Podcasts about cbme

In this episode, hosts Drs. Peter Lu and Jason Silverman talk to Dr. Cary Sauer about Competency-Based Medical Education (CBME) to break down this concept and all the related terminology that is part of this approach to medical training. If you're confused about CBME, EPAs, milestones and competencies, this episode is for you! Dr. Sauer is a Pediatric Gastroenterologist specializing in the care of children with IBD and Division Chief at Children's Healthcare of Atlanta and Emory University.Learning Objectives:Understand what Competency-Based Medical Education (CBME) means and how it differs from traditional time-based models of medical trainingUnderstand how milestones, competencies and EPAs relate to one another within the CBME frameworkRecognize the central role of entrustment and how that can is incorporated into workplace-based assessments of traineesLinks:Pediatric GI Milestones (v2.0)NASPGHAN EPA resourcesABP EPAs for subspecialtiesNorth American Society for Pediatric Gastroenterology,  Hepatology, and Nutrition Position Paper on Entrustable  Professional Activities: Development of Pediatric  Gastroenterology, Hepatology, and Nutrition Entrustable  Professional ActivitiesEducating pediatric gastroenterology fellows: milestones, EPAs, & their application within a new educational curriculumImplementing entrustable professional activities in pediatric fellowships: facilitating the processSupport the showThis episode may be eligible for CME credit! Once you have listened to the episode, click this link to claim your credit. Credit is available to NASPGHAN members (if you are not a member, you should probably sign up). And thank you to the NASPGHAN Professional Education Committee for their review!As always, the discussion, views, and recommendations in this podcast are the sole responsibility of the hosts and guests and are subject to change over time with advances in the field.Check out our merch website!Follow us on Bluesky, Twitter, Facebook and Instagram for all the latest news and upcoming episodes.Click here to support the show.

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            

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  

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

Joining us on Well Said is Dr. John Young, Professor and Chair of the Department of Psychiatry at the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell and Senior Vice President of Behavioral Health at Northwell Health to talk about how CBME is shaping the future of medical education and assessment, as well as how this will affect the healthcare experience for all of us.

#58 - Can the impact on education be measured on patient outcomes? In this episode the hosts take the hotly debate with a recent study published in Jama to their help. Tune in for a discussion that challenges both your workload memory and examines the real-world implications of education in healthcare.Episode host: Jonathan SherbinoYou find the episode notes on the websiteEpisode article: Gray, B. M., Vandergrift, J. L., Stevens, J. P., Lipner, R. S., McDonald, F. S., & Landon, B. E. (2024). Associations of Internal Medicine Residency Milestone Ratings and Certification Examination Scores With Patient Outcomes. JAMA. https://doi.org/10.1001/jama.2024.5268PAPERs Podcast consist ofHosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergWeb Manager: Alex AlexanderssonExecutive Producer: Teresa SöröProduction of Teaching and Learning at Karolinska Institutet

Welcome back Rounds Table Listeners!In this throwback episode, Drs. John and Mike Fralick discuss two papers – one, exploring IVIG in the treatment of dermatomyositis, and the second investigating the effect of tranexamic acid in patients with acute gastrointestinal bleeding.Trial of Intravenous Immune Globulin in Dermatomyositis (0:00 – 8:38).Effects of a high-dose 24-h infusion of tranexamic acid on death and thromboembolic events in patients with acute gastrointestinal bleeding (HALT-IT): an international, randomised, double-blind, placebo-controlled trial (8:38 – 18:04).And for the Good Stuff:Alberta using humour to attract workers (18:04 – 18:50).CBME in Residency Education (18:50 – 21:02).Questions? Comments? Feedback? We'd love to hear from you! @roundstable

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

The shift to Competency-Based Medical Education (CBME) is changing the way resident education is delivered and assessed in family medicine. Linda Montgomery, MD, MA, FAAFP, is here to remind us that residency programs do not need to navigate these changes alone. Dr Montgomery not only highlights the current work of STFM's CBME Task Force in creating a toolkit for residency programs, but she also discusses the next steps to be taken in the CBME shift. Hosted by Saria Saccocio, MD, MHA, FAAFPCopyright © Society of Teachers of Family Medicine, 2024Resources:Competency-Based Medical Education Toolkit for Residency ProgramsCBME Webinars hosted by STFM/AFMRDIndividualized Learning Plan Template for Family Medicine ResidentsCore Outcomes of Residency Learning 2022 (Provisional) - Ann Fam MedImplementing Competency Based ABFM Board Eligibility - JABFMCompetency-Based Medical Education: Theory to Practice - Med TeachGuest Bio:Linda Montgomery has been in academic Family Medicine for over twenty years, was the program director for the University of Colorado Family Medicine Residency for eleven years, and currently is the Vice Chair of Education for her Department of Family Medicine overseeing all undergraduate and graduate level training. She is serving as the leader of the Society of Teachers of Family Medicine's Competency-Based Medical Education Task Force that is working to promote the transition of Family Medicine to this educational framework. She sits on the board for the Family Physicians Inquiries Network and serves on the AAMC's Council of Faculty and Academic Societies. Her professional passion is figuring out models of teaching that promote the Quadruple Aim for Family Medicine. She lives in Denver with her husband, three young adult children, and much-loved mutt with whom she enjoys taking long walks with views of the Rockies.Link:stfm.org/stfmpodcast042024 

