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Decoding the Medical Science Educator Impact Factor: A Comprehensive Guide
Introduction:
Are you a medical educator striving for recognition and impact? Do you grapple with understanding the significance of impact factors and their role in advancing medical education research? This comprehensive guide delves into the intricacies of the "medical science educator impact factor," a concept often misunderstood but crucial for establishing the influence and reach of your work. We'll unpack the complexities of impact factors, explore their calculation, discuss their limitations, and ultimately, empower you to navigate this crucial metric effectively. This post offers a practical understanding of impact factors, helping you leverage them to maximize the visibility and impact of your medical education research. Let's dive in.
Understanding Impact Factors: Beyond the Numbers
The term "impact factor" often conjures up a sense of mystery and even anxiety. In the simplest terms, an impact factor (IF) is a metric reflecting the average number of citations received by articles published in a specific journal over a particular period (typically the past two years). A higher impact factor generally suggests a journal’s articles are widely cited, implying greater influence within the field. However, when applied to medical science education specifically, we must carefully consider what constitutes "impact." It's not simply about the number of citations, but also the quality of those citations and the broader influence of the research on pedagogical practices, curriculum development, and ultimately, patient care. We often see a disparity between journals focused purely on research methodology and those focusing on practical applications in medical education.
The Nuances of Calculating Medical Science Educator Impact Factors
Calculating the impact factor isn't a straightforward process, especially when focused on medical science education journals. Traditional impact factor calculations, as provided by organizations like Clarivate Analytics (for the Journal Citation Reports), rely on a vast database of citations. They count how many times articles published in a specific journal within a given period are cited in other indexed journals during the subsequent two years. However, the specific methodology can vary slightly depending on the database used, leading to potential discrepancies. Moreover, the type of research published – qualitative studies versus quantitative analyses – can influence citation rates. Qualitative research, while profoundly impactful on pedagogy, may not receive as many citations as quantitative studies due to its inherent nature. This is a crucial consideration when evaluating the "impact" of a medical science educator's work.
Limitations and Misinterpretations of Impact Factors
It's crucial to acknowledge the limitations of relying solely on impact factor. While a high impact factor can indicate strong influence, it's not a perfect measure. Here are some critical considerations:
Journal Bias: Certain journals may have a natural inclination towards publishing certain types of research, potentially skewing citation rates.
Citation Practices: Citation practices vary across disciplines and cultures, influencing impact factor scores.
Time Lag: It takes time for research to be cited, meaning recent publications might have artificially low impact factors.
Focus on Quantity over Quality: A high impact factor doesn't automatically equate to high-quality research. Some high-impact journals might publish more controversial or sensational findings that attract citations but lack lasting value.
Disciplinary Differences: The interpretation of impact factors should be contextualized within the specific discipline of medical science education, recognizing the nuanced differences between research methodologies and their impact.
Maximizing Your Influence: Strategies for Medical Educators
Despite the limitations, understanding impact factors is still valuable. For medical science educators, increasing their influence requires a multi-faceted approach:
Publishing in Reputable Journals: Aim for publication in peer-reviewed journals with a track record of publishing high-quality research in medical education.
High-Quality Research: Focus on conducting rigorous, well-designed research that addresses significant gaps in medical education. The impact of your research will be far more significant than just its citation count.
Effective Dissemination: Actively promote your research through presentations at conferences, social media engagement, and networking within the medical education community.
Collaboration and Networking: Collaborate with other researchers to increase the reach and impact of your work. Co-authorship can significantly enhance the visibility of your publications.
Focusing on Real-World Impact: Consider the practical implications of your research. How can your findings directly improve medical education practices? Highlighting the real-world applications of your research will increase its relevance and influence.
The Future of Impact Metrics in Medical Science Education
The field is actively exploring alternative metrics to enhance the assessment of research impact. These alternative metrics often encompass broader considerations such as downloads, social media shares, and the use of research findings in policy and practice. The focus is shifting towards a more holistic view of impact, moving beyond solely citation-based metrics.
Case Study: Examining a High-Impact Medical Education Journal
Let's hypothetically examine a high-impact journal, "The Journal of Medical Education Innovation." This hypothetical journal publishes cutting-edge research on innovative teaching methods, curriculum design, and assessment strategies. Its consistently high impact factor could be attributed to several factors:
Strong Editorial Board: A panel of renowned experts in medical education ensures high-quality peer review and article selection.
Focus on Translational Research: The journal prioritizes research with direct relevance to improving medical education practices.
