Arden Azim
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View article: From Slow Shifts to Fast Flips: Unraveling problem-based learning group function dynamics
From Slow Shifts to Fast Flips: Unraveling problem-based learning group function dynamics Open
Purpose Problem-Based Learning (PBL) relies on self-directed learning in small groups in the presence of a tutor. While the effectiveness of PBL is often attributed to the dynamics of group function, change in group function over time and …
View article: From Slow Shifts to Fast Flips: Unraveling problem-based learning group function dynamics
From Slow Shifts to Fast Flips: Unraveling problem-based learning group function dynamics Open
Purpose Problem-Based Learning (PBL) relies on self-directed learning in small groups in the presence of a tutor. While the effectiveness of PBL is often attributed to the dynamics of group function, change in group function over time and …
View article: Transformational learning and professional identity formation in postgraduate competency‐based medical education
Transformational learning and professional identity formation in postgraduate competency‐based medical education Open
Introduction Residency programmes are in transition to a framework for competency‐based medical education (CBME). The intersection of CBME with transformational learning (TL) experiences and professional identity formation (PIF) — particul…
View article: Mock Wards: Incorporating a Theoretical Framework to Create a Blended Virtual and In-Person Clinical Reasoning Education Platform
Mock Wards: Incorporating a Theoretical Framework to Create a Blended Virtual and In-Person Clinical Reasoning Education Platform Open
Introduction The coronavirus 2019 pandemic highlighted virtual learning (VL) as a promising tool for medical education, yet its effectiveness in teaching clinical reasoning (CR) remains underexplored. Past studies have suggested VL can eff…
View article: From Slow Shifts to Fast Flips: Unraveling problem-based learning group function dynamics
From Slow Shifts to Fast Flips: Unraveling problem-based learning group function dynamics Open
Purpose Problem-Based Learning (PBL) relies on self-directed learning in small groups in the presence of a tutor. While the effectiveness of PBL is often attributed to the dynamics of group function, change in group function over time and …
View article: Quarantining From Professional Identity: How Did COVID-19 Impact Professional Identity Formation in Undergraduate Medical Education?
Quarantining From Professional Identity: How Did COVID-19 Impact Professional Identity Formation in Undergraduate Medical Education? Open
Introduction: Professional Identity Formation (PIF) entails the integration of a profession’s core values and beliefs with an individual’s existing identity and values. Within undergraduate medical education (UGME), the cultivation of PIF …
View article: Framing asynchronous interprofessional education: a qualitative study on medical, physiotherapy and nursing students
Framing asynchronous interprofessional education: a qualitative study on medical, physiotherapy and nursing students Open
Asynchronous interprofessional education modules may be best suited to prepare students for future interprofessional learning in a synchronous setting. Asynchronous modules effectively provide an introduction to interprofessional objective…
View article: We the system: A call for a perspective shift towards systems agency in trainees
We the system: A call for a perspective shift towards systems agency in trainees Open
The authors encourage consideration of how medical education can enable "agency literate learners", those who are prepared to negotiate opportunities to improve the health system through clinical care, research, and learning.
View article: Challenges facing standardised patients representing equity‐deserving groups: Insights from health care educators
Challenges facing standardised patients representing equity‐deserving groups: Insights from health care educators Open
Introduction Health professions training programmes increasingly rely on standardised patient (SP) programmes to integrate equity‐deserving groups into learning and assessment opportunities. However, little is known about the optimal appro…
View article: Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?
Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator? Open
Background: Use of healthcare terminology is a potential barrier to interprofessional education (IPE). This study describes how junior learners perceive and classify healthcare terminology in IPE settings. Methods: We conducted a mixed met…
View article: Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?
Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator? Open
Background: Use of jargon and complex healthcare terminology is a potential barrier to interprofessional education (IPE). Healthcare terminology can be separated into two categories: inclusive terminology shared amongst professions, and ex…
View article: Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?
Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator? Open
Background: Use of jargon and complex healthcare terminology is a potential barrier to interprofessional education (IPE). Healthcare terminology can be separated into two categories: inclusive terminology shared amongst professions, and ex…
View article: Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?
Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator? Open
Background Use of jargon and complex healthcare terminology is a potential barrier to interprofessional education (IPE). Healthcare terminology can be separated into two categories: inclusive terminology shared amongst professions, and exc…
View article: Proton Pump Inhibition in the Management of Hypokalemia in Anorexia Nervosa with Self-Induced Vomiting
Proton Pump Inhibition in the Management of Hypokalemia in Anorexia Nervosa with Self-Induced Vomiting Open
Eating disorders with purging behaviours can lead to hypokalemia through increased renal potassium loss. Severe hypokalemia (K + <2.5 mmol/L) can cause rhabdomyolysis, cardiac arrhythmias, and death. Hypokalemia in patients with eating dis…
View article: Editorial Processes in Free Open Access Medical Educational (<scp>FOAM</scp>) Resources
Editorial Processes in Free Open Access Medical Educational (<span>FOAM</span>) Resources Open
Background Much of the skepticism toward online educational resources ( OER s) in emergency medicine ( EM ) stems from the low barrier to publishing and a perceived lack of editorial rigor. Learners and educators have demonstrated unreliab…