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Mycotoxin Zearalenone Attenuates Inborn Immune system Responses and also Curbs NLRP3 Inflammasome Initial within LPS-Activated Macrophages.
Multiple-choice tests are the most used method of assessment in medical education. However, there is limited literature in medical education and psychiatry to inform the best practices in writing good-quality multiple-choice questions. Moreover, few physicians and psychiatrists have received training and have experience in writing them. This article highlights the strategies in writing high-quality multiple-choice items and discusses some common flaws that can impact validity and reliability of the assessment examinations.Effective feedback is critical to medical education in that it promotes learning and ensures that benchmark learning objectives are achieved. Yet the nature of and response to feedback is variable. In this article, the authors provide a comprehensive review of the effective feedback literature. Namely, they discuss the various approaches to feedback, their advantages and disadvantages, as well as barriers to providing effective feedback. Finally, they offer suggestions for steps both the feedback giver and receiver can take to foster a culture of successful feedback in an academic and clinical setting.Medical education programs are failing to meet the health needs of patients and communities. Misalignments exist on multiple levels, including content (what trainees learn), pedagogy (how trainees learn), and culture (why trainees learn). To address these challenges effectively, competency-based assessment (CBA) for psychiatric medical education must simultaneously produce life-long learners who can self-regulate their own growth and trustworthy processes that determine and accelerate readiness for independent practice. The key to effectively doing so is situating assessment within a carefully designed system with several, critical, interacting components workplace-based assessment, ongoing faculty development, learning analytics, longitudinal coaching, and fit-for-purpose clinical competency committees.Although there is debate about the importance of a strong foundation in psychotherapy for psychiatrists, the literature provides ample evidence of the positive impact on patient care outcomes when psychiatrists are competent to provide this important form of treatment. Despite financial pressures and increases in managed care posing a threat to the maintenance of psychotherapy as a core skillset for psychiatrists, psychotherapy training should not only be maintained within psychiatry residency training but should in fact be given a renewed focus and priority within training programs.Adapting teaching to the clinical setting is most successful when the teacher and trainee are able to work alongside of each other allowing the cognitive apprenticeship model to be embraced. Six tools of experiential learning as components of this framework are described including scaffolding, modeling, coaching/supervision, articulation, reflection, and exploration. These tools provide useful guidance for supervisors to teach in clinical settings. Inherent in this process is the concept of validation of the trainees and includes the importance of supervisors cultivating nonjudgmental acceptance of themselves. Optimal teaching and learning in the clinical environment requires investment of time and resources.Lecture presentations may first be improved by thoughtfully reflecting on how learners might best absorb the material, considering the intended audience and focusing on the essential information to be delivered. The addition of slides should augment the presentation, not draw attention away from it. Slides should contain a minimum of verbiage and bullet points. Visual images may enhance the talk. Paying attention to the style of delivery will also aid in getting the message across.Learning is no longer constrained to the classroom or lecture hall. selleck products Today's students expect teaching to be available 24/7 and on whatever device they own and to be interactive and engaging. Educators need to become familiar with computer-based teaching tools and learn how to implement them or risk losing their audience. Use of these tools is not merely converting the medium, say from a VHS (video home system) tape to a YouTube stream, but incorporating the features of the educational tools to facilitate active learning. Social media has become a force in the educational arena, providing a foundational framework.Simulation-based medical education (SBME) provides experiential learning for medical trainees without any risk of harm to patients. Simulation is now included in most medical school and residency curricula. In psychiatric education, simulation programs are rapidly expanding and innovating. Major applications of SBME in psychiatry include achieving close observation of trainees with patients, preparing trainees for unstable patient scenarios, and exposing trainees to a broader range of psychopathology. This review article covers the history of SBME, simulation modalities, current use of SBME in psychiatry, a case study from one institution, and recommendations for incorporating simulation in psychiatry education.Given the significant, persistent health care inequities encountered by minority populations, health care organizations and training programs have sought to incorporate cultural competency training initiatives. However, the variety of pedagogical models demonstrate the current lack of a uniform standardized curriculum. Limitations of knowledge-based cultural competence initiatives have resulted in a shift toward attitude- and behavior-based "cultural humility." Cultural humility, the ability to maintain an interpersonal stance that is open in relation to aspects of cultural identity that are most important to the patient, expands on cultural competence, which is essential to improving patient care in mental health care settings.There is a robust literature on learning styles. This literature rests on 3 assumptions (1) Individuals have a preference for a particular style of learning, (2) Individuals learn better using their preferred style, and (3) Teachers should adjust their teaching to accommodate their learner's style. One benefit of understanding learning styles is to encourage in-depth learning. This article outlines commonly used learning styles and provides a literature review on the 3 assumptions. The authors conclude that although there is some evidence for learning styles, there is little justification for adjusting teaching methods to match individual styles.
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