Applying Adult Learning Practices in Medical Education

Reed, Suzanne; Shell, Richard; Kassis, Karyn; Tartaglia, Kimberly; Wallihan, Rebecca; Smith, Keely G.; Hurtubise, Larry; Martin, Bryan; Ledford, Cynthia H.; Bradbury, Scott; Bernstein, Henry H.; Mahan, John D.

doi:10.1016/j.cppeds.2014.01.008

Cited by 122 publications

(100 citation statements)

References 42 publications

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“…86 This is consistent with general experiences using SPs for medical education. 80 SP experiences tend to be highly rated by participants. 33,87 Despite suggestions of short-term benefit, a lack of long-term follow-up is an acknowledged limitation of most studies on the SP as a teaching modality in sexuality.…”

Section: Roleplay and Standardized Patientsmentioning

confidence: 93%

“…For acquisition and honing of skills and discussion of controversial issues, the small group setting offers several essential opportunities in education; case-based learning in this format is generally effective. 19,80 Small group sessions are generally perceived positively by attendees, 6,71,77 and a recent meta-analysis has suggested that this modality is highly efficient in improving communication skills in medical students. 81 …”

Section: Small Groups and Workhopsmentioning

confidence: 97%

“…Some researchers have used a video recording of the encounter; then, the learner can discuss the performance and areas for improvement with a faculty mentor or other students. 80 Learners who have received feedback on their performance in sexual health interviewing are more likely to report feeling comfortable addressing sexuality in the clinical context. 33 A systematic review of SP instruction on the intimate examination (primarily from the United States and a few other Western countries) has reported generally favorable short-term results, with trainees reporting less anxiety, better interpersonal skills, and greater technical facility as determined by faculty raters, the SP themselves, and student self-report.…”

Section: Roleplay and Standardized Patientsmentioning

confidence: 98%

“…80 In general, it is recommended that assessments be "low stakes" (ie, have minimal influence on ultimate evaluation) and replicate the format that will be used in any final examination. These assessments are "formative" in that they aid learning, and it is essential that feedback be built into the process.…”

Section: Frequent Evaluationmentioning

confidence: 99%

“…80 This variety of formats and modalities should be integrated into teaching of sexuality in medical school. 4…”

Section: Educational Formatsmentioning

confidence: 99%

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Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms

Shindel

Baazeem

Eardley

et al. 2016

The Journal of Sexual Medicine

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Introduction This article explores the evolution and current delivery of undergraduate medical education in human sexuality. Aim To make recommendations regarding future educational needs, principles of curricular development, and how the International Society for Sexual Medicine (ISSM) should address the need to enhance and promote human sexuality education around the world. Methods The existing literature was reviewed for sexuality education, curriculum development, learning strategies, educational formats, evaluation of programs, evaluation of students, and faculty development. Main Outcome Measures The prevailing theme of most publications in this vein is that sexuality education in undergraduate medical education is currently not adequate to prepare students for future practice. Results We identified components of the principles of attitudes, knowledge, and skills that should be contained in a comprehensive curriculum for undergraduate medical education in human sexuality. Management of sexual dysfunction; lesbian, gay, bisexual, and transgender health care; sexuality across genders and lifespan; understanding of non-normative sexual practices; sexually transmitted infections and HIV, contraception; abortion; sexual coercion and violence; and legal aspects were identified as topics meriting particular attention. Conclusion Curricula should be integrated throughout medical school and based on principles of adult learning. Methods of teaching should be multimodal and evaluations of student performance are critical. To realize much of what needs to be done, faculty development is critical. Thus, the ISSM can play a key role in the provision and dissemination of learning opportunities and materials, it can promote educational programs around the world, and it can articulate a universal curriculum with modules that can be adopted. The ISSM can create chapters, review documents, slide decks, small group and roleplay topics, and video-recorded materials and make all this material easily available. An expert consensus conference would be needed to realize these recommendations and fulfill them.

