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Mashup Score: 3
Have you ever given a lecture to a group of adult learners? If so, you may have noticed their eyes losing focus and phones appearing as you moved through your session. This is because the traditional lecture format lacks engagement and has limited effectiveness compared to active learning strategies. Educators who move away from the traditional lecture format and embrace evidence-based active learning practices effectively engage learners and drive deeper learning. Such an educator, serving as facilitator,
Source: www.slu.eduCategories: General Medicine News, General HCPsTweet
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Mashup Score: 12https://www.slu.edu | Artificial Intelligence in Medical Education - 4 month(s) ago
Since the availability of ChatGPT version 3 on Nov. 30, 2022, there has been widespread use of artificial intelligence (AI) in many fields including medicine. The past, present and future of AI, particularly large language models (LLMs) in medical education are emerging topics that are important for the modern medical educator. This blog post will discuss the basics of how LLMs work, how they are currently being used, and potential possibilities and pitfalls of use in medical education. LLMs are a type
Source: www.slu.eduCategories: General Medicine News, General HCPsTweet-
Happy to share our September 2024 @slusom CEDAR Community Blog Post! In this peer-reviewed post, @PaulKunnath explores the past, present, and future of AI and LLMs in #MedEd, and offers examples for their use. https://t.co/iIEeS7jqWD https://t.co/Z1RpAG1o82
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Mashup Score: 9https://www.slu.edu | Peer Instruction in Medical Education - 5 month(s) ago
Peer instruction is an active learning technique designed to identify learning needs through problem solving and formative feedback. This supports deeper understanding of complex content and encourages higher-order thinking. Peer instruction also helps address deficiencies in conceptual understanding that occur as a result of passive learning experiences. Peer instruction allows students to be more actively engaged in their learning, as it supports self-assessment to determine if concepts are understood.
Source: www.slu.eduCategories: General Medicine News, General HCPsTweet-
Happy to share our August 2024 @slusom CEDAR Community Blog Post! In this peer-reviewed post, @slusom MS2 Abbey Haas details the use of Peer Instruction in #MedEd, clarifies benefits, and offers guidance for planning. https://t.co/r09t7QICve https://t.co/G7ZT5pwnYd
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Mashup Score: 12
Have you ever been excited to learn about a particular topic, only to attend the session and find yourself disappointed? Perhaps the material was overwhelming or lacked alignment with the outlined learning outcomes. As with many aspects of medical education, the details matter. Curriculum design is a complex process that involves tasks related to design, implementation, assessment, and evaluation and optimization of academic programs. An important component of curriculum development is curriculum
Source: www.slu.eduCategories: General Medicine News, General HCPsTweet-
Happy to share our July 2024 @slusom CEDAR Community Blog Post! In this peer-reviewed post, @slusom & @SLU_Anatomy Assistant Professor Alicia Pate makes the case for curriculum mapping, details the process and contents, and illuminates challenges. https://t.co/qAF2QExYdh https://t.co/6ug3tRJjBC
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Mashup Score: 18https://www.slu.edu | Near-Peer Teaching in Medical Education - 7 month(s) ago
Background: Is near-peer teaching currently being used in the curriculum? Why should near-peer teaching be considered as part of this curriculum? Who will lead curriculum development and implementation? Aims: What are the aims and objectives of the curriculum for near-peer teachers, learners and the institution? Near-peer teachers: Who will serve as the near-peer teachers? Will there be any prerequisites or qualifications, such as a threshold of prior course performance? How will near-peer teachers be
Source: www.slu.eduCategories: General Medicine News, General HCPsTweet-
Happy to share our June 2024 @slusom CEDAR Community Blog Post! In this peer-reviewed post, @slusom graduate Ren Ernst explains near-peer teaching in #MedEd, details benefits, & offers guidance to recruit, train & evaluate near-peer teachers. #MedTwitter https://t.co/Qw7gtKus8f https://t.co/tOUmmkECBb
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Mashup Score: 10https://www.slu.edu | Reducing Bias in Trainee Assessment - 8 month(s) ago
Humans process enormous amounts of information per second, which is too much for us to intentionally process every single item. That is why we unintentionally process the vast majority of information using our intuition and instinct, known as System 1 processing. We deliberately process only a limited portion of information through our rational thinking, known as System 2 processing. When we process using intuition and instinct, we utilize our brain “shortcut” where implicit bias can play a role. Certainly
Source: www.slu.eduCategories: General Medicine News, General HCPsTweet-
Happy to share our May 2024 @slusom CEDAR Community Blog Post! In this peer-reviewed post, @KentoSonoda considers negative consequences resulting from bias in assessment, types of bias in assessment, and mitigation strategies. #MedEd #MedTwitter https://t.co/x5xsKDRanP https://t.co/OuKQsMSKcX
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Mashup Score: 13https://www.slu.edu | PRIMED Initiative - 9 month(s) ago
CEDAR and the Office of Curricular Affairs have partnered to offer faculty, staff, trainees, and students the opportunity to participate in a mentored education project opportunity through the Projects Resulting in Improvement to Medical Education (PRIMED) Initiative. The inaugural PRIMED Initiative will bring together teams of 4 – 8 individuals who have an interest or expertise in medical education for three pre-selected projects on topics of key interest to the Saint Louis University School of Medicine.
