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Medical Education Research

 

Queen’s was the first university in North America to implement competency-based medical education (CBME) across all of its resident specialty programs, including Pediatrics. The Office of Professional Development & Educational Scholarship supports members of our department in conducting CBME studies and other research aimed at improving undergraduate and postgraduate training. Faculty members in Pediatrics also lead an interdisciplinary collaboration involving the Schools of Medicine, Nursing and Rehabilitation Therapy to assess the readiness of recent graduates to apply evidence-based practice to clinical care.

Some of the medical education research projects our faculty are currently leading are listed below.

Undergraduate medical education

  • Curricular redesign and charting of outcomes for medical students at various stages of training

  • Discipline-specific curricular changes for pediatrics and genetics training, including the development and assessment of new learning materials

  • Evaluation of a ‘flipped classroom’ for teaching medical students a clinical approach to precocious and delayed puberty. Normally, so-called lower-level learning, such as being introduced to concepts and basic comprehension, is done in the classroom, with higher-level learning (e.g., applying the concepts learned to real-life situations) occurring outside the classroom. In a flipped classroom, students are introduced to basic educational content at home, and then practice applying this information through problem-solving exercises at school. Within the medical education context, learners review basic clinical facts and definitions via an online interactive module at home, and then use class time to apply these concepts to specific clinical cases under the guidance of expert facilitators. 

Postgraduate medical education

  • Program evaluation of CBME in pediatrics

  • Collaboration with radiology on implementing CBME modules to assess residents' knowledge of pediatric radiology

  • Evaluation of a problem-based, “Hypothetical Patient” email exercise to help residents acquire skills in the management of children newly diagnosed with type 1 diabetes