L.David Marquet,a decorated Navy Captain,transformed an under performing submarine crew by empowering his subordinates to be leaders and reach their full potential.He called this intent-based leadership(IBL).What woul...L.David Marquet,a decorated Navy Captain,transformed an under performing submarine crew by empowering his subordinates to be leaders and reach their full potential.He called this intent-based leadership(IBL).What would happen if Marquet’s model were implemented in Graduate Medical Education(GME)?In this letter to the editor,we summarize the potential of the IBL model in graduate medical education as opposed to the traditional leaderfollower method.IBL harnesses human productivity toward the shared goals of GME,which are patient care and trainee learning.This shift in mindset could lead both teachers and trainees to focus more on the real reason that we undertake GME and change behaviors for the better.We suggest that IBL can and should be adopted in GME and propose that both patients and providers will benefit from this action.展开更多
With the expansion of medical graduate enrollment, there are some problems in graduate teaching management, such as shortage of faculty, insufficient funding, and single assessment management. This can be solved by im...With the expansion of medical graduate enrollment, there are some problems in graduate teaching management, such as shortage of faculty, insufficient funding, and single assessment management. This can be solved by improving the quality of enrollment, strengthening process management and quality monitoring, enhancing the quality of mentors, and building a management team. This provides theoretical support and practical guidance for the management of graduate education in medical colleges, which helps to improve the quality of graduate education and cultivate more high-quality medical talents for the national healthcare industry.展开更多
AIM:To evaluate the flipped classroom model for teaching horizontal strabismus didactics in an ophthalmology residency program in China as part of a visiting professorship from the United States.METHODS:Residents from...AIM:To evaluate the flipped classroom model for teaching horizontal strabismus didactics in an ophthalmology residency program in China as part of a visiting professorship from the United States.METHODS:Residents from an ophthalmology residency program in China were invited to participate in flipped classroom sessions taught by an experienced American ophthalmology faculty in 2018.Residents were instructed to watch a pre-class video lecture prior to the in-class-casebased activity.Content tests(5 Ophthalmic Knowledge Assessment Program style questions)and surveys were administered before and after the classroom sessions(100%response rate).These results were compared to that of an American cohort who were taught the same content.RESULTS:The Chinese cohort of 12 residents preferred the flipped classroom to the traditional classroom at higher rates than the American cohort of 40 residents(92%vs 55%,P=0.04)and felt that all ophthalmology topics would be appropriate for the flipped classroom teaching style(P-values between 0.008 and<0.001).In both Chinese and American cohorts,we found that the exotropia curriculum saw a small but significant improvement in performance following the flipped classroom session(P=0.025 for Chinese residents;P=0.001 for US residents),whereas scores in both groups for the esotropia course did not significantly improve.CONCLUSION:This is the first study to evaluate the flipped classroom model implemented by a visiting ophthalmology professor in a global outreach setting.The flipped classroom sessions are viewed favorably by the Chinese residents relative to the US cohort with a modest impact on knowledge.Decreased in-person interpreter requirement and increased student engagement make this model valuable in cross-cultural visiting professorship settings.Finally,the flipped classroom may lend itself well to a virtual format to prevent the transmission of COVID-19,although such a format requires further study.展开更多
案例为基础的教学(case based learning,CBL)是一种以病例为核心,以问题为基础、以学生为主体、以教师为主导的讨论式教学方法,不仅具有PBL(problem based learning)的优点,又符合临床医学教育的特点。CBL教学方法在培养专业硕士及住院...案例为基础的教学(case based learning,CBL)是一种以病例为核心,以问题为基础、以学生为主体、以教师为主导的讨论式教学方法,不仅具有PBL(problem based learning)的优点,又符合临床医学教育的特点。CBL教学方法在培养专业硕士及住院医师的临床诊疗思维,继而转化为临床科研思维上具有重要作用,对于培养住院医师开展临床研究具有重要意义。目前,CBL教学法已成为医学教育教学的最实用、高效的方法之一。作者结合自身临床实践和带教的经历,浅谈CBL教学法在耳鼻咽喉头颈外科住院医师培训中的应用。展开更多
