requires a learner to have encoded and recall the required information - is a superior educational process to an open-book exam that requires a learner to appraise and apply an array of widely available information? Authors: Durning SJ, Dong T, Ratcliffe T, Schuwirth L, Artino AR Jr, Boulet JR, Eva K. Publication details: Comparing Open-Book and Closed-Book Examinations: A Systematic Review. Academic Medicine. 2016 Apr; 91(4):583-99. PubMed link
When was the last time you, dear KeyLIME listener, was observed performing a clinical task by someone who had some kind of power over your career? Was it a colleague as part of a simulation? An administrative leader? Was it at a conference? Was it a mandatory peer review? Was it comfortable for you? Did you change what you would normally do in that situation? Jason's choice this week explores that kind of experience, namely: the lived experience of physicians who have had direct observation while performing clinical tasks. Authors: LaDonna K, Hatala R, Lingard L, Voyer S, Watling C. Publication details: Staging a performance: Learners' perceptions about direct observation during residency. Medical Education. 2017 May;51(5):498-510
Linda's selection hails from a relatively unknown journal. The paper's author proposes that there is a link between the quality of case presentations (CP) by learners and the learner's diagnostic reasoning (DR) ability. Author: Onishi, H. Publication details: Assessment of Clinical Reasoning by Listening to Case Presentations: VSOP Method for Better Feedback. Journal of Medical Education and Curricular Development. 2016 (3): 125-131. Link to article abstract
For nearly 100 years, there have been calls from experts and other stakeholders to change medical education to incorporate “health systems science” (HSS). This push for HSS in health professions education is heating up, as multiple countries seek physicians who have new sets of skills and behaviours to improve the performance of health care systems and improve patient outcomes. Jason presents a qualitative study that sets out to identify “value-added roles for medical students within the health care delivery system” in Pennsylvania, USA. Authors: Gonzalo JD, Graaf D, Johannes B, Blatt B, Wolpaw DR. Publication details: Adding Value to the Health Care System: Identifying Value-Added Systems Roles for Medical Students. American Journal of Medical Quality. 2016 Apr 26. [Epub ahead of print] PubMed Link
What are the effective solutions to prevent burnout and promote wellness for clinicians? Jon presents a systematic review that attempts to answer that problem. (All three hosts wanted to present this paper but Jon was the quickest to grab it!) His own specialty (Emergency Medicine) consistently ranks high in several studies on burnout. Authors: Panagioti M, Efharis Panagopoulou E, Peter Bower P, Lewith G, Kontopantelis E, Chew-Graham C, Dawson S, van Marwijk H, Geraghty K, Esmail A. Publication details: Controlled Interventions to Reduce Burnout in Physicians: A Systematic Review and Meta-analysis. JAMA Internal Medicine. 2016 Dec. [ePub ahead of print] PubMed Link
Linda presents an article that summarizes five contemporary theories about motivation to learn, articulates key intersections and distinctions among these theories, and identifies important considerations for future research - the hosts agree all Clinician Educators in training should have this article on their bookshelf! Authors: Cook DA, Artino AR Jr Publication details: Motivation to learn: an overview of contemporary theories. Medical Education. 2016. 50(10):997-1014. PubMed Link
In this episode: Jason has chosen today's article to discuss how the ratio of teachers to learners is an important design factor. Length: 28:14 min. Authors: Loewen PS, Gamble A, Legal M, Shah K, Tkachuk S, Zed PJ. Publication details: Learner-Preceptor Ratios for Practice-Based Learning Across Health Disciplines: A Systematic Review. Medical Education. 2016 Nov 23. [Epub ahead of print] Read the article here.
In this episode: Jon's chosen paper discusses the quality of blogs and podcasts used by residents - now that text books are in the process of becoming extinct. Length: 23:47 min. Authors: Lin M, Joshi N, Grock A, Swaminathan A, Morley EJ, Branzetti J, Taira T, Ankel F, Yarris LM. Publication details: Approved Instructional Resources Series: A National Initiative to Identify Quality Emergency Medicine Blog and Podcast Content for Resident Education. J Grad Med Educ. 2016 May;8(2):219-25. PubMed Link
In this episode: Jason rates this paper's method section as a 5 because of the gargantuan effort involved, he also suggests we stop calling data ‘Teacher Evaluation' and instead call it ‘Learner Satisfaction'. Length: 27:15 min. Authors: Uttl B, White CA, Gonzalez DW Publication details: Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation. 2016 Sept 19 Link to journal page
In this episode: Jon presents an important paper that one day could be known as the archeology of CBME. Length: 18:07 min. Authors: Hauer KE, Chesluk B, Iobst W, Holmboe E, Baron RB, Boscardin CK, Cate OT, O'Sullivan PS. Publication details: Reviewing residents' competence: a qualitative study of the role of clinical competency committees in performance assessment. Academic Medicine. 2015 Aug;90(8):1084-92 PubMed Link
In this episode: Linda presents a ‘thought paper' on the very complex task of Handover - she calls it a paper that nicely combines educational theory and practical aspects. Linda believes it will win the ‘paper of the year' award! Length: 28 min. Authors: Young JQ, Ten Cate O, O'Sullivan PS, Irby DM. Publication details: Unpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load Theory. Teaching and Learning in Medicine. 2016;28(1):88-96. PubMed Linkv
