History of Medical Education and the US Health Care System

History of Medical Education and the US Health Care System

Enarson, C. Burg, F. An Overview of Reform Initiatives in Medical Education. JAMA. 1992;268(9):1141-1143.

Ludmerer, KM. Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care. NY: Oxford University Press: 1999.

Skinner, BF. The shame of American education. American Psychologist, 1984, 39, 947-54.

To Err Is Human: Building a Safer Health System (IOM). In: Corrigan J, Kohn LT, Donaldson MS, Editors. Washington, DC: National Academy Press: 2000.

Curriculum Development and Change

Berwick, DM. Disseminating Innovations in Health Care. JAMA 2003: 289 (15): 1969-75.

Christakis, N. The Similarity and Frequency of Proposals to Reform US Medical Education. JAMA 1995: 274 (15): 706-11.

Harden, RM. Approaches to curriculum planning. Med Educ 1986; 20: 458-66.

Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide. Accessed 11/7/11 Washington, DC US Department of Education Institute of Educational Sciences, 2003. http://www2.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf

Irby Dm, Wilkerson L. Education innovations in academic medicine and environmental trends. J Gen Intern Med 2003; 18: 370-6.

Kern DE, Thomas PA, Howard DM, Bass EB. Curriculum Develop for Medical Education: A Six Step Approach. Baltimore: Johns Hopkins University Press, 1998.

Learning Objectives for medical student education: guidelines for medical schools. Report I of the Medical School Objectives Project. Acad Med 1999; 74(1): 13-18.

Evaluation and Feedback

Boehler, ML, Rogers DA, Schwind CJ, Mayforth R, Quin J, Williams RG and Dunnington G: An investigation of medical student reactions to feedback: A randomized controlled trial. Med Educ 2006; 40:746-749.

Canavan C, Holtman MC, Richmond M, Katsufrakis PJ: The quality of written comments on professional behaviors in a developmental multisource feedback program. Acad Med 2010; 85(10S): S106- S109.

Cavalcanti RB, Detsky AS: The education and training of future physicians. Why coaches can’t be judges. JAMA 2011; 306(9): 993-994.

Ende J: Feedback in clinical medical education. JAMA 1983; 250(6): 777-781.

Eva KW. On the generality of specificity. Med Educ 2003; 37:587-588.

Mann K, van der Vleuten C, Eva K, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer L, Loney E and Sargeant J: Tensions in informed self-assessment: How the desire for feedback and reticence to collect and use it can conflict. Acad Med 2011; 86(9): 1120-1127.

Teunissen PW, Stapel DA, van der Vleuten C, Scherpbier A, Boor K, Scheele F: Who wants feedback? An investigation of the variables influencing residents’ feedback-seeking behavior in relation to night shifts. Acad Med 2009; 84(7): 910-917.

van de Ridder JMM, Stokking KM, McGaghie WC and ten Cate OTJ: What is feedback in clinical education? Med Educ 2008; 42:189-197.

Wood BP: Feedback: A key feature of medical training. Radiol 2000; 215:17-19.

Faculty Development

Davis DA, Thomson MA, Oxman AD, Haynes RB. Changing Physician Performance. A systematic review of the effect of continuing medical education strategies. JAMA 1995; 274(9): 700-5.

Davis D, O'Brien MA, Freemantle N, Wolf FM, Mazmanian P, Taylor-Vaisey A. Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? JAMA. 1999 Sep 1;282(9):867-74.

Fordis M, King JE, Ballantye CM, et al. Comparison of the Instructional Efficacy of Internet-Based CME With Live Interactive CME Workshops JAMA 2005; 294(9): 1043-51.

Morrison EH, Rucker L, Boker JR, Gabbert CC, Hubbell FA, Hitchcock MA, Prislin MD. The effect of a 13-hour curriculum to improve residents' teaching skills: a randomized trial. Ann Intern Med. 2004 Aug 17;141(4):257-63.

Sullivan AM, Lakoma MD, Billings JA, Peters AS, Block SD; PCEP Core Faculty. Teaching and learning end-of-life care: evaluation of a faculty development program in palliative care. Acad Med. 2005 Jul;80(7):657-68.

