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#Tag

In a workshop for #MedSchool faculty about questionnaire design and survey research methods, what

- objectives should be prioritized?
- materials are out there?
- activities are worth it?
- assessments work?

Example: https://www.aamc.org/what-we-do/mission-areas/medical-education/meded-research-certificate-program/workshop-descriptions

Questionnaire Design and Survey Research
This workshop will provide some basic principles in questionnaire/survey design and give workshop participants an opportunity for hands-on experience designing a questionnaire. Following participating in this workshop, learners will be able to:

- Design a blueprint for a survey/questionnaire appropriate to their own application;
- Construct and edit questions to avoid common problems in wording and framing;
- Select an appropriate response format from a menu of alternatives;
- Design the overall format of the survey/questionnaire to facilitate data management and analysis. — Questionnaire Design and Survey Research This workshop will provide some basic principles in questionnaire/survey design and give workshop participants an opportunity for hands-on experience designing a questionnaire. Following participating in this workshop, learners will be able to: - Design a blueprint for a survey/questionnaire appropriate to their own application; - Construct and edit questions to avoid common problems in wording and framing; - Select an appropriate response format from a menu of alternatives; - Design the overall format of the survey/questionnaire to facilitate data management and analysis.

AAMC

Medical Education Research Certificate (MERC) Workshop Descriptions

Browse a list of workshops available thorugh the MERC program.

Christos Argyropoulos MD PhD

@ChristosArgyrop@mastodon.social · 2 months ago

Post #Dialysis Syndrome - a narrative review #nephrology #meded

Conflicted since family members, mentors, boss, former cofellows & researchers in the division I lead are coauthors, but since they excluded me, I can vouch for the quality of the work

https://journals.lww.com/kidney360/abstract/9900/post_dialysis_syndrome__a_narrative_review.797.aspx

Christos Argyropoulos MD PhD

@ChristosArgyrop@mastodon.social · 2 months ago

#MedEd trivia by Paul Milovanov (@wooglooskr on Twitter/X)

"Back to sinus through your anus"

Nick Byrd, Ph.D.

@ByrdNick@nerdculture.de · 2 months ago

Does open-minded reflection improve #diagnosis?

Reflecting on reasons for, objections to, expected-but-missing symptoms of, and an alternative to medical residents' initial diagnoses improved accuracy, albeit not significantly (p = 0.263, N = 56).

https://doi.org/10.1007/s10459-022-10138-2 #medEd

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"Participants were randomly assigned to the learning-by-teaching condition (n = 28) or the control condition (n = 28)."

"Ninety-nine residents followed our invitation and came to the first study session, and 56 of them (39 female; age M = 29.05, SD = 2.85) completed both sessions."

Medical residents randomized to "the experimental condition [studied three] examples of the procedure that they would be asked to teach. ... Each example showed the reflection procedure [which[ requires the physician to first read a case and give an initial diagnosis. Subsequently, the physician goes back to the case and lists (1) findings that support the diagnosis, (2) findings that oppose the diagnosis, (3) findings that would have been expected if the diagnosis were true, but were absent. The physician then gives (4) an alternative diagnosis and follows the same analytical steps (1–4) for this alternative diagnosis, and for a third diagnosis." — "Ninety-nine residents followed our invitation and came to the first study session, and 56 of them (39 female; age M = 29.05, SD = 2.85) completed both sessions." Medical residents randomized to "the experimental condition [studied three] examples of the procedure that they would be asked to teach. ... Each example showed the reflection procedure [which[ requires the physician to first read a case and give an initial diagnosis. Subsequently, the physician goes back to the case and lists (1) findings that support the diagnosis, (2) findings that oppose the diagnosis, (3) findings that would have been expected if the diagnosis were true, but were absent. The physician then gives (4) an alternative diagnosis and follows the same analytical steps (1–4) for this alternative diagnosis, and for a third diagnosis."

Table 2 All outcome measures collected during the post-test

"One-way ANOVAs showed no main effects of condition on diagnostic accuracy, F (1, 54) = 1.28, p = 0.263".

The authors admit that their sample was almost half as large as they had hoped and, thus, perhaps insufficiently powered to detect the effect they expected. — "One-way ANOVAs showed no main effects of condition on diagnostic accuracy, F (1, 54) = 1.28, p = 0.263". The authors admit that their sample was almost half as large as they had hoped and, thus, perhaps insufficiently powered to detect the effect they expected.

Learning deliberate reflection in medical diagnosis: does learning-by-teaching help?

Christos Argyropoulos MD PhD

@ChristosArgyrop@mastodon.social · 3 months ago

When my 14 y/o Twitter account was banned in 2024 after a hack, I lost all #meded posts. But in #slideshare, I found my 2017 presentation, the year after I started my off-label use of #sglt2i in kidney disease. I'm glad I got most things right back then
http://www.slideshare.net/chrisarg/sglt2-inhibitors-in-diabetic-kidney-disease

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