A fresh approach to publishing and reviewing papers in health professions education

Harden, Ronald M.; Lilley, Pat

doi:10.3109/0142159x.2013.756215

Cited by 12 publications

(20 citation statements)

References 6 publications

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“…PGY2s were learning diverse competencies as doctors while performing various roles as educators within the clinical setting. According to Harden and Lilley [21], the role of medical educators can be divided into eight categories: informant/coach, facilitator/mentor, curriculum developer/implementer, assessor, role model, manager, researcher, and professional. Based on these eight categories, the roles that PGY2s played in clinical practice were as follows: informants and coaches through the provision of knowledge and support in clinical practice; facilitators and mentors through the support of re ection and step-bystep teaching in the education of procedures; curriculum developer/implementer, albeit on a small scale;…”

Section: Discussionmentioning

confidence: 99%

To teach is to learn twice, revisited: A qualitative study of how residents learn through teaching in clinical environments

Kondo

Takahashi

Aomatsu

et al. 2023

Preprint

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Background As the saying goes, ‘to teach is to learn twice’; the teaching role contributes to one’s own learning as a professional. Near-peer teaching in clinical practice has been shown to contribute to the development of not only teaching skills but also necessary competencies for doctors. Research on how near-peer teachers learn through their teaching roles has mainly focused on classroom learning. Understanding how the phenomenon of ‘teaching is learning twice’ occurs in clinical settings and its influencing factors is important for the development of a quality workplace learning environment. We, therefore, investigated how residents learn through teaching in clinical practice and the factors influencing this process. Methods The study was conducted using a methodology based on grounded theory and from a social constructivist perspective. Several teaching hospitals in Japan were included, and the study participants were post-graduate year 2 residents (PGY2s) from these hospitals. The interviews were recorded, transcribed into text, and analysed by the first author. Results From January 2016 to July 2022, we conducted 13 interviews with 11 PGY2s from nine educational hospitals. PGY2s played diverse educational roles in clinical settings and learned competencies in almost all areas as physicians through such roles. Knowledge transfer and serving as role models stimulated their intrinsic motivation, encouraged reflection on their own experiences, and promoted self-regulated learning. Educating on procedural skills and clinical reasoning prompted reflection on their own procedural skills and thought processes, and supporting post-graduate year 1 residents’ reflections led to the refinement of their own knowledge and thought processes through the verbal expression of their learning experiences. Such processes required the formation of a community of practice. Education promoted learning through reflection and made the image of the expert that PGY2s aspired to be clearer. Conclusions We found that residents acquire various physician competencies through multiple processes by teaching as near-peer teachers in clinical settings, that a community of practice must be formed for near-peer teaching to occur in a clinical setting, and that teaching brings learning to those who teach by promoting reflection and helping them envision the professionals they seek to be.

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Section: Discussionmentioning

confidence: 99%

To teach is to learn twice, revisited: A qualitative study of how residents learn through teaching in clinical environments

Kondo

Takahashi

Aomatsu

et al. 2023

Preprint

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“…Through these findings, our study can cover some gaps in the medical educational leadership literature. First, researchers have underscored the magnitude of leadership development among medical professionals as well as teachers [ 1 ]. Yet, compared with research on leadership among educators or clinicians at managerial positions in healthcare educational institutions, empirical research on leadership among medical teachers has been in its infancy [ 1 ].…”

Section: Discussionmentioning

confidence: 99%

“…Medical teachers play various roles in their career. They are medical experts, instructors, mentors, and leaders in the eyes of their students [ 1 ]. Nonetheless, while the extant literature has underscored the leadership role of medical doctors in their daily professional activities [ 2 ], it has devoted inadequate scholarly attention to the leadership role of medical teachers.…”

Section: Introductionmentioning

confidence: 99%

Crafting study tasks among medical students: the role of authentic medical teachers

2020

BMC Med Educ

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Background Though leadership has been highlighted as a salient skill for medical teachers in the medical education literature, the role of authentic leadership style among medical teachers in activating medical students’ learning behaviors has not been explored. Our study seeks to examine the effects of medical teachers’ authentic leadership on study task crafting behaviors among medical students. Methods Our study adopted a mixed-methods research design comprising observations of 100 surgical operations and 100 ward conferences led by medical teachers, and surveys on authentic leadership, study task crafting, and promotion focus. Structural equation modelling was utilized in the data analysis. Results Medical teachers’ authentic leadership demonstrated positive effects on the two study task crafting behaviors (seeking resources (B = 0.36, p < 0.001) and seeking challenges (B = 0.21, p < 0.05)) but not on reducing study task demands (B = 0.11, p > 0.10). Promotion focus was found to strengthen such positive effects of authentic leadership on seeking resources (B = 0.23, p < 0.05) and seeking challenges (B = 0.18, p < 0.05). Illustrative excerpts of intraoperative and conference conversations are presented. Conclusions Our study provided empirical evidence that medical students guided by authentic teachers expressed increased levels of study task crafting, which were further increased if medical students were promotion-focused.

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“…Clinical reasoning is of fundamental importance in the practice of medicine [ 1 , 2 ]. Despite a great interest in measuring clinical reasoning ability [ 3 , 4 ], educators still face challenges in practical application [ 5 , 6 ]. Currently available clinical reasoning instruments have been validated using construct validity, where investigators offer evidence of the instrument’s ability to measure the intended topic [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Empirical comparison of three assessment instruments of clinical reasoning capability in 230 medical students

Covin¹,

Longo²,

Wick³

et al. 2020

BMC Med Educ

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Background: Several instruments intend to measure clinical reasoning capability, yet we lack evidence contextualizing their scores. The authors compared three clinical reasoning instruments [Clinical Reasoning Task (CRT), Patient Note Scoring rubric (PNS), and Summary Statement Assessment Rubric (SSAR)] using Messick's convergent validity framework in pre-clinical medical students. Scores were compared to a validated clinical reasoning instrument, Clinical Data Interpretation (CDI). Method: Authors administered CDI and the first clinical case to 235 students. Sixteen randomly selected students (four from each CDI quartile) wrote a note on a second clinical case. Each note was scored with CRT, PNS, and SSAR. Final scores were compared to CDI. Results: CDI scores did not significantly correlate with any other instrument. A large, significant correlation between PNS and CRT was seen (r = 0.71; p = 0.002). Conclusions: None of the tested instruments outperformed the others when using CDI as a standard measure of clinical reasoning. Differing strengths of association between clinical reasoning instruments suggest they each measure different components of the clinical reasoning construct. The large correlation between CRT and PNS scoring suggests areas of novice clinical reasoning capability, which may not be yet captured in CDI or SSAR, which are weighted toward knowledge synthesis and hypothesis testing.

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A fresh approach to publishing and reviewing papers in health professions education

Cited by 12 publications

References 6 publications

To teach is to learn twice, revisited: A qualitative study of how residents learn through teaching in clinical environments

To teach is to learn twice, revisited: A qualitative study of how residents learn through teaching in clinical environments

Crafting study tasks among medical students: the role of authentic medical teachers

Empirical comparison of three assessment instruments of clinical reasoning capability in 230 medical students

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