Fei Chen, Samuel T Belgique, Courtney Canter, Christy K Boscardin, Chelsea Willie, John D Mitchell, Kristina Sullivan, Susan M Martinelli
Unprofessionalism in anesthesiology: A qualitative study on classifying unprofessional behavior in anesthesiology residency education
Journal of clinical anesthesia
bedside cardiac assessment bca deficient across spectrum noncardiology trainees learners taught bca well may become instructors teach well creating selfperpetuating problem improve bca teaching learning developed highquality patientcentered curriculum medicine clerkship students could flexibly implemented accessible health professions learners constructivist perspective aligned learning goals activities assessments curriculum used listen auscultate framework capturing patient history context sixstep systematic approach flipped classroom short videos practice questions preceded two 1hour class activities integrated diagnostic reasoning pathophysiology physical diagnosis reflection activities included case discussions jugular venous pressure evaluation heart sound competitions simulated conversations patients two hundred sixtyeight students four us international medical schools participated incorporated feedback performed thematic analysis assessed learners confidence knowledge low posttest data capture limited quantitative results students reported increased confidence bca ability knowledge increased bca control groups thematic analysis suggested instructional design strategies effective peer encounters skills practice encounters educators meaningful curriculum supported active learning daytoday clinical competencies promoted professional identity formation alongside bca ability feedback increased confidence lateclerkship posttest suggested durable learning recommend approaches confirm elements knowledge skill acquisition behaviors surveying impacts professional identity formationrelated constructs