Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Back to the future.

Marcel D'Eon1

  • 1University of Saskatchewan, Faculty of Medicine, Room A 204 Health Science Building, 107 Wiggins Road, Saskatoon, SK S7N 5E5, Canada. marcel.deon@usask.ca

Advances in Health Sciences Education : Theory and Practice
|January 24, 2004
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Empowering Medical Educators Through Innovative Micro-eLearning Design.

Medical science educator·2025
Same author

Facilitating transition to medical school for undergraduate students through medical student-led case-based learning workshops within a combined Bachelor of Science and Doctor of Medicine program.

Canadian medical education journal·2025
Same author

A Complex Adaptive Systems Approach to Health Professions Education Transformation: The Case of the University of Missouri-Columbia School of Medicine and an Integrated Quality Improvement-Interprofessional Collaborative Practice Curriculum.

Journal of medical education and curricular development·2025
Same author

Background and Foreground: Connections and Distinctions When Health Professions Faculty Teach Both Interprofessional Collaborative Practice and Quality Improvement-A Case Study.

Journal of medical education and curricular development·2025
Same author

From Theory to Practice: The Enacted Curriculum of a Successful Master's Program in Quality Improvement and Leadership.

The Journal of continuing education in the health professions·2023
Same author

Providing comparison normal examples alongside pathologic thoracic radiographic cases can improve veterinary students' ability to identify abnormal findings or diagnose disease.

Veterinary radiology & ultrasound : the official journal of the American College of Veterinary Radiology and the International Veterinary Radiology Association·2023
Same journal

Decision-making in programmatic assessment is only a challenge when we make it one.

Advances in health sciences education : theory and practice·2026
Same journal

Historicizing health professions education research: history as a strategic analytic resource.

Advances in health sciences education : theory and practice·2026
Same journal

Factors influencing workplace collaboration and learning between resident doctors and senior nurses: a scoping review.

Advances in health sciences education : theory and practice·2026
Same journal

Grave lessons: a guide to historiographical research in health professions education.

Advances in health sciences education : theory and practice·2026
Same journal

A scoping review of inquiry in medicine and nursing using Dewey's perspective.

Advances in health sciences education : theory and practice·2026
Same journal

"Teaching is important, but it's not important": a qualitative study of teacher identity among early-career academics in health professions.

Advances in health sciences education : theory and practice·2026
See all related articles

A PhD educator attended a medical course, discovering innovative faculty development and course renewal strategies. This immersive experience enhanced understanding for improved medical education integration and future faculty training.

Area of Science:

  • Medical Education
  • Faculty Development
  • Curriculum Design

Background:

  • A PhD educator, not a physician, participated in a medical school's Cardiovascular System Course.
  • The educator served dual roles as a learner and co-course coordinator, attending all 42 hours.
  • This unique position provided insight into current medical curriculum delivery and faculty engagement.

Purpose of the Study:

  • To explore innovative approaches to faculty development within medical education.
  • To identify opportunities for course renewal and curriculum integration.
  • To understand the student learning experience from an educator's perspective.

Main Methods:

  • Full immersion as a student in a medical school's Cardiovascular System Course.
  • Active participation in course coordination and examination setting.

Related Experiment Videos

  • Direct observation of teaching methods, content delivery, and student interaction.

    • Main Results:

    • Gained comprehensive knowledge of course content and instructor roles.
    • Identified potential for enhanced faculty collaboration and curriculum integration across years.
    • Discovered a novel model for faculty development through active course participation.

    Conclusions:

    • Immersive participation offers a powerful model for faculty development and course renewal in medical schools.
    • Understanding course specifics facilitates inter-course integration and improved educational outcomes.
    • This approach provides valuable insights for enhancing medical training programs.