Lacasse M. Educational diagnosis and management of challenging learning situations in medical education. Quebec City QC: Department of Family and Emergency Medicine, Faculty of Medicine, Laval University, 2009. [Class: EDUCATION]
Rollnick S, Miller WR, Butler CC. Motivational interviewing in health care: helping patients change behavior. New York NY: Guilford Press, 2008. [Class: HEALTH BEHAVIOR]
Centre for Faculty Development. Annual report 2007/08. Toronto ON: Centre for Faculty Development, Faculty of Medicine, University of Toronto, 2008. [Class: REPORTS - CFD]
Centre for Faculty Development. Education Scholars Program: 2006-2008 report. Toronto ON: Centre for Faculty Development, Faculty of Medicine, University of Toronto, 2008. [Class: REPORTS - CFD]
Kern DE, Thomas PA, Hughes MT. Curriculum development for medical education: a six-step approach. 2nd ed. Baltimore MD: Johns Hopkins University Press, 2009. [Class: EDUCATION]
Vaillant GE. Aging well: surprising guideposts to a happier life from the landmark Harvard study of adult development. New York NY: Little, Brown and Company, 2002. [Class: AGING AND GERIATRICS]
Sotile WM, Sotile MO. The medical marriage: sustaining healthy relationships for physicians and their families. Chicago IL: American Medical Association (AMA), 2000. [Class: PHYSICIANS]
Journal Watch is a weekly blog by Richard Lehman. Lehman provides personal commentary on articles from leading medical journals that are selected for their interest to doctors and others.
"This week on the season launch of White Coat, Black Art: A trainee doctor in Canada is expected to work between 70 and 90 hours a week -- week after week, year after year. And while they're doing that, they're taking care of you and your loved ones. In the US and European Union they've limited the hours residents can work, to help protect patients from serious medical errors, but not yet in Canada.
In this Saturday's (12 September) edition of White Coat, Black Art, Dr. Brian Goldman talks to residents about their chronic overwork and sleep deprivation and the impact it has on patient care.
Tune in on Saturday morning at 10 am (10:30 in Newfoundland) on CBC Radio One. "
Association of Faculties of Medicine of Canada (AFMC), Canadian Post-MD Education Registry (CAPER). The national IMG database report: 2005-2007 = Rapport de la base de donnees nationale sur les DIM. Ottawa ON: Association of Faculties of Medicine of Canada (AFMC), 2009. [Class: STATISTICS - HEALTH]
Beach CM, Chaykowski RP, Shortt S, St-Hilaire F, Sweetman A (Eds.). Health services restructuring in Canada: new evidence and new directions [Proceedings of a conference at Queen's University, Nov. 17-18, 2005]. Kingston ON: John Deutsch Institute for the Study of Economic Policy (JDI), Queen's University, 2006. [Class: HEALTH CARE SYSTEMS]
Ontario Health Quality Control (OHQC), Institute for Clinical Evaluative Sciences (ICES). Q monitor 2009 report on Ontario's health system [OHQC]. Toronto ON: Ontario Health Quality Control (OHQC), 2009. [Class: HEALTH CARE SYSTEMS]
"Access to family doctors hasn’t improved since 2006 – 7.4 percent of adults in Ontario don’t have a family doctor and about half that number, or 400,000 people, are looking for a doctor, but can’t find one.
The large majority of patients who need cardiac procedures are today treated within the target time.
Half of patients needing cancer surgery (categorized as Priority 2) are not getting their surgery within the medically acceptable two-week timeframe. Some are waiting twice as long.
Waits for places in long-term care homes have doubled in the last two years, from 49 days to 106 days."
World Health Organization (WHO). The world health report 2008: primary health care now more than ever [WHO]. Geneva, Switzerland: World Health Organization (WHO), 2008. [Class: HEALTH CARE SYSTEMS]
Details Summary PDF "Why a renewal of primary health care (PHC), and why now, more than ever? Globalization is putting the social cohesion of many countries under stress, and health systems are clearly not performing as well as they could and should. People are increasingly impatient with the inability of health services to deliver. Few would disagree that health systems need to respond better – and faster – to the challenges of a changing world. PHC can do that.