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Section: Roleplay and Standardized Patientsmentioning

confidence: 93%

Section: Small Groups and Workhopsmentioning

confidence: 97%

Section: Roleplay and Standardized Patientsmentioning

confidence: 98%

Section: Frequent Evaluationmentioning

confidence: 99%

“…80 This variety of formats and modalities should be integrated into teaching of sexuality in medical school. 4…”

Section: Educational Formatsmentioning

confidence: 99%

See 3 more Smart Citations

Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms

Shindel

Baazeem

Eardley

et al. 2016

The Journal of Sexual Medicine

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Strategies for the integration of foundational and clinical sciences in doctor of pharmacy programs

Malhotra

Reddy

Fulford

et al. 2021

J Am Coll Clin Pharm

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IntroductionEnhancing the integration of foundational and pharmaceutical sciences with the clinical pharmacy curriculum will develop practitioner‐scholar pharmacists. However, implementing and assessing integration is challenging. Hindrance factors include limited pragmatic approaches, the lack of a “how‐to” blueprint, faculty and student resistance to change, compression of pharmaceutical science teaching, and a paucity of assessment strategies.MethodsThis study examined the history, theory, and practice of integration and utilization of the 2013 Center for Advancement of Pharmacy Education (CAPE) Outcomes to achieve integration in Doctor of Pharmacy (PharmD) programs. For this, 252 faculty members across the American Association of Colleges of Pharmacy (AACP) Biological Sciences, Pharmaceutics, and Chemistry sections were surveyed to assess faculty perception regarding (1) the importance of integrating foundational and clinical sciences, (2) the extent, and (3) intentionality of incorporation of the 2013 CAPE Outcomes in the foundational sciences. The 2013 CAPE Outcomes perceived to be challenging to incorporate into the foundational sciences were identified. Subsequently, strategies for integration and assessment grounded in educational theories were developed.ResultsPatient advocacy (CAPE 3.3), cultural sensitivity (CAPE 3.5), innovation and entrepreneurship (CAPE 4.3), medication use management (CAPE 2.2), self‐awareness (CAPE 4.1), and leadership (CAPE 4.2) received scores suggesting limited incorporation in foundational sciences. To address this, examples of integration strategies were shown based on these 2013 CAPE Outcomes to enhance foundational science bridging with clinical and practice pharmacy education. Curricular models such as the McMaster method, H and Z stack approaches, and the Harden's Ladder as an assessment tool to measure curricular integration are examined in the context of the 2013 CAPE Outcomes, grounded in educational theory.ConclusionThis work summarizes the recommendations of the AACP Biological Sciences Section Task Force for examples of methods for achieving, augmenting, and assessing the integration of pharmaceutical and foundational sciences with clinical practice in PharmD programs.

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Dementia care education interventions on healthcare providers' outcomes in the nursing home setting: A systematic review

Zhao

Liu

Chan

2021

Research in Nursing & Health

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Given the increasing prevalence of people with dementia in long-term care, various educational interventions have been developed to enhance the dementia care competence of healthcare providers. The study aim was to appraise the evidence of the effects of dementia care educational programs on improving the preparedness of nursing home staff. Articles on dementia care education interventions for nursing home staff were searched from eight databases. The primary outcomes were staff knowledge, attitude, competence, and sense of competence or self-efficacy related to dementia. The secondary outcomes were psychological outcomes, including burnout, caregiving stress, well-being, and job satisfaction. The quality of evidence was appraised using the Joanna Briggs Institute Critical Appraisal tool. Out of the 3269 articles identified, 19 randomized controlled trials comprising 3947 partici-

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Applying Adult Learning Practices in Medical Education

Cited by 122 publications

References 42 publications

Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms

Sexual Health in Undergraduate Medical Education: Existing and Future Needs and Platforms

Strategies for the integration of foundational and clinical sciences in doctor of pharmacy programs

Dementia care education interventions on healthcare providers' outcomes in the nursing home setting: A systematic review

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