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Find video protocols related to scientific articles indexed in Pubmed.
Confirmatory Factor Analysis of the System for Evaluation of Teaching Qualities (SETQ) in Graduate Medical Training.
Eval Health Prof
PUBLISHED: 10-05-2014
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The System for Evaluation of Teaching Qualities (SETQ) was developed as a formative system for the continuous evaluation and development of physicians' teaching performance in graduate medical training. It has been seven years since the introduction and initial exploratory psychometric analysis of the SETQ questionnaires. This study investigates the validity and reliability of the SETQ questionnaires across hospitals and medical specialties using confirmatory factor analyses (CFAs), reliability analysis, and generalizability analysis. The SETQ questionnaires were tested in a sample of 3,025 physicians and 2,848 trainees in 46 hospitals. The CFA revealed acceptable fit of the data to the previously identified five-factor model. The high internal consistency estimates suggest satisfactory reliability of the subscales. These results provide robust evidence for the validity and reliability of the SETQ questionnaires for evaluating physicians' teaching performance.
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[Use of quality assessments by internists: added pressure to carry out assessments or an aid to improve quality?].
Ned Tijdschr Geneeskd
PUBLISHED: 09-25-2014
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To obtain an insight into how internists and residents use quality assessments and their opinions on these assessments.
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In the eyes of residents good supervisors need to be more than engaged physicians: the relevance of teacher work engagement in residency training.
Adv Health Sci Educ Theory Pract
PUBLISHED: 08-15-2014
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During their development into competent medical specialists, residents benefit from their attending physicians' excellence in teaching and role modelling. Work engagement increases overall job performance, but it is unknown whether this also applies to attending physicians' teaching performance and role modelling. Attending physicians in clinical teaching practice take on roles as doctors and teachers. Therefore, this study (a) examined levels of attending physicians' work engagement in both roles, and (b) quantified the relationships of both work engagement roles to their teaching performance and role model status. In this multicenter survey, residents evaluated attending physicians' teaching performance and role model status using the validated System for Evaluation of Teaching Qualities. Attending physicians self-reported their work engagement on a 7-point scale, separately for their roles as doctors and teachers, using the validated 9-item Utrecht Work Engagement Scale. In total, 549 (68 %) residents filled out 4,305 attending physician evaluations and 627 (78 %) attending physicians participated. Attending physicians reported higher work engagement in their doctor than in their teacher roles (mean difference: 0.95; 95 % CI 0.86-1.04; p < 0.001). Teacher work engagement was positively related to teaching performance (regression coefficient, B: 0.11; 95 % CI 0.08-0.14; p < 0.001), which in turn was positively associated to role model status (B: 1.08; 95 % CI 0.10-1.18; p < 0.001). In the eyes of residents, good supervisors need to be more than engaged physicians, as attending physicians with high teacher work engagement were evaluated as better teachers.
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Residents' engagement and empathy associated with their perception of faculty's teaching performance.
World J Surg
PUBLISHED: 07-11-2014
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Faculty members rely on residents' feedback about their teaching performance. The influence of residents' characteristics on evaluations of faculty is relatively unexplored. We aimed to evaluate the levels of work engagement and empathy among residents and the association of both characteristics with their evaluation of the faculty's teaching performance.
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Program directors in their role as leaders of teaching teams in residency training.
Med Teach
PUBLISHED: 06-17-2014
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Abstract Background: Program directors have a formal leading position within a teaching team. It is not clear how program directors fulfill their leadership role in practice. In this interview study we aim to explore the role of the program director as strategic leader, based on the research-question: What are the experiences of program directors with strategic leadership?
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The impact of resident- and self-evaluations on surgeon's subsequent teaching performance.
World J Surg
PUBLISHED: 05-29-2014
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This study evaluates how residents' evaluations and self-evaluations of surgeon's teaching performance evolve after two cycles of evaluation, reporting, and feedback. Furthermore, the influence of over- and underestimating own performance on subsequent teaching performance was investigated.
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The impact of clinicians' personality and their interpersonal behaviors on the quality of patient care: a systematic review.
Int J Qual Health Care
PUBLISHED: 05-20-2014
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To review systematically the impact of clinicians' personality and observed interpersonal behaviors on the quality of their patient care.
