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Autor:
Bethel R. Mieso, Jonathan F. Barnett, Tiffany M. N. Otero, Sean W. Berquist, Felipe D. Perez, Peggy Han, Sumit Bhargava, Anaid Atasuntseva, Lahia Yemane
Publikováno v:
MedEdPORTAL, Vol 20 (2024)
Introduction There is a growing body of literature on gender bias in letters of recommendation (LORs) in academic medicine and the negative effect of bias on promotion and career advancement. Thus, increasing knowledge about gender bias and developin
Externí odkaz:
https://doaj.org/article/f5162bf582ce4a0886892a79a781c1a5
Publikováno v:
MedEdPORTAL, Vol 20 (2024)
Introduction Trainees and faculty in academic medicine often struggle with self-promotion. Barriers may be more formidable for women and other groups underrepresented in medicine. Experience-based stories illustrating personal strengths are preferabl
Externí odkaz:
https://doaj.org/article/c9d182dad86d4d36991bb0f2775b30b7
Publikováno v:
MedEdPORTAL, Vol 20 (2024)
Introduction Patient encounters perceived to be challenging are common and contribute to both suboptimal patient health outcomes and provider burnout. A trauma-informed care (TIC) approach to these encounters is critical, as many of the characteristi
Externí odkaz:
https://doaj.org/article/add2f4cddd9c43a4a769adc4ada0890a
Autor:
Doris Lin, R. Michelle Schmidt, Chirayu Shah, Andrew Caruso, Xiaofan Huang, Kristen A. Staggers, Joslyn Fisher
Publikováno v:
MedEdPORTAL, Vol 19 (2023)
Introduction In the field of hospital medicine, there is both a limited pool of senior faculty to mentor the rapidly growing number of junior faculty and a lack of career development curricula focused on scholarly activities specific to the needs of
Externí odkaz:
https://doaj.org/article/a47ea4dffe3c46348466f00672bd38eb
Autor:
Hollis D. Day, Emelia J. Benjamin, Sangeeta Lamba, Keith C. Norris, Christine Pfund, Maria L. Soto-Greene
Publikováno v:
MedEdPORTAL, Vol 19 (2023)
Introduction The goal of academic mentoring relationships is to enable the mentee to identify/achieve professional advancement. Although mentors of clinician educators (CEs) must understand the criteria for successful career advancement, few have rec
Externí odkaz:
https://doaj.org/article/ab44e5a063b04fe8a8abad0abbdb0ce8
Autor:
Olanrewaju Falusi, Lin Chun-Seeley, Desiree de la Torre, Danielle G. Dooley, Melissa Baiyewu, Theiline T. Gborkorquellie, Chaya T. Merrill, Elizabeth Davis, Maranda C. Ward
Publikováno v:
MedEdPORTAL, Vol 19 (2023)
Introduction Faculty are increasingly expected to teach about the impact of racism on health and to model the principles of health equity. However, they often feel ill-equipped to do so, and there is limited literature on faculty development on these
Externí odkaz:
https://doaj.org/article/c00983fcf8b54105bd9de7a8d6452108
Publikováno v:
MedEdPORTAL, Vol 19 (2023)
Introduction COVID-19 accelerated the use of telemedicine. Subsequently, clinical sites began conducting virtual visits. Academic institutions implemented telemedicine for patient care and simultaneously had to teach residents the logistics and best
Externí odkaz:
https://doaj.org/article/72941de5d9f7402e971a83c18d6bf1c2
Publikováno v:
MedEdPORTAL, Vol 18 (2022)
Introduction To promote their personal and professional growth, medical educators need practical, actionable feedback on their scholarship, as well as guidance for documenting their scholarship in educator portfolios. We offer a framework and resourc
Externí odkaz:
https://doaj.org/article/5e63d349b7914c4d9228727a25a4c614
Autor:
Steven Rougas, Andrea Berry, S. Beth Bierer, Rebecca D. Blanchard, Anna T. Cianciolo, Jorie M. Colbert-Getz, Heeyoung Han, Kaitlin Lipner, Cayla R. Teal
Publikováno v:
MedEdPORTAL, Vol 18 (2022)
Introduction Literature suggests that the quality and rigor of health professions education (HPE) research can be elevated if the research is anchored in existing theories and frameworks. This critical skill is difficult for novice researchers to mas
Externí odkaz:
https://doaj.org/article/1d0209c1167341ff929b007390f00302
Tuesday's Teaching Tips—Evaluation and Feedback: A Spaced Education Strategy for Faculty Development
Publikováno v:
MedEdPORTAL, Vol 18 (2022)
Introduction The AGGME requires faculty to participate annually in faculty development sessions. Barriers to this requirement include faculty having a lack of time and not perceiving benefits to participating. Effective evaluation and feedback are in
Externí odkaz:
https://doaj.org/article/08dc5840b8e64d2b9aad5c92cab36f15