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Mashup Score: 10https://www.slu.edu | Reducing Bias in Trainee Assessment - 1 day(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
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Mashup Score: 2School of Medicine - 7 day(s) ago
You’re the missing piece! Make your SLU Giving Day gift today!
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Mashup Score: 2School of Medicine - 7 day(s) ago
You’re the missing piece! Make your SLU Giving Day gift today!
Source: crowdfunding.slu.eduCategories: General Medicine News, General HCPsTweet
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Mashup Score: 13https://www.slu.edu | PRIMED Initiative - 26 day(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 - 2 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.
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Mashup Score: 28
The mission of the Saint Louis University School of Medicine Center for Educator Development, Advancement, and Research (CEDAR) is to champion the use of evidence-based teaching and learning practices, develop our faculty as educators across the Undergraduate Medical Education, Graduate Medical Education, Graduate Education and Continuing Professional Development continuum, and support collaborative educational scholarship.
Source: www.slu.eduCategories: General Medicine News, General HCPsTweet-
Help me build the new @slusom Center for Educator Development, Advancement, and Research (CEDAR)! We are hiring an Education Program Coordinator to support the development of a wide array of programs & initiatives! CEDAR https://t.co/3D0xYPXjWX Job Info https://t.co/KBwu95ldtr https://t.co/KcJpGgk4DV
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Mashup Score: 4#36 - My best mistake - The PAPERs Podcast - 3 month(s) ago
In today’s episode, the hosts discuss a paper about the medical errors committed by physicians—their triggers, the topics they reflect in relation to those errors, and what lessons they take away from those error experiences. While that is the topic of the paper, the hosts debate several points in the paper—not the least of which being: What can you do when your research data are actually chapters in a published book?
Source: paperspodcast.ki.seCategories: General Medicine News, General HCPsTweet
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Mashup Score: 13Health Professions Education | Literature Reviews Explained - 3 month(s) ago
Evidence-informed practical guides to conducting literature reviews in (but not limited to) health professions education.
Source: www.litr-ex.comCategories: General Medicine News, General HCPsTweet
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Mashup Score: 23https://www.slu.edu | Understanding and Improving the Clinical Learning Environment - 3 month(s) ago
In 2009, researchers compared maternal complications of delivery and stratified the complication rates into quintiles of residency programs based on where the delivering obstetrician completed their training. In comparing the quintile with the highest complication rate to the quintile with the lowest complication rate, there was a 3.3% absolute risk reduction in maternal complications. It matters where your obstetrician completed residency. Physicians are a product of the environment in which they train.
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