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Sibbald RG, Dalgarno N, Hastings-Truelove A, Soleas E, Jaimangal R, Elliott J, Coderre-Ball AM, Hill S, van Wylick R, Smith K. COVID-19 Pivoted Virtual Skills Teaching Model: Project ECHO Ontario Skin and Wound Care Boot Camp. Adv Skin Wound Care 2024; 37:76-84. [PMID: 38241450 DOI: 10.1097/asw.0000000000000095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2024]
Abstract
OBJECTIVE To describe a virtual, competency-based skin and wound care (SWC) skills training model. The ECHO (Extension for Community Healthcare Outcomes) Ontario SWC pivoted from an in-person boot camp to a virtual format because of the COVID-19 pandemic. METHODS An outcome-based program evaluation was conducted. Participants first watched guided commentary and videos of experts performing in nine SWC multiskills videos, then practiced and video-recorded themselves performing those skills; these recordings were assessed by facilitators. Data were collected using pre-post surveys and rubric-based assessments. Descriptive statistics and thematic analysis were applied to data analysis. RESULTS Fifty-five healthcare professionals participated in the virtual boot camp, measured by the submission of at least one video. A total of 216 videos were submitted and 215 assessment rubrics were completed. Twenty-nine participants completed the pre-boot camp survey (53% response rate) and 26 responded to the post-boot camp survey (47% response rate). The strengths of the boot camp included the applicability of virtual learning to clinical settings, boot camp supplies, tool kits, and teaching strategies. The analysis of survey responses indicated that average proficiency scores were greater than 80% for three videos, 50% to 70% for three of the videos, and less than 50% for three of the videos. Participants received lower scores in local wound care and hand washing points of contact. The barriers of the boot camp included technical issues, time, level of knowledge required at times, and lack of equipment and access to interprofessional teams. CONCLUSIONS This virtual ECHO SWC model expanded access to practical skills acquisition. The professional development model presented here is generalizable to other healthcare domains.
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Affiliation(s)
- R Gary Sibbald
- R. Gary Sibbald, MD, MEd, FRCPC (Med, Derm), FAAD, MAPWCA, JM, is Professor of Public Health and Medicine, University of Toronto, Dalla Lana School of Public Health and Dept. of Medicine, Faculty of Medicine, University of Toronto, Canada. Nancy Dalgarno, HBOR, BEd, MEd, PhD, OCT, is Director of Education Scholarship, Office of Professional Development and Educational Scholarship, Faculty of Health Sciences, Queen's University, Kingston, Canada. Also at Queen's University, Amber Hastings-Truelove, MA, PhD, is Health Education Researcher and Consultant, Office of Professional Development and Educational Scholarship; and Eleftherios Soleas, MEd, PhD, OCT, is Director of Continuing Professional Development, Office of Professional Development and Educational Scholarship, Faculty of Health Sciences. Reneeka Jaimangal, MD, MScCH, is Project Manager, WoundPedia Project ECHO Ontario, Ontario Skin and Wound, Mississauga, Canada. James Elliott, MSc, is Director of Operations, Woundpedia, Mississauga. Also at Queen's University, Angela M. Coderre-Ball, MSc, PhD, is Research Associate, Department of Family Medicine; Shannon Hill, MEd, OCT, is PhD Candidate, School of Rehabilitation Therapy; Richard van Wylick, MD, FRCPC, is Associate Dean, Professional Development, Faculty of Health Sciences; and Karen Smith, MD, FRCPC, FAAPMR, FABEM, is Professor, Department of Physical Medicine and Rehabilitation
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Kolomitro K, Soleas E, Steinert Y. Developing Faculty Developers: An Underexplored Realm in Professional Development. J Contin Educ Health Prof 2023:00005141-990000000-00077. [PMID: 37283521 DOI: 10.1097/ceh.0000000000000516] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
ABSTRACT As faculty developers enter the field and grow in their roles, how do they keep up with ongoing changes and ensure that their knowledge remains relevant and up-to-date? In contrast to most of the studies which focused on the needs of faculty members, we focus on the needs of those who fulfill the needs of others. We highlight the knowledge gap and lack of adaptation of the field to consider the issue of professional development of faculty developers more broadly by studying how they identify their knowledge gaps and what approaches they use to address those gaps. The discussion of this problem sheds light on the professional development of faculty developers and offers several implications for practice and research. Our own piece of the solution indicates that faculty developers follow a multimodal approach to the development of their knowledge, including formal and informal approaches to addressing perceived gaps. Within this multimodal approach, our results suggest that the professional growth and learning of faculty developers is best characterized as a social practice. Based on our research, it would seem worthwhile for those in the field to become more intentional about the professional development of faculty developers and harness aspects of social learning in that process to better reflect faculty developers' learning habits. We also recommend applying these aspects more broadly to, in turn, enhance the development of educational knowledge and educational practices for the faculty members these educators support.