Effective Dissemination Strategies: The journal utilizes robust online platforms, social media, and partnerships to maximize the reach of its publications.
Emphasis on Interdisciplinarity: It fosters collaboration across various disciplines within medical education, creating a richer and more influential body of work.
By analyzing the success of such a journal, we can gain valuable insights into the factors contributing to a high impact factor and leverage them to improve the impact of our own research.
Book Outline: "Navigating the Impact Factor in Medical Science Education"
I. Introduction: Defining impact factors, their relevance to medical education, and outlining the book's scope.
II. Understanding Impact Factors: Detailed explanation of impact factor calculation, different databases, and methodological considerations.
III. Limitations and Criticisms: A comprehensive overview of the shortcomings of impact factors and their potential misinterpretations.
IV. Maximizing Your Influence: Practical strategies for medical educators to improve the impact of their research.
V. Alternative Metrics: Exploring alternative ways to measure the impact of research beyond traditional citation-based metrics.
VI. Case Studies: Real-world examples of high-impact research in medical science education.
VII. Conclusion: Summarizing key takeaways and future directions for impact assessment in medical science education.
FAQs:
1. What is the average impact factor for medical education journals? The average varies significantly depending on the specific journal and database used; there's no single definitive answer.
2. Is a high impact factor essential for career advancement in medical education? While a high impact factor can be beneficial, it's not the sole determinant of career success. Other factors such as teaching excellence, mentorship, and leadership contributions also play crucial roles.
3. How can I improve the citation rate of my research? Focus on high-quality research, effective dissemination, and collaboration with other researchers.
4. Are there any ethical concerns surrounding impact factors? Yes, the pressure to publish in high-impact journals can lead to questionable research practices.
5. How frequently are impact factors updated? Usually annually, based on citation data from the previous two years.
6. What are some alternative metrics to impact factor? Altmetrics, such as social media mentions, downloads, and policy impact, provide a more holistic view of research influence.
7. Can qualitative research have a high impact despite potentially lower citation rates? Absolutely. Qualitative research often profoundly influences practice despite not accumulating high citation counts.
8. Is it appropriate to compare impact factors across different disciplines? No, comparing impact factors across vastly different fields isn't meaningful due to variations in citation practices and research methodologies.
9. How can I find the impact factor of a specific journal? Consult reputable databases such as the Journal Citation Reports (Clarivate Analytics).
Related Articles:
1. The Role of Qualitative Research in Medical Education: Explores the importance and impact of qualitative studies on improving medical teaching.
2. Improving Medical Education Through Innovation: Focuses on innovative teaching methodologies and their effectiveness.
3. The Impact of Technology on Medical Education: Discusses the role of technology in enhancing medical education.
4. Assessment Strategies in Medical Education: A Critical Review: Reviews various assessment methods and their effectiveness.
5. Curriculum Development in Medical Education: A deep dive into designing effective medical curricula.
6. The Importance of Mentorship in Medical Education: Emphasizes the role of mentorship in shaping the careers of medical professionals.
7. Global Perspectives on Medical Education: Examines diverse approaches to medical education worldwide.
8. The Future of Medical Education: Discusses trends and predictions for the evolution of medical education.
9. Measuring the Effectiveness of Medical Education Interventions: Explores different methods for evaluating the effectiveness of various educational interventions.