<strong>Background:</strong> Postgraduate medical trainees are at an increased risk of burnout. Burnout has been defined as “a psychological condition of emotional exhaustion, depersonalization and reduce...<strong>Background:</strong> Postgraduate medical trainees are at an increased risk of burnout. Burnout has been defined as “a psychological condition of emotional exhaustion, depersonalization and reduced personal accomplishment occurring in people persistently exposed to emotional and interpersonal stressors at work”. It can arise either from within the individual, from the medical profession itself or from healthcare organisations. Burnout is associated with mental health issues in trainees, impaired work performance and suboptimal patient outcomes. <strong>Objective: </strong>To evaluate the level of burnout among trainees of the Malta Foundation Programme. <strong>Methods:</strong> A cross-sectional observational study of three cohorts of the Malta Foundation Programme was conducted using the Copenhagen Burnout Inventory (CBI) to evaluate incidence of personal-, work-related and client related burnout. The cohorts were at 3 months, 1 year and 2 years of training respectively. The CBI was administered via Google Forms after ethical clearance. Descriptive statistics and non-parametric comparative statistics were used to analyse the results through SPSS v25.0. <strong>Results: </strong>A global response rate of 26.5% was achieved. CBI and its subscales showed good internal validity. High scores for burnout in all three scales were identified except for client-related burnout in First Year doctors. Burnout peaked midway through the 2-year period. High numbers reported “feeling “tired” and “physically exhausted”. Males reported more burnout than females.<strong> Conclusion:</strong> The high level of burnout so early in the career of Maltese postgraduate medical trainees is of concern. More studies are needed on the causality of this burnout and what factors are associated with burnout in this population.展开更多
Graduate medical education(GME)has shifted its curricula from process-oriented approach to outcomes-oriented models.Program and faculty evaluation are methods by which educational curricula may adjust the teaching and...Graduate medical education(GME)has shifted its curricula from process-oriented approach to outcomes-oriented models.Program and faculty evaluation are methods by which educational curricula may adjust the teaching and learning environment to meet the needs and fills the gaps in GME.The measurement of educational outcomes is an essential for assessing teaching effectiveness in a shifting health care environment.In addition to trainee,program,and faculty evaluations,annual program review(APR)and evaluation and navigational changes made by the program education committee are essential to maintain effectiveness of an educational curriculum in a contemporary graduate medical training program.展开更多
文摘L.David Marquet,a decorated Navy Captain,transformed an under performing submarine crew by empowering his subordinates to be leaders and reach their full potential.He called this intent-based leadership(IBL).What would happen if Marquet’s model were implemented in Graduate Medical Education(GME)?In this letter to the editor,we summarize the potential of the IBL model in graduate medical education as opposed to the traditional leaderfollower method.IBL harnesses human productivity toward the shared goals of GME,which are patient care and trainee learning.This shift in mindset could lead both teachers and trainees to focus more on the real reason that we undertake GME and change behaviors for the better.We suggest that IBL can and should be adopted in GME and propose that both patients and providers will benefit from this action.
文摘With the expansion of medical graduate enrollment, there are some problems in graduate teaching management, such as shortage of faculty, insufficient funding, and single assessment management. This can be solved by improving the quality of enrollment, strengthening process management and quality monitoring, enhancing the quality of mentors, and building a management team. This provides theoretical support and practical guidance for the management of graduate education in medical colleges, which helps to improve the quality of graduate education and cultivate more high-quality medical talents for the national healthcare industry.