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Affiliation(s)
- Klodiana Kolomitro
- Dr. Kolomitro: Director of Education Development, Office of Professional Development and Educational Scholarship, Faculty of Health Sciences, Queen's University, Kingston, Ontario, Canada. Dr. Soleas: Director of Continuing Professional Development, Office of Professional Development and Educational Scholarship, Faculty of Health Sciences, Queen's University, Kingston, Ontario, Canada. Dr. Steinert: Professor of Family Medicine and Health Sciences Education, Richard and Sylvia Cruess Chair in Medical Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada
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Del Fernandes R, Relke N, Soleas E, Braund H, Lui CJPM, Zevin B. A Canadian survey of residency applicants' and interviewers' perceptions of the 2021 CaRMS R1 virtual interviews. BMC Med Educ 2023; 23:392. [PMID: 37248475 DOI: 10.1186/s12909-023-04397-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2022] [Accepted: 05/25/2023] [Indexed: 05/31/2023]
Abstract
BACKGROUND All Canadian Residency Matching Service (CaRMS) R1 interviews were conducted virtually for the first time in 2021. We explored the facilitators, barriers, and implications of the virtual interview process for the CaRMS R1 match and provide recommendations for improvement. METHODS We conducted a cross-sectional survey study of CaRMS R1 residency applicants and interviewers across Canada in 2021. Surveys were distributed by email to the interviewers, and by email, social media, or newsletter to the applicants. Inductive thematic analysis was used for open-ended items. Recommendations were provided as frequencies to demonstrate strength. Close-ended items were described and compared across groups using Chi-Square Fisher's Exact tests. RESULTS A total of 127 applicants and 400 interviewers, including 127 program directors, responded to the survey. 193/380 (50.8%) interviewers and 90/118 (76.3%) applicants preferred virtual over in-person interview formats. Facilitators of the virtual interview format included cost and time savings, ease of scheduling, reduced environmental impact, greater equity, less stress, greater reach and participation, and safety. Barriers of the virtual interview format included reduced informal conversations, limited ability for applicants to explore programs at different locations, limited ability for programs to assess applicants' interest, technological issues, concern for interview integrity, limited non-verbal communication, and reduced networking. The most helpful media for applicants to learn about residency programs were program websites, the CaRMS/AFMC websites, and recruitment videos. Additionally, panel interviews were preferred by applicants for their ability to showcase themselves and build connections with multiple interviewers. Respondents provided recommendations regarding: (1) dissemination of program information, (2) the use of technology, and (3) the virtual interview format. CONCLUSIONS Perceptions of 2021 CaRMS R1 virtual interviews were favourable among applicants and interviewers. Recommendations from this study can help improve future iterations of virtual interviews.
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Affiliation(s)
| | - Nicole Relke
- Department of Medicine, University of Toronto, Toronto, Canada
| | - Eleftherios Soleas
- Office of Professional Development and Educational Scholarship, Faculty of Health Sciences, Queen's University, Kingston, Canada
| | - Heather Braund
- Office of Professional Development and Educational Scholarship, Faculty of Health Sciences, Queen's University, Kingston, Canada
| | | | - Boris Zevin
- Department of Surgery, Queen's University, Kingston General Hospital, 76 Stuart Street, Kingston, ON, K7L 2V7, Canada.