| medical science educator impact factor: Fundamentals and Frontiers of Medical Education and Decision-Making Jordan Richard Scheonherr, Meghan McConnell, 2024-07-22 Fundamentals and Frontiers of Medical Education and Decision-Making brings together international experts to consider the theoretical, practical, and sociocultural foundations of health professions education. In this volume, the authors review the foundational theories that have informed the early transition to competency-based education. Moving beyond these monolithic models, the authors draw from learning and psychological sciences to provide a means to operationalize competencies. The chapters cover fundamental topics including the transition from novices to experts, the development of psychomotor skills in surgery, the role of emotion and metacognition in decision-making, and how practitioners and laypeople represent and communicate health information. Each section provides chapters that integrate and advance our understanding of health professions education and decision- making. Grounded in psychological science, this book highlights the fundamental issues faced by healthcare professionals, and the frontiers of learning and decision-making. It is important reading for a wide audience of healthcare professionals, healthcare administrators, as well as researchers in judgment and decision-making. |
| medical science educator impact factor: An Insight into University Medical and Health Science Courses Sunjoo Kang, Melody Goodman, Harshad Thakur, 2022-12-26 |
| medical science educator impact factor: Symptoms in the Pharmacy Alison Blenkinsopp, Paul Paxton, John Blenkinsopp, 2013-03-27 A practical and evidence-based guide for student, pre-registration and qualified pharmacists Symptoms in the Pharmacy is an indispensable guide to the management of common symptoms seen in the pharmacy. With advice from an author team that includes both pharmacists and GPs, the book covers ailments which will be encountered in the pharmacy on a daily basis. Now in its sixth edition Symptoms in the Pharmacy has been fully revised to reflect the latest evidence and availability of new medicines. There are new sections and case studies for 'POM' to 'P' switches including chloramphenicol, sumatriptan, diclofenac, naproxen and amorolfine. This edition features colour photographs of skin conditions for the first time enabling the differentiation and diagnosis of common complaints. The public health and illness prevention content have been expanded to support this increasingly important aspect of the pharmacist’s work. The book is designed for quick and easy reference with separate chapters for each ailment. Each chapter incorporates a decision making framework in which the information necessary for treatment and suggestions on ‘when to refer’ is distilled into helpful summary boxes. At the end of each chapter there are example case studies providing the view of pharmacists, doctors and patients for most conditions covered. These easy-to-follow- chapters can be read cover to cover or turned to for quick reference. This useful guide should be kept close at hand for frequent consultation. |
| medical science educator impact factor: Health Professional as Educator: Principles of Teaching and Learning Susan B. Bastable, Deborah Sopczyk, Pamela Gramet, Karen Jacobs, 2019-02-27 Written for health professionals, the Second Edition of Health Professional as Educator: Principles of Teaching and Learning focuses on the daily education of patients, clients, fellow colleagues, and students in both clinical and classroom settings. Written by renowned educators and authors from a wide range of health backgrounds, this comprehensive text not only covers teaching and learning techniques, but reinforces concepts with strategies, learning styles, and teaching plans. The Second Edition focuses on a range of audiences making it an excellent resource for those in all healthcare professions, regardless of level of educational program. Comprehensive in its scope and depth of information, students will learn to effectively educate patients, students, and colleagues throughout the course of their careers. |
| medical science educator impact factor: Healthcare Simulation Research Debra Nestel, Joshua Hui, Kevin Kunkler, Mark W. Scerbo, Aaron W. Calhoun, 2019-11-13 This book provides readers with a detailed orientation to healthcare simulation research, aiming to provide descriptive and illustrative accounts of healthcare simulation research (HSR). Written by leaders in the field, chapter discussions draw on the experiences of the editors and their international network of research colleagues. This seven-section practical guide begins with an introduction to the field by relaying the key components of HSR. Sections two, three, four, and five then cover various topics relating to research literature, methods for data integration, and qualitative and quantitative approaches. Finally, the book closes with discussions of professional practices in HSR, as well as helpful tips and case studies.Healthcare Simulation Research: A Practical Guide is an indispensable reference for scholars, medical professionals and anyone interested in undertaking HSR. |
| medical science educator impact factor: International Perspectives on Undergraduate Research Nancy H. Hensel, Patrick Blessinger, 2020-12-21 This edited volume explores how undergraduate research and research-based teaching is being implemented in countries around the world. Leading educators come together to discuss commonly accepted definitions of undergraduate research, country-specific models and partnerships for student research, university policies and practices to support faculty and staff who engage students in research, and available assessment data that supports the effectiveness of undergraduate research as a means to increase student engagement and academic achievement. As undergraduate research has spread around the world, professors, administrators, and policymakers benefit by learning about other approaches and models of undergraduate research. |
