Publications for the week of May 10th, 2021

2021-05-10

The {$siteTitle} published a new issue. The issue featured two editorials by some of the CMEJ editors:

  • In Coming to terms with the languages we use in medical education: hidden meanings and unintended consequences, Maria (Tina) Martimianakis and Marcel D'Eon offered a practical overview of the power of words and language in medical education papers. They wrote about common uses and misuses of language in health care and health education and explored its impact in the context of its use.
  • Reused Reviews: the CMEJ announces a new policy to recycle peer reviews by Jennifer O’Brien and Brent Thoma, on behalf of the CMEJ, introduced the new Reused Reviews.  The policy they described gives authors the option to submit qualifying papers to the CMEJ through an expedited review process. They anticipate that this initiative will preserve the resources of our reviewers and editors and provide authors with the opportunity another opportunity to showcase their work after it has been updated and improved.

 

In addition, several new articles are available In Press at the CMEJ:

 Major Contributions:

Brief Reports:

Black Ice:

Review Papers and Meta-Analyses:

Canadiana:

You Should Try This:

Letters to the Editor:

More information below.

Major Contributions:

In Examining the accuracy of residents’ self-assessments and faculty assessment behaviours in anesthesiology, Cofie and co-authors considered the accuracy of residents’ self-assessed global entrustment scores and compared whether self-assessed scores differed from faculty assessed scores. Their findings showed that two out of three resident self-assessments were inaccurate and that residents are often under-confident in their assessments.

Brief Reports:

Rehearsal simulation for antenatal consults by Anita Cheng and team studied whether rehearsal simulation for antenatal consults helped residents prepare for difficult conversations with parents expecting complications with their baby before birth. They found that while rehearsal simulation improved residents’ confidence and communication techniques, it did not prepare them for unexpected parent responses.

Do PGY-1 residents in Emergency Medicine have enough experiences in resuscitations and other clinical procedures to meet the requirements of a Competence by Design curriculum? Meshkat and co-authors recorded the number of adult medical resuscitations and clinical procedures completed by PGY1 Fellow of the Royal College of Physicians in Emergency Medicine residents to compare them to the Competence by Design requirements. Their study underscored the importance of monitoring collection against pre-set targets. They concluded that residency program curricula should be regularly reviewed to allow for adequate clinical experiences.

Review Papers and Meta-Analyses:

Peer support programs in the fields of medicine and nursing: a systematic search and narrative review by Haykal and co-authors described and evaluated peer support programs published in the literature in the medical field. They found numerous diverse programs and concluded that including a variety of delivery methods to meet the needs of all participants is a key aspect for future peer-support initiatives.

Towards competency-based medical education in addictions psychiatry: a systematic review by Bahji et al. identified addiction interventions to build competency for psychiatry residents and fellows. They found that current psychiatry entrustable professional activities (EPAs) need to be better identified and evaluated to ensure sustained competence in addictions.

Canadiana:

Re-examining the value proposition for Competency-Based Medical Education by Dagnone and team described the excitement and controversy surrounding the implementation of competency-based medical education (CBME) by Canadian postgraduate training programs.  They proposed observing which elements of CBME had a positive impact on various outcomes.

Black Ice:

In his article, Seven ways to get a grip on running a successful promotions process, Simon Field provided guidelines for maximizing opportunities for successful promotion experiences. His seven tips included creating a rubric for both self-assessment of likeliness of success and adjudication by the committee.

You Should Try This:

Instagram as a virtual art display for medical students by Karly Pippitt and team used social media as a platform for showcasing artwork done by first-year medical students. They described this shift to online learning due to COVID-19. Using Instagram was cost-saving and widely accessible. They intend to continue with both online and in-person displays in the future.

Video in situ simulation for medical student education during the COVID-19 pandemic by Monika Bilic and team described a student-led initiative using a video in situ simulation to orient students to critical steps in COVID-19 intubation. They found that the simulation was safe, easy to use, and led to increased engagement.

In their article, Hybrid-virtual simulations for Canadian medical students during the COVID-19 pandemic, Reels et al. developed virtual simulations where remote learners directed an in-person assistant. This hybrid model allowed students to practice real-time clinical decision-making while still abiding by public health guidelines. They found that their approach was more engaging than entirely virtual simulations and could be used in the future for rural healthcare students without local simulation centres.

Evaluating and implementing an opportunity for diversity and inclusion in case-based learning by Bowden, Kirubarajan, and co-authors used a student-developed framework to determine the social identity of fictional patients in case-based learning (CBL) cases. Their innovation, which included creating a diverse name bank as a resource for naming the fictional patients, aimed to improve the diversity of social identities in their curriculum and prepare students for diversity in clinical practice.

Letters to the Editor:

In her letter, Journey to the unknown: road closed!, Rosemary Pawliuk responded to the article, Journey into the unknown: considering the international medical graduate perspective on the road to Canadian residency during the COVID-19 pandemic, by Gutman et al. Pawliuk agreed that international medical students (IMGs) do not have adequate formal representation when it comes to residency training decisions. Therefore, Pawliuk challenged health organizations to make changes to give a voice in decision-making to the organizations representing IMGs.