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Zevin B, Morkem R, Soleas E, Dalgarno N, Barber D. Using Administrative Data in Primary Care to Evaluate the Effectiveness of a Continuing Professional Development Program Focused on the Management of Patients Living With Obesity. J Contin Educ Health Prof 2023; 43:104-108. [PMID: 37249343 DOI: 10.1097/ceh.0000000000000445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
INTRODUCTION There are guidelines for referral to medical and/or surgical weight loss interventions (MSWLI) in Ontario; however, only about one-third of eligible patients in our region are being referred for consideration of MSWLI. METHODS A planning committee, including a registered dietician, psychiatrist, endocrinologist, bariatric surgeon, family physician, and educationalists, developed an interdisciplinary continuing professional development (CPD) program focused on practical approaches to the management of patients living with obesity. The Kirkpatrick model was used to evaluate the educational outcomes of the CPD program specifically focusing on Level-2, -3, and -4 outcomes based on self-reported questionnaire and health administrative data. RESULTS Eighteen primary care providers from the CPD program agreed to participate in this study, and 16 primary care providers (89%) completed the postintervention questionnaire and granted us access to their MSWLI referral data; 94% of study participants reported changes to their knowledge, comfort, and confidence (Level 2), as well as expected change in their future behaviour (Level 3) following the CPD program. However, there was no change in Kirkpatrick Level-4 outcomes, despite more than 90% of participants indicating that they will be making changes to their practice after the program. DISCUSSION The CPD program in our study was overwhelmingly well received and participants reported knowledge (Level 2) and behavioural (Level 3) changes following participation; however, there was no detectable change in their clinical practice (Level 4). The methodology described in our proof-of-concept study can be modified and adopted to evaluate Level-4 outcomes in other studies of effectiveness of CPD interventions.
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Affiliation(s)
- Boris Zevin
- Dr. Zevin: Associate Professor, Department of Surgery, Queen's University, Kingston, Ontario. Ms. Morkem: Research Associate, Centre for Studies in Primary Care, Queen's University, Kingston, Ontario. Dr. Soleas: Director of Continuing Professional Development and Adjunct Assistant Professor, Office of Professional Development and Educational Scholarship, Queen's University, Kingston, Ontario. Dr. Dalgarno: Director of Education Research and Adjunct Assistant Professor, Office of Professional Development and Educational Scholarship, Queen's University, Kingston, Ontario. Dr. Barber: Network Director and Assistant Professor, Centre for Studies in Primary Care, Queen's University, Kingston, Ontario
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Soleas E, Relke N, Fernandes RD, Braund H, Zevin B, Lui J. Going virtual advances justice in expected and unexpected ways. Can Med Educ J 2022; 13:103-105. [PMID: 36440071 PMCID: PMC9684048 DOI: 10.36834/cmej.75111] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Affiliation(s)
- Eleftherios Soleas
- Queen's University, Faculty of Health Sciences, Queen’s University, Ontario, Canada
| | - Nicole Relke
- Queen's University, Faculty of Health Sciences, Queen’s University, Ontario, Canada
| | | | - Heather Braund
- Queen's University, Faculty of Health Sciences, Queen’s University, Ontario, Canada
| | - Boris Zevin
- Queen's University, Faculty of Health Sciences, Queen’s University, Ontario, Canada
| | - Janet Lui
- Queen's University, Faculty of Health Sciences, Queen’s University, Ontario, Canada
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Relke N, Soleas E, Lui CJ. Internal medicine residents' and program directors' perception of virtual interviews during COVID-19: a national survey. Can Med Educ J 2022; 13:37-42. [PMID: 35875446 PMCID: PMC9297253 DOI: 10.36834/cmej.72982] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
PURPOSE Due to the coronavirus disease 2019 pandemic, all Canadian Resident Matching Service interviews for internal medicine subspecialty programs were conducted virtually for the first time. This study explored the perceptions and experiences of internal medicine residents, subspecialty medicine program directors, and interviewers during virtual interviews. METHODS We invited all Canadian third-year IM residents, subspecialty program directors, and interviewers who participated in the 2020 medical subspecialty medicine interviews to complete a branching survey with a section for residents and one for program directors and interviewers. We distributed the anonymous survey after the submission of the rank order lists, to not affect residency match outcomes. Qualitative data were open-coded thematically and quantitative data were cleaned and then statistically analyzed using descriptive statistics and Analysis of Variance tests. RESULTS 62 residents, 59 program directors, and 113 interviewers responded to the survey with representation from almost all Canadian medical faculties and medical subspecialties. Strengths of virtual interviews included reduced cost, stress, pandemic infection risk, and carbon footprint. Weaknesses of virtual interviews included decreased ability to connect personally and informally, and inability to tour medical facilities and cities. A majority of both resident respondents (59.6%) and program directors/interviewer respondents (54.6%) supported conducting interviews virtually in the future. CONCLUSIONS This study showed that the majority of both sampled residents and program directors/interviewers would prefer to conduct medicine subspecialty match interviews virtually in the future, and provides suggestions on how to improve the virtual interviews for the next iteration.
