Nephrologists as Educators

Jhaveri, Kenar D.; Perazella, Mark A.

doi:10.2215/cjn.12151214

Cited by 16 publications

(19 citation statements)

References 53 publications

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“…Our findings support the conclusion of a recent review, 30 in which the authors noted a paucity of high quality medical education research in nephrology as compared to other areas of medicine. We encourage the use of carefully designed randomized controlled trials (see 31 ) as have been conducted in other areas of medical education.…”

Section: Discussionsupporting

confidence: 91%

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Nephrology education for medical students: a narrative review

2016

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Background: Strategies used to teach nephrology to medical students are not well studied. This study assesses the published literature on medical student education in nephrology. Methods: A review of the published literature on nephrology education for medical students was conducted on two major online search engines (PubMed and ERIC). In addition, references of the manuscripts discovered in these searches were reviewed. The empirical studies were categorized by subject within nephrology and research design. Results: We found 26 original studies in which a method of teaching nephrology to medical students was described. The studies dated from 1977 to 2015. The focus of these nephrology teaching experiences was as follows: anatomy (6.5%), physiology (22.6%), pathophysiology (29.0%), pathology (6.5%), treatment (25.8%), and general nephrology (9.7%). The studies were also categorized into various types of research design. 6.9% had either no assessment of the educational experience or had a description too vague to categorize it; 3.4% involved a survey about the existing educational approach before a curriculum change was implemented; 55.2% used surveys or tests after an educational course was carried out; 10.3% sought feedback from students before and after the educational experience; 13.8% were case studies; and 10.3% included a randomized controlled trial. The randomized controlled trials involved teaching techniques focused on the pathophysiology of renal disease. Conclusions: Rigor was lacking in most empirical studies on medical student education in nephrology. Well-designed randomized controlled studies are needed to accurately assess the effectiveness of the educational techniques introduced into medical school curricula.

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Section: Discussionsupporting

confidence: 91%

“…54 2. A general three-step method, as recently outlined in an article on this subject, 30 is to (a) refine and clearly articulate the study question; (b) identify the design and methods for the qualitative or quantitative study; and (c) select outcomes and outcome methods (see #3). 3.…”

Section: Discussionmentioning

confidence: 99%

Nephrology education for medical students: a narrative review

2016

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“…It has relied on the combination of didactics and learning through indirectly supervised experiences despite the large number of detailed educational objectives in the ACGME program requirements for nephrology fellowship . This lack of priority for dialysis training is evident by the low number of publications on education on the topic …”

Section: Summary Of Published and Unpublished Dialysis Education Innomentioning

confidence: 99%

“…2 This lack of priority for dialysis training is evident by the low number of publications on education on the topic. 3 Medical education is in the midst of transformation from a traditional didactic lecture and rounding structure to learner-centric models. 4,5 The theories of Bloom, Knowles, and Kolb have prompted medical educators to realize that teaching adults may require a change in education delivery.…”

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confidence: 99%

Sharing innovations to enhance renal fellow education in dialysis

Maursetter

Prince

Yuan

et al. 2018

Seminars in Dialysis

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Dialysis care is an integral part of the practice of nephrology. Despite this, education of fellows in providing dialysis often remains rudimentary, relying on a combination of didactics and learning through experience. This runs the risk of training nephrologists who can provide dialysis care without truly being experts on the subject. In this article, a collection of novel or innovative teaching methods is presented that are meant to provide training programs with additional tools with which to improve the training of their fellows in dialysis.

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“…A recent review on the available teaching opportunities available to nephrologists highlighted eight unique roles for the nephrologist as an educator [40]. Recently, a framework for education regarding AKI has been proposed using the “5 R’s” concept.…”

Section: Role Of the Nephrologist As Educatormentioning

confidence: 99%

Optimal Role of the Nephrologist in the Intensive Care Unit

et al. 2016

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As advances in Critical Care Medicine continue, critically ill patients are surviving despite the severity of their illness. The incidence of acute kidney injury (AKI) has increased, and its impact on clinical outcomes as well as medical expenditures has been established. The role, indications and technological advancements of renal replacement therapy (RRT) have evolved, allowing more effective therapies with less complications. With these changes, Critical Care Nephrology has become an established specialty, and ongoing collaborations between critical care physicians and nephrologist have improved education of multi-disciplinary team members and patient care in the ICU. Multidisciplinary programs to support these changes have been stablished in some hospitals to maximize the delivery of care, while other programs have continue to struggle in their ability to acquire the necessary resources to maximize outcomes, educate their staff, and develop quality initiatives to evaluate and drive improvements. Clearly, the role of the nephrologist in the ICU has evolved, and varies widely among institutions. This special article will provide insights that will hopefully optimize the role of the nephrologist as the leader of the acute care nephrology program, as clinician for critically ill patients, and as teacher for all members of the health care team.

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Nephrologists as Educators

Cited by 16 publications

References 53 publications

Nephrology education for medical students: a narrative review

Nephrology education for medical students: a narrative review

Sharing innovations to enhance renal fellow education in dialysis

Optimal Role of the Nephrologist in the Intensive Care Unit

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