Cargando…

The Massive Online Needs Assessment (MONA) to inform the development of an emergency haematology educational blog series

BACKGROUND: Online educational resources are criticized as being teacher-centred, failing to address learner’s needs. Needs assessments are an important precursor to inform curriculum development, but these are often overlooked or skipped by developers of online educational resources due to cumberso...

Descripción completa

Detalles Bibliográficos
Autores principales:	Chan, Teresa M., Jo, David, Shih, Andrew W., Bhagirath, Vinai C., Castellucci, Lana A., Yeh, Calvin, Thoma, Brent, Tseng, Eric K., de Wit, Kerstin
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Bohn Stafleu van Loghum 2018
Materias:	Show and Tell
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6002288/ https://www.ncbi.nlm.nih.gov/pubmed/29488097 http://dx.doi.org/10.1007/s40037-018-0406-0

Ejemplares similares

Using Google Scholar to track the scholarly output of research groups
por: Thoma, Brent, et al.
Publicado: (2019)

East meets West: Shadow coaching to support online reflective practice
por: Byszewski, Anna, et al.
Publicado: (2018)

A standardized online clinical education and assessment tool for neurology clerkship students assigned to multiple sites
por: Holland, Neil R., et al.
Publicado: (2013)

Evaluating the impact of interactive and entertaining educational conferences
por: Jerardi, Karen, et al.
Publicado: (2013)

Focus on international research strategy and teaching: the FIRST programme
por: Ibrahim, Halah, et al.
Publicado: (2013)

Podcasting as a novel way to communicate with medical school applicants
por: Ferguson, Benjamin D., et al.
Publicado: (2014)

An integrated model for developing research skills in an undergraduate medical curriculum: appraisal of an approach using student selected components
por: Riley, Simon C., et al.
Publicado: (2013)

Innovations in multidisciplinary education in healthcare and technology
por: van Hoof, Joost, et al.
Publicado: (2015)

Longitudinal evaluation, acceptability and long-term retention of knowledge on a horizontally integrated organic and functional systems course
por: Palha, Joana Almeida, et al.
Publicado: (2015)

Promoting faculty professionalism: a case-based approach
por: Dieter, Patricia M., et al.
Publicado: (2015)

Fostering informed empathy through patient-centred education about persons with disabilities
por: Miller, Sonya R.
Publicado: (2015)

Peer-led live research demonstrations: challenging medical student misconceptions about research
por: O’Connor, Stuart, et al.
Publicado: (2016)

The progress test of medicine: the Dutch experience
por: Tio, René A., et al.
Publicado: (2016)

A novel mentorship programme for residents integrating academic development, clinical teaching and graduate medical education assessment
por: Bhatia, Kriti, et al.
Publicado: (2016)

‘Becoming a Physician’–medical students get acquainted with disadvantaged populations, and practise sensitive and effective communication
por: Riskin, Arieh, et al.
Publicado: (2015)

Do research findings on schema-based instruction translate to the classroom?
por: Blissett, Sarah, et al.
Publicado: (2015)

Practising what we preach: using cognitive load theory for workshop design and evaluation
por: Naismith, Laura M., et al.
Publicado: (2015)

Bridging the gap between CBME in theory and practice: the role of a teacher community
por: Gercama, Ale, et al.
Publicado: (2014)

Combining Peyton’s four-step approach and Gagne’s instructional model in teaching slit-lamp examination
por: Ng, Jia Yu
Publicado: (2014)

Facilitating the initiation of the physician’s professional identity: Cornell’s urban semester program
por: Goldstein, Peter A., et al.
Publicado: (2014)

The binding study advice in medical education: a 2-year experience
por: Eijsvogels, Thijs M.H., et al.
Publicado: (2015)

Where is the leak in the pipeline? Investigating gender differences in academic promotion at an academic medical centre
por: Paulus, Jessica K., et al.
Publicado: (2016)

Near peer integrated teaching for final year medical students
por: Fulford, Laurence, et al.
Publicado: (2016)

Developing a leadership pipeline: the Cleveland Clinic experience
por: Hess, Caryl A., et al.
Publicado: (2014)

‘From scared to prepared’: targeted structured induction training during the transition from medical school to foundation doctor
por: Blencowe, Natalie S., et al.
Publicado: (2015)

Developing students’ teaching through peer observation and feedback
por: Rees, Eliot L., et al.
Publicado: (2015)

A survey of graduates’ perceptions on a Chinese medical school’s traditional and reform curricula
por: Sherer, Renslow, et al.
Publicado: (2016)

The role of early inter-professional and inter-agency encounters in increasing students’ awareness of the clinical and community context of medicine
por: Thandi, Charankumal Singh, et al.
Publicado: (2016)

A journal club for peer mentorship: helping to navigate the transition to independent practice
por: MacMillan, Thomas E., et al.
Publicado: (2016)

Community action research track: Community-based participatory research and service-learning experiences for medical students
por: Gimpel, Nora, et al.
Publicado: (2018)

If at first you don’t succeed … adoption of iPad marking for high-stakes assessments
por: Judd, Terry, et al.
Publicado: (2017)

CONTeMPLATE—a mnemonic to help medical educators infuse reflection into their residency curriculum
por: Cheung, Lawrence
Publicado: (2017)

Sprint to work: A novel model for team science collaboration in academic medicine
por: Sinha, Shashank S., et al.
Publicado: (2018)

Applying four-component instructional design to develop a case presentation curriculum
por: Daniel, Michelle, et al.
Publicado: (2018)

Interprofessional educator development: Build it and they will come
por: Pien, Lily C., et al.
Publicado: (2018)

Symposia in undergraduate medical education: tailoring training in competencies to students’ needs
por: Reefman, Karin, et al.
Publicado: (2017)

Workplace mentoring of residents in generic competencies by an independent coach
por: Stigt, Jos A., et al.
Publicado: (2018)

Lessons learned from a student-driven initiative to design and implement an Organ and Tissue Donation course across Canadian medical schools
por: Fletcher, Alexandra, et al.
Publicado: (2018)

Use of an e‑portfolio mapping tool: connecting experiences, analysis and action by learners
por: Heeneman, Sylvia, et al.
Publicado: (2019)

Visualizing faculty development impact: A social network analysis
por: Foo, Yang Yann, et al.
Publicado: (2019)

Cannot write session to /tmp/vufind_sessions/sess_rqtkl0dbvq8i98l0ha814v2u09