Listening to this episode would provide valuable insights into competency-based medical education (CBME) and the complexities surrounding it. The hosts discuss a paper that reports on the conversations in the literature about CBME. The history of those conversations and what they hold for the future of CBME is highlighted.Episode host: Lara VarpioLinks and episode notes available on the webpageEpisode articleHamza, D. M., Hauer, K. E., Oswald, A., van Melle, E., Ladak, Z., Zuna, I., Assefa, M. E., Pelletier, G. N., Sebastianski, M., Keto-Lambert, D., & Ross, S. (2023). Making sense of competency-based medical education (CBME) literary conversations: A BEME scoping review: BEME Guide No. 78. Medical teacher, 45(8), 802–815. https:10.1080/0142159X.2023.2168525Hosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergExecutive Producer: Teresa SöröProduction of Unit for teaching and learning at Karolinska Institutet

Is a competency-based approach to health professions education compatible with professional identity formation? These authors say no and offer some remedies. But is their premise based on misunderstandings?Episode host: Jason FrankEpisode article: Sternszus, R., Slattery, N. K., Cruess, R. L., Cate, O. ten, Hamstra, S. J., & Steinert, Y. (2023). Contradictions and Opportunities: Reconciling Professional Identity Formation and Competency-Based Medical Education (1). 12(1), Article 1. https://doi.org/10.5334/pme.1027Visit the episode webpage for notes and linksHosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergExecutive Producer: Teresa SöröProduction of Unit for teaching and learning at Karolinska Institutet

Textbooks, highlighters, and classrooms? The world of medical education is changing. Today, we have AI, sim, and e-learning. To talk about MedEd, Dr. David Gratzer sat down with returning guest Dr. Ivan Silver, former vice president of education at CAMH and vice dean of the University of Toronto's Faculty of Medicine.During their conversation we learn:MedEd evolved from being under-valued to having entire centres built that are geared towards faculty development.Saying “yes” and taking risks can change your life.Dr. Silver's thoughts on where a tool like ChatGPT may fit in your future practiceAnd finally, if you can teach a 6- to 8-year-olds to do something they aren't initially interested in – you can do just about anything!Follow us on X(formerly known as Twitter)

If you have heard rumblings about the coming of competency-based medical education to the School of Medicine curriculum, you won't want to miss this episode in which Dr. Jennifer-Brueckner Collins and one of her graduate students, Emily Porta, discuss how CBME related to teamwork, communication and professionalism are being introduced into the gross anatomy lab curriculum at UofL. You will leave with a greater understanding of just how this looks at ground level as brand new medical students are introduced to this important set of lifelong learning skills.  Do you have comments or questions about Faculty Feed? Contact us at FacFeed@louisville.edu. We look forward to hearing from you. --- Send in a voice message: https://podcasters.spotify.com/pod/show/hscfacdev/message

Programmatic assessment (PA) is one of the big 5 features of the competency-based era. (The other 4 components of CBME are: outcome competencies, sequenced acquisition of expertise, tailored teaching/coaching, and learning activities.) So, what is this “programmatic assessment” stuff? The promise of PA is that it is a supposed to be better way of organizing assessment. Authors: Bok et al,. Publication details: Validity evidence for programmatic assessment in competency-based education  Perspect Med Educ 2018 Dec;7(6):362-372 Want to learn more about KeyLIME? Click here!