In this report, WHO proposes that countries make health system and health development decisions guided by four broad policy directions. These four represent core primary health care principles:
McGaghie WC. AMEE Guide no. 43: Scholarship, publication, and career advancement in health professions education [Journal article: Medical Teacher 2009;31(7):574-590]. [Class: EDUCATION - FACULTY DEVELOPMENT]
Sandars J. AMEE Guide no. 44: The use of reflection in medical education [Journal article: Medical Teacher 2009;31:685-695]. Informa Healthcare, 2009. [Class: TEACHING]
Straus SE, Tetroe J, Graham ID (Eds.). Knowledge translation in health care: Moving from evidence to practice. Chichester UK: Wiley-Blackwell, 2009. [Class: FAMILY PRACTICE - EVIDENCE-BASED MEDICINE]
***Section 6.1 is co-written by Onil Bhattacharyya, a DFCM Faculty member at Li Ka Shing Knowledge Institute, St. Michael's Hospital***
Bhattacharyya O, Zwarenstein M. Methodologies to evaluate effectiveness of knowledge translation interventions. In: Straus S, Tetro J, Graham ID, editors. Knowledge translation in health care: Moving from evidence to practice. Chichester UK: Wiley-Blackwell, 2009, p.249-260. Look inside
Carpenter J, Dickinson H. Interprofessional education and training. Bristol UK: Policy Press, University of Bristol, 2008. [Class: EDUCATION - INTERPROFESSIONAL]
Mohanna K, Chambers R, Wall D. Your teaching style: a practical guide to understanding, developing and improving. Abingdon UK: Radcliffe Publishing Ltd, 2008 [Class: TEACHING]
Jacques D, Salmon G. Learning in groups: a handbook for face-to-face and online environments, 4th ed. New York NY: Routledge, 2007 [Class: TEACHING] Details
Abramson JH, Abramson ZH. Research methods in community medicine: surveys, epidemiological research, programme evaluation, clinical trials, 6th ed. Chichester, England: John Wiley & Sons, 2008 [Class: RESEARCH METHODOLOGY]
"The Canadian Cochrane Network and Centre, in partnership with the Canadian Health Libraries Association, has successfully secured a national license to The Cochrane Library. In essence, the license provides a subscription for every Canadian with access to the Internet to benefit from the immense volume of health information found in The Cochrane Library. Everybody will be one click away from the best available evidence on the effectiveness of treatment procedures including which ones may be harmful."
McWhinney IR, Freeman T. Textbook of family medicine - 3rd edition. New York NY: Oxford University Press, 2009. [Class: FAMILY PRACTICE - GENERAL TEXTS]
Royeen CB, Jensen GM, Harvan RA. Leadership in interprofessional health education and practice. Sudbury MA: Jones and Bartlett Publishers, 2009. [Class: EDUCATION - INTERPROFESSIONAL]
Glazier R, Moineddin R, Agha M, Zagorski B, Hall R, Manuel D, Sibley L, Kopp A. The Impact of Not Having a Primary Care Physician Among People with Chronic Conditions. Toronto ON: Institute for Clinical Evaluative Sciences, 2008.
***Dr. Richard Glazier & Dr. Rahim Moineddin are DFCM Faculty members at the Institute for Clinical Evaluative Sciences (ICES)*** Details - Scroll down Look inside - PDF
Hebert PC. Doing right: a practical guide to ethics for medical trainees and physicians. Don Mills ON: Oxford University Press, 2009. [Class: ETHICS AND PHILOSOPHY]
***Dr. Philip Hebert is a DFCM Faculty member at Sunnybrook Health Sciences Centre***
Green JL, Camilli G, Elmore PB (Eds.). Handbook of complementary methods in education research. Mahwah NJ: Lawrence Erlbaum Associates, 2006. [Class: RESEARCH METHODOLOGY]
1)Alguire Patrick C, Dewitt Dawn E, Pinsky Linda E, Ferenchick Gary S. Teaching in your office: Guide to instructing medical students and residents. 2nd ed. Philadelphis: ACP Press, 2008
2)Deutch SL. Community-based teaching: A guide to developing education programs for medical students and residents in the practitioner's office. Philadelphia: AmericanCollege of Physicians, 1997
3)Durso SC. Teaching ambulatory medicine: Moving medical education into the office.BaltimoreMD: JohnHopkinsUniversity Press, 2002
4)Paulman PM, Susman JL, Abboud CA.Precepting medical students in the office. BaltimoreMD: JohnsHopkinsUniversity Press, 2000.
