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Educational Diagnosis Wheel Educational Diagnosis Wheel Educational Diagnosis Wheel

Educational Diagnosis Wheel Educational Diagnosis Wheel Educational Diagnosis Wheel

Citations

... Factors suggestive of academic difficulties during undergraduate or postgraduate medical training and educational diagnoses are well described in the medical education literature (Cariaga-Lo et al. 1997;Stern et al. 2005;Yates and James 2006). Most of the frameworks supporting the analysis of challenging learning situations in medical education (Shapiro et al. 1987;Gordon 1993;Vaughn et al. 1998;Kahn 2001;Mitchell et al. 2005) can be summarized by the one proposed by Steinert (2008Steinert ( , 2013, adapted as the Educational Diagnosis Wheel (Lacasse 2009). ...
... These personal life issues, together with difficulties at the teacher level (personal life issues or gaps in faculty development) or environment/system level (learning climate or learning conditions) often have an impact on competency development and resulting academic success. However, these dimensions around learning which contribute to academic difficulties should not excuse competence issues but help to explain the educational diagnosis and plan management accordingly (Lacasse 2009). ...
... Many types of interventions for remediation of clinical reasoning appeared under the Associations group of BCT. Educational diagnosis wheel (adapted from (Lacasse 2009) and distribution of the retrieved remediation interventions with their strength of recommendation. This framework refers to a socioconstructivist approach to learning, where the learner interacts with a teacher in a learning environment or system. ...
Article
Background: Clinical teachers often struggle to report unsatisfactory trainee performance, partly because of a lack of evidence-based remediation options. Objectives: To identify interventions for undergraduate (UG) and postgraduate (PG) medical learners experiencing academic difficulties, link them to a theory-based framework and provide literature-based recommendations around their use. Methods: This systematic review searched MEDLINE, CINAHL, EMBASE, ERIC, Education Source and PsycINFO (1990–2016) combining these concepts: medical education, professional competence/difficulty and educational support. Original research/innovation reports describing intervention(s) for UG/PG medical learners with academic difficulties were included. Data extraction employed Michie’s Behavior Change Techniques (BCT) Taxonomy and program evaluation models from Stufflebeam and Kirkpatrick. Quality appraisal used the Mixed Methods Appraisal Tool (MMAT). The authors synthesized extracted evidence by adapting the GRADE approach to formulate recommendations. Results: Sixty-eight articles met the inclusion criteria, most commonly addressing knowledge (66.2%), skills (53.9%) and attitudinal problems (26.2%), or learner personal issues (41.5%). The most common BCTs were Shaping knowledge, Feedback/monitoring, and Repetition/substitution. Quality appraisal was variable (MMAT 0–100%). A thematic content analysis identified 109 interventions (UG: n = 84, PG: n = 58), providing 24 strong, 48 moderate, 26 weak and 11 very weak recommendations. Conclusion: This review provides a repertoire of literature-based interventions for teaching/learning, faculty development, and research purposes.
... Furthermore, the pedagogical skills needed to teach patients and families may be similar to those needed to teach medical learners despite changes in the content and context of that teaching. [21][22][23][24] In cases where a term was used more than once in one level of a developmental progression (e.g., " … teaches how to obtain a history and physical examination … teaches presentation techniques"), the term was counted once on the premise that the two Milestones could be alternatively stated as a single performance indicator (i.e., teaches history-taking, physical examination, and oral presentation skills). This method was necessary to preserve the ability to make comparisons between specialties that use language efficiently and those that offer more specific Milestones. ...
... Similarly, some patient teaching encounters may be relatively easy, whereas others require significant expertise to navigate. The pedagogical skills used to overcome these teaching challenges, such as diagnosing the learner, developing schemas that aid in learner understanding, teaching problem-solving skills, and developing a rapport, can be similar for multiple learner types, including both medical learners and patients, [21][22][23][24] although the content and context for their use may differ. When it comes to the development of medical educators, we should see increasing complexity of pedagogical skill over time rather than medical knowledge or hierarchy. ...