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Measuring clinical management by physicians and nurses in European hospitals: development and validation of two scales.
Int J Qual Health Care
PUBLISHED: 03-09-2014
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Clinical management is hypothesized to be critical for hospital management and hospital performance. The aims of this study were to develop and validate professional involvement scales for measuring the level of clinical management by physicians and nurses in European hospitals.
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Development and Validation of an Instrument for Measuring the Quality of Teamwork in Teaching Teams in Postgraduate Medical Training (TeamQ).
PLoS ONE
PUBLISHED: 01-01-2014
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Teamwork between clinical teachers is a challenge in postgraduate medical training. Although there are several instruments available for measuring teamwork in health care, none of them are appropriate for teaching teams. The aim of this study is to develop an instrument (TeamQ) for measuring teamwork, to investigate its psychometric properties and to explore how clinical teachers assess their teamwork.
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Measuring professionalism in medicine and nursing: results of a European survey.
PLoS ONE
PUBLISHED: 01-01-2014
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Leveraging professionalism has been put forward as a strategy to drive improvement of patient care. We investigate professionalism as a factor influencing the uptake of quality improvement activities by physicians and nurses working in European hospitals.
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Personality traits affect teaching performance of attending physicians: results of a multi-center observational study.
PLoS ONE
PUBLISHED: 01-01-2014
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Worldwide, attending physicians train residents to become competent providers of patient care. To assess adequate training, attending physicians are increasingly evaluated on their teaching performance. Research suggests that personality traits affect teaching performance, consistent with studied effects of personality traits on job performance and academic performance in medicine. However, up till date, research in clinical teaching practice did not use quantitative methods and did not account for specialty differences. We empirically studied the relationship of attending physicians' personality traits with their teaching performance across surgical and non-surgical specialties.
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Effect of the learning climate of residency programs on faculty's teaching performance as evaluated by residents.
PLoS ONE
PUBLISHED: 01-01-2014
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To understand teaching performance of individual faculty, the climate in which residents' learning takes place, the learning climate, may be important. There is emerging evidence that specific climates do predict specific outcomes. Until now, the effect of learning climate on the performance of the individual faculty who actually do the teaching was unknown.
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[Concerns about residents mental fitness: two possible strategies for a solution].
Ned Tijdschr Geneeskd
PUBLISHED: 11-28-2013
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A good level of physical and mental fitness is essential in order to function optimally as a resident. Concerns about residents mental fitness have recently been raised, based on high percentages of residents suffering from burnout and depression and data on the experience of stress and anxiety. Lack of mental fitness has negative consequences for the individual doctor as well as for the quality of patient care delivered. This is expressed in loss of empathy, delivery of suboptimal care and increased medical errors. Finding solutions for the lack of, or deterioration in, mental fitness is crucial. We discuss two potential strategies: (1) the removal or reduction of obstacles to residents mental fitness and (2) the provision of resources to improve mental fitness.
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Frequency and determinants of residents narrative feedback on the teaching performance of faculty: narratives in numbers.
Acad Med
PUBLISHED: 07-27-2013
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Physicians involved in residency training often receive feedback from residents on their teaching. Research shows that learners value narrative feedback, but knowledge of the frequency and determinants of narrative feedback in teaching performance evaluation is lacking. This study aims to identifythe frequency with which residentsgave positive comments and suggestions for improvement to faculty, and the factors influencing that frequency.
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Explaining how faculty members act upon residents feedback to improve their teaching performance.
Med Educ
PUBLISHED: 01-21-2013
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Responsiveness to feedback is a complex phenomenon that requires and receives attention. However, knowledge on the responsiveness of faculty members to residents feedback on their teaching performance is lacking. Excellent teaching performance is essential to ensure patient safety and residents learning in residency training. This study aims to increase our understanding of how faculty staff react to and act upon residents feedback on their teaching performance.
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The teacher, the physician and the person: exploring causal connections between teaching performance and role model types using directed acyclic graphs.
PLoS ONE
PUBLISHED: 01-01-2013
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In fledgling areas of research, evidence supporting causal assumptions is often scarce due to the small number of empirical studies conducted. In many studies it remains unclear what impact explicit and implicit causal assumptions have on the research findings; only the primary assumptions of the researchers are often presented. This is particularly true for research on the effect of facultys teaching performance on their role modeling. Therefore, there is a need for robust frameworks and methods for transparent formal presentation of the underlying causal assumptions used in assessing the causal effects of teaching performance on role modeling. This study explores the effects of different (plausible) causal assumptions on research outcomes.