5)Rubenstein W, Talbot Y. Medical teaching in ambulatory care. 2nd ed. New YorkNY: Springer Publishing Company, 2003
6)Rogers John C, Corboy Jane E, Huang William Y, Monteiro F Marconi. Task-oriented processes in care (TOPIC) model in ambulatory care.New York: Springer Publishing Co., 2004
7)University of British Columbia. Office for Faculty Development. Teaching skills for community based preceptors. Faculty of Medicine, University of British Columbia, 2006. Free online at: http://www.med.ubc.ca/faculty_staff/faculty_development/resources_preceptors.htm
8)Whitman Neal, Schwenk Thomas L. Preceptors as teachers: A guide to clinical teaching. 2nd ed. Salt Lake City, UT: Department of Family & Preventive Medicine, 1995.See http://whitmanassociates.org/books/
Other good teaching resources:
Amin Zubair, Eng Khoo Hoon. Basics in medical education. Singapore: World Scientific Publishing Co. Pte. Ltd, 2003.
Brookfield Stephen D. Skillful teacher (The): On technique, trust, and responsiveness in the classroom. 2nd ed. San Francisco, CA: Jossey-Bass, 2006.
Dent John A., Harden Ronald M. Practical guide for medical teachers (A). 2nd. Ed.TorontoON: Elsevier Limited, 2005.
Harden RM, Crosby J. AMEE Medical Education Guide No. 20: The good teacher is more than a lecturer - the twelve roles of the teacher. Medical Education 22(4), 334-347.
Hartley Sarah, Gill Deborah, Carter Frances, Walters Kate, Bryant Pauline. Teaching medical students in primary and secondary care: a resource book. OxfordUniversity Press, 2003.
McCrorie Peter. Understanding medical education: Teaching and leading small groups. Edinburgh: Association for the Study of Medical Education, 2006.
Mohanna Kay, Wall David, Chambers Ruth. Teaching made easy: Manual for health professionals (A). 2nd Ed. Abingdon, UK: Radcliffe Medical Press, 2004.
Piccinin Sergio J. Feedback: Key to learning. Green Guide #4. HalifaxNS: DalhousieUniversity, Office of Instructional Development and Technology, on behalf of Society for Teaching and Learning in Higher Education (STLHE), 2006.
Schwenk TL, Whitman NA. Residents as teachers: A guide to educational practice. 2nd ed. U of UtahSchool of Medicine, 1993.
Van Ooijen Els. Clinical supervision made easy. Churchill Livingstone, 2003.
Westberg J, Jason H. Fostering reflection and providing feedback: Helping others learn from experience. New York: Springer, 2001.
Whitman Neal, Schwenk Thomas L. Preceptors as teachers: A guide to clinical teaching. 2nd ed. Salt Lake City, UT: Department of Family & Preventive Medicine, 1995.
Journal Article Series
Twelve Tips series: excellent articles published in Medical Teacher – began in 1987, still in progress. DFCM Library has the set.Also, see
Teaching on the Run Tips - a series in Medical Journal of Australia. Australian Medical Association, 2004. 14 practice-based articles published in 2004 - 2006. Free access to full text at http://www.mja.com.au/ - in search box, type: teaching on the run
Here are the citations for all 14 tips articles:
Lake FR. Teaching on the run tips: doctors as teachers. Med J Aust 2004; 180(8):415-416.
LakeFR, Ryan G. Teaching on the run tips 2: educational guides for teaching in a clinical setting. Med J Aust 2004; 180(10):527-528.
LakeFR, Ryan G. Teaching on the run tips 3: planning a teaching episode. Med J Aust 2004; 180(12):643-644.
LakeFR, Ryan G. Teaching on the run tips 4: teaching with patients. Med J Aust 2004; 181(3):158-159.
LakeFR, Hamdorf JM. Teaching on the run tips 5: teaching a skill. Med J Aust 2004; 181(6):327-328.
LakeFR, Hamdorf JM. Teaching on the run tips 6: determining competence. Med J Aust 2004; 181(9):502-503.
LakeFR, Vickery AW, Ryan G. Teaching on the run tips 7: Effective use of questions. Med J Aust 2005; 182(3):126-127.
LakeFR, Ryan G. Teaching on the run tips 8: assessment and appraisal. Med J Aust 2005; 182(11):580-581.
Lake FR. Teachingon the run tips 9: in-training assessment. Med J Aust 2005; 183(1):33-34.
Vickery AW, Lake FR. Teaching on the run tips 10: giving feedback. Med J Aust 2005; 183(5):267-268.
LakeFR, Ryan G. Teaching on the run tips 11: the junior doctor in difficulty. Med J Aust 2005; 183(9):475-476.
