Publications for the week of March 30th, 2020
- “Five ways to get a grip on grouped self-assessments of competence for program evaluation” by Zhao and D’Eon provided recommendations for better use of grouped self-assessments in program evaluation.
- “CBME framework to promote transition to senior” by Acker, Hawksby, and Leifso aimed to improve transition to independent senior by adding robust workplace-based (WBA) assessments.
- “Ice Cream Rounds: The implementation of peer support debriefing sessions at a Canadian medical school” by Hiranandani and Calder-Sprackman described pilot sessions for clerkship students to debrief clinical and professional challenges
- “Learning by chance: Investigating gaps in transgender care education amongst family medicine, endocrinology, psychiatry and urology residents” by Fung and team examined how the gaps in postgraduate education contribute to a lack of appropriate care for transgender patients
- “Medical students’ personal experiences, religion, and spirituality explain their (dis)comfort with a patient’s religious needs” by Schmidt and team assessed how medical students’ own spirituality affected how they engaged with a patient.
Zhao and D’Eon, in “Five ways to get a grip on grouped self-assessments of competence for program evaluation,” offered ideas for the revised use of grouped self-assessments to prevent future misuse and to enhance program evaluations. They hope that researchers will review their use of grouped self-assessments to improve practices.
“CBME framework to promote transition to senior” by Acker and team described their CBME framework that combines the traditional method of transitioning residents to senior level independent overnight call with a workplace-based assessment (WBA) strategy. They found that their method increased confidence and improved comfort for transitioning and transitioned residents. They hope their framework will be expanded to other departments
In “Ice Cream Rounds: The implementation of peer support debriefing sessions at a Canadian medical school” by Hiranandani and Calder-Sprackman, they described the implementation of Ice Cream Rounds (ICRs) to improve wellness by providing students a safe environment to discuss challenging clinical and professional experiences. They reported that all respondents would recommend ICRs to other medical students.
Fung and team, in “Learning by chance: Investigating gaps in transgender care education amongst family medicine, endocrinology, psychiatry and urology residents” interviewed residents from four different specialties likely to provide care to trans people. They explored resident training experiences related to caring for trans people. They found that there was a lack of education around trans care. They believe medical education needs to address the healthcare disparities of this population.
In the article “Medical students’ personal experiences, religion, and spirituality explain their (dis)comfort with a patient’s religious needs,” Schmidt and team studied how students’ own religious and spiritual background reflected their comfort level when addressing a patient with religious needs. They found that students with a personal religious or spiritual background had a higher level of comfort with discussing a patients’ religious concerns. They hope their study will aid medical educators in teaching mind-body-spirit care.
