Measuring effectiveness for best evidence medical education: a discussion

Belfield, Clive; Thomas, Huw; Bullock, Alison Deborah; Eynon, Rebecca; Wall, David

doi:10.1080/0142150020031084

Cited by 101 publications

(90 citation statements)

References 25 publications

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“…Belfield et al (2001) found little exploration in the literature about the relationship between educational interventions and physician performance and patient outcomes (Belfield et al, 2001). Similarly, Mazmanian and Davis (2002) called for more research in the area of learning outcomes for physicians including how CME programs change clinical practice.…”

Section: Continuing Medical Educationmentioning

confidence: 99%

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Juve¹,

Katrina²

2000

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The science and technology of medicine is evolving and changing at a fast pace.With these rapid advances, it is paramount that physicians maintain a level of medical knowledge that is current and relevant to their practice in order to address the challenges of patient care and safety. One way physicians can maintain a level of medical knowledge that is current and relevant to their practice is through self-directed, lifelong learning, however little is known about how to develop these traits during clinical training. Schön (1983Schön ( , 1987 theorized that one way learners can become self-directed, lifelong learners is through reflective practice.This study utilized an experimental design and employed quantitative methods to investigate the effects of a reflective practice exercise, based on Gibbs' (1988) model of reflection, on readiness for self-directed learning as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale/Learning Preference Assessment (SDLRS/LPA).A total of 51 anesthesiology residents training in three residency programs in the United States participated in this study. A follow-up survey was administered to all study participants to determine if participation in the reflective exercises affected future engagement in or attitudes about reflective practice.While the data analysis showed that participation in reflective practice did not affect readiness for self-directed learning in these study participants, this study has implications for medical education. Responses to the follow-up survey indicated that participants plan to engage in reflective practice in the future and that participating in Thank you for inspiring me, encouraging me and helping me to be the person I am today.

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Section: Continuing Medical Educationmentioning

confidence: 99%

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Juve¹,

Katrina²

2000

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“…This comprises four successive levels of outcome, ranging from simple reactions (i.e., supervisees' satisfaction with their supervision), to impacts on a service system (including the acid test). This taxonomy has latterly been augmented by Kraiger et al (1993), Alliger et al (1997) and Belfield et al (2001). As a result, changes in knowledge, skills, and attitudes as a result of learning have been added.…”

Section: Enactment Of Supervision 7 Conduct Stepwise Evaluationsmentioning

confidence: 99%

“…In the staff development literature this mini-outcome has been recognised as commencing with attendance, followed by "participation or completion" (Belfield, Thomas, Bullock et al, 2001). We should be particularly interested in active ingredients or change mechanisms, such as experiential learning, as these improve our understanding and effectiveness (Campbell et al, 2007).…”

Section: Receipt Of Supervision 6 Evaluate Mediators and Mechanismsmentioning

confidence: 99%

Beyond the “Acid Test”: A Conceptual Review and Reformulation of Outcome Evaluation in Clinical Supervision

Milne¹

2014

APT

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“…22 It is essential that dental academics use evidence from health and higher education research to inform curricular designs and educational approaches, particularly given that the quality of care that our dental graduates provide and subsequent patient health outcomes are likely to be related to their education. 23,24 Similarly, it is critical that we produce our own evidence regarding effective educational approaches that support student learning specific to dentistry, 25 as our contexts differ from other healthcare professions. For example, the extent of patient care provided by our students differs from the care provided by medical students.…”

Section: Where Are We Now?mentioning

confidence: 99%

Reorientating dental curricula to reflect a minimally invasive dentistry approach for patient‐centred management

Kaidonis

Skinner

Lekkas

et al. 2013

Australian Dental Journal

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Minimally invasive dentistry (MID), together with patient-centred care (PCC), can be considered central to patient management. These approaches have been incorporated in the structure of various dental curricula and indeed formally assessed. However, there is limited evidence that students have an integrated skill-set and are able to apply these skills when providing direct patient care within the clinical setting. Assessment of students' application of core clinical skills has identified numerous deficiencies that need to be addressed. The revised Bachelor of Dental Surgery curriculum at the School of Dentistry, The University of Adelaide, provides an example of how MID, underpinned by PCC, can be presented throughout a dental curriculum. Essentially, MID and PCC are not considered as separate subjects but as a patient management approach that is 'woven into the whole fabric' of the curriculum. The programme relies on the development of empathic communication skills that enable students to obtain key patient information, including their patients' values, beliefs, needs, preferences and expectations, thereby allowing management to be tailor-made. As a result, patients are empowered to be a part of the oral health care team. The Adelaide undergraduate dental curriculum consists of one clinical stream called Dental Science and Practice (DSP), that promotes the application of student knowledge, skills and behaviours in the clinical setting. Vertical and horizontal integration, aligned with an integrated approach to assessment, drives the learning throughout the programme. Clearly-defined outcomes are introduced by Integrated Learning Activities (ILAs) that provide a focus for associated learning activities (e.g. class meetings, tutorials, simulation laboratories, etc). The aim of this approach to learning and teaching is to ensure the required learning outcomes are achieved. It also requires coordinated teaching teams including trained external tutors who clearly understand all aspects of MID and PCC within the curriculum structure.

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Measuring effectiveness for best evidence medical education: a discussion

Cited by 101 publications

References 25 publications

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States

Beyond the “Acid Test”: A Conceptual Review and Reformulation of Outcome Evaluation in Clinical Supervision

Reorientating dental curricula to reflect a minimally invasive dentistry approach for patient‐centred management

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