Letter from the Editor-in-Chief

Does an additional online anatomy course improve performance of medical students on gross anatomy examinations? The original version of this article has been updated to correct the names of authors Custer, van Leeuwen, and Bleys.

How Could Personal and Sociological Determinants Influence the Shaping of Professional Identity Formation? Lessons Learned from our Experience

‘Evaluating an Advance Care Planning Curriculum: a Lecture, a Game, a Patient, and an Essay’—a medical student’s perspective

Teaching when Time Is Limited: a Resident and Fellow as Educator Video Module Abstract Background Research has demonstrated that residents and fellows (hereafter referred to as “residents”) play a significant role in the education of medical students. However, residents often feel unprepared to teach effectively and efficiently in busy clinical environments. Activity The Residents as Educators Committee at the Medical College of Wisconsin sought to create an online module for residents to promote five key elements of teaching medical students in a busy clinical environment when time is limited. The module includes a narrated presentation highlighting key attributes of excellent clinical teachers as well as video clips presenting teaching pearls from award-winning resident educators. All incoming residents during the 2015–2016 academic year were required to view the module and complete a mandatory post-test, representing over 80 specialties and subspecialties. Results A total of 325 residents viewed the module and took the required post-test. Of this group, 294 residents (91.4%) completed the optional evaluation. The module was rated highly in terms of content, format, and likelihood to change teaching practices. Discussion The teaching provided by residents is vital to the success of future generations of medical students. The online module developed at the Medical College of Wisconsin may be useful to a larger audience of residents at other institutions. Additionally, further studies could determine the effectiveness of the module by examining the teaching evaluations of residents before and after viewing the module.

Knowledge Maps: an Online Tool for Knowledge Mapping with Automated Feedback Abstract Concept and knowledge maps have been shown to improve students’ learning by emphasising meaningful relationships between phenomena. A user-friendly online tool that enables assessment of students’ maps with automated feedback might therefore have significant benefits for learning. For that purpose, we developed an online software platform known as Knowledge Maps. Two pilot studies were performed to evaluate the usability and efficacy of Knowledge Maps. Study A demonstrated significantly improved perceptions of learning after using Knowledge Maps to learn pathology. Study B showed significant improvement between pre-test and post-test scores in an anatomy course. These preliminary studies indicate that this software is readily accepted and may have potential benefits for learning.

Are We Seeing Only the Tip of the Iceberg? Emphasizing the Implicit Outcomes of Dissection in Anatomy Education

Group for Research In Pathology Education (GRIPE) 2019 Annual Winter Meeting—Making Pathology Relevant for Millennials

The Delicate Dance of Teaching Rounds

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