Welcome to the Faculty of Health Sciences Education Journal Club!

The Health Sciences Education Journal Club is a collaborative effort of the offices of Faculty Development and the Office of Health Sciences Education. The Journal Club will meet once a month, on the third Wednesday of every month in Bracken 121 from 8am - 9am.


Objectives of the Health Sciences Education Journal Club:

1)    To learn and practise critical appraisal skills with respect to health science education literature

2)    To use evidence based literature to guide our educational practice

3)    To keep up to date on current and relevant literature in health sciences education

4)    To stimulate an educational discussion for those engaged in health sciences education

5)    To provide an enriched social and learning environment for faculty engaged in health sciences education

 

2012 Schedule:

Date	Facilitator	Topic	Articles
January 18	Laura McEwen	Feedback: a multidimensional phenomenon	Archer, J. C. (2010). State of the Science in Health Professional Education: effective feedback. Medical Education, 44, 101-108. http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/03080110/v44i0001/101_sotsihpeef Krackov, S. K. (2011). Expanding the horizon for feedback. Medical teacher, 33(11), 873-874. http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/0142159x/v33i0011/873_ethff Milan, F. B., Dyche, L., & Fletcher, J. (2011). "How am I doing?" Teaching medical students to elicit feedback during their clerkships. Medical teacher, 33(11), 904-910. http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/0142159x/v33i0011/904_aidtmstefdtc Suggested Approach and Guided Reading Questions
February 15	Leslie Flynn	CanMEDS Competencies: The Intrinsic Roles	Whitehead, C., Austin, Z., Hodges, B. (2011). Flower power: the armoured expert in the CanMEDS competency framework. Advances in Health Sciences Education, 16(5), 691-694. http://ejournals2.scholarsportal.info/details.xqy?uri=/13824996/v16i0005/681_fptaeitccf.xml Sherbino, J., Frank, J., Flynn, L., Snell, L. (2011) "Intrinsic Roles" rather than "armour": renaming the "non-medical expert roles" of the CanMEDS framework to match their intent. Advances in Health Sciences Education, 16(5), 695-697. http://ejournals2.scholarsportal.info/details.xqy?uri=/13824996/v16i0005/695_rrtrtecftmti.xml Whitehead, C., Austin, Z., Hodges, B. (2011). Intentions versus unintended discursive consequences: reflections upon Sherbino et al.'s commentary on "Flower Power". Advances in Health Sciences Education, 16(5), 699-701.  http://journals2.scholarsportal.info/details.xqy?uri=/13824996/v16i0005/699_ivudcrseacop.xml Suggested Approach and Guided Reading Questions
March 21	Sheila Pinchin	Reflection – not “navel gazing”: Teaching and assessing reflection as critical analysis and self-assessment	Wald, Hedy S., Borkan, Jeffrey M., Taylor, Julie Scott, Anthony, David, & Reis, Shmuel P., (2012). Fostering and Evaluating Reflective Capacity in Medical Education: Developing the REFLECT Rubric for Assessing Reflective Writing. Academic Medicine, 87(1), 41-50. http://proxy.queensu.ca/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001888-201201000-00015&LSLINK=80&D=ovft   Sandars, J. (2009). The use of reflection in medical education: AMEE guide no. 44. Med Teach, 31:685-695. http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/0142159x/v31i0008/685_tuorimeagn4   Coulehan, Jack & Granek, Iris A. (2012). Commentary: “I hope I’ll Continue to Grow”: Rubrics and Reflective Writing in Medical Education. Academic Medicine, 87(1), 8-10. http://proxy.queensu.ca/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001888-201201000-00009&LSLINK=80&D=ovft   Suggested Approach and Guided Reading Questions
April 25	Julia Brook	Competence	Fernandez, N., Dory, V., Ste-Marie, L., Chaput, M., Charlin, B., & Boucher, A. (2012). Varying competence: An analysis of ow health science educatiors define competence. Medical Education, 46, 357-365. http://proxy.queensu.ca/login?url=http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2011.04183.x/abstract Suggested Approach and Guided Reading Questions
May 16	Sue Fostaty-Young	Key Features	Farmer, E. A., & Page, G. (2005). A practical guide to assessing clinical decision-making skills using the key features approach. Medical Education, 39, 1188-1194. http://proxy.queensu.ca/login?url=http://resolver.scholarsportal.info/resolve/03080110/v39i0012/1188_apgtacsutkfa Page, G., Bordage, G., & Allen, T. (1995). Developing key feature problems and examinations to assess clinical decision-making skills. Academic Medicine, 70(3), 194-201. http://proxy.queensu.ca/login?url=http://gateway.ovid.com/ovidweb.cgi?T=JS&MODE=ovid&PAGE=fulltext&D=ovft&AN=00001888-199503000-00009&NEWS=N Suggested Approach and Guided Reading Questions
June 20	Gurjit Sandhu	TBA	TBA