The unintended consequence of CBME that this paper addresses is the assessment burden that residents have had to bear with the increase volume of formative assessments. The authors identified 9 assessment burdens, which clustered under each of the three psychological needs presented in self-determination theory; Autonomy, Relatedness and Competence. Episode host: Lara VarpioArticle: 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. https://doi.org/10.4300/JGME-D-22-00050.1Episode webpageHosts: Lara Varpio, Jason Frank, Jonathan Sherbino, Linda SnellTechnical Producer: Samuel LundbergExecutive Producer: Teresa SöröProduction of Unit for teaching and learning at Karolinska Institutet

Competency-based medical education (CBME) is a topic we have discussed often on this podcast series, and today we are discussing a critical part of it; direct observation of trainees. But as most of us know, direct observation also has its challenges in a busy ED. Today we're discussing a new paper in AEM Education and Training entitled "Does direct observation influence the quality of workplace-based assessment documentation?" First author Dr. Jeffrey Landreville is here to discuss it with us.

Doctors have been trained in pretty much the same way for many decades. Prior to any hands-on practical training, medical students spend about 2 years going through a series of lectures delivered by other doctors. In fact, this is the general model for how most professionals, and even undergraduate students, are trained – via in-person traditional sorts of lectures with a professor standing at the front of a large lecture hall, disseminating the information that is to be learned. But is this the best approach for learning, both in the context of medical school, and educational programs at large? Dr. Sanjay Sharma joins the podcast.

In this episode our co-host Alex Gillotte sits down with Antonio Malkoun, Elsa Haile and Matthew Frederickson, who are fellow M4s and members of the Competency Based Medical Education (CBME) pilot program to discuss their reflections on both the CBME program and third year in general. Get connected:Antonio Malkoun- malkouar@mail.uc.edu and MedTwitter @antonio_malkounElsa Haile- hailees@mail.uc.eduMatthew Frederickson - fredermw@mail.uc.edu and MedTwitter @mattyfred_

On this week's Got Your Eers On?, WVU Basketball wins the Big 12 Conference Tournament play in game against Kansas State, but then takes a tough loss in the second round to the Jayhawks, there's some intriguing potential portal movement for WVU Football, WVU Baseball continues a strong pre-conference season this weekend against Ohio State, and Scoot brings us a new Can't Believe My 'Eers! Join us for all this and more on this week's episode of Got Your Eers On?...!

On this week's Got Your Eers On?, WVU Basketball comes back from 17 down to beat a shorthanded Kansas State team in Morgantown, WVU Football sees more roster moves, Bluff the Fluffs returns for season 3 to quiz us on things near and dear to Johnson's heart, and Scoot pops the lid on a new jar of Can't Believe My 'Eers! Join us for all this and more on this week's episode of Got Your Eers On?...!

On this week's Got Your Eers On?, WVU Football officially accepts their Guaranteed Rate bowl invite against the Big Ten's Minnesota Golden Gophers, WVU Basketball picks up two more wins in the Coliseum, Bluff the Fluffs quizzes us on our bowl game knowledge, and Scoot brings us a new Can't Believe My 'Eers! Join us for all this and more on this week's episode of Got Your Eers On?...!

On this week's Got Your Eers On?, IT IS A BYE WEEK! We look back on a completely horrible loss bye WVU Football to Baylor and start to talk about how hot is Coach Neal Brown's seat getting! We now sit at the Bottom of the Big12 Conference and what needs to happen during the bye week to get this West Virginia University team looking better?  We invite our Intern Cloney to learn how to speak 'West Virginianees' and Scoot drops a CBME about Climbing Trees for DAYS! All of that an more on this week's Got Your Eers On? dK7eEHrYu1WDmaF6cLVI

Be sure to support our sponsors: MD Consultants: mdconsultants.ca | MCAT Prep 101: www.prep101.com/casting Tune in to an absolutely phenomenal conversation with Dr. Danny Goel, UBC-affiliated upper extremity orthopaedic surgeon and founder of PrecisionOS, a virtual reality software for surgical education. His pioneering innovation is set to revolutionize the traditional model of surgical training, and has been adopted by residency training programs across Canada just in time for the nationwide implementation of CBME. We talk about the germination and evolution of his idea, the non-linear process of innovation, receiving feedback to iteratively improve a project, and how to identify problems worth solving. Timestamps: 2:00 - Explanation of PrecisionOS software 4:00 - Limits and next steps for computing 6:15 - Germination and evolution of surgical education idea (2016-2017) 8:00 - Needs assessments with stakeholders 9:15 - Iterative improvement (2017-2021) 11:00 - Key to being an entrepreneur (seeking out negative feedback) 13:00 - Encouraging people to become competent past their stage of training 14:30 - Turning the apprenticeship model of surgical education upside down 17:10 - Next 5 years: worldwide surgical education through virtual ORs & remote collaboration 20:00 - RCTs to establish efficacy 22:00 - Advice to innovators (pursuit of problems, innovation =/= entrepreneurship, paying attention & self-auditing). Everyone is best positioned to solve the problems they face on a daily basis. 24:00 - Intent: improving patient care (intrinsic) 25:00 - Three next steps: 1) working with industry sponsors, 2) increasing computing power/tech, 3) expand outside Ortho. COVID has propelled VR to the forefront 27:00 - Final Messages: Keep the patient at the centre of the innovation Check out our sponsors: MD Consultants: mdconsultants.ca helps pre-med students with CASPer, MMI, and panel interview prep. Enter code: ORTHOPOD15 for 15% off pre-med packages. MCAT Prep 101: www.prep101.com/casting Improve your MCAT scores with customized study plans, specialized tutors, CARS-specific training, and high-yield workshops. For a $350 discount off MCAT Tutoring Plans, enter code: 350CASTINGPOD

