How trainees approach the task of documentation and follow-up changes everything
Junior trainees may be among those responsible for providing patient follow-up and clinical documentation. Using constructivist grounded theory, Cadieux and Goldszmidt describe how the degree of diligence, relationship to team (independent, dependent or collaborative) and level of performance influenced the quality and focus of trainees’ approach to this task in a North American setting. Their results build on existing assessment frameworks by highlighting social and situational factors beyond medical knowledge that contributed to trainee performance and patient care. Least and most effective communication practices are highlighted as a potential means to guide assessment of trainee competency, entrustment and progression.
Cadieux DC, Goldszmidt M. It's not just what you know: junior trainees’ approach to follow-up and documentation. Med Educ 2017; 51 (8): 812-825.
Reflection and verbalisation before practice improve learning of manual therapy skills
The teaching of manual skills represents an open research field in physiotherapy. To date, evidence on effectiveness of different didactic strategies is limited. In this study Rossettini and colleagues, by a randomised controlled trial, compared two teaching methods to improve the technical execution of a segmental mobilisation of the cervical spine. Their findings suggest that reflection and verbalisation before execution favours the acquisition of technical competence more than mere observation in short, medium and long terms, encouraging the adoption of this method of teaching.
Rossettini G, Rondoni A, Palese A, Cecchetto S, Vicentini M, Bettale F, Furri L, Testa M. Effective teaching of manual skills to physiotherapy students: a randomised clinical trial. Med Educ 2017; 51 (8): 826-838.
Understanding student motivation in scholarly concentration programmes to improve mentoring
Understanding what motivates students and their learning goals may assist faculty in providing students with better support and guidance. Alberson and colleagues surveyed first-year students to ascertain the importance they assigned to 13 goals related to scholarly concentration programmes included in their curriculum. Students’ responses reflected their intentions regarding career-long research and specialty interests. Deliberate identification of relevant process- and product-focused learning goals and appreciation of their value in the setting of student research may help students engage in self-directed learning. By better understanding their motivation faculty can promote students’ appreciation of important learning goals and improve their engagement in self-directed learning across their medical education.
Alberson K, Arora VM, Zier K, Wolfson RK. Goals of medical students participating in scholarly concentration programmes. Med Educ 2017; 51 (8): 852-860.
Fifty years of collaboration
Though a discourse analysis of papers published in Medical Education over the course of 50 years, Paradis and colleagues take an in-depth look at how the concept and idea of collaboration, and the participants involved have changed. Their analysis highlights the linguistic trends that reflect the shifting landscape of collaboration. Through these texts they consider overt and hidden collaborative behaviours and discuss changes in tensions, marginalisation and conflict. The authors offer insights into past behaviours, the challenges now faced and how we might think about, define and teach collaboration to health professionals.
Paradis E, Pipher M, Cartmill C, Rangel JC, Whitehead CR. Articulating the ideal: 50 years of interprofessional collaboration in Medical Education. Med Educ 2017; 51 (8): 861-872.
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