Article
Construct: For curriculum development purposes, this study examined how the development of residents as educators is reflected in the Accreditation Council for Graduate Medical Education (ACGME) Milestones. Background: Residents teach patients, families, medical students, physicians, and other health professionals during and beyond their training. Despite this expectation, it is unclear how the development of residents as educators is reflected in the specialty-specific Milestones. Approach: We performed a textual content analysis of 25 specialty Milestone documents available as downloads from the ACGME website in December 2015. Syntactical units of interest included developmental progressions that describe the development of educators over the course of residency training and 16 key terms identified during the analysis. We then categorized the terms by associated Milestone level, ACGME core competency, and targeted learner(s). Results: We identified 10 developmental progressions and 546 instances of the 16 key terms that describe the development of physician educators. The frequency of terms among specialties was quite variable (5–46 terms per specialty, Mdn = 21). The majority of education-related terms appeared at advanced Milestone levels; there were 139 (26%) such instances in Level 4 and 296 (54%) in Level 5. Education-related terms were identified in all six ACGME core competencies, with greatest frequency in Patient Care (157, 29%). Other residents were the learners most frequently targeted by education-related Milestones (211, 40%). Conclusions: The current ACGME Milestones largely imply that resident teaching is a high-level or aspirational goal, achieved without a clear or consistently assessed developmental progression. These findings run counter to the theoretical basis that underlies the development of the Milestones. Wide variation among specialties indicates lack of consensus around the ideal skill set of the resident educator and limits the utility of these documents for curriculum development in this domain.
... Nous l'avons appelée « roulette », terme fréquemment employé au Québec pour décrire les documents plastifiés faits de cercles rotatifs mobiles et utilisés dans le cadre des activités cliniques : par exemple, pour calculer la date prévue de l'accouchement, connaître le moment des injections de contraceptifs à longue durée d'action ou établir le calendrier des vaccinations chez les jeunes enfants. On recourt aussi à une roulette pour décrire les difficultés d'apprentissage des étudiants en médecine (Lacasse, 2009 Ainsi, les deux fonctions qui définissent toute communication professionnelle, c'est-à-dire échanger de l'information et établir une relation, sont placées au centre, alors que d'autres contenus, tels que « se servir du courriel pour communiquer », se trouvent vers l'extérieur de la roulette. Au dos de l'outil-objet qu'est la roulette sont présentées les quatre métacatégories dans lesquelles sont regroupés les constituants (voir la figure 1.2). ...
Book
Full-text available
Une communication professionnelle efficace est essentielle à la qualité des soins et en est indissociable. Les récentes transformations de la société et du système de santé se sont accompagnées de changements dans la façon dont les professionnels de la santé et les patients interagissent. Les professionnels de la santé doivent acquérir non seulement un savoir technique et clinique, mais également des habiletés communicationnelles et relationnelles pour faire face à la complexité et à la diversité des tâches qui leur incombent. La maîtrise de la communication en santé ne peut plus être considérée comme périphérique par rapport à l’exercice de la médecine et, de ce fait, doit faire l’objet d’une formation rigoureuse, au même titre que les sciences fondamentales et cliniques. Près de 60 auteurs participent à ce volume.
... The results of the literature review were presented in 3 separate chapters: chapter 1 reviewed the symptoms and signs that indicated potential problems; chapter 2 summarized the literature on educational diagnosis and aimed to help teachers expand their "differential" in various challenging learning situations; and chapter 3 reviewed the management of challenging learning situations. 1 This article presents updated content from chapter 4, which combines the findings of the first 3 chapters to develop innovative, structured educational tools and models to aid supervisors and clinical teachers in the diagnosis and management of learners facing challenges. Part 1 detailed the data-gathering phase. 2 Part 2 discusses objective examination of learners in difficulty, educational diagnosis, and management of challenging learning situations. ...
... A number of classification models of learners' problems were reviewed in chapter 2 of our book. 1 To Although academic difficulties might be principally owing to deficits in knowledge, skills, or attitude, it is important to keep in mind that problematic functioning arising from such deficits might be exacerbated by personal problems or external stressors. ...
