Maria A. Blanco

Formal art observation training improves medical students' visual diagnostic skills.

BackgroundDespite evidence of inadequate physical examination skills among medical students, teaching these skills has declined. One method of enhancing inspection skills is teaching “visual literacy,” the ability to reason physiology and pathophysiology from careful and unbiased observation.ObjectiveTo improve students’ visual acumen through structured observation of artworks, understanding of fine arts concepts and applying these skills to patient care.DesignProspective, partially randomized pre- vs. post-course evaluation using mixed-methods data analysis.ParticipantsTwenty-four pre-clinical student participants were compared to 34 classmates at a similar stage of training.InterventionTraining the Eye: Improving the Art of Physical Diagnosis consists of eight paired sessions of art observation exercises with didactics that integrate fine arts concepts with physical diagnosis topics and an elective life drawing session.MeasurementsThe frequency of accurate observations on a 1-h visual skills examination was used to evaluate pre- vs. post-course descriptions of patient photographs and art imagery. Content analysis was used to identify thematic categories. All assessments were blinded to study group and pre- vs. post-course evaluation.ResultsFollowing the course, class participants increased their total mean number of observations compared to controls (5.41 ± 0.63 vs. 0.36 ± 0.53, p < 0.0001) and had increased sophistication in their descriptions of artistic and clinical imagery. A ‘dose-response’ was found for those who attended eight or more sessions, compared to participants who attended seven or fewer sessions (6.31 + 0.81 and 2.76 + 1.2, respectively, p = 0.03).ConclusionsThis interdisciplinary course improved participants’ capacity to make accurate observations of art and physical findings.

Educational value of the operating room experience during a core surgical clerkship

BACKGROUND The amount and content of medical student teaching in the operating room and its alignment with clerkship goals was unknown. METHODS A qualitative research design using field observations, followed by qualitative and quantitative data coding and analysis. RESULTS A mean of 9.8% of the total case time (range 1.6%-20.2%) was spent teaching clerkship goals. Teaching strategies based on basic principles of learning were used during a mean of 66% of the total case time (range 30%-99%). The most common teaching strategy was active student participation (28%) followed by command (14%) and lecture (13%). Educational experience in the OR was rated 4.0 (out of 5) by faculty and 3.3 by students. No correlation existed between student satisfaction and time actively participating in the operation or time spent teaching to clerkship goals (P = .66, P = .95, respectively). CONCLUSION Teaching in the OR is more focused on technical aspects of the operation than the goals of a core surgery clerkship.

Twelve tips for writing educational research grant proposals

Background: The need to promote educational research and faculty development grants and assist medical educators with grant writing is well documented in the medical education literature. Aims: To assist medical educators with writing educational research grant proposals, we propose a set of 12 tips for writing competitive grant proposals. Methods: We distilled challenges and effective strategies and approaches from our experience in writing and assisting with education research grant proposals. We presented these challenges and approaches at faculty development workshops on writing educational research grant proposals conducted over the past 3 years and evaluated the outcomes of these presentations and the participants experiences with educational research grant writing. Results: Approximately 100 participating faculty provided feedback, affirming that these sessions were very useful for developing grant proposals and for reaching out to funding agencies and that these faculty development efforts in grant writing are much needed. Conclusions: Based on our experiences with education grants and workshop efforts, we propose a set of strategies for faculty to seek grant sources and write promising education research grant proposals.

How we launched a developmental student-as-teacher (SAT) program for all medical students.

Abstract Introduction: Teaching is a necessary skill for medical trainees and physicians. We designed and launched a developmental Student-as-Teacher program for all students, beginning with the class of 2016. Methods: A task force of faculty and students designed the program. The goal is to enable all students to acquire basic principles of teaching and learning at different stages in their four-year medical school career. Upon completion, students will achieve twenty-eight learning objectives grouped within four competency domains: (1) Adult and Practice-Based Learning; (2) Learning Environment; (3) Instructional Design and Performance; and, (4) Learner’s Assessment and Evaluation. The program combines online learning modules and a field teaching experience. Results: The entire class of 2016 (N = 200) completed the first online module. Students found the module effective, and 70% reported an increase in their level of knowledge. Although most students are expected to complete their field teaching experience in fourth year, twelve students completed their field experience in first year. Reported strengths of these experiences include reinforcement of their medical knowledge and improvement of their adult teaching skills. Conclusions: The program was successfully launched, and students are already experiencing the benefits of training in basic teaching skills in the first year of the program.

How to write an educational research grant: AMEE Guide No. 101

Abstract Writing an educational research grant in health profession education is challenging, not only for those doing it for the first time but also for more experienced scholars. The intensity of the competition, the peculiarities of the grant format, the risk of rejection, and the time required are among the many obstacles that can prevent educational researchers with interesting and important ideas from writing a grant, that could provide the funding needed to turn their scholarly ideas into reality. The aim of this AMEE Guide is to clarify the grant-writing process by (a) explaining the mechanics and structure of a typical educational research grant proposal, and (b) sharing tips and strategies for making the process more manageable.

The learning environment in the obstetrics and gynecology clerkship: an exploratory study of students’ perceptions before and after the clerkship

For reasons that remain not entirely clear, Obstetrics and Gynecology (Ob/Gyn) clerkships often exhibit comparatively higher rates of medical student mistreatment. To explore perceptions of our local learning environment, focus groups were held with students yet to start (pre-students) and students having completed (post-students) their Ob/Gyn clerkship. Topics of discussion included learning expectations and experiences, perceptions of mistreatment, and suggestions for improving the learning environment and student treatment. Using a naturalistic approach, we conducted a conventional content analysis to identify emergent themes. Nine pre-students and nine post-students participated. While pre-students anticipated being actively engaged, they also expected – based on peer accounts – to be subject to an unwelcoming learning environment on the Ob/Gyn clerkship, despite working hard to become team members. Due to patient advocacy and protection concerns, post-students reported low levels of student involvement and, subsequently, an overall passive learning experience. Students from both groups offered valuable suggestions for improving the learning environment and student treatment. The sensitive nature of Ob/Gyn clinical encounters may lead to overprotective behaviors that contribute to students feeling mistreated and excluded from patient care and team membership. Students’ experiences during Ob/Gyn clerkships could be improved by better balancing patient advocacy and student involvement. Practical implications to address these issues are offered.For reasons that remain not entirely clear, Obstetrics and Gynecology (Ob/Gyn) clerkships often exhibit comparatively higher rates of medical student mistreatment. To explore perceptions of our local learning environment, focus groups were held with students yet to start (pre-students) and students having completed (post-students) their Ob/Gyn clerkship. Topics of discussion included learning expectations and experiences, perceptions of mistreatment, and suggestions for improving the learning environment and student treatment. Using a naturalistic approach, we conducted a conventional content analysis to identify emergent themes. Nine pre-students and nine post-students participated. While pre-students anticipated being actively engaged, they also expected – based on peer accounts – to be subject to an unwelcoming learning environment on the Ob/Gyn clerkship, despite working hard to become team members. Due to patient advocacy and protection concerns, post-students reported low levels of student involvement and, subsequently, an overall passive learning experience. Students from both groups offered valuable suggestions for improving the learning environment and student treatment. The sensitive nature of Ob/Gyn clinical encounters may lead to overprotective behaviors that contribute to students feeling mistreated and excluded from patient care and team membership. Students’ experiences during Ob/Gyn clerkships could be improved by better balancing patient advocacy and student involvement. Practical implications to address these issues are offered.