Effect of Learning Objectives on the Performances of Students and Interns Rotating through an Emergency Department

Wyte, Collette D.; Pitts, Frederick Harry; Cabel, Jennifer A.; Yarnold, Paul R.; Bare, Aaron A.; Adams, Stephen L.

doi:10.1097/00001888-199512000-00021

Cited by 7 publications

(6 citation statements)

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“…Formal learning objectives for the course must be set in accordance with level of training and prior experience. 19,20 Students acquire knowledge in stages; thus, various expectations can be placed on them as they progress toward mastery. In 1998, Burdick et al proposed a summary of how student learning progresses.…”

Section: Optimizing the Senior Medical Student Curriculummentioning

confidence: 99%

An Educator's Guide to Teaching Emergency Medicine to Medical Students

Coates¹

2004

Academic Emergency Medicine

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Thereis a need for every medical school graduate to handle emergencies as they arise in the daily practice of medicine. Emergency medicine (EM) educators are in a unique position to provide students with basic life support skills, guidance in assessing the undifferentiated patient, and exposure to the specialty of EM during all years of medical school. Emergency physicians can become involved in a variety of education experiences that can supplement the preclinical curriculum and provide access to our specialty at an early stage. A well-designed course in the senior year allows students to develop critical thinking and patient management skills that are necessary for any medical career path. It can ensure that all medical students are exposed to the skills essential for evaluating and stabilizing the acutely ill patient. To implement this type of course, learning objectives and evaluation methods must be set when the curriculum is developed. An effective course combines didactic and clinical components that draw on the strengths of the teaching institution and faculty of the department. A structured clerkship orientation session and system for feedback to students are essential in nurturing the development of student learners. This article provides an approach to assist the medical student clerkship director in planning and implementing EM education experiences for students at all levels of training, with an emphasis on the senior-year rotation.

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Section: Optimizing the Senior Medical Student Curriculummentioning

confidence: 99%

An Educator's Guide to Teaching Emergency Medicine to Medical Students

Coates¹

2004

Academic Emergency Medicine

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“…However, the association between formal objectives and student outcomes is uncertain. While defining learning objectives has been reported to improve student learning, 54 another study showed that providing learning objectives did not improve students’ performance in an emergency ward, 55 and using learning objectives did not enhance ward evaluations, examination success, and student satisfaction. 56 …”

Section: Proposed Prioritization Of Accreditation Standards By Streng...mentioning

confidence: 99%

Quality Assurance of Undergraduate Medical Education in Israel by Continuous Monitoring and Prioritization of the Accreditation Standards

Benbassat¹,

Baumal²,

Cohen³

2022

Rambam Maimonides Med J

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External accreditation reviews of undergraduate medical curricula play an important role in their quality assurance. However, these reviews occur only at 4–10-year intervals and are not optimal for the immediate identification of problems related to teaching. Therefore, the Standards of Medical Education in Israel require medical schools to engage in continuous, ongoing monitoring of their teaching programs for compliance with accreditation standards. In this paper, we propose the following: (1) this monitoring be assigned to independent medical education units (MEUs), rather than to an infrastructure of the dean’s office, and such MEUs to be part of the school governance and draw their authority from university institu¬tions; and (2) the differences in the importance of the accreditation standards be addressed by discerning between the “most important” standards that have been shown to improve student well-being and/or patient health outcomes; “important” standards associated with student learning and/or performance; “possibly important” standards with face validity or conflicting evidence for validity; and “least important” standards that may lead to undesirable consequences. According to this proposal, MEUs will evolve into entities dedicated to ongoing monitoring of the education program for compliance with accreditation standards, with an authority to implement interventions. Hopefully, this will provide MEUs and faculty with the common purpose of meeting accreditation requirements, and an agreed-upon prioritization of accreditation standards will improve their communication and recommendations to faculty.

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“…Formal Learning Objectives for the course in September Must Be In Accordance with level of training and prior experience (Wyte et al, 1995;Ende et al, 1986).…”

Section: Objectivesmentioning

confidence: 99%

Creating Scenarios and Guiding Learning in a Medical Simulation Center

Zunzarren¹,

Rodríguez-Sedano²

2011

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In this article we propose to address the importance of learning scenarios in a simulation center in graduate studies in Medicine. We will describe in detail the context in which this learning is developed. To do this, we need to reflect briefly on the contents that permit the configuration of these scenarios as teaching units, the objectives which should be commensurate with the level of training and experience of the students, the activities to develop and the means by which these are arranged, and, finally, the evaluation of the process. The development of this learning would not be possible without an activity guide, as a well as an evolution and debriefing stage.

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Effect of Learning Objectives on the Performances of Students and Interns Rotating through an Emergency Department

Cited by 7 publications

References 0 publications

An Educator's Guide to Teaching Emergency Medicine to Medical Students

An Educator's Guide to Teaching Emergency Medicine to Medical Students

Quality Assurance of Undergraduate Medical Education in Israel by Continuous Monitoring and Prioritization of the Accreditation Standards

Creating Scenarios and Guiding Learning in a Medical Simulation Center

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