基金Supported by unrestricted grants from the National Institutes of Health CORE grant(No.EY001730)Research to Prevent Blindness to the University of Washington Department of Ophthalmology。
文摘AIM:To evaluate the flipped classroom model for teaching horizontal strabismus didactics in an ophthalmology residency program in China as part of a visiting professorship from the United States.METHODS:Residents from an ophthalmology residency program in China were invited to participate in flipped classroom sessions taught by an experienced American ophthalmology faculty in 2018.Residents were instructed to watch a pre-class video lecture prior to the in-class-casebased activity.Content tests(5 Ophthalmic Knowledge Assessment Program style questions)and surveys were administered before and after the classroom sessions(100%response rate).These results were compared to that of an American cohort who were taught the same content.RESULTS:The Chinese cohort of 12 residents preferred the flipped classroom to the traditional classroom at higher rates than the American cohort of 40 residents(92%vs 55%,P=0.04)and felt that all ophthalmology topics would be appropriate for the flipped classroom teaching style(P-values between 0.008 and<0.001).In both Chinese and American cohorts,we found that the exotropia curriculum saw a small but significant improvement in performance following the flipped classroom session(P=0.025 for Chinese residents;P=0.001 for US residents),whereas scores in both groups for the esotropia course did not significantly improve.CONCLUSION:This is the first study to evaluate the flipped classroom model implemented by a visiting ophthalmology professor in a global outreach setting.The flipped classroom sessions are viewed favorably by the Chinese residents relative to the US cohort with a modest impact on knowledge.Decreased in-person interpreter requirement and increased student engagement make this model valuable in cross-cultural visiting professorship settings.Finally,the flipped classroom may lend itself well to a virtual format to prevent the transmission of COVID-19,although such a format requires further study.
文摘案例为基础的教学(case based learning,CBL)是一种以病例为核心,以问题为基础、以学生为主体、以教师为主导的讨论式教学方法,不仅具有PBL(problem based learning)的优点,又符合临床医学教育的特点。CBL教学方法在培养专业硕士及住院医师的临床诊疗思维,继而转化为临床科研思维上具有重要作用,对于培养住院医师开展临床研究具有重要意义。目前,CBL教学法已成为医学教育教学的最实用、高效的方法之一。作者结合自身临床实践和带教的经历,浅谈CBL教学法在耳鼻咽喉头颈外科住院医师培训中的应用。
文摘<strong>Background:</strong> Postgraduate medical trainees are at an increased risk of burnout. Burnout has been defined as “a psychological condition of emotional exhaustion, depersonalization and reduced personal accomplishment occurring in people persistently exposed to emotional and interpersonal stressors at work”. It can arise either from within the individual, from the medical profession itself or from healthcare organisations. Burnout is associated with mental health issues in trainees, impaired work performance and suboptimal patient outcomes. <strong>Objective: </strong>To evaluate the level of burnout among trainees of the Malta Foundation Programme. <strong>Methods:</strong> A cross-sectional observational study of three cohorts of the Malta Foundation Programme was conducted using the Copenhagen Burnout Inventory (CBI) to evaluate incidence of personal-, work-related and client related burnout. The cohorts were at 3 months, 1 year and 2 years of training respectively. The CBI was administered via Google Forms after ethical clearance. Descriptive statistics and non-parametric comparative statistics were used to analyse the results through SPSS v25.0. <strong>Results: </strong>A global response rate of 26.5% was achieved. CBI and its subscales showed good internal validity. High scores for burnout in all three scales were identified except for client-related burnout in First Year doctors. Burnout peaked midway through the 2-year period. High numbers reported “feeling “tired” and “physically exhausted”. Males reported more burnout than females.<strong> Conclusion:</strong> The high level of burnout so early in the career of Maltese postgraduate medical trainees is of concern. More studies are needed on the causality of this burnout and what factors are associated with burnout in this population.
基金This work has received Unrestricted Grant Research to Prevent Blindness,New York,USA and Casey NIH Core grant(P30 EY010572),Bethesda,Maryland,USA.
文摘Graduate medical education(GME)has shifted its curricula from process-oriented approach to outcomes-oriented models.Program and faculty evaluation are methods by which educational curricula may adjust the teaching and learning environment to meet the needs and fills the gaps in GME.The measurement of educational outcomes is an essential for assessing teaching effectiveness in a shifting health care environment.In addition to trainee,program,and faculty evaluations,annual program review(APR)and evaluation and navigational changes made by the program education committee are essential to maintain effectiveness of an educational curriculum in a contemporary graduate medical training program.