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Affiliation(s)
- Nicole Relke
- Department of Medicine, Queens University, Ontario, Canada
| | - Eleftherios Soleas
- Office of Professional Development and Educational Scholarship, Queen’s University, Ontario, Canada
| | - C Janet Lui
- Division of Hematology, Department of Medicine, Queen’s University, Ontario, Canada
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McKeown S, Mir Z, Ritonja J, Soleas E. Systematic review support received and needed by researchers: a survey of libraries supporting Ontario medical schools. J Can Health Libr Assoc 2021; 42:154-163. [PMID: 35949251 PMCID: PMC9327595 DOI: 10.29173/jchla29571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022] Open
Abstract
Introduction Finding efficient ways to meet the growing demand for library systematic review support is imperative for facilitating the production of high-quality research. The objectives of this study were threefold: 1) to ascertain the systematic review support provided by health sciences libraries at Ontario medical schools and their affiliated hospitals, 2) to determine the perceived educational needs by researchers at these institutions, and 3) to assess the potential usefulness of freely available, online educational modules for researchers that discuss all stages of the systematic review process. Methods We conducted a cross-sectional survey in June and July of 2020. Data was analyzed and presented using median and interquartile range (IQR) for continuous measures, and in proportions for categorical measures. Results 13 of 19 libraries invited provided usable data. Most libraries spent more time supporting systematic reviews via collaboration and participation than by providing educational support. The perceived needs of library users were contrary to the perceived gaps in researcher support provided by the library/institution. All libraries reported they would find freely available, online educational modules useful for training researchers. Discussion The next steps for our inter-professional research team will be to develop freely available, online education modules that introduce researchers to all stages of the systematic review process. These modules cannot replace the value that direct support from librarians, biostatisticians or methodology experts can provide, however, they may offer a more efficient way for libraries to familiarize researchers and trainees with best practices and universally accepted reporting guidelines for performing a high-quality review.
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Ahmed Z, Lau CH, Poole M, Arshinoff D, El-Andari R, White A, Johnson G, Doucet VM, Yilmaz R, Shi G, Natheir S, Hampshire J, Fazlollahi AM, Ramazani F, Elfaki L, Wang L, Desrosiers T, Lee M, Nisar M, Parapini ML, Larrivée S, White A, Dhillon J, Deng SX, Balamane S, Lee-Wing V, White A, Lee D, Gibert Y, Gervais V, Daniel R, Minor S, Ko G, Nguyen MA, Zablotny S, Lemieux V, Roach E, Ho J, Aggarwal I, Solish M, Lee JM, Rajendran L, Datta S, Gariscsak P, Johnson G, Del Fernandes R, Daud A, Fahey B, Zafar A, Worrall AP, Kheirelseid E, McHugh S, Moneley D, Naughton P, Fazlollahi AM, Bakhaidar M, Alsayegh A, Yilmaz R, Del Maestro RF, Harley JM, Ungi T, Fichtinger G, Zevin B, Stolz E, Bozso SJ, Kang JJ, Adams C, Nagendran J, Li D, Turner SR, Moon MC, Zheng B, Vergis A, Unger B, Park J, Gillman L, Petropolis CJ, Winkler-Schwartz A, Mirchi N, Fazlollahi A, Natheir S, Del Maestro R, Wang E, Waterman R, Kokavec A, Ho E, Harnden K, Nayak R, Malthaner R, Qiabi M, Christie S, Yilmaz R, Winkler-Schwarz A, Bajunaid K, Sabbagh AJ, Werthner P, Del Maestro R, Bratu I, Noga M, Bakhaidar M, Alsayegh A, Winkler-Schwartz A, Harley JM, Del Maestro RF, Côté D, Mortensen-Truscott L, McKellar S, Budiansky D, Lee M, Henley J, Philteos J, Gabinet-Equihua A, Horton G, Levin M, Saleem A, Monteiro E, Lin V, Chan Y, Campisi