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[Monitoring and improving the quality of residency training: the hospitals central teaching committee as director?].
Ned Tijdschr Geneeskd
PUBLISHED: 12-15-2011
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The Central Teaching Committees (CTCs) of Dutch medical teaching institutions have, since January 1st 2011, the role of "director of medical residency training programmes" and as such are legally required to maintain and promote a positive and safe training environment. This study explores how CTCs are fulfilling their new role.
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Systematic evaluation of the teaching qualities of Obstetrics and Gynecology faculty: reliability and validity of the SETQ tools.
PLoS ONE
PUBLISHED: 03-20-2011
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The importance of effective clinical teaching for the quality of future patient care is globally understood. Due to recent changes in graduate medical education, new tools are needed to provide faculty with reliable and individualized feedback on their teaching qualities. This study validates two instruments underlying the System for Evaluation of Teaching Qualities (SETQ) aimed at measuring and improving the teaching qualities of obstetrics and gynecology faculty.
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Physicians report barriers to deliver best practice care for asplenic patients: a cross-sectional survey.
PLoS ONE
PUBLISHED: 01-28-2011
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Current management of asplenic patients is not in compliance with best practice standards, such as defined by the British Committee for Standards in Haematology. To improve quality of care, factors inhibiting best practice care delivery need to be identified first. With this study, we aimed to identify and quantify physicians barriers to adhere to best practice management of asplenic patients in The Netherlands.
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New tools for systematic evaluation of teaching qualities of medical faculty: results of an ongoing multi-center survey.
PLoS ONE
PUBLISHED: 01-17-2011
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Tools for the evaluation, improvement and promotion of the teaching excellence of faculty remain elusive in residency settings. This study investigates (i) the reliability and validity of the data yielded by using two new instruments for evaluating the teaching qualities of medical faculty, (ii) the instruments potential for differentiating between faculty, and (iii) the number of residents evaluations needed per faculty to reliably use the instruments.
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Good clinical teachers likely to be specialist role models: results from a multicenter cross-sectional survey.
PLoS ONE
PUBLISHED: 07-30-2010
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Medical educational reform includes enhancing role modelling of clinical teachers. This requires faculty being aware of their role model status and performance. We developed the System for Evaluation of Teaching Qualities (SETQ) to generate individualized feedback on previously defined teaching qualities and role model status for faculty in (non) academic hospitals.
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Performance of Dutch hospitals in the management of splenectomized patients.
J Hosp Med
PUBLISHED: 06-26-2010
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After splenectomy, patients are at increased risk of sepsis with considerable mortality. This risk can be reduced by taking preventive measures, such as prescribing immunizations and antibiotic prophylaxis. Studies from various countries show that a substantial percentage of patients are not managed adequately. The aim of the present study was to investigate the quality of care in the prevention of infections after splenectomy in Dutch hospitals. The research questions were two-fold: (1) Is there an association between hospital teaching status and guideline adherent preventive measures? (2) Which factors contribute to hospital performance?
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[Using the SETQ system to evaluate and improve teaching qualities of clinical teachers].
Ned Tijdschr Geneeskd
PUBLISHED: 02-23-2010
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To determine (a) the feasibility of implementing a system for the evaluation of teaching qualities (SETQ) of faculty in an academic medical centre, (b) the psychometric qualities of the questionnaires that are used for the generation of feedback and (c) how residents evaluate the teaching qualities of faculty members and how faculty rated themselves.
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Peer mentoring in doctor performance assessment: strategies, obstacles and benefits.
Med Educ
PUBLISHED: 12-21-2009
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Mentors are increasingly involved in doctor performance assessments. Mentoring seems to be a key determinant in achieving the ultimate goal of those assessments, namely, improving doctor performance. Little is known, however, about how mentors perceive and fulfil this role.
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Doctors perceptions of why 360-degree feedback does (not) work: a qualitative study.
