New publications as of November 30th
Major Contributions:
Brief Reports:
You Should Try This:
Works in Progress
Book Reviews:
More Below
Major Contribuitions:
Physician engagement in regularly scheduled rounds by Bass and team explored physicians’ perceptions about the factors that contributed to their engagement in rounds in the hospital setting. They suggested that medical educators should focus on the elements that maximize physician engagement such as collegial interactions and active participation.
Brief Reports:
The perceived contributions of non-physician team members to residents’ interprofessional education during a critical care rotation by Angèle Landriault and Angus McMurtry studied the influence of various non-physician healthcare workers on residents’ interprofessional education. They found that the informal but highly valuable interactions between team members was often neglected in favour of more formal learning settings
You Should Try This:
An LGBTQ+ mentorship program enriched the experience of medical students and physician mentors by Beanlands and team described the positive experiences of trust and community building within the Schulich School of Medicine and Dentistry LGBTQ+ mentorship program. They recommended that other Canadian medical schools implement a mentorship program to support students who identify as LGBTQ+.
Works-in-Progress:
The COVID-19 pandemic and undergraduate medical student teaching-learning and assessment by Shankar and Wilson aims to analyze literature regarding the changes to teaching-learning in undergraduate medical education during the pandemic. They will also evaluate the student perception regarding these rapid changes.
Book Reviews:
Book Review: Mindful Medical Practitioners: A Guide for Clinicians and Educators by Olivia Tse reviewed Dobkin and Hassed’s book about mindfulness in medical education. Tse praised the book for being an informative tool for integrating mindfulness in medical education.
