We consider teaching in busy clinical environments. Medicine today demands increased productivity. How can we best meet this demand without sacrificing meaningful teaching?
#AcademicMedicine #podcast #MedicalLearners #ClinicalTeaching @OhioStateMed
bit.ly/4kUNShY
![A visual abstsract of a paper titled "Improving Faculty Teaching of Medical Students During Surgical Clerkships: The feedback they want and the feedback they need". It shows that the study methods included 9 interviews of surgical core clerkshop supervisors and used reflective thematic analysis. The feedback faculty receive was found to arrive too late for it to be useful, have inflated likert ratings, and lack actionable insights for about 50% of the participants. Themes which we framed as tips to make teaching feedback more actionable include: be direct, encourage specificity in qualitative feedback, ask about student's individual learning goals and if they were met. Tips related to understanding context include asking about duration and frquency of teaching interactions being evaluated and asking about the location of the teaching interactions (intraoperative, wards, or clinic). A quote from a participant about context is shared on the right hand side of the visual: "Like, if you're amazing on the floor but you never engage the medical student in the operating room. Or, you know, you're just using them as a scribe in clinic, and you'ure not letting them kind of create thier own management plans, I think that would be helpful". Next steps are listed at the bottom: to use our faculty-driven recommendations to pilot a context-rich, behavior-focused evaluation tool to embed nuanced, actionable feedback into surgical training [related to faculty pedagogy skills]. The very bottom of the image shows the Journal of Surgical Education's logo and lists the short citation "Moreno, Fry, Walker & Cook @JSurgEduc 2025". A few small, monocrhomatic icons to represent each point are also included to make the abstract more visual (but not adding extra information.)](https://cdn.bsky.app/img/feed_thumbnail/plain/did:plc:x2ewd2gxm7jjzmn7zjqyom3t/bafkreicckpfycw5bwqu4letc3tzpa7evoh2r2vpdefffw7cvymzlafvkpy)
A visual abstsract of a paper titled "Improving Faculty Teaching of Medical Students During Surgical Clerkships: The feedback they want and the feedback they need". It shows that the study methods included 9 interviews of surgical core clerkshop supervisors and used reflective thematic analysis. The feedback faculty receive was found to arrive too late for it to be useful, have inflated likert ratings, and lack actionable insights for about 50% of the participants. Themes which we framed as tips to make teaching feedback more actionable include: be direct, encourage specificity in qualitative feedback, ask about student's individual learning goals and if they were met. Tips related to understanding context include asking about duration and frquency of teaching interactions being evaluated and asking about the location of the teaching interactions (intraoperative, wards, or clinic). A quote from a participant about context is shared on the right hand side of the visual: "Like, if you're amazing on the floor but you never engage the medical student in the operating room. Or, you know, you're just using them as a scribe in clinic, and you'ure not letting them kind of create thier own management plans, I think that would be helpful". Next steps are listed at the bottom: to use our faculty-driven recommendations to pilot a context-rich, behavior-focused evaluation tool to embed nuanced, actionable feedback into surgical training [related to faculty pedagogy skills]. The very bottom of the image shows the Journal of Surgical Education's logo and lists the short citation "Moreno, Fry, Walker & Cook @JSurgEduc 2025". A few small, monocrhomatic icons to represent each point are also included to make the abstract more visual (but not adding extra information.)
I work in energy efficiency now, but am wrapping up research projects from my time at OHSU in academic medicine. One of those projects was published last month in the Journal of Surgery Education. (My first attempt at a visual abstract!) #surgeryeducation #clinicalteaching #feedback
Texas is set to revolutionize nursing education with a groundbreaking initiative allowing hospital-employed BSN nurses to teach clinical courses, expanding access for underserved areas!
Learn more here
#TX #RuralAccess #CitizenPortal #TexasNursing #HealthcareEducation #ClinicalTeaching
'Application of artificial intelligence in flipped teaching of undergraduate Pain Science' - an article in the Chinese Journal of #GeneralPractice on #ScienceOpen:
🔗 www.scienceopen.com/document?vid...
🖇️ #PainScience #ClinicalTeaching #ArtificialIntelligence #MedicalEducation