P, Meloche-Dumas L, Patocskai E, Dubrowski A, Beniey M, Bélanger P, Khondker A, Kangasjarvi E, Simpson J, Behzadi A, Kuluski K, Scott TM, Sidhu R, Karimuddin AA, Beaudoin A, McRae S, Leiter J, Stranges G, O’Brien D, Singh G, Zheng B, Moon MC, Turner SR, Salimi A, Zhu A, Tsang M, Greene B, Jayaraman S, Brown P, Zelt D, Yacob M, Keijzer R, Shawyer AC, Muller Moran HR, Ryan J, Mador B, Campbell S, Turner S, Ng K, Behzadi A, Benaskeur YI, Kasasni SM, Ammari N, Chiarella F, Lavallée J, Lê AS, Rosca MA, Semsar-Kazerooni K, Vallipuram T, Grabs D, Bougie É, Salib GE, Bortoluzzi P, Tremblay D, Kruse CC, McKechnie T, Eskicioglu C, Posel N, Fleiszer D, Berger-Richardson D, Brar S, Lim DW, Cil TD, Castelo M, Greene B, Lu J, Brar S, Reel E, Cil T, Diebel S, Nolan M, Bartolucci D, Rheault-Henry M, Abara E, Doyon J, Lee JM, Archibald D, Wadey V, Maeda A, Jackson T, Okrainec A, Leclair R, Braund H, Bunn J, Kouzmina E, Bruzzese S, Awad S, Mann S, Appireddy R, Zevin B, Gariscsak P, Liblik K, Winthrop A, Mann S, Abankwah B, Weinberg M, Cherry A, Lemieux V, Doyon J, Hamstra S, Nousiainen M, Wadey V, Marini W, Nadler A, Khoja W, Stoehr J, Aggarwal I, Liblik K, Mann S, Winthrop A, Lowy B, Vergis A, Relke N, Soleas E, Lui J, Zevin B, Nousiainen M, Simpson J, Musgrave M, Stewart R, Hall J. Canadian Conference for the Advancement of Surgical Education (C-CASE) 2021: Post-Pandemic and Beyond Virtual Conference AbstractsBlended learning using augmented reality glasses during the COVID-19 pandemic: the present and the futureActivating emotions enhance surgical simulation performance: a cluster analysisTraining in soft-tissue resection using real-time visual computer navigation feedback from the Surgery Tutor: a randomized controlled trialSonoGames: delivering a point of care ultrasound curriculum through gamificationTeaching heart valve surgery techniques using simulators: a reviewPortable, adjustable simulator for cardiac surgical skillsDesign and validity evidence for a unique endoscopy simulator using a commercial video gameComparison of a novel silicone flexor tendon repair model to a porcine tendon repair modelAssessment system using deep learningChallenges addressed with solutions, simulation in undergraduate and postgraduate surgical education, innovative education or research in surgical educationMachine learning distinguishes between skilled and less-skilled psychological performance in virtual neurosurgical performanceA powerful new tool for learning anatomy as a medical studentDevelopment and effectiveness of a telementoring approach for neurosurgical simulation training of medical studentsA team based learning approach to general otolaryngology in undergraduate medical educationStudent-led surgery interest group outreach for high school mentorship: a diversity driven initiativeRetrospective evaluation of novel case-based teaching series for first year otolaryngology residentsHarassment in surgery: assessing differences in perceptionFactors associated with medical student interest in pursuing a surgical residency: a cross-sectional survey studyUnderstanding surgical education experiences: an examination of 2 mentorship modelsLeadership development programs for surgical residents: a narrative review of the literatureValidation of knee arthroscopy simulator scoring system against subjective video analysis scoringCharacterizing the level of autonomy in Canadian cardiac surgery residentsMentorship patterns among medical students successfully matched to a surgical specialityStaying safe with laparoscopic cholecystectomy: the use of landmarking and intraoperative time-outsEndovascular aneurysm repair has changed the training paradigm of vascular residentsImplementation of a standardized handover in pediatric surgeryProcedure-specific assessment in cardiothoracic and vascular surgery: a scoping reviewLongitudinal mentorship-based programs for junior medical students increases exposure, confidence, and