Med Educ
PUBLISHED: 08-28-2009
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Delivery of 360-degree feedback is widely used in revalidation programmes. However, little has been done to systematically identify the variables that influence whether or not performance improvement is actually achieved after such assessments. This study aims to explore which factors represent incentives, or disincentives, for consultants to implement suggestions for improvement from 360-degree feedback.
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[Clinical safety and patient oriented care: descriptive study of 113 Spanish hospitals and similarities in other European countries].
Rev Calid Asist
PUBLISHED: 01-21-2009
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This study describes the stage of development of the Spanish acute care hospitals quality improvement systems. It also presents data on their achievement of some specific requirements related to clinical safety and patient oriented care. Additional data from seven other European countries are included, in order to provide a comparative reference for the analysis of results.
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Clinical teachers views on how teaching teams deliver and manage residency training.
Med Teach
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Residents learn by working in a multidisciplinary context, in different locations, with many clinical teachers. Although clinical teachers are collectively responsible for residency training, little is known about the way teaching teams function.
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Factors predicting doctors reporting of performance change in response to multisource feedback.
BMC Med Educ
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Multi-source feedback (MSF) offers doctors feedback on their performance from peers (medical colleagues), coworkers and patients. Researchers increasingly point to the fact that only a small majority of doctors (60-70 percent) benefit from MSF. Building on medical education and social psychology literature, the authors identified several factors that may influence change in response to MSF. Subsequently, they quantitatively studied the factors that advance the use of MSF for practice change.
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A systematic review of the effects of residency training on patient outcomes.
BMC Med
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Residents are vital to the clinical workforce of today and tomorrow. Although in training to become specialists, they also provide much of the daily patient care. Residency training aims to prepare residents to provide a high quality of care. It is essential to assess the patient outcome aspects of residency training, to evaluate the effect or impact of global investments made in training programs. Therefore, we conducted a systematic review to evaluate the effects of relevant aspects of residency training on patient outcomes.
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Reliable and valid tools for measuring surgeons teaching performance: residents vs. self evaluation.
J Surg Educ
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In surgical education, there is a need for educational performance evaluation tools that yield reliable and valid data. This paper describes the development and validation of robust evaluation tools that provide surgeons with insight into their clinical teaching performance. We investigated (1) the reliability and validity of 2 tools for evaluating the teaching performance of attending surgeons in residency training programs, and (2) whether surgeons self evaluation correlated with the residents evaluation of those surgeons.
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Evaluation of physicians professional performance: an iterative development and validation study of multisource feedback instruments.
BMC Health Serv Res
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There is a global need to assess physicians professional performance in actual clinical practice. Valid and reliable instruments are necessary to support these efforts. This study focuses on the reliability and validity, the influences of some sociodemographic biasing factors, associations between self and other evaluations, and the number of evaluations needed for reliable assessment of a physician based on the three instruments used for the multisource assessment of physicians professional performance in the Netherlands.
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Factors influencing residents evaluations of clinical faculty member teaching qualities and role model status.
Med Educ
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? Evaluations of faculty members are widely used to identify excellent or substandard teaching performance. In order to enable such evaluations to be properly interpreted and used in faculty development, it is essential to understand the factors that influence resident doctors (residents) evaluations of the teaching qualities of faculty members and their perceptions of faculty members as role-model specialists.
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The teacher, the physician and the person: how facultys teaching performance influences their role modelling.
PLoS ONE
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Previous studies identified different typologies of role models (as teacher/supervisor, physician and person) and explored which of facultys characteristics could distinguish good role models. The aim of this study was to explore how and to which extent clinical facultys teaching performance influences residents evaluations of facultys different role modelling statuses, especially across different specialties.
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What is Visualize?

JoVE Visualize is a tool created to match the last 5 years of PubMed publications to methods in JoVE's video library.

How does it work?

We use abstracts found on PubMed and match them to JoVE videos to create a list of 10 to 30 related methods videos.

Video X seems to be unrelated to Abstract Y...

In developing our video relationships, we compare around 5 million PubMed articles to our library of over 4,500 methods videos. In some cases the language used in the PubMed abstracts makes matching that content to a JoVE video difficult. In other cases, there happens not to be any content in our video library that is relevant to the topic of a given abstract. In these cases, our algorithms are trying their best to display videos with relevant content, which can sometimes result in matched videos with only a slight relation.