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case western reserve university

Center for the Advancement of Medical Learning (CAML)

 
 

Medical Education Journal Club

GOAL: To create a community of scholars to discuss recent research in medical education

 

METHODS:
Monthly meetings will be held again for Spring 2008. A faculty member will facilitate discussion and critique the assigned reading.  All interested members of School of Medicine community (faculty, staff, students) are invited.


Meeting Time: Wednesdays 4pm-5pm
Location: Center for the Advancement of Medical Learning - SOM E404

 

SPRING 2008

Date
Topic
Article
Faculty Facilitator Ideas

February 20

A systematic review of problem-based learning on physician competency.

The effects of problem based learning during medical school on physican competency: a systematic review.

 

Koh G., Khoo H., Wong, M.L., Koh D.

Terry Wolpaw, M.D.

March 19

Is there hardening of the heart during medical school?

Is there hardening of the heart during medical school?

 

Newton B.W., Barber L., Clardy J., Cleveland E., and O'Sullivan P.

Daniel Wolpaw, M.D.

April 16

Learning Professionalism: A View from the Trenches

Learning Professionalism: A View from the Trenches

 

Brainard, A. and Brislen, H.C.

Charles Malemud, Ph.D.

May 21

Use of structured interviews to predict future clinical performance.

Multiple
mini-interviews predict clerkship and licensing examination performance

Reiter HI, Eva KW, Rosenfeld J, Norman GR.

Lynda Montgomery, M.D., M.Ed.

 

FALL 2007

Date
Topic
Article
Faculty Facilitator Ideas
September 19, 2007 Undergraduate Medical Education

Teaching professionalism in the early years of a medical curriculum: a qualitative study

John Goldie, Al Dowie, Phil Cotton, and Jillian Morrison

Elizabeth McKinley, M.D., M.P.H.

October 17, 2007 Work in Progress

Discussion on a current manuscript in progress

Peggy Stager, M.D.

 

November 14, 2007
Deliberate Practice in Expertise

Deliberate Practice and the Acquisition and Maintenance of Expert Performance in Medicine and Related Domains

 

Ericsson, K Anders

Mark Gelula, Ph.D.