Education Rounds are an occasional forum sponsored by PERD to promote both interest and excellence in educational research and scholarship in the Faculty of Health Sciences, and encourage the dissemination of the results of educational research and scholarship across program, professional and disciplinary boundaries.
Education Rounds provide FHS faculty, staff and students with an opportunity to:
- present the results of their research to interested colleagues
- obtain constructive feedback in a supportive, friendly environment
- learn what their colleagues and visitors from other institutions have accomplished in the expanding, exciting field of educational scholarship
If you have educational research that you or your research team wish to share with your FHS colleagues, we'd be delighted to receive a brief proposal from you.
Please address your correspondence to the PERD Rounds Coordinator at email@example.com.
Announcing Master's of Health Science Education Program in conjunction with The Faculty of Health Sciences will be holding our Annual Geoffrey Norman Day in Education Research on Wednesday, June 7th 2017.
This event is for all Faculty and Trainees across the health professions interested in Education Research and beyond.
The call for Oral Abstracts and Posters is now open - awards for top 2 Poster & Oral Presentations!
This Research event will showcase the diverse, high quality education-related research happening within our McMaster Community. We invite you to attend to learn more about the exciting work going on.
Please join us for the next PERD Educational Rounds on Tuesday April 25th at 8am in MDCL 2218. At this talk Dr. Walter Eppich will discuss the art and science of debriefing. Dr. Eppich has taught extensively on basic and advanced simulation educator courses and served as an invited speaker around the world on topics related to simulation, feedback and debriefing.
Everyone is welcome to attend, please RSVP for this event at simulation-rounds.eventbrite.ca.
If you'd like to learn more about these events or be added to the PERD mailing list please contact us at firstname.lastname@example.org
Wednesday, March 1st, 2017 - 5:00pm
Dr. Chris Watling
BUILDING THE FOUNDATION: Observation and Feedback in CBME
Competency-based medical education (CBME) challenges educators and institutions to embed observation and feedback into their everyday approaches to teaching and learning. But in medical training, direct observation of learners remains inconsistent, and feedback too often proves suboptimal. In this talk, the reasons for these problems will be critically examined, including the role of medicine's learning culture. Ways of rising to the challenge offered by CBME will be discussed.
Wednesday, December 7th, 2016 - 5:30pm
Dr. Dave Davis
NOT YOUR GRANDMA'S CME: What we've learned (and what we need to learn) about the continuing professional development of physicians
In his talk Dr. Davis used evidence from quantitative and qualitative research as well as systematic reviews to identify the forces that have helped move CME to a more integrated and outcomes-oriented stance.
Most recently AAMC's lead for continuing healthcare education and improvement, Dr. Davis is a professor emeritus for Family and Community Medicine at the University of Toronto, and visiting professor and senior consultant to the Mohammed Bin Rashid University of Medical and Health Sciences, Dubai.
Wednesday, June 9th, 2016 - 1pm
Dr. Martin Pusic
BIG Data in Health Professions Education
Big Data is defined as the aggregation of large and heterogeneous datasets in order to both generate and confirm insights. Increasingly clinicians need to be “data competent” in order to effectively advocate for their patients. While large amounts of data can be collected in service of learning, rational use of big data will require new approaches.
Wednesday, May 5th, 2016 - 8am
Dr. Stan Hamstra
Strategies for Practical Implementation of CBME
Developing Scholarship Based on your Passion for Improving Education
Dr. Hamstra’s research addresses the validity of competency assessments for medical residents, as well as the effectiveness of simulation for teaching and assessment. He is currently VP for Milestones Research and Evaluation at the Accreditation Council for Graduate Medical Education (ACGME), which sets accreditation standards and accredits over 9000 residency training programs in the US across more than 140 medical specialties.
Wednesday, March 2nd, 2016 - 5:30pm
Dr. Stella Ng
Reflective Practice in Medical Education: Improving the Status Quo
As one of the most dominant contemporary theories of professional education and practice, reflective practice both inspires and infuriates medical educators and learners.
Dr. Stella will explore three common ways in which reflection and reflective practice have been deployed in medical education. She will argue that that critical reflection is an orientation and mechanism by which medical education can thoughtfully improve upon the status quo.
Tuesday, November 17th, 2015 - 12pm
Dr. Ryan Brydges
Competency by What Design? An Early Research Program on Competency in Bedside Invasive Procedures
Dr. Brydges will report on a recent scoping review he completed on procedural skills training in internal medicine, where he raises questions about whether we should be treatin competency as a blank concept. He suggests that rather than expecting everyone to be competent, it may be necessary to develop a system where there are streams of proceduralists and non-proceduralists. This thinking, of course, can be extended way beyond procedures...
Thursday, June 11th, 2015 - 12pm
Dr. Patricia O'Sullivan
EPAs: Assessment that Happens all the Time
Dr. O'Sullivan discussed how Entrustable Professional Activities (EPAs) are an assessment tool within the framework of competency based education that deserves attention despite the challenges they may present.
Wednesday, December 3rd, 2014 - 12pm
Dr. Rachel Elllaway
Jeux Sans Frontieres: Exploring the Relationships Between Communities and Medical Education
Dr. Ellaway explores the many and varying kinds of relationships between communities and medical education programs. She considers their practical, ideological, theoretical, and political dimensions and proposes methods and approaches to advance scholarship in this increasingly critical aspect of the medical school mission.
Wednesday, October 1st, 2014 - 12pm
Dr. Lara Varpio
The Impact of Adopting EMRs: How Losing Connectivity Effects Clinical Reasoning
As electronic medical records (EMRs) are adopted, educators must examine how this change in format impacts trainee development and knowledge base. This talk will investigate the influence of EMRs by studying clinician experiences of a hospital’s move away from paper based records, specifically how does this impact a clinician's clinical reasoning and process.
Results of the research will be discussed including how clinicians reported that this change to EMRs resulted in (1) not knowing patients’ evolving status; (2) increased cognitive workload; and (3) loss of clinical reasoning support mechanisms. Implications for teaching and practice as well as future research will be discussed.
Wednesday, April 110th, 2014 - 12pm
Dr. Nicole Woods
Rethinking the Role of Basic Science in Clinical Reasoning: A Call for Cognitive Integration
Since the time of Flexner, basic science has been considered an important part of medical education. However, there is considerable disagreement regarding its role in student learning.
In this talk, Dr. Woods will discuss recent advances in our understanding of the role of basic science knowledge in clinical reasoning. Drawing on experimental findings, she will argue for the value of biomedical knowledge in the mental representation of clinical categories. She will also discuss historical and recent attempts at “integrated curriculum” and address the fit between these models of integration and laboratory studies.
Wednesday, June 20th, 2013 - 12pm
Dr. Glenn Regehr
Just What Kind of Expert are We Making Here Anyway?
Health Professions training is the first step in our trainees' path toward clinical expertise. So the messages we send to our students about what it is to be an "expert" can have important implications for what they will strive for and try to emulate. Research suggests that our students currently construct "expertise" as a state to be achieved: an autonomous and independent practioner who know all the answers. This construction shapes their goals, their learning and their intentions with others in ways that may be detrimental both to their own practice and to the profession generally. This session will examine the assumptions underlying this version of expertise and open a discussion about how we might help our students conceptualize a ore productive version of the expert clinician.