Evidence-based nephrology-rheumatology debates: a novel educational experience during nephrology fellowship training

Shah, Hitesh H.; Mattana, Joseph; Jhaveri, Kenar D.

doi:10.3109/0886022x.2013.794681

Cited by 12 publications

(7 citation statements)

References 11 publications

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“…Our findings confirm the need for increased opportunities for collaborative care throughout clinical training . Tailored elective courses for medical students and novel debate sessions between rheumatology and nephrology trainees have demonstrated that multidisciplinary programs improved young physicians’ knowledge and confidence in managing SLE . Moving medical education away from structured single‐specialty terms toward integrated and comprehensive specialty programs may foster collaboration and provide the acquisition of the necessary skill set required to manage complex and heterogeneous diseases such as SLE.…”

Section: Discussionsupporting

confidence: 74%

Perspectives of Medical Specialists From Different Disciplines on the Management of Systemic Lupus Erythematosus: An Interview Study

Tunnicliffe

Singh‐Grewal

Craig

et al. 2018

Arthritis Care & Research

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Specialists strive to deliver evidence-informed patient-centered care, but recognize that they are anchored by their training. To overcome uncertainties in clinical management due to lack of high-quality evidence and specialty silo structures, specialists translated evidence from other disease settings and collaborated with other specialists in routine care. Developing robust evidence, tools to support evidence-informed decisions, and multidisciplinary shared-care pathways may improve the management of people with this complex disease.

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Section: Discussionsupporting

confidence: 74%

Perspectives of Medical Specialists From Different Disciplines on the Management of Systemic Lupus Erythematosus: An Interview Study

Tunnicliffe

Singh‐Grewal

Craig

et al. 2018

Arthritis Care & Research

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“…The unidirectional flow of knowledge from teacher to student (i.e., traditional didactic teaching) is no longer considered an effective technique in increasing competence for better doctor–patient relationship. The contemporary teaching methodologies which emphasize ‘interactivity’ like PBL, role‐plays and debate have been shown to be a more effective basis for increasing competence in health care provision.…”

Section: Discussionmentioning

confidence: 99%

A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning

Latif

Mumtaz²,

Mumtaz

et al. 2018

Biochem Molecular Bio Educ

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Debate and role play for learning critical thinking and communication skills are being increasingly used in various undergraduate medical schools worldwide. We aim to compare students' views about effectiveness of two teaching strategies; debate and role play to exercise critical thinking and communication skills during problem-based learning (PBL). This is a comparative, cross-sectional, and questionnaire-based study. Our subjects were second year undergraduate female medical students enrolled in Imam Abdulrahman Bin Faisal University (IAU), College of Medicine from September 2014-2016, divided into 10 small PBL groups (10-13 students/group/year). Students rated role play and debate as equally effective in improving communication skills. Debate was rated superior to role play in "opening new avenues of thinking" (p-value is 0.01), whereas in "integration of knowledge of basic medical sciences with clinical skills" and "reflection of real life experience" students rated role play being superior to debate (p-value 0.01 and 0.00, respectively). Both role play and debate are well accepted by the students in PBL curriculum as an effective teaching methodology. Both are perceived equally good in improving students' communication skills. Few aspects of critical thinking are improved more by role plays compared to debate and vice versa. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:336-342, 2018.

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“…We were left with 30 (41%) articles after applying the exclusion and inclusion criteria. Six articles were related to student learning (3)(4)(5)(6)(7)(8), five were related to postgraduate trainees (9-13), and 19 were related to fellows or fellowship training (1,(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31). None of the articles had teachers or faculty members as subjects of the educational investigation.…”

Section: Literature Searchmentioning

confidence: 99%

Nephrologists as Educators

Jhaveri

Perazella

2016

Clinical Journal of the American Society of Nephrology

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Nephrologists play an important role in providing medical education in a variety of settings, including the medical school classroom, nephrology consult service, outpatient clinic, and dialysis unit. Therefore, nephrologists interact with a variety of learners. In this article the current state of published literature in medical education in nephrology is reviewed. Eight attending roles are identified of the nephrologist as a medical educator in the academic settings: inpatient internal medicine service, nephrology inpatient consult service, inpatient ESRD service, outpatient nephrology clinic, kidney transplantation, dialysis unit, classroom teacher, and research mentor. Defining each of these distinct settings could help to promote positive faculty development and encourage more rigorous education scholarship in nephrology.

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Evidence-based nephrology-rheumatology debates: a novel educational experience during nephrology fellowship training

Cited by 12 publications

References 11 publications

Perspectives of Medical Specialists From Different Disciplines on the Management of Systemic Lupus Erythematosus: An Interview Study

Perspectives of Medical Specialists From Different Disciplines on the Management of Systemic Lupus Erythematosus: An Interview Study

A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning

Nephrologists as Educators

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