Theories and myths in medical education: What is valued and who is served?

Brown, James B.; Nestel, Debra

doi:10.1111/medu.14003

Cited by 8 publications

(11 citation statements)

References 9 publications

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“…Myths persist in medical education because they fulfill three essential social purposes: (1) shared meaning-making, (2) a vehicle for values and ideologies, and (3) a means of maintaining social power structures. 21 The authors believe that three main factors explain the persistent myth of the central role of self-assessment to effective curriculum in medical education, despite the empirical evidence regarding its limitations.…”

Section: Is Self-assessment By Adult Learners Accurate?mentioning

confidence: 99%

Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education

Takahashi

Kerr

2021

Academic Pathology

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Self-assessment, a personal evaluation of one’s professional attributes and abilities against a perceived norm, has frequently been cited as a necessary component of self-directed learning and the maintenance of competency within regulated health professions, including the medical professions. However, education research literature has consistently shown uninformed personal global assessment of performance to be inaccurate in a variety of contexts, and have limited value in a workplace-based curriculum. Incorporating known standards of performance with internal and external data on the performance improves a learner’s ability to accurately self-assess. Selecting content suitable for self-assessment, providing explicit assessment standards, encouraging feedback-seeking behaviors, supporting a growth mindset, and providing quality feedback in a supportive context are all strategies that can support learner self-assessment, learner engagement in reflection, and action on feedback in Anatomical Pathology graduate medical education.

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Section: Is Self-assessment By Adult Learners Accurate?mentioning

confidence: 99%

Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education

Takahashi

Kerr

2021

Academic Pathology

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“…These sessions were held for 60 minutes twice a week for 4 weeks. Educational sessions were based on self-care behaviors grounded in James Brown et al educational model [13]. A total of 8 sessions were held early in the morning on Mondays and Wednesdays in a Diabetes Center, Kashan City, Iran.…”

Section: Methodsmentioning

confidence: 99%

“…These efforts lead to healthcare cost-effectiveness, reduce hospitalizations, and prevent chronic disease complications [12]. Educational strategies based on the model created by James Brown et al have attracted the researchers' interest and are considered adequate to improve patients' self-efficacy [12,13]. Based on this model, learners are located at the core of the learning process, indicating that their characteristics, including their interests and capacities, are the critical components of education [13].…”

Section: Introductionmentioning

confidence: 99%

“…Educational strategies based on the model created by James Brown et al have attracted the researchers' interest and are considered adequate to improve patients' self-efficacy [12,13]. Based on this model, learners are located at the core of the learning process, indicating that their characteristics, including their interests and capacities, are the critical components of education [13]. The emphasis in this model is on the identification and modification of learning groups, educational goals, education timings, teaching methods, educational environments, and the use of educational tools [14].…”

Section: Introductionmentioning

confidence: 99%

“…Some advantages of this model are the use of diverse methods of education, such as games, simulations, videos, and group discussions-compatible with the learners' interests. There is also a specific focus on the educational environment; for example, education is offered in recreational environments, such as parks [13,14].…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Training Based on James Brown Model on Self-efficacy in Adolescents with Type 1 Diabetes Mellitus

Yosefi

Afshar

Ajorpaz

et al. 2021

J Holist Nurs Midwifery

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Introduction: Type 1 Diabetes Mellitus (T1DM) is one of the most frequent chronic diseases among children and adolescents. Educational strategies underscore patient’s roles in the management of diseases and enhance self-efficacy behaviors. Objective: The purpose of this study was to investigate the effects of an educational intervention based on James Brown’s model on self-efficacy in adolescents with T1DM. Materials and Methods: In this randomized clinical trial, 70 participants were selected and assigned to the control and intervention groups by random block. The two groups received routine care for T1DM. The intervention group was also provided with educational sessions, 60 minutes twice a week for 4 weeks, based on the educational model. The participants completed the diabetes management self-efficacy instrument at the beginning, at the end, and a month after the end of the study. Data analysis was performed using the Chi-square, Independent samples t-test, Covariance (ANCOVA), and repeated measures ANOVA. Results: The mean±SD age of the intervention and control groups was 14.81±2.05 and 15.18±2.11 years, respectively. Before the intervention, the two groups were not different statistically in terms of demographic variables (age, sex, duration of diabetes, insulin intake, etc.) and self-efficacy. The results showed that immediately after the intervention and also in the follow-up stage, the mean scores of self-efficacies and its subscales (nutrition, blood glucose monitoring, physical activity, and medical treatment) in the intervention group were significantly higher than the control group (P<0.05). The mean scores of self-efficacies at the beginning, at the end, and a month after the end of the study were 27.97±5.08, 41.46±4.41, and 44.55±4.38, respectively. In the control group, however, these differences were not significant. Conclusion: The education based on James Brown’s model can improve self-efficacy among adolescents with T1DM. It is recommended that nurses use this method to increase self-efficacy in adolescents with T1DM.

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“Preparing them for the profession”: An interpretative phenomenological analysis of anatomy educators coping with complexity in the United Kingdom curriculum

Kirkness

Bazira

Finn

et al. 2022

Anatomical Sciences Ed

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Efforts to integrate the basic sciences into the ever‐changing curriculum are a trending area of research in health professions education. Low‐stakes, high‐frequency assessment methods such as the progress test are now widely implemented in the United Kingdom and Northern Ireland as a means of furthering curricular integration toward contemporary goals of competency and professional identity formation. The anatomy educator's experience vis‐à‐vis these curricular changes is not well understood. This study aimed to explore how anatomy educators make sense of the shifting demands of their role. The interviews were semi‐structured, particularly concerned with the phenomenon of teachers adapting to the complexity of their learning environment. The study used interpretative phenomenological analysis (IPA) to focus on the lived experiences of participants coping with the phenomena in question: how do anatomy educators make sense of the learning environment in the United Kingdom? Interviews were transcribed verbatim and interpreted inductively, identifying four key themes: confidence through connectedness, variations in appraisals of curricular integration, managing expectations to perform in paradoxical situations, and the emergence of innovative teaching. Results point to the learning environment as a complex system and highlight the importance of feeling support from and connection to colleagues, enabling individual educators to develop confidence, meet the top‐down demands of changing curricula, and experience personal identity development and uncertainty tolerance within their role. This IPA study offers insight into the lived experiences of anatomy educators whose experiential interpretations of a complex and changing curriculum can uniquely inform stakeholders in health professions education.

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Theories and myths in medical education: What is valued and who is served?

Abstract: More than explanatory frameworks, Brown and Nestel argue that myths and theories create shared narratives that sustain particular values and political agendas. Understanding this, helps us know what values we prioritise.

Cited by 8 publications

References 9 publications

Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education

Myth or Reality: Self-Assessment Is Central to Effective Curriculum in Anatomical Pathology Graduate Medical Education

The Effect of Training Based on James Brown Model on Self-efficacy in Adolescents with Type 1 Diabetes Mellitus

“Preparing them for the profession”: An interpretative phenomenological analysis of anatomy educators coping with complexity in the United Kingdom curriculum

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