2025
Exploring the impact of an interventional approach to resident teaching in anesthesiology clerkships
Zeeni C, Ibrahim H, Zgheib N, Saliba E, Moukarzel M, Obeid R, Younes N, Siddik M, Haidar G, Khoury F. Exploring the impact of an interventional approach to resident teaching in anesthesiology clerkships. Medical Education Online 2025, 30: 2500555. PMID: 40356376, PMCID: PMC12077471, DOI: 10.1080/10872981.2025.2500555.Peer-Reviewed Original ResearchConceptsEffective teaching behaviorsStudent learning outcomesTeaching behaviorsLearning outcomesTeaching strategiesStudent feedbackOverall quality of teachingMedical students' learning outcomesPost-interventionEnhance teaching qualityQuality of teachingEnhanced teaching strategiesThematic analysisPre-post intervention designTraining programResidents-as-teachersMedical student feedbackResident teachingAnesthesiology residentsTeacher characteristicsStudent learningTeaching qualityMedical student educationStudents' perceptionsResident teachers
2023
Chief resident behaviors that lead to effective morning reports, a multisite qualitative study
Yang Y, Schulze A, Bekui A, Elisseou S, Sun S, Hay S, Moriarty J, Holt S. Chief resident behaviors that lead to effective morning reports, a multisite qualitative study. BMC Medical Education 2023, 23: 789. PMID: 37875921, PMCID: PMC10598973, DOI: 10.1186/s12909-023-04762-8.Peer-Reviewed Original ResearchConceptsMorning reportPedagogical approachFaculty participationInnovative teaching strategiesSafe learning environmentChief residentsInvolvement of facultyEffective presentation skillsQualitative studyTeaching strategiesLearning environmentFaculty developmentPresentation skillsTeaching responsibilitiesDelivery skillsContent preparationClinical reasoningInternal medicine programsTime managementPreparation domainsMultisite qualitative studyInternal medicine trainingMedicine programsMedicine trainingThematic sufficiency
2022
Educating for adaptive expertise: case examples along the medical education continuum
Pusic M, Hall E, Billings H, Branzetti J, Hopson L, Regan L, Gisondi M, Cutrer W. Educating for adaptive expertise: case examples along the medical education continuum. Advances In Health Sciences Education 2022, 27: 1383-1400. PMID: 36414880, DOI: 10.1007/s10459-022-10165-z.Peer-Reviewed Original ResearchConceptsAdaptive expertiseMedical education continuumEducation continuumExpertise developmentHealth professions education curriculaContinuing professional development programsProfessional development programVanderbilt University School of MedicineBenefits of teachingProfessional identity formationClinical learning environmentInstructional approachesLearning environmentMedical school curriculumTeaching strategiesInstructional designSchool curriculumCurricular strategiesEducation curriculumEducational experienceEfficient problem solvingLearning strategiesEducational approachFuture learningLearner levelConsensus on an implicit bias and health disparities curriculum in neonatal medicine: a Delphi study
Mavis SC, Caruso CG, Carr CB, Dyess NF, French H, Dadiz R, Vasquez M, Johnston L, Gillam-Krakauer M, Chess P, Izatt S, Payne AH, Carbajal MM, Bonachea EM, Gray MM. Consensus on an implicit bias and health disparities curriculum in neonatal medicine: a Delphi study. Journal Of Perinatology 2022, 42: 1519-1526. PMID: 36203083, DOI: 10.1038/s41372-022-01530-2.Peer-Reviewed Original ResearchConceptsHealth disparities curriculumHealth professions educationKey curricular elementsImplicit bias educationDelphi studyTeaching strategiesCurricular elementsEducational goalsEducational relationshipCurricular componentsNPM fellowsSuch curriculaProfessions educationCurriculumContent expertsOngoing racismRecurrent callsEducationNeonatal-perinatal medicineImplicit biasHealth disparitiesVariety of itemsCritical topicNeonatal medicineNeonatal intensive care unitMiddle school meets MedEd: Five K-12 teaching strategies medical educators should know