This Episode first aired in March 2019. Programmatic assessment (PA) is one of the big 5 features of the competency-based era. (The other 4 components of CBME are: outcome competencies, sequenced acquisition of expertise, tailored teaching/coaching, and learning activities.) So, what is this “programmatic assessment” stuff? The promise of PA is that it is a supposed to be better way of organizing assessment. Authors: Bok et al,. Publication details: Validity evidence for programmatic assessment in competency-based education  Perspect Med Educ 2018 Dec;7(6):362-372 View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

回想 2003 年臺灣歷經 SARS 之後，醫學教育面臨了重大改革。過度重視專科化的醫學訓練方針，讓當時的臺灣一時之間沒有足夠的人力對大規模的疫病給予基礎照護。也在SARS 之後，臺灣醫學教育向美國取經，導入了PGY制度，推動EBM(實證醫學)、PBL(以問題為導向的學習)、OSCE(技能測試)等制度。 2020 年，這一次的疫情又更加嚴重且席捲全球。又要再次翻轉醫學教育中的各種觀念。為了讓下一個世代的醫師能夠獨當一面，推動核心能力導向醫學教育(CBME)是近年來醫學教育改革趨勢。比起傳統醫學訓練，CBME 更強調訓練後的結果，而非單注重過程面評估。也能依照學生核心能力的分級、運用學習里程碑，發展可信任專業活動EPAs。 本集邀請北醫教學部主任陳建宇醫師將帶來他在各國參訪醫學教育的經驗，帶您深入討論下個世代的醫學教育。台灣在未來如何從住院醫師訓練、臨床工作負擔上進行改變，讓台灣醫療有更靈活彈性的量能。 一起來聽本集 #矽谷為什麼。 討論大綱: ✅ 疫情之後，下個世代的醫學教育 ✅ 住院醫師制度的變化 ✅ 個人化醫療與遠端醫療導入 來賓介紹： 陳建宇醫師目前擔任臺北醫學大學附設醫院教學部主任與麻醉學科副教授。2020 年陳醫師前往美國加州史丹佛大學史丹佛醫學院擔任客座副教授。陳建宇醫師對於醫學倫理教育和能力導向醫學教育(CBME)有高度興趣，擅長帶領跨領域臨床人文反思、進行醫學倫理/法律臨床案例討論與初階臨床體驗。 ========================================== 歡迎與我們討論 「矽谷為什麼」 FB粉絲頁 bit.ly/39xLlDR 「台矽交流平台」社團 https://bit.ly/3oBAFvM ========================================== 在這邊也能收聽到我們的最新節目唷！ Youtube→ meetstartup.pse.is/3e6f38 Firstory→ meetstartup.pse.is/3fzp96 Apple Podcast→ meetstartup.pse.is/QEX8Y SoundCloud→ meetstartup.pse.is/R5AQ4 Spotify→ meetstartup.pse.is/RFBKL Castbox→ meetstartup.pse.is/QHQL6 SoundOn→ meetstartup.pse.is/QQX2G ========================================== 感謝 #國發會 Startup Island TAIWAN 和 #數位時代 #創業小聚 Meet Startup 獨家贊助本節目！ Powered by Firstory Hosting

