[{"innerBlocks":[],"name":"core\/freeform","postId":2686,"blockType":{"name":"core\/freeform","keywords":[],"attributes":{"content":{"type":"string","source":"raw"},"lock":{"type":"object"}},"providesContext":[],"usesContext":[],"selectors":[],"supports":{"className":false,"customClassName":false,"reusable":false},"styles":[],"variations":[],"apiVersion":3,"title":"Classic","description":"Use the classic WordPress editor.","category":"text"},"originalContent":"Clinicians at Boston Medical Center and Boston University School of Medicine have developed a web-based tool that enables third- and fourth-year medical students to electronically log their learning experiences and share them with their peers.

According to Alexander Sheng, MD, an emergency medicine physician at BMC and assistant professor of emergency medicine at BU School of Medicine, the tool enables medical students to take the time and effort to reflect on their learning experiences\u2014especially in busy clinical environments such as the emergency department.

\u201cThis is a platform we\u2019re using to help encourage and optimize that process for our learners without taking huge amounts of time away from their clinical work during their work days,\u201d says Sheng. \u201cNo clinical environment has ever offered any structured approach to encouraging reflection and a shared learning community like we\u2019ve built.

\u201cIt\u2019s intended for multiple levels of faculty, residents and students to engage,\u201d he adds. \u201cSome experiences may not change what you do, but some experiences may.\u201d

The platform, called Learning Moment, uses data captured as a research database to determine where learning experiences occur most within the emergency department setting.

The use of the tool has enabled research into how different types of medical students gain the most knowledge about their future medical roles.

For emergency medicine-bound students, patient rooms represented the most frequent location for student learning moments, followed by physician workstations, resuscitation rooms and other areas.

For students who don\u2019t pursue emergency medicine roles, patient rooms are also the most frequent location for student learning moments, with a much smaller percentage taking place in other areas such as physician workstations.

\u201cThese findings raise the question: Are there inherent differences between the learning preferences of EM-bound students vs. non EM-bound students? Considering that aversion to bedside rounding is commonplace among EM residents, one could postulate that those who choose EM as their intended specialty may have an increased propensity to learn \u2018on the spot,\u2019 such as at the workstations where presentations of cases commonly occur,\u201d states a pilot study<\/a> of Learning Moment published online in the Western Journal of Emergency Medicine<\/i>.

The authors note that \u201cit would be valuable to conduct a similar study in EM resident populations to see if the results differ; such insight could potentially benefit graduate medical education training.\u201d

Also See<\/b>: New AMA textbook schools students on EHRs, emerging medical practice<\/a>

While Sheng\u2014the study\u2019s lead author\u2014says Learning Moment was pilot tested with third- and fourth-year medical students in the ED, he contends that the tool can be adapted to other medical departments and institutions.

\u201cA lot of healthcare-related fields are certainly amenable to this type of experiential learning,\u201d Sheng says.","saveContent":"Clinicians at Boston Medical Center and Boston University School of Medicine have developed a web-based tool that enables third- and fourth-year medical students to electronically log their learning experiences and share them with their peers.

According to Alexander Sheng, MD, an emergency medicine physician at BMC and assistant professor of emergency medicine at BU School of Medicine, the tool enables medical students to take the time and effort to reflect on their learning experiences\u2014especially in busy clinical environments such as the emergency department.

\u201cThis is a platform we\u2019re using to help encourage and optimize that process for our learners without taking huge amounts of time away from their clinical work during their work days,\u201d says Sheng. \u201cNo clinical environment has ever offered any structured approach to encouraging reflection and a shared learning community like we\u2019ve built.

\u201cIt\u2019s intended for multiple levels of faculty, residents and students to engage,\u201d he adds. \u201cSome experiences may not change what you do, but some experiences may.\u201d

The platform, called Learning Moment, uses data captured as a research database to determine where learning experiences occur most within the emergency department setting.

The use of the tool has enabled research into how different types of medical students gain the most knowledge about their future medical roles.

For emergency medicine-bound students, patient rooms represented the most frequent location for student learning moments, followed by physician workstations, resuscitation rooms and other areas.

For students who don\u2019t pursue emergency medicine roles, patient rooms are also the most frequent location for student learning moments, with a much smaller percentage taking place in other areas such as physician workstations.

\u201cThese findings raise the question: Are there inherent differences between the learning preferences of EM-bound students vs. non EM-bound students? Considering that aversion to bedside rounding is commonplace among EM residents, one could postulate that those who choose EM as their intended specialty may have an increased propensity to learn \u2018on the spot,\u2019 such as at the workstations where presentations of cases commonly occur,\u201d states a pilot study<\/a> of Learning Moment published online in the Western Journal of Emergency Medicine<\/i>.

The authors note that \u201cit would be valuable to conduct a similar study in EM resident populations to see if the results differ; such insight could potentially benefit graduate medical education training.\u201d

Also See<\/b>: New AMA textbook schools students on EHRs, emerging medical practice<\/a>

While Sheng\u2014the study\u2019s lead author\u2014says Learning Moment was pilot tested with third- and fourth-year medical students in the ED, he contends that the tool can be adapted to other medical departments and institutions.

\u201cA lot of healthcare-related fields are certainly amenable to this type of experiential learning,\u201d Sheng says.","order":0,"get_parent":{},"attributes":[],"attributesType":{"content":{"type":"string","source":"raw"},"lock":{"type":"object"}},"dynamicContent":""}]

Platform enables medical students to share learning

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