Gazzola M, Swallow MA, Wijesekera TP. Middle school meets MedEd: Five K-12 teaching strategies medical educators should know. Medical Teacher 2022, 44: 567-569. PMID: 35174759, DOI: 10.1080/0142159x.2022.2039605.Peer-Reviewed Original ResearchConceptsMedical educatorsTeaching strategiesMiddle school teachersNew learning modalityValuable teaching strategyCurrent medical studentsNew curriculumSchool teachersLearning modalitiesSecondary schoolsMiddle schoolMedical educationMedical studentsEducatorsCOVID-19 pandemicSchoolsStudentsTeachersCurriculumMedEdEducationFacultyScaffoldingTraineesExperience
2021
Internal Medicine Residents’ Perceptions of Virtual Morning Report: a Multicenter Survey
Albert TJ, Bradley J, Starks H, Redinger J, Arundel C, Beard A, Caputo L, Chun J, Gunderson CG, Heppe D, Jagannath A, Kent K, Krug M, Laudate J, Palaniappan V, Pensiero A, Sargsyan Z, Sladek E, Tuck M, Cornia PB. Internal Medicine Residents’ Perceptions of Virtual Morning Report: a Multicenter Survey. Journal Of General Internal Medicine 2021, 37: 1422-1428. PMID: 34173198, PMCID: PMC8231750, DOI: 10.1007/s11606-021-06963-7.Peer-Reviewed Original ResearchConceptsMorning reportCOVID-19 pandemicVirtual platformUnique educational benefitsAudience response systemResidency programsGraduate Medical EducationIM residency programsInternal medicine residency programsInternal Medicine Residents’ PerceptionsTeaching strategiesLearning environmentEducational experienceOverall educationEducational benefitsEducational formatMedical educationMedicine residency programsVirtual formatThird-year residentsEducational conferencesMain MeasuresTheMost respondentsTraining programChat boxInternal Medicine Residents’ Perceptions of Morning Report: a Multicenter Survey
Albert TJ, Redinger J, Starks H, Bradley J, Gunderson CG, Heppe D, Kent K, Krug M, Kwan B, Laudate J, Pensiero A, Raymond G, Sladek E, Sweigart JR, Cornia PB. Internal Medicine Residents’ Perceptions of Morning Report: a Multicenter Survey. Journal Of General Internal Medicine 2021, 36: 647-653. PMID: 33443704, PMCID: PMC7947099, DOI: 10.1007/s11606-020-06351-7.Peer-Reviewed Original ResearchConceptsMorning reportLearning environmentClinical reasoningLearner-centric pedagogyInclusive learning environmentsEvidence-based teachingResident duty hour limitationsGraduate Medical EducationMultiple-choice questionsHigh-quality casesInternal Medicine Residents’ PerceptionsTeaching strategiesDuty hour limitationsMedical educatorsEducational activitiesLevel of trainingLittle contemporary evidenceEducational topicsMedical educationMedical studentsPARTICIPANTSInternal medicine residentsEducational conferencesMain MeasuresTheResidency programsTeaching
2018
Gamification in Action
Rutledge C, Walsh CM, Swinger N, Auerbach M, Castro D, Dewan M, Khattab M, Rake A, Harwayne-Gidansky I, Raymond TT, Maa T, Chang TP. Gamification in Action. Academic Medicine 2018, 93: 1014-1020. PMID: 29465450, DOI: 10.1097/acm.0000000000002183.Peer-Reviewed Original ResearchConceptsGame design elementsBetter learning outcomesMedical education contextSelf-determination theoryEducation contextLearning outcomesMedical educationIntrinsic motivationTraditional teaching strategiesTypes of learnersLearners' intrinsic motivationPitfalls of gamificationImplementation of gamificationBasic psychological needsDesign elementsMillennial learnersTeaching strategiesLearner motivationCurricular designAdult learningLearner feelingsLearning objectivesGamificationDearth of researchEnhanced engagement
2016
Implementing and Evaluating a Four-Year Integrated End-of-Life Care Curriculum for Medical Students