| medical science educator impact factor: Annual Review of Information Science and Technology Blaise Cronin, 2007 ARIST, published annually since 1966, is a landmark publication within the information science community. It surveys the landscape of information science and technology, providing an analytical, authoritative, and accessible overview of recent trends and significant developments. The range of topics varies considerably, reflecting the dynamism of the discipline and the diversity of theoretical and applied perspectives. While ARIST continues to cover key topics associated with classical information science (e.g., bibliometrics, information retrieval), editor Blaise Cronin is selectively expanding its footprint in an effort to connect information science more tightly with cognate academic and professional communities. |
| medical science educator impact factor: Empathy in Health Professions Education and Patient Care Mohammadreza Hojat, 2016-04-21 In this thorough revision, updating, and expansion of his great 2007 book, Empathy in Patient Care, Professor Hojat offers all of us in healthcare education an uplifting magnum opus that is sure to greatly enhance how we conceptualize, measure, and teach the central professional virtue of empathy. Hojat’s new Empathy in Health Professions Education and Patient Care provides students and professionals across healthcare with the most scientifically rigorous, conceptually vivid, and comprehensive statement ever produced proving once and for all what we all know intuitively – empathy is healing both for those who receive it and for those who give it. This book is filled with great science, great philosophizing, and great ‘how to’ approaches to education. Every student and practitioner in healthcare today should read this and keep it by the bedside in a permanent place of honor. Stephen G Post, Ph.D., Professor of Preventive Medicine, and Founding Director of the Center for Medical Humanities, Compassionate Care, and Bioethics, School of Medicine, Stony Brook University Dr. Hojat has provided, in this new edition, a definitive resource for the evolving area of empathy research and education. For those engaged in medical student or resident education and especially for those dedicated to efforts to improve the patient experience, this book is a treasure trove of primary work in the field of empathy. Leonard H. Calabrese, D.O., Professor of Medicine, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University The latest edition of Empathy in Health Professions Education and Patient Care grounds the clinical art of empathic caring in the newly recognized contributions of brain imagery and social cognitive neuroscience. Furthermore, it updates the accumulating empirical evidence for the clinical effects of empathy that has been facilitated by the widespread use of the Jefferson Scale of Empathy, a generative contribution to clinical research by this book’s author. In addition, the book is so coherently structured that each chapter contributes to an overall understanding of empathy, while also covering its subject so well that it could stand alone. This makes Empathy in Health Professions Education and Patient Care an excellent choice for clinicians, students, educators and researchers. Herbert Adler, M.D., Ph.D. Clinical Professor of Psychiatry and Human Behavior,Sidney Kimmel Medical College at Thomas Jefferson University It is my firm belief that empathy as defined and assessed by Dr. Hojat in his seminal book has far reaching implications for other areas of human interaction including business, management, government, economics, and international relations. Amir H. Mehryar, Ph.D., Emeritus Professor of Behavioral Sciences and Population Studies, Institute for Research and Training in Management and Planning, Tehran, Iran |
| medical science educator impact factor: Information Retrieval William Hersh, 2006-05-04 Coupled with the growth of the World Wide Web, the topic of health information retrieval has had a tremendous impact on consumer health information. With the aid of newly added questions and discussions at the end of each chapter, this Second Edition covers theory practical applications, evaluation, and research directions of all aspects of medical information retireval systems. |
| medical science educator impact factor: Cumulated Index Medicus , 1968 |
| medical science educator impact factor: Current Index to Journals in Education , 1999-04 |
| medical science educator impact factor: Artificial Intelligence in Medicine David Riaño, Szymon Wilk, Annette ten Teije, 2019-06-19 This book constitutes the refereed proceedings of the 17th Conference on Artificial Intelligence in Medicine, AIME 2019, held in Poznan, Poland, in June 2019. The 22 revised full and 31 short papers presented were carefully reviewed and selected from 134 submissions. The papers are organized in the following topical sections: deep learning; simulation; knowledge representation; probabilistic models; behavior monitoring; clustering, natural language processing, and decision support; feature selection; image processing; general machine learning; and unsupervised learning. |
| medical science educator impact factor: E-Learning in the 21st Century D. Randy Garrison, 2016-10-07 The third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore technological, pedagogical, and organizational implications. The third edition has been fully updated throughout and includes new material on learning technologies, MOOCs, blended learning, leadership, and the importance and role of social connections in thinking and learning, highlighting the transformative and disruptive impact that e-learning has recently had on education. |
| medical science educator impact factor: Learning Analytics Enhanced Online Learning Support Shuang Li, 2023-12-08 Offering the latest developments in online education in the era of big data, this book explores theories, technologies, and practices in the field of data-driven online learning support services using learning analytics. This book is divided into five chapters. Chapter 1 reflects and reconstructs the connotation of learning support against the backdrop of education reform, the rise of learning analytics, and the upgrading of the demand for learning services in the new era. Chapter 2 presents a P-K-DSE-E model of online learner characteristics and discusses measurement and data representation methods for learner characteristics based on it. Chapters 3–5 focus on the three types of learning support that are closely related to learning performance and satisfaction, including the promotion of social learning, electronic learning assessment based on the learning process, and personalized tutoring and support. This book innovatively develops the concept, theory, and practical methods of student support services in distance education traditional practices in the new era and provides valuable exploration of data-driven personalized learning service methods and technologies in the era of artificial intelligence through rich examples. This book will be essential reading for students and scholars of distance and online education, educational technology, and audiovisual education. |
