2014
Faculty Development to Enhance Humanistic Teaching and Role Modeling: A Collaborative Study at Eight Institutions
Branch W, Chou C, Farber N, Hatem D, Keenan C, Makoul G, Quinn M, Salazar W, Sillman J, Stuber M, Wilkerson L, Mathew G, Fost M. Faculty Development to Enhance Humanistic Teaching and Role Modeling: A Collaborative Study at Eight Institutions. Journal Of General Internal Medicine 2014, 29: 1250-1255. PMID: 24947051, PMCID: PMC4139513, DOI: 10.1007/s11606-014-2927-5.Peer-Reviewed Original ResearchConceptsFaculty development programFaculty developmentRole modelingTeaching skillsExperiential learningHumanistic teachingDevelopment programsCritical reflectionLongitudinal faculty development programPromising teachersClinical teachersFaculty teachingReflective discussionEffectiveness QuestionnaireMain MeasuresThe main outcomeProfessional valuesTeachersTeachingProgram facilitatorsSpecialty areasLearnersFacultyLearningAggregate scoreSkills
2007
Teaching Medical Students About Health Literacy: 2 Chicago Initiatives
Harper W, Cook S, Makoul G. Teaching Medical Students About Health Literacy: 2 Chicago Initiatives. American Journal Of Health Behavior 2007, 31: 111-114. PMID: 17931129, DOI: 10.5993/ajhb.31.s1.14.Peer-Reviewed Original ResearchConceptsMedical students' skillsHealth literacyMedical students' awarenessCurriculum designCurriculum developmentStudents' skillsLiteracy behaviorsStudents' awarenessMedical studentsCore skillsSpecific skillsSchoolsLiteracySkillsStudentsEffective communicationChicago InitiativeClear communicationCurriculumUltimate goalCommunicationInitiativesAwarenessPatient understandingGoal
2006
Commentary: Communication Skills: How Simulation Training Supplements Experiential and Humanist Learning
Makoul G. Commentary: Communication Skills: How Simulation Training Supplements Experiential and Humanist Learning. Academic Medicine 2006, 81: 271-274. PMID: 16501275, DOI: 10.1097/00001888-200603000-00013.Commentaries, Editorials and LettersConceptsCommunication skillsHumanist learningContext of teachingDifferent learning modalitiesIssues of powerLearning modalitiesMedical educatorsMedical educationMedical studentsCore skillsSimulated patientsSkillsSimulation trainingSubsequent practiceArticle considerationStudentsExperientialLearningPower dynamicsInterrelated questionsTeachingEducatorsEducationViewpoint articleQuestions
2001
The SEGUE Framework for teaching and assessing communication skills
Makoul G. The SEGUE Framework for teaching and assessing communication skills. Patient Education And Counseling 2001, 45: 23-34. PMID: 11602365, DOI: 10.1016/s0738-3991(01)00136-7.Peer-Reviewed Original ResearchConceptsSEGUE FrameworkStandardized patientsCommunication skills teachingCanadian medical schoolsClinical skills assessmentEvidence of concurrentSkills teachingStudent performanceFaculty responsesTeaching toolMedical schoolsEvidence of validityCommunication skillsSkills assessmentActual practice settingsVariety of contextsPractice settingsLive encountersPredictive validityCommunication tasksTeachingStudentsSchoolsSkillsRecent survey
1999
Communication teaching and assessment in medical education: an international consensus statement
Makoul G, Schofield T. Communication teaching and assessment in medical education: an international consensus statement. Patient Education And Counseling 1999, 37: 191-195. PMID: 14528545, DOI: 10.1016/s0738-3991(99)00023-3.Peer-Reviewed Reviews, Practice Guidelines, Standards, and Consensus StatementsConceptsCommunication skillsCommunication teachingMedical schoolsCommunication skills teachingMedical education programsAssessment ProgramTeaching communicationClinical teachingSkills teachingStudents' abilityFaculty developmentProfessional growthEducation programsMedical educationFaculty meetingsTeachingImportance of communicationSeries of recommendationsCommunication tasksSkillsSchoolsHealth care conferencesProgramBroader viewWorkshop
1998
The future of medical school courses in professional skills and perspectives
Makoul G, Curry R, Novack D. The future of medical school courses in professional skills and perspectives. Academic Medicine 1998, 73: 48-51. PMID: 9447201, DOI: 10.1097/00001888-199801000-00011.Peer-Reviewed Original ResearchConceptsMedical school courseSchool courseProfessional skillsBasic science coursesStudent progressOngoing studentCourse componentsMedical educatorsScience coursesProfessional growthTeaching facultySolid educationCourse facultyMedical educationMedical schoolsFaculty inputClinical reasoningHumane culturePersonal awarenessStudentsFacultySmall groupEducationCourseSkillsThe evolution of courses in professional skills and perspectives for medical students
Curry R, Makoul G. The evolution of courses in professional skills and perspectives for medical students. Academic Medicine 1998, 73: 10-3. PMID: 9447196, DOI: 10.1097/00001888-199801000-00006.Peer-Reviewed Original ResearchConceptsProfessional skillsMedical schoolsSmall group workNumber of schoolsAmerican Medical CollegesHealth Sciences UniversityGPEP reportWay studentsExperiential learningMajor coursesInterdisciplinary courseSuch coursesMedical studentsCurriculumFourth yearUniversity of NebraskaSchoolsScience UniversityUniversitySkillsStudentsCourseMedical CollegeComprehensive programNorthwestern University
1996
An active-learning approach to basic clinical skills
Curry R, Makoul G. An active-learning approach to basic clinical skills. Academic Medicine 1996, 71: 41-4. PMID: 8540963, DOI: 10.1097/00001888-199601000-00016.Peer-Reviewed Original ResearchConceptsActive learning approachBasic clinical skillsNew curriculumPreclinical curriculumClinical skillsClinical skills unitClinical skills curriculumUniversity Medical SchoolTraditional curriculumStudents' understandingCritical thinkingSkills curriculumSkills UnitMedical schoolsCurriculumClinical proficiencyRepetitive practiceOverall attitudePopular aspectsDiagnostic reasoningNorthwestern University Medical SchoolStudentsComprehensive changesEssential areasSkills