Ellman MS, Fortin AH, Putnam A, Bia M. Implementing and Evaluating a Four-Year Integrated End-of-Life Care Curriculum for Medical Students. Teaching And Learning In Medicine 2016, 28: 229-239. PMID: 27064725, DOI: 10.1080/10401334.2016.1146601.Peer-Reviewed Original ResearchConceptsObserved structured clinical examinationSelf-reported preparednessTeaching strategiesMedical studentsCare educationStudents' self-reported preparednessBlended learning strategyInterprofessional learning opportunitiesReviews of studentsLife care curriculaInteractive online modulesEOL care educationLife care educationStructured Clinical ExaminationSkill-building activitiesCurriculum purposesInterprofessional learningStudent competenciesStudents' skillsCurricular componentsCurricular structureLearning opportunitiesStudent surveysBasic competenciesFaculty resources
2009
Methodological Rigor of Quality Improvement Curricula for Physician Trainees: A Systematic Review and Recommendations for Change
Windish DM, Reed DA, Boonyasai RT, Chakraborti C, Bass EB. Methodological Rigor of Quality Improvement Curricula for Physician Trainees: A Systematic Review and Recommendations for Change. Academic Medicine 2009, 84: 1677-1692. PMID: 19940573, DOI: 10.1097/acm.0b013e3181bfa080.Peer-Reviewed Original ResearchConceptsMedical Education Research Study Quality InstrumentQuality improvement curriculumQI curriculumImprovement curriculumMedical education researchTeaching strategiesEducation researchStudent initiativeEducational objectivesMERSQI scoreMedical studentsCurriculumResident curriculumEvaluation instrumentQuality InstrumentQI resourcesPhysician traineesResearch qualityFunding opportunitiesHealth care outcomesInstrumentEducatorsMethodological rigorStudentsRigor
2008
Nurse Practitioner Educators' Perceived Knowledge, Beliefs, and Teaching Strategies Regarding Evidence-Based Practice: Implications for Accelerating the Integration of Evidence-Based Practice Into Graduate Programs
Melnyk BM, Fineout-Overholt E, Feinstein NF, Sadler LS, Green-Hernandez C. Nurse Practitioner Educators' Perceived Knowledge, Beliefs, and Teaching Strategies Regarding Evidence-Based Practice: Implications for Accelerating the Integration of Evidence-Based Practice Into Graduate Programs. Journal Of Professional Nursing 2008, 24: 7-13. PMID: 18206837, DOI: 10.1016/j.profnurs.2007.06.023.Peer-Reviewed Original ResearchConceptsEvidence-based practiceSelf-reported knowledgeTeaching strategiesEducators' knowledgeFoundational coursesSpecialty coursesGraduate programsTeaching of EBPNurse practitioner educatorsNurse educators' knowledgeParticipants' self-reported knowledgeAssociation of FacultiesNurse practitioner curriculaNurse Practitioner FacultiesPerceived knowledgeBenefits of EBPKnowledge of EBPTeaching practicesAcademic curriculumGraduate educationAcademic programsGraduate facultyEducational programsClinical competencyFaculty
2007
Development and Implementation of an Oral Sign-out Skills Curriculum
Horwitz LI, Moin T, Green ML. Development and Implementation of an Oral Sign-out Skills Curriculum. Journal Of General Internal Medicine 2007, 22: 1470-1474. PMID: 17674110, PMCID: PMC2305855, DOI: 10.1007/s11606-007-0331-0.Peer-Reviewed Original ResearchConceptsKey content itemsInternal medicine residency programsTeaching strategiesSkills curriculumStandardized curriculumCurriculumMedicine residency programsProgram DescriptionWeProgram EvaluationWeFacilitated discussionResidency programsStructured signIndividual practicesMean scoreInteractive communicationSkills
1997
Intern Learning and Education in a Short Stay Unit: A Qualitative Study
Marks M, Baskin M, Lovejoy F, Hafler J. Intern Learning and Education in a Short Stay Unit: A Qualitative Study. JAMA Pediatrics 1997, 151: 193-198. PMID: 9041877, DOI: 10.1001/archpedi.1997.02170390083015.Peer-Reviewed Original ResearchConceptsInterns' learningEducational experienceCollaborative workQualitative research studyTeaching strategiesOpen-ended interviewsInterns' responsesInterns' perceptionsLearningInternsQualitative studyMajor themesResearch studiesPerceptionShort-stay unitInterviewsThemesExperienceGeneral medical teamEducationPatient careStay unitAudiotapesStaffTertiary care pediatric hospital
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