April 2018 - Volume 93 - Issue 4

  • David P. Sklar, MD
    Arizona State University
    College of Health Solutions
  • 1040-2446
  • 1938-808X
  • 12 issues per year
  • 1/41 in Education, Scientific Disciplines; 3/90 in Health Care Sciences & Services
  • 5.255
“Competency-Based, Time-Variable Education in the Health Professions”: New from Academic Medicine and the Josiah Macy Jr. Foundation
This supplement includes 10 articles that discuss the history, conceptual perspectives, and practical considerations of implementing a time-variable model in health professions education as well as examples from current practice. It is free to read and download!

AAMC Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions
The proceedings of the annual RIME sessions at the AAMC Learn Serve Lead meeting have been published as a supplement to the November 2017 issue of Academic Medicine. All RIME content is free to access. Check it out today!

New eBook! Professionalism in Medicine and Medical Education, Volume II: Foundational Research and Key Writings, 2010–2016
This collection of opinion pieces, articles, and research reports features a commentary from Frederic Hafferty, a preeminent scholar of medical professionalism, and highlights important writings on professionalism in medical practice and medical education published in the journal since Volume I. Download this free eBook today!

Dissemination of an Innovative Mastery Learning Curriculum Grounded in Implementation Science Principles: A Case Study

04/01/2016 by McGaghie, William C.; Barsuk, Jeffrey H.; Cohen, Elaine R.; Kristopaitis, Theresa; Wayne, Diane B.

Dissemination of a medical education innovation, such as mastery learning, from a setting where it has been used successfully to a new and different medical edu...

Structuring Feedback and Debriefing to Achieve Mastery Learning Goals

04/01/2016 by Eppich, Walter J.; Hunt, Elizabeth A.; Duval-Arnould, Jordan M.; Siddall, Viva Jo; Cheng, Adam

Mastery learning is a powerful educational strategy in which learners gain knowledge and skills that are rigorously measured against predetermined mastery stand...

Beyond the Simulation Laboratory: A Realist Synthesis Review of Clinical Outcomes of Simulation-Based Mastery Learning

04/01/2016 by Griswold-Theodorson, Sharon; Ponnuru, Srikala; Dong, Chaoyan; Szyld, Demian; Reed, Trent; McGaghie, William C.

Purpose Translational educational outcomes have been defined as starting in simulation laboratories (T1) and moving downstream to improved patient care practi...

Validity of Cognitive Load Measures in Simulation-Based Training: A Systematic Review

04/01/2016 by Naismith, Laura M.; Cavalcanti, Rodrigo B.

BackgroundCognitive load theory (CLT) provides a rich framework to inform instructional design. Despite the applicability of CLT to simulation-based medical tra...

Learn, See, Practice, Prove, Do, Maintain: An Evidence-Based Pedagogical Framework for Procedural Skill Training in Medicine

04/01/2016 by Sawyer, Taylor; White, Marjorie; Zaveri, Pavan; Chang, Todd; Ades, Anne; French, Heather; Anderson, JoDee; Auerbach, Marc; Johnston, Lindsay; Kessler, David

Acquisition of competency in procedural skills is a fundamental goal of medical training. In this Perspective, the authors propose an evidence-based pedagogical...

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