| medical science educator impact factor: Communities in Action National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Population Health and Public Health Practice, Committee on Community-Based Solutions to Promote Health Equity in the United States, 2017-04-27 In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome. |
| medical science educator impact factor: Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education Gotian, Ruth, Kang, Yoon, Safdieh, Joseph, 2019-12-27 The content of medical education knowledge transfer is compounded as medical breakthroughs constantly impact treatment, and new diseases are discovered at an increasingly rapid pace. While much of the knowledge transfer remains unchanged throughout the generations, there are unique hallmarks to this generation’s education, ranging from the impact of technology on learning formats to the use of standardized patients and virtual reality in the classroom. The Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education is an essential reference source that focuses on key considerations in medical curriculum and content delivery and features new methods of knowledge and skill transfer. Featuring research on topics such as the generational workforce, medical accreditation, and professional development, this book is ideally designed for teachers, physicians, learning practitioners, IT consultants, higher education faculty, instructional designers, school administrators, researchers, academicians, and medical students seeking coverage on major and high-profile issues in medical education. |
| medical science educator impact factor: Index of NLM Serial Titles National Library of Medicine (U.S.), 1984 A keyword listing of serial titles currently received by the National Library of Medicine. |
| medical science educator impact factor: Information Retrieval: A Health and Biomedical Perspective William Hersh, 2008-12-19 This series is directed to healthcare professionals who are leading the transfor- tion of health care by using information and knowledge to advance the quality of patient care. Launched in 1988 as Computers in Health Care, the series offers a broad range of titles: some are addressed to speci?c professions such as nursing, medicine, and health administration; others to special areas of practice such as trauma and radiology. Still other books in this series focus on interdisciplinary issues, such as the computer-based patient record, electronic health records, and networked healthcare systems. Renamed Health Informatics in 1998 to re?ect the rapid evolution in the discipline now known as health informatics, the series continues to add titles that contribute to the evolution of the ?eld. In this series, eminent experts, serving as editors or authors, offer their accounts of innovation in health informatics. Incre- ingly, these accounts go beyond hardware and software to address the role of information in in?uencing the transformation of healthcare delivery systems around the world. The series also increasingly focuses on “peopleware” and the organi- tional, behavioral, and societal changes that accompany the diffusion of infor- tion technology in health services environments. |
| medical science educator impact factor: Blended learning environments to foster self-directed learning Christo van der Westhuizen, Mncedisi C. Maphalala, Roxanne Bailey, 2023-03-31 This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning. |
| medical science educator impact factor: Advancing Health Education With Telemedicine Lopez, Mildred, 2021-12-10 While telemedicine was not a new concept before the COVID-19 pandemic, it has certainly helped to propel telehealth as a popular solution and tool for patients to continue to use well after the impacts of COVID-19 have been felt. However, telehealth also provided solutions for health institutions faced with the challenge of preparing the next generation of medical professionals remotely. Telemedicine allowed medical educators to accompany students in their first encounters with patients and to simulate practical scenarios. Through the pandemic, educators have striven to be more creative and propose solutions to overcome adversities such as language barriers, access to technological infrastructure, and lack of legal framework. Advancing Health Education With Telemedicine discusses and presents alternatives on taking advantage of available technologies and infrastructure of telemedicine and e-health to advance health professionals’ education. This need emerged amid the pandemic to provide patients and their families with support and guidance, but it also brought opportunities to students to continue their training and be involved in this once-in-a-lifetime experience. Covering topics such as disease-awareness campaigns, medical education, and online clinical simulation, this book serves as a dynamic resource for medical students, medical professionals, medical directors, educational software developers, researchers, communications experts, professors, and academicians. |
| medical science educator impact factor: Resources in Education , 1999-10 |
| medical science educator impact factor: Advancing Medical Education Through Strategic Instructional Design Stefaniak, Jill, 2016-12-28 Changes in technological innovation are altering modern educational systems. With instructional media continuously evolving, educators have a variety of options when deciding what tools are best for delivering their instruction. Advancing Medical Education through Strategic Instructional Design is an essential reference publication for the latest scholarly research on the importance of medical educators’ adherence to instructional design principles to yield optimal learning outcomes. Featuring extensive coverage on several relevant topics and perspectives, such as medical simulation, instructional theory, and performance analysis, this book is ideally designed for educators, physicians, and nurses seeking current research on designing effective instruction for a variety of audiences and learning contexts. |