interest in surgeryCreating a green-shift in surgical education: a scoping review of initiatives and methods to make perioperative care more sustainableA novel plastic surgery residency bootcamp: structure and utilityVideo-based coaching for surgical residents: a systematic review and meta-analysisVirtual patient cases aligned with EPAs provide innovative e-learning strategiesAchieving competency in the CanMEDS roles for surgical trainees in the COVID-19 era: What have we learned and where do we go?Profiles of burnout and response to the COVID-19 pandemic among general surgery residents at a large academic training programLearner-driven telemedicine curriculum during the COVID-19 pandemicCentralized basic orthopaedic surgery virtual examinations — assessment of examination environmentEffects of the COVID-19 pandemic on surgical resident training: a nationwide survey of Canadian program directorsExploring the transition to virtual care in surgery and its impact on clinical exposure, teaching, and assessment during the COVID-19 pandemiecImpact of COVID-19 on procedural skills training and career preparation of medical studentsVirtual surgical shadowing for undergraduate medical students amidst the COVID-19 pandemicEducational impact of the COVID-19 third wave on a competency-based orthopedic surgery programVirtualization of postgraduate residency interviews: a ransforming practice in health care educationAn informational podcast about Canadian plastic surgery training programs: “Doctority Canada: Plastic Surgery.”Virtual versus in-person suture training: an evaluation of synchronous and asynchronous teaching paradigmsMerged virtual reality teaching of the fundamentals of laparoscopic surgery: a randomized controlled trialShould surgical skills be evaluated during virtual CaRMS residency interviews? A Canadian survey of CaRMS applicants and selection committee members during the COVID-19 pandemicImpact of the COVID-19 pandemic on surgical education for medical students: perspectives from Canada’s largest faculty of medicine. Can J Surg 2021. [PMCID: PMC8628843 DOI: 10.1503/cjs.018821] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
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Soleas E. Environmental factors impacting the motivation to innovate: a systematic review. J Innov Entrep 2021; 10:17. [PMID: 34722106 PMCID: PMC8550196 DOI: 10.1186/s13731-021-00153-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Accepted: 02/24/2021] [Indexed: 06/13/2023]
Abstract
The environments where innovation occurs are often as varied as the areas of endeavors that aspiring innovators could pursue. This systematic review followed the guidelines of the Campbell Collaboration and PRISMA to consolidate the findings of 74 studies into the Expectancy-Value-Cost motivation theoretical framework as a means of usefully isolating for decision-makers the environmental factors that impact the motivation to innovate. The results of this review reveal that additional study of interdisciplinary samples is needed to gather deep narrative and case-driven data that considers the experiences of innovators in addition to organizations. Leaders, including decision-makers, teachers, and supervisors, can set a precedent for their learners and workers to use their past experiences and to feel safe to take intelligent risks and make reasonable mistakes in pursuit of innovating. Ensuring that project teams have a mix of experiences and backgrounds can make for more productive collaborations. Proactively addressing costs can increase workplaces' psychological safety and stability, which enables workers and learners to better focus on the endeavors at hand. The articles' evaluation illustrates that conversation about innovation promotion is dominated by business, which reduces the opportunity to learn from other innovation-driven disciplines or take truly interdisciplinary approaches.