Be sure to support our sponsors, MD Consultants: mdconsultants.ca and MCAT Prep 101: www.prep101.com/casting (see below for details)! In the last episode of the R5 Retrospective series, I interviewed Dr. Colm McCarthy, an alumnus of the Mac Ortho program, who is currently completing his fellowship in Arthroplasty at Harvard Medical School (Brigham & Women's Hospital). Our fascinating conversation started by talking about why he chose Arthroplasty, and Harvard, how CBME will shape Orthopaedic Surgery training, and how to maximize your chances of being successful in the SF Match (US Fellowships). Enjoy! 1:50 - Harvard Arthroplasty Fellowship (4/5+ days in OR, fellow-specific teaching & networking, mentorship/career guidance) 3:10 - Why Harvard (complex primaries/revisions, double constructs) 3:35 - Why Arthroplasty (similar to choosing a specialty, based on personality types, QALY/QoL outcomes) 5:10 - Why an Arthroplasty Fellowship (more revisions, seeing complex cases gives you tools, develop skills) 7:10 - Where do you envision yourself (MEd = academic, Cross-trained in arthroplasty/trauma = highly employable, options open) 8:05 - Surgical Education (Oslerian model falls apart, Feedback based approaches on movements, Giving feedback through CBME, Exams are less helpful than competencies) 10:20 - Benchmarks for Competency (Are you prepared for Independent Practice? Skills, Boundaries, Safety, Knowledge) 10:40 - CBME (Highlight weaknesses and extend exposure [mini-fellowships]) 12:05 - What Should be the Ultimate Goal of Surgical Training (Generalist v Specialization, Knowledge of how to explain/understand/counsel patients on all of Orthopaedics) 14:40 - Transition to Practice in Fellowship (Billing, Booking Clinics, Workflow, Dictations in Canada vs USA. Envisioning how to setup your practice) 18:30 - Transitioning from a Student to Colleague 20:30 - How did you know that Harvard would be right? (Right place to learn/fit in/afford, Working with Dr. Estok, Double Cup Constructs, Being Frugal, Observerships) 23:40 - Canada/US Fellowship Applications (Personality based, SF Match, Rolling Applications) 26:40 - Reflecting on Residency (Evolution of Struggles, Battle buddies, Why Orthopaedics) Check out our sponsors: MD Consultants: mdconsultants.ca helps pre-med students with CASPer, MMI, and panel interview prep. Enter code: ORTHOPOD15 for 15% off pre-med packages. MCAT Prep 101: www.prep101.com/casting Improve your MCAT scores with customized study plans, specialized tutors, CARS-specific training, and high-yield workshops. For a $350 discount off MCAT Tutoring Plans, enter code: 350CASTINGPOD

On this week's Got Your Eers On?, we talk about Taz Sherman deciding to return to WVU for his "bonus season", we talk about the fun parts of the Non-Conference schedule for 2021 hoops, we touch on some football talk and a little about the early parts of the WVU fall football schedule. Bluff the Fluffs challenges us on West Virginia candy... and whatnot!! Plus Scoot brings us a new CBME about eating priceless pieces of art!  Join us for all this and more on this week's episode of Got Your Eers On?...!

Você já parou para pensar em como se sente uma garota na escalada? Quem inicia em um esporte sente que é difícil conseguir se aproximar aos praticantes mais experientes.

On this week's Got Your Eers On?, we're back to update our predictions on who's staying and who's leaving for WVU Basketball, the Charleston Classic reveals the teams that will be playing in their Thanksgiving tournament, we discuss the betting odds of WVU Football winning the Big 12 conference this season, check-in on WVU Baseball as they conclude their season, Bluff the Fluffs challenges us on the chicken sandwich wars, and Scoot brings us a new CBME.  Join us for all this and more on this week's episode of Got Your Eers On?...!

Sim, a turistificação chegou ao montanhismo, e com muita força. No turismo de aventura, atividades de excursionismo, como trekking e hiking, tornaram-se cada vez mais populares e sem uma fiscalização.

On this week's Got Your Eers On?, we try to make sense of the conflicting events around Derek Culver's departure from WVU Basketball, Tony Fields is taken in the NFL draft while Darius Stills and three others sign undrafted free agent deals, Kysre Gondrezick signs as the new face of Adidas basketball, Bluff the Fluffs challenge us on past WVU Football undrafted free agents, and it's a 3 course CBME buffet.  Join us for all this and more on this week's episode of Got Your Eers On?...!

On this week's Got Your Eers On?, we recap WVU Football's Gold Blue Spring Game and give some way too early football win / loss predictions, we discuss more movement inside and outside the WVU Basketball portal, Bluff the Fluffs challenge us on WV politicians and their sports tie-ins, and Gweedoe brings us a new CBME.  Join us for all this and more on this week's episode of Got Your Eers On?...!

Academias de escalada estão definhando e quase não sobrevivendo na pandemia.

On this week's Got Your Eers On?, the transfer portal continues to churn as WVU Basketball adds two transfers, WVU joins the field of teams participating in mid-November's Charleston Classic, WVU Baseball drops 2 over the weekend to Baylor, @TheBrianCloney joins to discuss Fan Duel's Candy Bracket, and Scoot brings us a new CBME.  Join us for all this and more on this week's episode of Got Your Eers On?...!