Released on Nov 22, 2016 In this episode: Jon presents a commentary paper that discusses assessment by words not numbers. Length: 19:30 min Authors: Cook DA, Kuper A, Hatala R, Ginsburg S. Publication details: When Assessment Data Are Words: Validity Evidence for Qualitative Educational Assessments. Academic Medicine. 2016 Apr 5. [Epub ahead of print] PubMed Link
In this episode: Jason chose a rare paper on accreditation, it's large in both number of pages and sample size and discusses the patterns found in US residency clinical learning. Length: 22:15 min Authors: Wagner R, Koh NJ, Patow C, Newton R, Casey BR, Weiss KB on behalf of the CLER Program Publication details: Detailed Findings from the CLER National Report of Findings 2016. Journal of Graduate Medical Education. 2016 May;8(2 Suppl 1):35-54. PubMed Link
In this episode: KeyLIME LIVE guest co-host Eric J Warm selects a narative review by medical ‘Rock Star' van der Vleuten on 12 Tips for programmatic assessment. If there's one thing the audience can take away from the ICRE 2016 Jason R Frank says these tips should be it! Length: 25:52 min Authors: van der Vleuten CP, Schuwirth LW, Driessen EW, Govaerts MJ, Heeneman S. Publication details: 12 Tips for programmatic assessment. Medical Teacher. 2014 Nov 20:1-6. [Epub ahead of print In this episode: KeyLIME LIVE guest co-host Eric J Warm selects a narative review by medical ‘Rock Star' van der Vleuten on 12 Tips for programmatic assessment. If there's one thing the audience can take away from the ICRE 2016 Jason R Frank says these tips should be it! Length: 25:52 min Authors: van der Vleuten CP, Schuwirth LW, Driessen EW, Govaerts MJ, Heeneman S. Publication details: 12 Tips for programmatic assessment. Medical Teacher. 2014 Nov 20:1-6. [Epub ahead of print] PubMed Link
In this episode: This podcast was recorded at ICRE 2016 Niagara Falls. Jon presents the first paper in the KeyLIME Live session which discusses the definitions relevant to a health professionals education scholarship. Length: 21:52 min Authors: Varpio L, Gruppen L, Hu W, O'Brien B, Ten Cate O, Humphrey-Murto S, Irby DM, van der Vleuten C, Hamstra SJ, Durning SJ. Publication details: Working Definitions of the Roles and an Organizational Structure in Health Professions Education Scholarship: Initiating an International Conversation. Academic Medicine. 2016 Aug 30. [Epub ahead of print] PubMed Link
In this episode: Jason's second podcast in Sydney is selected by guest host Anthony Llewellyn which summarizes the selection techniques to find the right person for the right job. onthewards produces weekly podcasts and topical articles aimed at medical students and junior doctors to help ease the transition from medical school to internship. Our podcasts are hosted by Dr James Edwards who talks to leading medical educators about common clinical topics that junior doctors are faced with when working on the hospital wards Length: 34:55 min
In this episode: Jason's in Sydney for the first of two KeyLIME podcasts from Down Under with two guest hosts Anthony Llewellyn and Marie-Louise Stokes to discuss a prospective cohort study on traning milestones. onthewards produces weekly podcasts and topical articles aimed at medical students and junior doctors to help ease the transition from medical school to internship. Our podcasts are hosted by Dr James Edwards who talks to leading medical educators about common clinical topics that junior doctors are faced with when working on the hospital wards. Length: 26:00 min
In this episode: Linda reviews an article chosen by Medical Education. She calls it “When is a clerkship not a clerkship?” Length: 20:05 min Authors: Worley P, Couper I, Strasser R, Graves L, Cummings B-A, Woodman R, Stagg S, Hirsh D and the Consortium of Longitudinal Integrated Clerkships (CLIC). Publication details: A typology of longitudinal integrated clerkships. Medical Education. 2016. [epub ahead of print] PubMed Link
In this episode: Jason presents a time and motion study of internal medicine residents duty hours. Length: 18:15 min Authors: Leafloor CW, Lochnan HA, Code C, Keely EJ, Rothwell DM, Forster AJ, Huang AR. Publication details: Time-motion studies of internal medicine residents' duty hours: a systematic review and meta-analysis. Journal of Advances in Medical Education and Practice. 2015. 17(6):621-9 PubMed Link
In this episode: Linda's choice this week is a research paper that aims to develop an inventory of competencies for Program Directors. With a TWIST this episode: Jon agrees with Jason!! Length: 24:51 min Authors: Lieff SJ, Zaretsky A, Bandiera G, Imrie K, Spadafora S, Glover Takahashi S. Publication details: What do I do? Developing a competency inventory for postgraduate (residency) program directors. Medical Teacher. 2016 Apr 6:1-6. [Epub ahead of print] PubMed Link
In this episode: Jon's longer that usual discussion is about Duty-Hour flexibility in surgical training. Length: 30:35 min Authors: Bilimoria KY, Chung JW, Hedges LV, Dahlke AR, Love R, Cohen ME, Hoyt DB, Yang AD, Tarpley JL, Mellinger JD, Mahvi DM, Kelz RR, Ko CY, Odell DD1, Stulberg JJ, Lewis FR. Publication details: National Cluster-Randomized Trial of Duty-Hour Flexibility in Surgical Training. The New England Journal of Medicine. 2016 Feb;[ePub ahead of print] PubMed Link
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