Source: www.slu.eduCategories: General Medicine News, General HCPsTweet-
Hey @slusom & @SSMHealthSTL educators! Want to participate in educational scholarship? Interested in taking a scholarly approach to the investigation of topics that matter to our school? Check out the PRIMED Initiative website and apply to participate! https://t.co/eTb1hDpwbt https://t.co/vEo0NFyrQ0
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Mashup Score: 17
Formative feedback in medical education involves observing the trainee’s performance within a certain domain and comparing it against an expected standard. Formative feedback should be clear, specific, timely, actionable, and based on observed activity or behaviors. In undergraduate medical education, the 13 AAMC core entrustable professional activities (Core EPAs) are one example of a structure for designing medical education curricula, providing formative feedback and creating expectations for trainees.
Source: www.slu.eduCategories: General Medicine News, General HCPsTweet-
Happy to share our April 2024 @slusom CEDAR Community Blog Post! In this peer-reviewed post, Keniesha Thompson details the value of formative feedback in #MedEd, clarifies challenges & opportunities, & offers ways to support effective feedback delivery. https://t.co/3d5lGI8cIw https://t.co/nFUcWkCuVV
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Mashup Score: 10https://www.slu.edu | Metacognition Blog Post - 10 month(s) ago
Imagine the following: You teach anatomy and your learners are rapidly approaching their first exam. One of your learners waits until the last few days before the exam to start studying. Once she starts, she only spends an hour or two each day reviewing, and primarily reviews from the PowerPoint slides rather than going into the laboratory. When she visits the laboratory, she brings a list of structures to identify and checks them off one by one as she studies a dissection prepared by teaching assistants.
Source: www.slu.eduCategories: General Medicine News, General HCPsTweet-
Happy to share our March 2024 @slusom CEDAR Community Blog Post! In this peer-reviewed post, @AnatomyAidan explores the importance of metacognition, clarifies how regulating learning increases performance, and offers strategies for #MedEd educators. https://t.co/OYPru7zyiL https://t.co/L0YUliOKOy
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Mashup Score: 0https://www.slu.edu | Annual Health Law Symposium - 11 month(s) ago
Sponsored annually by the Center for Health Law Studies and the Journal of Health Law and Policy, the annual symposium provides opportunities to explore timely topics in the field of health law.
Source: www.slu.eduCategories: General Medicine News, CardiologistsTweet-
TOMORROW: @SLU_HealthLaw @SLULAW 36th Annual Health Law Symposium Race, Gender and Disability: Reimagining Controlled Substances Regulation in Health Care to Reduce Intersectional Harms There is a Zoom option! Info: https://t.co/fvmqO5eklM Register: https://t.co/HF2p0kUN2b https://t.co/xXpFtqClt1
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Happy to share our October 2024 @slusom CEDAR Community Blog Post! In this peer-reviewed post, Kirti Veeramachaneni articulates the importance of active learning, details types of active learning, and discusses applications in #MedEd. https://t.co/y1VXiGGIjU https://t.co/rBO6f7E8Qa