On this week's Got Your Eers On?, Deuce McBride turns up the heat on WVU's transfer portal talk by announcing his NBA draft plans, basketball head coaches are on the move around the Big 12 and beyond, Coach Mazey rejoins WVU Baseball, BTF is back this week and challenging us on our knowledge of Indiana foods, and Scoot brings us a new CBME.  Join us for all this and more on this week's episode of Got Your Eers On?...!

Episode length: 39:30 Author: Sawatsky et. al. Publication: Coaching Versus Competency to Facilitate Professional Identity Formation Acad Med 2020 Oct;95(10):1511-1514. Purpose: This week we return to another great paper by Sawatsky et al (including medical sociologist Fred Hafferty) from the Mayo Clinic. The authors set out to describe how coaching can promote professional identity formation in meded. What they really deliver is a powerful argument about the importance of assessment for learning in a CBME world. Voting for Educational Impact: 34:17 Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Lara Varpio: @LaraVarpio Lara Varpio's Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Unites States Department of Defense.  Want to learn more about KeyLIME? Click here! Full transcript for this Episode is available upon request.

On this week's Got Your Eers On?, WVU Basketball has another forgettable second half in a loss to Kansas at the Phog, Northeastern up next, Army slots in as WVU Football's updated opponent for the Liberty Bowl, and a new CBME introduces us to the McDonald's Spam burger (with Oreos!).  Join us for all this and more on this week's episode of Got Your Eers On?...!

O montanhista Silvério Nery foi um responsáveis para criação da FEMESP e CBME. Participou ativamente nas entidades, nas quais foi presidente. Nesta conversa, ele fala sobre organização, direitos dos montanhistas, caminhadas e escaladas pelo Brasil, Himalaia e Andes. A série de podcasts On The Rocks busca mostrar a forma plural de pensar de pessoas que de diferentes maneiras, contribuem para o desenvolvimento do montanhismo e da escalada no Brasil. Este programa foi gravado em maio de 2020, durante a quarentena de covid-19.

A montanhista carioca que está à frente da CBME fala sobre organização do esporte, práticas de mínimo impacto e garantia de acesso a áreas naturais como parques e áreas privadas sob risco de fechamento. A série de podcasts On The Rocks busca mostrar a forma plural de pensar de pessoas que de diferentes maneiras, contribuem para o desenvolvimento do montanhismo e da escalada no Brasil. Este programa foi gravado em maio de 2020, durante a quarentena de covid-19.

