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Eye tracking has become increasingly applied in medical education research for studying the cognitive processes that occur during the performance of a task, such as image interpretation and surgical skills development. However, analysis and interpretation of the large amount of data obtained by eye tracking can be confusing. In this article, our intention is to clarify the analysis and interpretation of the data obtained from eye tracking. Understanding the relationship between eye tracking metrics (such as gaze, pupil and blink rate) and cognitive processes (such as visual attention, perception, memory and cognitive workload) is essential. The importance of calibration and how the limitations of eye tracking can be overcome is also highlighted. [ABSTRACT FROM AUTHOR]

AbstractTransfer of learning occurs when past learning is applied to new situations, and also at a varying time from the initial time of learning. Importantly, research in both academic and clinical areas of health professions education has highlighted that transfer of learning often does not successfully occur. Successful transfer is multi-dimensional and occurs when the learner has the required motivation, mental model, metacognitive processes relevant to the task, and the opportunity to transfer their learning to different situations. An essential aspect of successful transfer is the educator. This Guide provides an overview of an integrated model of transfer that can inform a variety of practical teaching strategies in both academic and clinical areas of health professions education. [ABSTRACT FROM AUTHOR]

Introduction: The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students' use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students' key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students' key SRL processes can improve both their use of SRL and their clinical skill performance. Methods: Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback. Results: Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students' clinical skill performance. Discussion: This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students' SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills. [ABSTRACT FROM AUTHOR]

Introduction: There are increasing numbers of Master's Degree Programmes in Health Professions Education (MHPE), and the value to their students and graduates is not well understood. We conducted a scoping review to explore what is known about the value of MHPE programmes to their students and graduates. Methods: A scoping review was conducted using Arksey and O'Malley's five‐stage framework. PubMed, CINAHL, Cochrane, BEI, ERIC and EThOs databases were searched in addition to cited reference searching. Original research with an evaluation and published in the English language were included. Results: Nineteen studies were included. Studies were based in a variety of locations on five continents, and included in‐person, distance and blended learning. Students and graduates of MHPE programmes self‐reported development of their pedagogical knowledge, confidence and credibility in their role as an educator, and educational scholarship. Enhanced career opportunities and opportunities for collegial interactions and networks were also reported. Important barriers included struggling with the time and financial commitments required for studying on a MHPE programme. Conclusions: There are a variety of dimensions of value of MHPE programmes to their students and graduates. Important practical recommendations for MHPE programme providers and employers include providing opportunities for the development of networks and supporting the time and financial commitments required for studying. [ABSTRACT FROM AUTHOR]

Reflective practice is an essential aspect of the professional development of all health professions educators, with the intention to enhance both learning and teaching. This Guide presents an overview of reflective practice for educators and provides a practical and developmental reflective practice approach for health professions educators. The importance of structured thinking frameworks to stimulate greater understanding of both learning and teaching situations is highlighted. Medical Educator Reflective Practice Sets (MERPS) is an innovative approach for enhancing learning and teaching in health professions education that integrates lesson study and action learning. The key features of the approach are participation in three collaborative sessions, the use of structured thinking frameworks, and solution-focussed teaching in response to the identified problem. The MERPS approach is flexible and can be adapted for implementation across the continuum of health professions education, from undergraduate to postgraduate and continuing professional development. [ABSTRACT FROM AUTHOR]

Lesson study (LS) offers a systematic, but flexible, approach for enhancing the quality of teaching and learning in Health Professions Education (HPE). During LS, teachers collaboratively increase their understanding of their own practice with a variety of stakeholders, including students, subject specialists and education experts. There is increasing global use of LS in primary, secondary and higher education, with studies highlighting its impact on enhancing the quality of both teaching and learning through the professional development of teachers. Despite these benefits of LS, there have been few studies of how LS have been implemented in HPE. The article describes how LS can be practically adapted and implemented in a variety of both academic and clinical settings across the continuum of HPE, from basic to postgraduate and continuing professional education. There is great potential of LS as a method for faculty development in HPE, with both integration into current faculty development programmes and as a continuing professional development activity for teachers across the continuum of HPE. [ABSTRACT FROM AUTHOR]

This document offers guidance on finding and applying for funding in the field of Clinical Education Research (ClinEdR). It emphasizes the importance of understanding one's motivations and abilities before pursuing funding opportunities and provides tips on researching and targeting relevant funders. The document includes a glossary of funding terminology and insights into what funders typically look for in a proposal. It also highlights the importance of involving patient and public representatives in research projects and provides advice on disseminating findings and dealing with unsuccessful funding bids. [Extracted from the article]

Students have to develop a wide variety of clinical skills, from cannulation to advanced life support, prior to entering clinical practice. An important challenge for health professions' educators is the implementation of strategies for effectively supporting students in their acquisition of different types of clinical skills and also to minimize skill decay over time. Cognitive science provides a unified approach that can inform how to maximize clinical skill acquisition and also minimize skill decay. The Guide discusses the nature of expertise and mastery development, the key insights from cognitive science for clinical skill development and skill retention, how these insights can be practically applied and integrated with current approaches used in clinical skills teaching. [ABSTRACT FROM AUTHOR]