| medical science educator impact factor: Educating Physicians Molly Cooke, David M. Irby, Bridget C. O'Brien, 2010-05-05 PRAISE FOR EDUCATING PHYSICIANS Educating Physicians provides a masterful analysis of undergraduate and graduate medical education in the United States today. It represents a major educational document, based firmly on educational psychology, learning theory, empirical studies, and careful personal observations of many individual programs. It also recognizes the importance of financing, regulation, and institutional culture on the learning environment, which suffuses its recommendations for reform with cogency and power. Most important, like Abraham Flexner's classic study a century ago, the report recognizes that medical education and practice, at their core, are profoundly moral enterprises. This is a landmark volume that merits attention from anyone even peripherally involved with medical education. —Kenneth M. Ludmerer, author, Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care This is a very important book that comes at a critical time in our nation's history. We will not have enduring health care reform in this country unless we rethink our medical education paradigms. This book is a call to arms for doing just that. —George E. Thibault, president, Josiah Macy, Jr. Foundation The authors provide us with the evidence-based model for physician education with associated changes in infrastructure, policy, and our roles as educators. Whether you agree or not with their conclusions, if you are a teacher this book is a must-read as it will frame both what and how we discuss medical education throughout the current century. —Deborah Simpson, associate dean for educational support and evaluation, Medical College of Wisconsin A provocative book that provides us with a creative vision for medical education. Using in-depth case studies of innovative educational practices illustrating what is actually possible, the authors provide sage advice for transforming medical education on the basis of learning theories and educational research. —Judith L. Bowen, professor of medicine, Oregon Health & Science University |
| medical science educator impact factor: Family Medicine J. L. Buckingham, E. P. Donatelle, W. E. Jacott, M. G. Rosen, Robert B. Taylor, 2013-06-29 JOHN S. MILLIS In 1966 the Citizens Commission on Graduate Medical Education observed that the explosive growth in biomedical science and the consequent increase in medical skill and technology of the twentieth century had made it possible for physicians to respond to the episodes of illness of patients with an ever-increasing effectiveness, but that the increase in knowledge and technology had forced most physicians to concentrate upon a disease entity, an organ or organ system, or a particular mode of diagnosis or therapy. As a result there had been a growing lack of continuing and comprehensive patient care. The Commission expressed the opinion that Now, in order to bring medicine's enhanced diagnostic and therapeutic powers fully to the benefit of society, it is necessary to have many physicians who can put medicine together again. ! The Commission proceeded to recommend the education and training of sub stantial numbers of Primary Physicians who would, by assuming primary responsi bility for the patient's welfare in sickness and in health, provide continuing and comprehensive health care to the citizens of the United States. In 1978 it is clear that the recommendation has been accepted by the public, the medical profession, and medical education. There has been a vigorous response in the development of family medicine and in the fields of internal medicine, pediatrics, and obstetrics. One is particularly impressed by the wide acceptance on the part of medical students of the concept of the primary physician. Dr. John S. |
| medical science educator impact factor: The Master Adaptive Learner William Cutrer, Martin Pusic, Larry D Gruppen, Maya M. Hammoud, Sally A. Santen, 2019-09-29 Tomorrow's best physicians will be those who continually learn, adjust, and innovate as new information and best practices evolve, reflecting adaptive expertise in response to practice challenges. As the first volume in the American Medical Association's MedEd Innovation Series, The Master Adaptive Learner is an instructor-focused guide covering models for how to train and teach future clinicians who need to develop these adaptive skills and utilize them throughout their careers. - Explains and clarifies the concept of a Master Adaptive Learner: a metacognitive approach to learning based on self-regulation that fosters the success and use of adaptive expertise in practice. - Contains both theoretical and practical material for instructors and administrators, including guidance on how to implement a Master Adaptive Learner approach in today's institutions. - Gives instructors the tools needed to empower students to become efficient and successful adaptive learners. - Helps medical faculty and instructors address gaps in physician training and prepare new doctors to practice effectively in 21st century healthcare systems. - One of the American Medical Association Change MedEd initiatives and innovations, written and edited by members of the ACE (Accelerating Change in Medical Education) Consortium – a unique, innovative collaborative that allows for the sharing and dissemination of groundbreaking ideas and projects. |