... The results of the literature review were presented in 3 separate chapters: chapter 1 reviewed the symptoms and signs that indicated potential problems; chapter 2 summarized the literature on educational diagnosis and aimed to help teachers expand their "differential" in various challenging learning situations; and chapter 3 reviewed the management of challenging learning situations. 1 This article presents the content of chapter 4, which combines the fi ndings of the fi rst 3 chapters in an effort to develop innovative and structured educational tools and models to aid supervisors and clinical teachers in the diagnosis and management of learners facing challenges. Part 1 details the data-gathering phase. ...
... Many frameworks have been proposed in the educational literature and are summarized in the book. 1 Each framework starts with a data-gathering (history) phase followed by a diagnosis and management phase. However, despite the numerous frameworks available that outline the evaluation and management of learners facing challenges, most provide only a rather vague "road map" without links to specifi c tools or comprehensive classifi cation models to help facilitate the diagnosis and management of learners facing challenges. ...
... Nous l'avons intitulé « roulette », terme fréquemment utilisé au Québec pour décrire les petits documents plastifiés avec cercles rotatifs mobiles utilisés dans le cadre des activités cliniques, par exemple pour calculer la date prévue de l'accouchement, le moment des injections de contraceptifs à longue durée d'action ou le calendrier des vaccinations chez les jeunes enfants. Une telle « roulette » est aussi disponible pour décrire les difficultés d'apprentissage des étudiants en médecine [19] . Ce choix graphique et conceptuel est largement inspiré du modèle proposé par le « UK council for clinical communication skills teaching in undergraduate medical education » et publié récemment par von Fragstein et al. [7] . ...
... Nous l'avons intitulé « roulette », terme fréquemment utilisé au Québec pour décrire les petits documents plastifiés avec cercles rotatifs mobiles utilisés dans le cadre des activités cliniques, par exemple pour calculer la date prévue de l'accouchement, le moment des injections de contraceptifs à longue durée d'action ou le calendrier des vaccinations chez les jeunes enfants. Une telle « roulette » est aussi disponible pour décrire les difficultés d'apprentissage des étudiants en médecine [19] . Ce choix graphique et conceptuel est largement inspiré du modèle proposé par le « UK council for clinical communication skills teaching in undergraduate medical education » et publié récemment par von Fragstein et al. [7] . ...
Article
Full-text available
Résumé – Contexte : Les initiatives pédagogiques en enseignement de la communication restent trop souvent théoriques et cloisonnées. Dans le cadre d’un projet pédagogique facultaire orienté sur l’approche par compétences, un groupe de travail a recensé les contenus de la formation en communication médicale à donner et a identifié les habiletés communicationnelles à maîtriser. La description des différents contenus et habiletés en communication professionnelle en médecine permettra de guider les étudiants dans leur curriculum de formation et de soutenir les enseignants dans le développement d’activités pédagogiques. Méthodes : Depuis 2007, un groupe de représentants des départements de médecine familiale, de médecine d’urgence, d’autres spécialités médicales et chirurgicales, d’experts en pédagogie et en communication et un étudiant s’est réuni régulièrement. Il a proposé une définition et une description de l’ensemble des constituantes de la communication médicale en tenant compte des données scientifiques publiées en communication et en pédagogie. Résultats : Une proposition d’organisation des connaissances et des habiletés nécessaires au développement de la compétence en communication a émergé du travail du « conseil de compétence communication ». La représentation développée suggère une approche systématique et graduelle de la formation où la réussite repose sur la maîtrise progressive des différentes constituantes. Ainsi, les formateurs disposeront d’un contexte théorique, d’une identification des différents savoirs et savoir-faire nécessaires à une communication professionnelle efficace, ainsi que d’un outil pédagogique sous forme d’une roulette combinant les différentes facettes de la communication et les multiples situations professionnelles que le praticien rencontre. Conclusion : Ce document servira de base aux responsables pédagogiques facultaires