Subject(s)
Hypertension , Labetalol , Pregnancy Complications, Cardiovascular , Antihypertensive Agents , Female , Humans , Methyldopa , Nifedipine , PregnancyABSTRACT
PROBLEM: A number of medical schools have used curricular reform as an opportunity to formalize student involvement in medical education, but there are few published assessments of these programs. Formal evaluation of a program's acceptability and use is essential for determining its potential for sustainability and generalizability. APPROACH: Harvard Medical School's Education Representatives (Ed Reps) program was created in 2015 to launch alongside a new curriculum. The program aimed to foster partnerships between faculty and students for continuous and real-time curricular improvement. Ed Reps, course directors, and core faculty met regularly to convey bidirectional feedback to optimize the learning environment in real time. OUTCOMES: A survey to assess the program's impact was sent to students and faculty. The majority of students (202/222; 91.0%) reported Ed Reps had a positive impact on the curriculum. Among faculty, 35/37 (94.6%) reported making changes to their courses as a result of Ed Reps feedback, and 34/37 (91.9%) agreed the program had a positive impact on the learning environment. Qualitative feedback from students and faculty demonstrated a change in school culture, reflecting the primary goals of partnership and continuous quality improvement (CQI). NEXT STEPS: This student-faculty partnership demonstrated high rates of awareness, use, and satisfaction among faculty and students, suggesting its potential for local sustainability and implementation at other schools seeking to formalize student engagement in CQI. Next steps include ensuring the feedback provided is representative of the student body and identifying new areas for student CQI input as the curriculum becomes more established.
Subject(s)
Curriculum/standards , Education, Medical, Undergraduate/standards , Faculty, Medical/psychology , Quality Improvement , Students, Medical/psychology , Humans , Interpersonal Relations , Organizational Culture , Program Evaluation , Schools, Medical/organization & administrationABSTRACT
Challenge: The success of a small-group discussion depends in large part on the effectiveness of the facilitator or small-group tutor. How can a facilitator successfully manage diverse views and knowledge bases of participants while also contributing as a member of the group? Herein, we provide tips for managing small-group discussions that can be applied widely in dermatology didactics.
Subject(s)
Education, Medical, Undergraduate/organization & administration , Educational Measurement , Problem-Based Learning/organization & administration , Education, Medical, Undergraduate/methods , Group Processes , Humans , Learning , Problem-Based Learning/methods , Students, Medical/psychology , TeachingABSTRACT
Challenge: Trainees' motivational and emotional states can influence their learning and career decisions, but historically these "affective" learning factors have received little attention in medical education. In this "Tips" piece, we outline strategies to positively influence trainees' intrinsic motivation and emotion toward their training to ultimately enhance their overall learning experience.
