Archive for the ‘Simulation’ Category

ICRE_12_1077More than 1,400 educators worldwide attend ICRE each year to explore the latest trends and innovations in postgraduate medical education. They benefit from more than four plenary lectures, 60 workshops and more than 180 paper and poster presentations focused exclusively on residency training.

Why should you plan to join them?

  1. Enhancing Educational Outcomes: This year’s theme is Educational Outcomes: Inspiring Residents, Improving Care. Attended and you’ll not only learn about how to strengthen the link between training and patient care, but also practical assessment and teaching methods to improve how you improve performance. (more…)

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Miss that great competency-based assessment workshop or KeyLIME paper session? Want to revisit the resident duty hours debate? Audio recordings and slides from select ICRE 2012 workshops are now available online. Explore new ways to enhance your educational practice.

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The Journal of Graduate Medical Education and ICRE jointly reviewed research abstracts submitted to the 2012 conference, and they have all been published online. Don’t miss this great resource. Click here to continue.

More 2012 slides and recordings will be posted on the ICRE website and shared in the coming weeks.

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The Journal of Graduate Medical Education has published all the ICRE 2012 research abstracts, both in a print supplement available at ICRE and now online.

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ICRE recently connected with Drs. Andrew Warren and Lara Hazelton to discuss the challenge of effectively teaching the CanMEDS Professional Role. This issue and more will be explored in their October 20 ICRE workshop: “Teaching and evaluating the CanMEDS Professional Role: Program directors’ perspectives”.

What are some of the most common concerns educators express about teaching and evaluating professionalism?

Program directors cited lack of clarity around the elements/ domains of the professional role, difficulties in translating resident attitudes into behaviours,  getting faculty buy-in, understanding generational differences that contribute to differences in the interpretation of what constitutes a professional, the challenge of teaching “hard wired” qualities such as honesty and integrity and assessing the effectiveness of learning this type of attribute, as challenges to teaching and evaluating professionalism.

Teaching professionalism seems to encompasses a wide variety of concepts and topics.  What are the most important ones to focus on? (more…)

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