Medical Teacher

 
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In the current issue of Medical Teacher (36, 10):

 

New AMEE Guide: Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part II

This Guide aims to provide medical educators, especially those new to medical education research, with a basic understanding of how quantitative and qualitative methods contribute to the medical education evidence base through their different inquiry approaches, and offers guidance on how to select the most appropriate inquiry approach for their research.

Resident support following adverse outcomes 

The impact of physician burnout is becoming apparent in the medical community, especially amongst anaesthesiologists and young physicians.  The objective of this study was to determine the prevalence, efficacy and utilization of support structures in place for residents following adverse events in order to develop a best practices model of resident support.

Nurturing resilience, responsibility and resolve in medical students  

The authors challenge medical educators to reconsider the current context of student learning and realign it with the graduate attributes needed to be a competent and responsible medical practitioner by enabling students to develop the 3 Rs of resilience, responsibility and resolve.

Open Access: Twelve tips for a successful interprofessional team-based high-fidelity simulation education session

This article aims to provide educators with practical and theoretical tips for a successful interprofessional team-based simulation session, in order to create conditions for a unique educational experience, learning with and from other specialties and professions in a controlled, risk-free environment.

Editor's Pick (Free access this month): Faculty development on professionalism and medical ethics: The design, development and implementation of Objective Structured Teaching Exercises (OSTEs) 

Students are expected to develop competency in professionalism and medical ethics, and faculty are expected to facilitate medical students’ learning and understanding of these areas, but do faculty know how to teach and assess these competencies?  This study used the objective structured teaching exercise (OSTE) format as a faculty development tool to train and evaluate faculty in the teaching of professionalism and medical ethics.

 


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From the Editorial Office:

Poster session

Medical Teacher Poster Prize

Find out more about the Medical Teacher Poster Prize, including this year's winners at AMEE 2014

 

 

Medical Teacher is the journal of AMEE, an international association for all involved with medical and healthcare professions education. Medical Teacher addresses the needs of teachers and administrators throughout the world involved in training for the health professions.


2013 Impact Factor:2.045 5-Year Impact Factor:2.170

Frequency: 12 issues per year

 

ISSN: 0142-159X (print), 1466-187X (electronic)

 

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