Dr. Roochi Arora, a medical oncology fellow at the Juravinski Cancer Center at McMaster University in Hamilton, Ontario discusses the promise and challenges of competency-based medical education, which has been widely adopted across Canada.  Educators believe this new paradigm in medical education will improve the quality of clinicians despite potential challenges.  Transcript ASCO Daily News: Welcome to the ASCO Daily News Podcast. I'm Geraldine Carroll. In today's episode, we're discussing a new paradigm in medical education. It's called Competency Based Medical Education, also known as CBME. CBME has been widely adopted in medical oncology residency training programs across Canada and beyond. And educators believe this new learning and assessment approach will improve the quality of clinicians, despite potential challenges. Joining me to discuss the promise and challenges of competency based medical education is Dr. Roochi Arora, a medical oncology fellow at Juravinski Cancer Center at McMaster University in Hamilton, Ontario. Dr. Arora reports no conflicts of interests relevant to this podcast, and full disclosures relating to all Daily News podcasts can be found on the episode pages. Dr. Arora, welcome to the ASCO Daily News Podcast. Dr. Roochi Arora: Thanks so much for having me, Geraldine. ASCO Daily News: Research presented at ASCO's annual meeting last year suggests that CBME improves trainee’s confidence and abilities. So, Dr. Arora, is this not happening in the traditional, time-based medical education model? Dr. Roochi Arora: Well, I would say that the traditional, time-based model has been used for a number of years with very good success. And our Canadian medical education system has produced some excellent physicians over the years. However, there's definitely room for improvement. And given that our profession as physicians, we're a self-regulating body, CBME gives the opportunity for more accountability and more transparency when it comes to our postgraduate training. The purpose of it is really to improve the confidence we have in our trainees, our medical educators, and the public at large in the abilities of the physicians that are being trained in our system. ASCO Daily News: Can you give me an example of how the tools and process of CBME had a positive outcome for both a trainee and the patient that he or she served? Dr. Roochi Arora: Oh, definitely. I have a really good example of this, actually. So very recently a resident in our program was working in the clinic, and at the same time she was providing coverage for the chemotherapy suite. So, while she was working in clinic, she was actually called to the chemotherapy suite to assess a patient because they had a reaction. So, the resident went upstairs, but the physician actually also went with her. And he watched the resident manage the reaction, and in real time the physician was then able to give her immediate feedback based on everything he'd observed and how she handled the entire encounter. So, it was wonderful for her, the resident, not just for learning in the moment, but actually later as well. Because the physician later wrote her a reference letter and was able to comment on her excellent leadership and collaborative skills. And he actually described the example of when he watched her managing that reaction in the chemo suite. And, of course, the patient benefited as well, because they had the resident managing them with direct oversight of that physician. And then the resident is now much more confident moving forward in her ability to manage future reactions that patients may have in the chemotherapy suite. And then this, in turn, increases the confidence that patients have in the abilities of the physicians that are being trained in our system. ASCO Daily News: OK, so you're saying CBME is making both the trainee and the evaluator much more accountable in real time. Having more transparency is excellent, but this process does take more time. So, what do you say to those who are concerned about the extra time required for everyone involved in CBME and the extra cost involved? Dr. Roochi Arora: Yeah. That's definitely a great point that you raise, and I think it's certainly something we can't ignore. CBME is definitely going to require some more resources, at the very least in the beginning as we get it off the ground. So, faculty members are going to need to be available to do direct observation and provide trainees with immediate feedback, and postgraduate programs will need to have academic coaches as well as a competency committee. And all of this, of course, is added on top of their existing clinical, administrative, research, and personal obligations. So, I think CBME poses a lot of possible benefits and merits to trainees and to the public at large, but we do need to remember that we're still in the very early stages of acquiring evidence to support CBME as a better educational model compared to our traditional, classic time-based educational model. So, for that reason, I think it's very important for us to continue to study CBME moving forward to make sure that all of our efforts in launching it are fruitful, and that we're also troubleshooting along the way. ASCO Daily News: So, looking ahead then, what lies ahead for CBME in Canada and elsewhere? Dr. Roochi Arora: Well, I would say definitely in Canada, educators seem very hopeful that CBME is going to improve the quality of clinicians that are produced in our system, despite the potential challenges along the way. And the Royal College of Physicians and Surgeons of Canada is very supportive of further efforts to study the merits of CBME, as well as ways to better incorporate it into our educational system. The Royal College has done a number of things, such as offering educational research grants and funding to support further study and evidence development on CBME. ASCO Daily News: Well, we'll be watching to see how CBME develops further in Canada and beyond. So, Dr. Arora, I want to thank you for joining me today on the ASCO Daily News Podcast. Dr. Roochi Arora: Oh, well, thank you so much for having me. ASCO Daily News: And thank you to our listeners for joining us for this episode of the Daily News Podcast. Please take a moment to rate and review us on Apple podcasts. The purpose of this podcast is to educate and to inform. This is not a substitute for professional medical care and is not intended for use in the diagnosis or treatment of individual conditions. Guests on this podcast express their own opinions, experience, and conclusions. The mention of any product, service, organization, activity, or therapy should not be construed as an ASCO endorsement.

Welcome to the MacEmerg podcast. This podcast aims to connect all the faculty members in the MacEmerg family from across the region. From Niagara to Brampton...from Kitchener-Waterloo to Hamilton... we are going to feature the awesome talent from our region and highlight awesome things that are going on. This ninth episode features two guests and one new segment: 1) Dr. Teresa Chan interviews the MacEmerg family members (nurses, residents, physicians, administrators, and educators) on the recent on site disaster simulation. 2) Dr. Chad Singh (PGY2) explains his evolution and growth as one of the residents at the forefront of the new Royal College Competency By Design program.

In this episode Dr. Steven Gruchy, the 2019 CAG Young Educator Award recipient will discuss: - the definition of feedback - the principles for giving effective feedback - various feedback models including the R2C2 model - tips for both giving and receiving feedback - how the past could potentially influence the future of feedback with Competency Based Medical Education (CBME) This episode was recorded during the 2019 Gastroenterology Residents-in-Training (GRIT) Program in Banff, Alberta.

Programmatic assessment (PA) is one of the big 5 features of the competency-based era. (The other 4 components of CBME are: outcome competencies, sequenced acquisition of expertise, tailored teaching/coaching, and learning activities.) So, what is this “programmatic assessment” stuff? The promise of PA is that it is a supposed to be better way of organizing assessment. Authors: Bok et al,. Publication details: Validity evidence for programmatic assessment in competency-based education  Perspect Med Educ 2018 Dec;7(6):362-372 View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

In this podcast, Professor Jonathan Sherbino from McMaster University shares his insights with budding educators about CBME, its place in higher health professional education and also, suggests how to get it right.

