Getting serious about Serious Gaming!

Many of our childhood memories revolve around late nights playing Mario Brothers. Everybody remembers their mother yelling to stop playing so much, or else their fingers would fall off. Many of us outgrew video games, only to be sucked back in by Angry Birds and Farmville. Now there’s a new generation who experience life with an iPad glued to their hand from the womb. And then there are people like my fiance who belong to guilds in World of Warcraft.

For the purposes of this write up, I want to focus on Serious Games as electronic software as opposed to table top or board games such as Monopoly (or Dungeons and Dragons for the geeks out there!).

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By Nikita Joshi, MD|2019-02-19T18:05:05-08:00Feb 8, 2013|Medical Education|

Does assessment drive learning?

“The ability to secure meaning in the course of our experience is a basic human need… But meaning is not simply found; it is constructed.” – Elliot Eisner

A few days ago I participated in a Twitter chat led by a physician-educator from the United Kingdom. This Twitter chat (#ukmeded) is usually held on Thursdays at 9:00 pm UK time. This was a rich discussion on Twitter, and it also allowed me to participate in a discussion with people from other parts of the world. The most recent topic was on assessment (follow the link and learn more about the subtopics discussed).

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By Javier Benitez, MD|2016-11-11T18:41:25-08:00Feb 2, 2013|Medical Education|

Creating a successful workshop

This past week was the 2013 International Meeting on Simulation in Healthcare Simulation Society, organized by the Society for Simulation in Healthcare (SSIH) in Orlando, FL. This was the second time that I attended this conference, and the first year that I tweeted (#IMSH2013) through it.

This was also the first time that I had ever organized a workshop for a conference. Boy was I nervous! I wanted it to be a great experience for those who attended. I wanted the participants to learn.. laugh.. cry… in other words, I wanted to change their lives!

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By Nikita Joshi, MD|2019-02-19T18:07:55-08:00Feb 1, 2013|Medical Education|

Website: Emergency Board Review

The emergency board in-training exam is a standardized exam that takes place every year in most if not all of the EM residency programs in the United States. It is administered on the last Wednesday in February. The exam is administered by the American Board of Emergency Medicine (ABEM). The knowledge assessed by this exam is what’s expected from residents in their third year of residency. According to ABEM there is a strong correlation between the in-training score and passing of the boards.

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By Javier Benitez, MD|2018-01-30T02:01:52-08:00Jan 26, 2013|Medical Education, Social Media & Tech|

RIME – Evaluating Learners

Lets talk about an effective evaluation process called RIME developed in 1999 by Pangaro. Not only is the name catchy, but it also makes intuitive sense.

RIME stands for

R – reporter
I – interpreter
M – manager
E – educator / expert

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By Nikita Joshi, MD|2016-11-11T18:41:36-08:00Jan 25, 2013|Medical Education|

The Socratic Method

Diagnostic reasoning is one of the most complex, analytical, and intuitive processes to develop in the medical profession. Even seasoned physicians spend a lot of time fine tuning this skill. Although charged with teaching others, some excellent diagnosticians find it difficult to explain in detail how they arrived at a diagnosis or a differential diagnosis. Some might even find themselves in a position in which they have to assess someone else’s diagnostic reasoning. This task is even more daunting since we are not all taught much about this process, even less how to teach it to others.

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By Javier Benitez, MD|2017-01-20T12:29:39-08:00Jan 19, 2013|Medical Education|

Lost in translation: What counts as asynchronous learning?

Reiter et al ¹ just published a review on Individual Interactive Instruction also known as asynchronous learning in the Annals of Emergency Medicine.

They chronicled the events in 2008 that led CORD (Council of Emergency Medicine Residency Directors) to recommend integration of individual interactive instruction into the residency curriculum. The summary recommendations by Sadosty et al ² discuss components, strengths, and weakness of both asynchronous and synchronous learning paradigms along with background about Malcolm Knowles and andragogy.

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By Nikita Joshi, MD|2020-03-12T11:58:31-07:00Jan 18, 2013|Medical Education|