| medical science educator impact factor: Meeting Health Information Needs Outside Of Healthcare Catherine Arnott Smith, Alla Keselman, 2015-08-04 Meeting Health Information Needs Outside of Healthcare addresses the challenges and ethical dilemmas concerning the delivery of health information to the general public in a variety of non-clinical settings, both in-person and via information technology, in settings from public and academic libraries to online communities and traditional and social media channels. Professionals working in a range of fields, including librarianship, computer science and health information technology, journalism, and health communication can be involved in providing consumer health information, or health information targeting laypeople. This volume clearly examines the properties of health information that make it particularly challenging information to provide in diverse settings. - Addresses professional challenges and ethical problems of communicating health information to lay people in non-clinical settings - Focuses on health information as a challenge for different professionals providing health information in different settings - Emphasizes the shared challenges of information practice across different settings as well as those facing professionals in different roles |
| medical science educator impact factor: Identidad profesional del educador médico Mildred López, Yolanda Heredia Escorza, 2020-07-15 La identidad profesional es un concepto que se ha sido discutido por décadas; sin embargo, el proceso en el que se construye continua vagamente comprendido. Esta identidad evoluciona debido a factores como el tiempo y las experiencias profesionales. Aunado a esto, en el caso del educador médico, el contexto y la comunidad se convierten en un determinante para su estado de maduración. El libro Identidad profesional del educador médico: el legado de una comunidad, de Mildred López y Yolanda Heredia Escorza, presenta los resultados de un estudio enfocado a analizar esta identidad en un grupo de profesores clínicos en México. A lo largo de las secciones se describen las dimensiones que conforman la identidad profesional del educador médico, y se presenta un modelo que explica el proceso de maduración. Posteriormente se presentan los resultados del estudio, así como los principales hallazgos y reflexiones. |
| medical science educator impact factor: Essential Skills for a Medical Teacher Ronald M. Harden, Jennifer M Laidlaw, 2020-06-11 Perfect for new teachers in undergraduate, postgraduate, or continuing education, as well as more experienced educators who want to assess, improve, and gain new perspectives on teaching and learning, Essential Skills for a Medical Teacher is a useful, easy-to-read professional resource. This book offers a concise introduction to the field of medical education, with key coverage of educational models and theory that can help inform teaching practice. Clear illustrations and practical tips throughout make it an excellent starting point for those new to the field of medical education or who want to facilitate more effective learning for their students or trainees. - Provides hints drawn from practical experience that help you create powerful learning opportunities for your students, with readable guidelines and new techniques that can be adopted for use in any teaching program. - Includes new coverage of just-in-time learning, entrustable professional activities, steps on introducing outcome/competency-based education, selecting a teaching method, programmatic assessment, self-assessment, the student and patient as partners in the education process, the changing role of the teacher, bringing about change, and the future of medical education. - Covers recent developments in our understanding of the relationship between learning and technology, as well as curriculum planning and curriculum mapping. - Offers practical advice from leading international expert Professor Ronald Harden and co-author Jennifer Laidlaw, who has designed and taught many courses for medical teachers. - Prompts you to reflect on your own performance as an educator, as well as analyze with colleagues the different ways that your work can be approached and how your students' or trainees' learning can be made more effective. |
| medical science educator impact factor: Achieving Excellence in Medical Education Richard B. Gunderman, 2011-06-17 A goldmine of theoretical insights and practical suggestions, Achieving Excellence in Medical Education, Second Edition explores the essential question facing medical educators and learners today: What is our vision of educational excellence, and what can we do to enhance our performance? Among the topics explored within this updated, engaging, informative, and thought-provoking text are: • Education’s position as a priority of medical schools • Seminal educational insights from non-medical educators • Best practices of outstanding educators and learners • Promises and pitfalls of new educational technologies • Key resources for promoting excellence in medical education • Medical education’s role in preparing future leaders • Leadership roles for medical schools in universities and society Reviews of the first edition: This is an eloquent, quotable, and inspirational book that provides a template for Achieving Excellence in Medical Education. - Journal of the American Medical Association Gunderman is an accomplished educator, well known as a thoughtful and provocative teacher. . . I recommend his book to department chairs, clerkship and residency program directors, and education professionals who are shaping the future of medical education. - New England Journal of Medicine |
| medical science educator impact factor: Science Over Stigma Daniel B. Morehead, M.D., 2021-04-13 Dr. Morehead argues that it is time for a full-throated defense of mental health treatment, and that it falls to everyone, from medical and mental health professionals to the general public, to advocate on its behalf. He cogently lays out the science behind mental illness and mental health care, candidly discussing both what is known and what re |
| medical science educator impact factor: Health Professions Education Institute of Medicine, Board on Health Care Services, Committee on the Health Professions Education Summit, 2003-07-01 The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system. |