Theories of Learning

Bransford J, Brown A, Cocking R. How People Learn: Brain, Mind, Experience and School. Washington DC: National Academy Press, 2000.

Dunning D, Self insight: Roadblocks and detours on the path to knowing thyself. New York: Psychology Press, 2005.

Knowles MS, Holton EF, Swanson RA, The Adult Learner. Houston, TX: Gulf Publishing Co: 1998.

Kruger J, Dunning D. Unskilled and unaware of it; how difficulties ion recognizing one’s own incompetence lead to inflated self-assessments. J Pers Soc Psych 1999; 77(6): 1121-34.

Martenson D. Learning: current knowledge and the future. Med Teacher 2001; 23: 1292-197.

Merriam SB, Caffarella RS. Learning in Adulthood (2nd edition). San Francisco: Jossey-Bass, 1999.

Regehr G, Norman GR. Issues in cognitive psychology: implications for professional education. Acad Med 1996; 71: 988-1001.

Schachter DL. The seven sins of memory: insights from psychology and cognitive neuroscience. Amer Psychologist 1999; 54: 182-203.

Principles and Methods of Teaching

Underlying theory

Christiansen CR, Garvin DA, Sweet A. Education for Judgment: The Artistry of Discussion Leadership. Cambridge MA, Harvard Business School Press: 1991.

Kerfoot BP, Baker HE, Koch MO, Connelly D, Joseph DB, Ritchey ML. Randomized controlled trials of spaced education to urology residents in the United States and Canada. J Urol 2007; 1007(4): 1481-7.

Mamede S, Schmidt HG Norman GR. Innovations in Problem-based learning: what can we learn from recent studies? Adv Health Sci Educ Theory Pract, 2006.

Palmer PJ. The Courage to Teach. San Francisco: Jossey-Bass, 1998.

Lecturing

Bligh D. What’s the Use of Lectures? San Francisco: Jossey-Bass, 2000.

PBL Tutorials

Azer SA. Challenges facing PBL tutors: 12 tips for successful group facilitation. Med Teacher 2005; 27: 676-81.

Boud D, Feletti G. The Challenge of Problem-based learning (2nd Ed). London, Kogan Page, 1999.

Federman DD. Little-heralded advantages of problem based learning. Acad Med 1999; 74(2): 93-4.

Team Learning

Baylor College of Medicine. Team learning in medical education. http://www.bcm.edu/fac-ed/?PMID=6586

Clinical Teaching

Buchel T, Edwards F. Characteristics of effective clinical teachers. Fam Ed 2005; 37: 30-35.

Furney Sl, Orsino AN, Orsetti KE, Stern DT, Gruppen LD, Irby DM. Teaching the one-minute preceptor. A randomized controlled trial. J Gen Intern Med 2001; 16(9): 620-24.

Web -based Teaching

Chumley-Jones, HS, Dobbie A, Alford CL. Web-based learning: sound educational method or hype? A review of the evaluation literature. Acad Med 2002; 77(10 supple): S86-93.

Cook DA, Dupras DM. A practical guide to developing effective web-based learning. J Gen Intern Med 2004; 19(6): 698-707.

Kerfoot BP, Baker H, Jackson Tl, et al. A multi-institutional randomized controlled trial of adjuvant web-based teaching to medical students. Acad med 2006; 81(3): 224-30.

Assessment

Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA 2002; 287: 226-35.

Pangaro LN. A new vocabulary and other innovations for improving descriptive in-training evaluations. Acad Med 1999; 74: 1203-7.

Papadakis MA, Herani A, Banach MA et al. Disciplinary action by medical boards and prior behavior in medical school. N Engl J Med 2005; 353(25): 2673-82.

Feedback

BingYou RG, Bertsch T, Thompson JA. Coaching medical students in receiving effective feedback. Teaching and Learning in Medicine 1998; 10: 228-31.

Branch WT, Paranjape A. Feedback and reflection: teaching methods for clinical settings. Acad Med 2002; 77: 1185-88.

Ende J. Feedback in clinical education. JAMA 1983; 250(6): 777-81.

Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA 2002; 287(2): 226-35.