Sources of reusable images for medical sciences education

The MSDLT blog from Oxford recently posted this list of links to sources of reusable images. As noted in the post, be sure you meet any criteria for reuse (e.g., attribution, limitations, etc.)

Good advice

"If the first time you find you find out a student can't do something is on the test, something's wrong with your practice. - Dylan William.

This is particularly true in medical education. This is why we need good evaluation and simulations that accurately reproduce the "tests" students will ultimately face in practice.

Thanks to Tracy Kriese for sharing this quote.

Can Universities Use Data to Fix What Ails the Lecture?

This article in the Chronicle of Higher Education discusses how an evidence-based approach might help improve the effectiveness of classroom teaching. However, you will find the reader comments (and there are plenty) at least as interesting as the article itself.

Active Learning Works: the evidence

Geoff Petty is a UK educator who hosts the site Improve your teaching and that of your team. The site is a wonderful compendium of practical information. In this post, Geoff briefly summarizes the evidence for active learning, including data from a meta-analysis of over 800 studies. Conclusion: it works, and it works well. Geoff asks, then answers, the important question:

"Well if Active Learning works, why don’t more teachers use it?

  • We tend to teach the way we were taught ourselves, rather than in the way that works best.
  • We know too much, and rather enjoy explaining."

"The flipped classroom might just be the future of medicine."

According to emergency medicine physician Dr. Chris Nickson, "The flipped classroom might just be the future of medicine."  Dr. Nickson is one of the fathers of the grass roots FOAM (Free Open-Access Meducation) movement in medical education. As he puts it, "The traditional approach to medical education doesn’t make much sense. Fortunately, the times are always a changin’". Find out what he's talking about in his post on KevinMD.

Learning by Spaced Repetition

Life in the Fast Lane lives up to its description as "a medical blog and website dedicated to providing free online emergency medicine and critical care insights and education for everyone, everywhere...anytime." Webmaster and emergency/critical care physician Dr. Chris Nickson discusses the theory and application of spaced repetition in his own quest to be a lifelong learner. Spaced repetition has a solid background of evidence to support its effectiveness. Easy-to-use mobile apps (reviewed in Dr. Nickson's article) and sites with medical content like QStream should give you reason to consider applying spaced repetition to your own learning plan.

Pearls on Educational Principles (UCSF RaDME)

The Department of Research and Development in Medical Education (RaDME) at UCSF has produced a nice collection of Pearls on Educational Principles.  These brief reviews provide succinct overviews of relevant learning theories and pertinent research. Examples include evidence-based reviews, such as "Why teach foundational concepts rather than facts?" and "Do online learning and flipped classrooms have better outcomes than face-to-face, teacher-guided learning?" These are great resources for interested medical educators.

Just-in-time teaching and peer instruction: what and how in a nutshell

Julie Schell succinctly explains how to use these fundamental techniques to flip a class in this article.

J. Willis Hurst: "The lecture method of delivering information to an audience is increasing to the point where there is little time for teaching."

Dr. J. Willis Hurst was one of the wisest and most revered physicians and medical educators of the 20th century. Even in 2001, before the term "flipped classroom" had been coined, Hurst recognized the shortcomings of the medical lecture. Here are some of his comments:

"The lecture method of delivering information to an audience is increasing to the point where there is little time for teaching."

"It is important to remember that the value of a lecture is determined by what the members of the audience do with the information after they leave the lecture hall."

"The lecturer who gives a large amount of complex information to an audience will fail. The lecturer  who presents concepts has a better chance of succeeding. Lecturing is not teaching because most lecturers have no feedback from the listeners regarding the listener’s use of the information in a thought process. True teachers complete the feedback loop and encourage the use of information in a thought process."

Am J Cardiol. 2001 Aug 15;88(4):411-3.  (Interested readers may also like Hurst's 2004 article entitled "The overlecturing and underteaching of clinical medicine.")

Back to "Bayesics"

Two fourth-year medical students call for a renewed emphasis on sound evidence-based principles in the teaching of the physical examination. Read their opinion in this month's Academic Medicine.