| medical science educator impact factor: Oxford Textbook of Medical Education Kieran Walsh, 2016 Providing a comprehensive and evidence-based reference guide for those who have a strong and scholarly interest in medical education, the Oxford Textbook of Medical Education contains everything the medical educator needs to know in order to deliver the knowledge, skills, and behaviour that doctors need. The book explicitly states what constitutes best practice and gives an account of the evidence base that corroborates this. Describing the theoretical educational principles that lay the foundations of best practice in medical education, the book gives readers a through grounding in all aspects of this discipline. Contributors to this book come from a variety of different backgrounds, disciplines and continents, producing a book that is truly original and international. |
| medical science educator impact factor: The Future of Nursing Institute of Medicine, Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine, 2011-02-08 The Future of Nursing explores how nurses' roles, responsibilities, and education should change significantly to meet the increased demand for care that will be created by health care reform and to advance improvements in America's increasingly complex health system. At more than 3 million in number, nurses make up the single largest segment of the health care work force. They also spend the greatest amount of time in delivering patient care as a profession. Nurses therefore have valuable insights and unique abilities to contribute as partners with other health care professionals in improving the quality and safety of care as envisioned in the Affordable Care Act (ACA) enacted this year. Nurses should be fully engaged with other health professionals and assume leadership roles in redesigning care in the United States. To ensure its members are well-prepared, the profession should institute residency training for nurses, increase the percentage of nurses who attain a bachelor's degree to 80 percent by 2020, and double the number who pursue doctorates. Furthermore, regulatory and institutional obstacles-including limits on nurses' scope of practice-should be removed so that the health system can reap the full benefit of nurses' training, skills, and knowledge in patient care. In this book, the Institute of Medicine makes recommendations for an action-oriented blueprint for the future of nursing. |
| medical science educator impact factor: The Dimensions of Physical Education - BOOK ONLY Lori Ciccomascolo, Eileen Sullivan, 2013 The Dimensions of Physical Education is an all-in-one reader that addresses important issues in physical, health, and sport education. The text assists students in learning the designated content by providing reader-friendly, scholarly articles and letters that discuss the real issues in the field. Instructors are encouraged to use the articles to challenge students to think about how all of the dimensions of physical and health education connect to each other. The format of the text allows instructors to select and teach the content of the chapters in any order that meets the needs of their students and courses. Topics Covered include: The significance of physical education Effective teaching methods Means of motivating students Character education Assessment measurements Technology Gender issues & diversity Professional development Service-learning Adapted PE |
| medical science educator impact factor: Current Serials Received British Library. Document Supply Centre, 2004 |
| medical science educator impact factor: Culturally Responsive Teaching Geneva Gay, 2010 The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of English Plus instruction. |
| medical science educator impact factor: Success in Academic Surgery Herbert Chen, Lillian S. Kao, 2016-11-26 This second edition book reinforces the curriculum of the Association for Academic Surgery (AAS) courses and also provides guidance to individual surgeons who have not had the opportunity to attend these courses. Thus, this book is a valuable reference for medical students, surgical residents, and young surgical faculty. It gives an overview of the other titles of the Success in Academic Surgery Series, and will include additional chapters on global surgery, surgical QI and getting started in leadership. While many of the topics are stable over time, health services research is increasingly popular with surgical trainees and faculty, and funding is very different than it was when the first edition published back in 2012. This second edition is the core book in the AAS Fall Courses, which is currently given to every attendee, as well as being suggested for the international courses, which take place in Australasia, Colombia, France, Italy, West Africa, Germany, etc. |
| medical science educator impact factor: School Health Practice Carl Leonard Anderson, William H. Creswell, 1980 |
| medical science educator impact factor: A Framework for Educating Health Professionals to Address the Social Determinants of Health National Academies of Sciences, Engineering, and Medicine, Institute of Medicine, Board on Global Health, Committee on Educating Health Professionals to Address the Social Determinants of Health, 2016-10-14 The World Health Organization defines the social determinants of health as the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life. These forces and systems include economic policies, development agendas, cultural and social norms, social policies, and political systems. In an era of pronounced human migration, changing demographics, and growing financial gaps between rich and poor, a fundamental understanding of how the conditions and circumstances in which individuals and populations exist affect mental and physical health is imperative. Educating health professionals about the social determinants of health generates awareness among those professionals about the potential root causes of ill health and the importance of addressing them in and with communities, contributing to more effective strategies for improving health and health care for underserved individuals, communities, and populations. Recently, the National Academies of Sciences, Engineering, and Medicine convened a workshop to develop a high-level framework for such health professional education. A Framework for Educating Health Professionals to Address the Social Determinants of Health also puts forth a conceptual model for the framework's use with the goal of helping stakeholder groups envision ways in which organizations, education, and communities can come together to address health inequalities. |
| medical science educator impact factor: Journal of Dental Education , 1959 |