LakeFR, Ryan G. Teaching on the run tips 12: planning for learning during clinical attachments. Med J Aust 2006; 184(5):238-239.
LakeFR, Ryan G. Teaching on the run tips 13: being a good supervisor - preventing problems. Med J Aust 2006; 184(8):414-415.
LakeFR, Vickery AW. Teaching on the run tips 14: teaching in ambulatory care. Med J Aust 2006; 185 (3): 166-167.
Two articles of interest from recent issues of Medical Education:
Teaching and its impact:
What do general practitioners do differently when consulting with a medical student? by Lucie Walters, David Prideaux, Paul Worley, Jennene Greenhill & Heidi Rolfe, from the March 2009 issue of Medical Education, 43(3), pp. 286-273.
Student views on the effective teaching of physical examination skills: A qualitative study by Merel JC Martens, Robbert J Duvivier, Jan van Dalen, G Maarten Verwijnen, Albert JJ A Scherpbier & Cees PM van der Vleuten, from the February 2009 issue of Medical Education, 43(2), pp. 184-191.
From Medical Teacher, Volume 31, Issue 1, January 2009, pages 1 - 12.
Abstract: This guide is for health and social care professionals who teach or guide others' learning before and after qualification, in formal courses or the workplace. It clarifies the understanding of interprofessional learning and explores the concept of teams and team working. Illustrated by examples from practice, the practicalities of effective interprofessional learning are described, and the underlying concepts of patient-centred care, excellent communication, development of capacity and clarity of roles that underpin this explored.
Ardal S, Butler J, Edwards R, Lawrie L. Assessing need: the health planner's toolkit: health system intelligence project - 2006: module 2. Health System Intelligence Project, 2006. [Class: HEALTH CARE SYSTEMS] Look inside
Cole TR, Goodrich TJ, Gritz ER (ed.). Faculty health in academic medicine : physicians, scientists, and the pressures of success. Totowa : Humana Press, 2009. [Class: PHYSICIANS] Look inside
Davis BG. Tools for teaching. 2nd ed.. San Francisco: Jossey-Bass, 2009. [Class: TEACHING] Look inside
Glazier RH, Moineddin R, Agha MM et al. The impact of not having a primary care physician among people with chronic conditions: ICES investigative report. Toronto: ICES, 2008. [Class: HEALTH CARE EQUITY] Look inside
Murray CJL, Evans DB (Eds.). Health systems performance assessment: debates, methods and empiricism. Geneva: WHO, 2003. [Class: HEALTH CARE SYSTEMS] Look inside
Oandasan I, Closson T. Interporfessional care: a blueprint for action in Ontario. Interprofessional Care Steering Committee, 2007. [Class: EDUCATION - INTERPROFESSIONAL] Look inside
Americano A, Bhugra D. Dealing with diversity. Edinburgh : Association for the Study of Medical Education, 2008. [Class: HEALTH CARE EQUITY] Look inside
Long A, Lock B. Lectures and large groups. Edinburgh : Association for the Study of Medical Education, 2008. [Class: TEACHING]
Norman G, Eva KW. Quantitative research methods in medical education. Edinburgh : Association for the Study of Medical Education, 2008. [Class: RESEARCH METHODOLOGY]
Glanz K, Rimer Barbara K., Viswanath K. Health behaviour and health education: theory, research, and practice. 4th ed.. San Francisco: Jossey-Bass, 2008. [Class: HEALTH BEHAVIOR] Look inside
Howkins E, Bray J (Eds.). Preparing for interprofessional teaching: theory and practice. Oxford: Radcliffe Publishing, 2008. [Class: education - interprofessional] Look inside
Kahan M, Wilson L (Eds.). Managing alcohol, tobacco and other drug problems: a pocket guide for physicians and nurses. Toronto: Addiction Research Foundation, 2002. [Class: ADDICTIONS] Look inside
Lacasse M. Educational diagnosis and management of challenging learning situations in medical education. Quebec City QC: Department of Family and Emergency Medicine, Faculty of Medicine, Laval University, 2009.
Tennant M, Pogson P. Learning and change in the adult years: a developmental perspective. San Francisco CA: Jossey -Bass, 1995. [Class: EDUCATION]
Rollnick S, Miller WR, Butler CC. Motivational interviewing in health care: helping patients change behavior. New York NY: Guilford Press, 2008.
Mumford MD (Ed.). Leadership 101. New York NY: Springer Publishing Co, 2010.
