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This time it's real
When seventeen-year-old Eliza Lin's entirely fictional essay about meeting her perfect boyfriend goes viral at her international school in Beijing, she has to make a deal with the handsome and charming Caz Song to play the part--but when the relationship starts to feel real all her career plans are suddenly threatened.
Book
Learning in action : designing successful graduate student work experiences in academic libraries
Learning in Action brings together a range of topics and perspectives from authors of diverse backgrounds and institutions to offer practical inspiration and a framework for creating meaningful graduate student work experiences at your institutions.
eBook
PSSA Perspectives
Caring for our interns – A holistic internship project exploring why some BPharm graduates cannot secure internship positions; The PSSA/Alpha Pharm distance learning programme 2020; The PSSA/Alpha Pharm clinical education programme 2020 for pharmacy staff.
Journal Article
Use of the Smartphone App WhatsApp as an E-Learning Method for Medical Residents: Multicenter Controlled Randomized Trial
The WhatsApp smartphone app is the most widely used instant messaging app in the world. Recent studies reported the use of WhatsApp for educational purposes, but there is no prospective study comparing WhatsApp's pedagogical effectiveness to that of any other teaching modality.
The main objective of this study was to measure the impact of a learning program via WhatsApp on clinical reasoning in medical residents.
This prospective, randomized, multicenter study was conducted among first- and second-year anesthesiology residents (offline recruitment) from four university hospitals in France. Residents were randomized in two groups of online teaching (WhatsApp and control). The WhatsApp group benefited from daily delivery of teaching documents on the WhatsApp app and a weekly clinical case supervised by a senior physician. In the control group, residents had access to the same documents via a traditional computer electronic learning (e-learning) platform. Medical reasoning was self-assessed online by a script concordance test (SCT; primary parameter), and medical knowledge was assessed using multiple-choice questions (MCQs). The residents also completed an online satisfaction questionnaire.
In this study, 62 residents were randomized (32 to the WhatsApp group and 30 to the control group) and 22 residents in each group answered the online final evaluation. We found a difference between the WhatsApp and control groups for SCTs (60% [SD 9%] vs 68% [SD 11%]; P=.006) but no difference for MCQs (18/30 [SD 4] vs 16/30 [SD 4]; P=.22). Concerning satisfaction, there was a better global satisfaction rate in the WhatsApp group than in the control group (8/10 [interquartile range 8-9] vs 8/10 [interquartile range 8-8]; P=.049).
Compared to traditional e-learning, the use of WhatsApp for teaching residents was associated with worse clinical reasoning despite better global appreciation. The use of WhatsApp probably contributes to the dispersion of attention linked to the use of the smartphone. The impact of smartphones on clinical reasoning should be studied further.
Journal Article
Patient Safety Outcomes under Flexible and Standard Resident Duty-Hour Rules
In this cluster-randomized trial involving 63 internal-medicine residency programs governed by either the 2011 ACGME duty-hour rules or more flexible duty-hour rules, flexible duty-hour policies did not increase 30-day mortality or adversely affect several other patient safety outcomes.
Journal Article
Education Outcomes in a Duty-Hour Flexibility Trial in Internal Medicine
Internal medicine residency programs were randomly assigned to standard duty-hour policies or to flexible policies without limits on shift length and time off. Interns in programs with flexible policies did not have a superior educational experience.
Journal Article
Development and Evaluation of a Direct Care Hospitalist Service Internal Medicine Sub-internship Rotation
Direct Care Hospitalist Services (DCHS) can increase internal medicine (IM) sub-internship rotation availability while providing hospitalists additional teaching opportunities.
Implement and evaluate a DCHS sub-internship.
Urban Academic Medical School.
IM sub-interns, hospitalists.
One to two sub-interns were paired with three hospitalists on 3 weeks of day service and five nights in an apprenticeship model. Sub-interns admitted and followed patients on days and cross-covered and admitted on nights.
DCHS sub-intern rotation satisfaction and skills preparedness were surveyed over 2 years. Sub-interns rotating on resident-covered service (RCS) were surveyed in year 2, and results compared to DCHS. Hospitalists were surveyed year 1 to rate satisfaction. Year 2 DCHS cross-cover paging data was tabulated to evaluate clinical content. DCHS and RCS sub-interns rated satisfaction and preparedness similarly. DCHS sub-interns rated time management (3.86 vs 4.33, p = 0.19) and calling consults (4.4 vs 4.8, p = 0.56) lower, but cross-cover higher (4.14 to 3.67, p = 0.34) than RCS. DCHS sub-interns averaged 39.4 (SD 4.1) nightly cross-cover pages with most related to acute symptoms (46%). Hospitalists were highly satisfied with their rotation experience.
Sub-interns were highly satisfied with DCHS sub-internship. Future work will target gaps in preparedness for urgent patient care issues.
Journal Article
Les manifestations de discrimination dans l'evaluation informelle des competences professionnelles de futures enseignantes du primaire issues de la migration en contexte de stage
Future primary school teachers with a migrant background (FEIMs) represent a population that has been relatively under-researched. Focusing on students from the University of Teacher Education in the canton of Vaud, Switzerland, we have chosen to shed light on certain less-visible aspects of the assessment of their competencies during internships. In particular, we aim to highlight the gap that is sometimes observed between the prescribed evaluation process, including attempts to grant it some degree of objectivity, and the reality of the judgements made about their competencies, judgements apparently influenced by these students' ties to migration. The findings, from qualitative research based on semi-structured interviews, suggest that, at least in the context of formative and informal evaluations of FEIMs during internships, they are subject to stereotypes and expressions of doubt regarding their competencies, similar to those they have already encountered in their prior educational experiences. Therefore, their teacher training does not seem to shield them from the expression of doubts related to their migrant background.
Journal Article