Jason chose an interesting case report of an innovation by Orthopedics surgeons reviewing the cutting edge of curriculum design for the anticipated CBME in Canada. Authors: Markku T. Nousiainen, Polina Mironova, Melissa Hynes, Susan Glover Takahashi, Richard Reznick, William Kraemer, Benjamin Alman, Peter Ferguson & The CBC Planning Committee (2018):  Publication details: Eight-year outcomes of a competency-based residency training program in orthopedic surgery, Medical Teacher 2018 Jan 18:1-13  Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

Workplace Based Assessment is a hot topic in Med Ed and pretty essential to CBME and being used in many clinical learning settings, but is our understanding of it is limited, evident is varied and conflicting. Authors: Barrett A, Galvin R, Scherpbier AJ, Teunissen PW, O'Shaughnessy A, Horgan M. Publication details:  Is the learning value of workplace-based assessment being realised? A qualitative study of trainer and trainee perceptions and experiences. Postgrad Med J. 2017 Mar;93(1097):138-142.  View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME?   

The hosts introduce a new series called “Ripped from the Headlines”, inspired by Riffed from the headlines on CBC Radio. In this series, one of the hosts selects three quotes – two real, one fake – and asks their co-hosts to spot the fake! In this first iteration, Jason has selected the following three quotes …did his co-host guess right? Did you? Listen to find out! “…We employed the VARK questionnaire to assess the differences in learning styles and approaches among medical undergraduates. A totally of 284 students participated…Participants whose teaching was tailored to their respective learning styles had superior learning outcomes in comparison with controls…” “…The reported strategies and attitudes helped to develop, mental, physicial and social resource pools that fostered effective decision making. Successful coping…encouraged the maintenance of resilience-promoting abilities. In relation to Conservation of Resources Theory, physician resilience emerged as the ability to invest personal resources in a way that initiatives positive resource spirals…” “…many educators tasking with implementing CBME understandably feel they have limited power to protest…For too long CBME has been allowed to propagate based the regulatory and administrative power of a small group…CBME…is faith-based medical education, replete with its own unopposable truths and its authorized high priests…”   Follow our co-hosts on Twitter!  Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

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 View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

This video on CBME features a panel discussing the new way of teaching medicine that the Royal College is introducing in Canada for residency programs. The panel features Dr. McBurney, Dr. Payne, and Dr. Styles and is facilitated by MedEd enthusiast Olivia.

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 View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!

January 2016 Throughout 2016, the Bletchley Park Podcast will tell stories of the Codebreakers’ successes and agonies - all of which they kept completely secret. This month, it’s not German and it’s not Enigma. With help from Bletchley Park’s Research Historian, Dr David Kenyon, we look into the high level Italian ciphers being broken by Bletchley Park, which impacted significantly on the war in North Africa. There was a continuing dance of difficulty between the codebreaking operation in Cairo and HQ at Bletchley Park. Listen now to delve into this little known story. We meet the nephew of a man who died capturing Enigma codebooks from a sinking U-Boat, a seizure which made a huge difference to the Battle of the Atlantic, but his family were told he’d perished in an unsuccessful mission. Now, the dramatic story of The Petard Pinch is beautifully told in a mini exhibition in naval codebreaking Hut 8. We take you behind the scenes at the exclusive preview. Hear from vintage stylist Sarah Dunn of Sarah’s Doo-Wop Dos about why the 1940s Boutique has struck such a chord. This highly glamorous day out is back in 2016 and Sarah tells us what’s in store. Finally this month, Veteran Betty Webb MBE gives us a sneak peek inside her Investiture ceremony at Buckingham Palace. Betty has been honoured for remembering and promoting Bletchley Park. At 92, she still regularly gives talks to schoolchildren as well as helping with fundraising and media appearances. Image: Frederick Jacob, Director, CBME in Cairo ©Kenneth Jacob You can learn more about Frederick Jacob at the family website http://www.myjacobfamily.com/favershamjacobs/frederickarthurjacob.htm #BPark, #Bletchleypark, #Enigma, #WW2Veteran, #History, #Churchill

In this episode: Jon presents an early generation CBME implementation paper. Length: 18:10 min Authors: Schultz K, Griffiths J, Lacasse M. Publication details: The Application of Entrustable Professional Activities to Inform Competency Decisions in a Family Medicine Residency Program. Academic Medicine. 2015 Feb 23. [ePub ahead of print]. PubMed Link View the abstract here Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Want to learn more about KeyLIME? Click here!