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Relke N, Soleas E, Lui J. Internal medicine residents' and program directors' perception of virtual interviews during COVID-19: a national survey. Can Med Educ J 2021; 12:e129-e130. [PMID: 33995739 PMCID: PMC8105573 DOI: 10.36834/cmej.71041] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Affiliation(s)
- Nicole Relke
- Department of Medicine, Queens University, Ontario, Canada
| | - Eleftherios Soleas
- Office of Professional Development and Educational Scholarship, Queen’s Universit, Ontario, Canada
| | - Janet Lui
- Division of Hematology, Department of Medicine, Queen’s University, Ontario, Canada
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Soleas E, Dagnone D, Stockley D, Garton K, van Wylick R. Developing Academic Advisors and Competence Committees members: A community approach to developing CBME faculty leaders. Can Med Educ J 2020; 11:e46-e56. [PMID: 32215142 PMCID: PMC7082482 DOI: 10.36834/cmej.68181] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
INTRODUCTION Implementing competency-based medical education (CBME) at the institutional level poses many challenges including having to rapidly enable faculty to be facilitators and champions of a new curriculum which utilizes feedback, coaching, and models of programmatic assessment. This study presents the necessary competencies required for Academic Advisors (AA) and Competence Committee (CC) members, as identified in the literature and as perceived by faculty members at Queen's University. METHODS This study integrated a review of available literature (n=26) yielding competencies that were reviewed by the authors followed by an external review consisting of CBME experts (n=5). These approved competencies were used in a cross-sectional community consultation survey distributed one year before (n=83) and one year after transitioning to CBME (n=144). FINDINGS Our newly identified competencies are a useful template for other institutions. Academic Advisor competencies focused on mentoring and coaching, whereas Competence Committee member's competencies focused on integrating assessments and institutional policies. Competency discrepancies between stakeholder groups existing before the transition had disappeared in the post-implementation sample. CONCLUSIONS We found value in taking an active community-based approach to developing and validating faculty leader competencies sooner rather than later when transitioning to CBME. The evolution of Competence Committees members and Academic Advisors requires the investment of specialized professional development and the sustained engagement of a collaborative community with shared concerns.
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Affiliation(s)
- Eleftherios Soleas
- Queens University, Ontario, Canada
- Correspondence: Eleftherios Soleas, 511 Union Street, Kingston, Ontario; phone: 343-364-4007;
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Moideen N, de Metz C, Kalyvas M, Soleas E, Egan R, Dalgarno N. Aligning Requirements of Training and Assessment in Radiation Treatment Planning in the Era of Competency-Based Medical Education. Int J Radiat Oncol Biol Phys 2020; 106:32-36. [DOI: 10.1016/j.ijrobp.2019.10.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2019] [Revised: 08/30/2019] [Accepted: 10/07/2019] [Indexed: 10/25/2022]
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Marcotte L, Egan R, Soleas E, Dalgarno N, Norris M, Smith C. Assessing the quality of feedback to general internal medicine residents in a competency-based environment. Can Med Educ J 2019; 10:e32-e47. [PMID: 31807225 PMCID: PMC6892309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Figures] [Subscribe] [Scholar Register] [Indexed: 10/21/2023]
Abstract
CONSTRUCT Competency Based Medical Education (CBME) is designed to use workplace-based assessment (WBA) tools to provide observed assessment and feedback on resident competence. Moreover, WBAs are expected to provide evidence beyond that of more traditional mid- or end-of-rotation assessments [e.g., In Training Evaluation Reports (ITERs)]. In this study, we investigated the quality of feedback in General Internal Medicine (GIM), by comparing WBA and ITER assessment tools. BACKGROUND WBAs are hypothesized to improve written and numerical feedback to support the development and documentation of competence. In this study, we investigated residents' and preceptors' perceptions of WBA validity, usability, and reliability and the extent to which WBAs differentiate residents' performance when compared to ITERs. APPROACH We used a mixed methods approach over a three-year period, including perspectives gathered from focus groups, interviews, along with numerical and narrative comparisons between WBA and ITERs in one GIM program. RESULTS Our quantitative analysis of feedback from seven residents' clinical assessments showed that overall rates of actionable feedback, for both ITERs and WBAs, were low (26%), with only 9% of the total providing an improvement strategy. The provision of quality feedback was not significantly different between tools; although WBAs provided more actionable feedback, ITERs provided more strategies. We found that residents and preceptors indicated the narrative component of feedback was more constructive and effective than numerical scores. Both groups perceived the focus on specific workplace-based feedback was more effective than ITERs. CONCLUSIONS Participants in this study viewed narrative, actionable, and specific feedback as essential, and an overall preference was found for written feedback over numerical assessments. However, our quantitative analyses showed that specific actionable feedback was rarely documented, despite finding an emphasis from both residents and preceptors of its importance for developing competency. Neither formative WBAs nor summative ITERs clearly provided better feedback, and both may still have a role in overall resident evaluation. Participant views differed in roles and responsibilities, with residents stating that preceptors should be responsible for initiating assessments and vice-versa. These results reveal an incongruence between resident and preceptor perceptions and practice around giving feedback and emphasize opportunities for programs adopting and implementing CBME to address how best to support residents and frontline clinical teachers.
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Affiliation(s)
- Laura Marcotte
- Faculty of Health Sciences, Queen’s University, Ontario, Canada
| | - Rylan Egan
- Faculty of Health Sciences, Queen’s University, Ontario, Canada
| | | | - Nancy Dalgarno
- Faculty of Health Sciences, Queen’s University, Ontario, Canada
| | - Matt Norris
- Faculty of Education, Queen’s University, Ontario, Canada
| | - Chris Smith
- Faculty of Health Sciences, Queen’s University, Ontario, Canada
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Marcotte L, Egan R, Soleas E, Dalgarno N, Norris M, Smith C. Assessing the quality of feedback to general internal medicine residents in a competency-based environment. Can Med Educ J 2019; 10:e32-e47. [PMID: 31807225 DOI: 10.36834/cmej.57323] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
CONSTRUCT Competency Based Medical Education (CBME) is designed to use workplace-based assessment (WBA) tools to provide observed assessment and feedback on resident competence. Moreover, WBAs are expected to provide evidence beyond that of more traditional mid- or end-of-rotation assessments [e.g., In Training Evaluation Reports (ITERs)]. In this study, we investigated the quality of feedback in General Internal Medicine (GIM), by comparing WBA and ITER assessment tools. BACKGROUND WBAs are hypothesized to improve written and numerical feedback to support the development and documentation of competence. In this study, we investigated residents' and preceptors' perceptions of WBA validity, usability, and reliability and the extent to which WBAs differentiate residents' performance when compared to ITERs. APPROACH We used a mixed methods approach over a three-year period, including perspectives gathered from focus groups, interviews, along with numerical and narrative comparisons between WBA and ITERs in one GIM program. RESULTS Our quantitative analysis of feedback from seven residents' clinical assessments showed that overall rates of actionable feedback, for both ITERs and WBAs, were low (26%), with only 9% of the total providing an improvement strategy. The provision of quality feedback was not significantly different between tools; although WBAs provided more actionable feedback, ITERs provided more strategies. We found that residents and preceptors indicated the narrative component of feedback was more constructive and effective than numerical scores. Both groups perceived the focus on specific workplace-based feedback was more effective than ITERs. CONCLUSIONS Participants in this study viewed narrative, actionable, and specific feedback as essential, and an overall preference was found for written feedback over numerical assessments. However, our quantitative analyses showed that specific actionable feedback was rarely documented, despite finding an emphasis from both residents and preceptors of its importance for developing competency. Neither formative WBAs nor summative ITERs clearly provided better feedback, and both may still have a role in overall resident evaluation. Participant views differed in roles and responsibilities, with residents stating that preceptors should be responsible for initiating assessments and vice-versa. These results reveal an incongruence between resident and preceptor perceptions and practice around giving feedback and emphasize opportunities for programs adopting and implementing CBME to address how best to support residents and frontline clinical teachers.
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Affiliation(s)
- Laura Marcotte
- Faculty of Health Sciences, Queen's University, Ontario, Canada
| | - Rylan Egan
- Faculty of Health Sciences, Queen's University, Ontario, Canada
| | | | - Nancy Dalgarno
- Faculty of Health Sciences, Queen's University, Ontario, Canada
| | - Matt Norris
- Faculty of Education, Queen's University, Ontario, Canada
| | - Chris Smith
- Faculty of Health Sciences, Queen's University, Ontario, Canada
| |
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