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Article: Finding meaning in mud.

Rachul, Christen

2022 Volume 13, Issue 5, Page(s) 121

Language	English
Publishing date	2022-09-01
Publishing country	Canada
Document type	Journal Article
ZDB-ID	2689512-2
ISSN	1923-1202
ISSN	1923-1202
DOI	10.36834/cmej.75609
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Finding meaning in mud

Christen Rachul

Canadian Medical Education Journal (2022)

2022

Keywords	Education (General) ; L7-991 ; Medicine (General) ; R5-920
Language	English
Publishing date	2022-08-01T00:00:00Z
Publisher	Canadian Medical Education Journal
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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Article ; Online: Improving Narrative Feedback for Resident-Led Academic Rounds: The Effects of Assessment Form Design Changes.

Courtis, Sara / Rachul, Christen / Fotti, Sarah / Fleisher, Wil

Journal of graduate medical education

2023 Volume 15, Issue 2, Page(s) 257–260

Abstract: Background: Learners benefit more from narrative feedback than numerical scores on formative assessments, yet they often report that feedback is lacking in quality and quantity. Changes to the formatting of assessment forms is a practical intervention ... ...

Abstract	Background: Learners benefit more from narrative feedback than numerical scores on formative assessments, yet they often report that feedback is lacking in quality and quantity. Changes to the formatting of assessment forms is a practical intervention with limited literature regarding its impact on feedback. Objective: This study explores the effect of a formatting change (ie, relocating the comment section from the bottom of a form to the top) on residents' oral presentation assessment forms and if this affects the quality of narrative feedback. Methods: We used a feedback scoring system based on the theory of deliberate practice to evaluate the quality of written feedback provided to psychiatry residents on assessment forms from January to December 2017 before and after a form design change. Word count and presence of narrative comments were also assessed. Results: Ninety-three assessment forms with the comment section at bottom and 133 forms with the comment section at the top were evaluated. When the comment section was placed at the top of the evaluation form, there were significantly more comment sections with any number of words than left blank ( Conclusions: More prominent placement of the feedback section on assessment forms increased the number of sections filled as well as the specificity related to the task component.
MeSH term(s)	Humans ; Internship and Residency ; Feedback ; Narration ; Teaching Rounds ; Writing ; Clinical Competence
Language	English
Publishing date	2023-04-17
Publishing country	United States
Document type	Journal Article
ZDB-ID	2578612-X
ISSN	1949-8357 ; 1949-8357
ISSN (online)	1949-8357
ISSN	1949-8357
DOI	10.4300/JGME-D-22-00233.1
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Article ; Online: More than words: how multimodal analysis can inform health professions education.

Rachul, Christen / Varpio, Lara

Advances in health sciences education : theory and practice

2020 Volume 25, Issue 5, Page(s) 1087–1097

Abstract: The contexts and methods for communicating in healthcare and health professions education (HPE) profoundly affect how we understand information, relate to others, and construct our identities. Multimodal analysis provides a method for exploring how we ... ...

Abstract	The contexts and methods for communicating in healthcare and health professions education (HPE) profoundly affect how we understand information, relate to others, and construct our identities. Multimodal analysis provides a method for exploring how we communicate using multiple modes-e.g., language, gestures, images-in concert with each other and within specific contexts. In this paper, we demonstrate how multimodal analysis helps us investigate the ways our communication practices shape healthcare and HPE. We provide an overview of the theoretical underpinnings, traditions, and methodologies of multimodal analysis. Then, we illustrate how to design and conduct a study using one particular approach to multimodal analysis, multimodal (inter)action analysis, using examples from a study focused on clinical reasoning and patient documentation. Finally, we suggest how multimodal analysis can be used to address a variety of HPE topics and contexts, highlighting the unique contributions multimodal analysis can offer to our field.
MeSH term(s)	Clinical Reasoning ; Communication ; Health Occupations/education ; Humans ; Linguistics ; Nonverbal Communication ; Physicians/psychology ; Research Design ; Social Media/organization & administration
Language	English
Publishing date	2020-10-29
Publishing country	Netherlands
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	1352832-4
ISSN	1573-1677 ; 1382-4996
ISSN (online)	1573-1677
ISSN	1382-4996
DOI	10.1007/s10459-020-10008-9
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Article ; Online: Analyzing online public commentary responding to the announcement of deemed consent organ donation legislation in the Canadian province of Nova Scotia.

Marcon, Alessandro R / Wagner, Darren N / Rachul, Christen / Weiss, Matthew J

PloS one

2022 Volume 17, Issue 12, Page(s) e0278983

Abstract: Background: The Canadian province of Nova Scotia recently became the first jurisdiction in North America to pass deemed consent organ donation legislation. The announcement of this legislation generated substantial online discussion, which we analyzed ... ...

Abstract	Background: The Canadian province of Nova Scotia recently became the first jurisdiction in North America to pass deemed consent organ donation legislation. The announcement of this legislation generated substantial online discussion, which we analyzed to provide insights on public perception. Methods: We performed directed content analysis on 2663 user-generated comments appearing on two widely-shared Canadian Broadcasting Company (CBC) articles published online in April 2019. We determined levels of support and opposition in comments and described the specific rhetoric used for doing so. We also performed one-way ANOVA and Pearson chi-square tests to determine how the comments were being received and engaged by other users. Results: A range of commentary was present in both support and opposition to the changes in legislation. There were more negative than positive comments, and negative commentary generated more replies. Positive comments were received more positively by other users while negative comments were received more negatively. The total sum of negative comments was greatly influenced by a small number of very active participants. Negative commentary focused more on broad concepts and principles related to government, power, and individual rights rather than specific issues in the Nova Scotian context. Substantial issues of trust in the government and healthcare system were evident. Conclusions: There were strong positive and negative sentiments expressed in the comments, but the total sum of negativity in the comments was significantly influenced by a small number of commentators. Analysis on the presumed consent concerns can be helpful to inform public outreach efforts.
MeSH term(s)	Humans ; Nova Scotia ; Tissue and Organ Procurement ; Dissent and Disputes ; Trust ; North America
Language	English
Publishing date	2022-12-15
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2267670-3
ISSN	1932-6203 ; 1932-6203
ISSN (online)	1932-6203
ISSN	1932-6203
DOI	10.1371/journal.pone.0278983
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Article ; Online: Twelve tips for designing assignments that foster independence in learning.

Rachul, Christen / Collins, Benjamin / Ahmed, Mariam / Cai, George

Medical teacher

2020 Volume 43, Issue 1, Page(s) 75–79

Abstract: Independent learning refers to opportunities in which responsibility for learning shifts to learners. Providing health professions learners with independent learning opportunities can be challenging because of the often highly structured curricula of ... ...

Abstract	Independent learning refers to opportunities in which responsibility for learning shifts to learners. Providing health professions learners with independent learning opportunities can be challenging because of the often highly structured curricula of health professions education. Structured independent learning assignments that give learners the opportunity to begin developing the skills and strategies to take on self-directed opportunities in the future may lend themselves to these contexts. However, in health professions education contexts, few guidelines exist for designing effective assignments that foster independence in learning. These twelve tips provide recommendations for how to improve structured independent learning assignments for health professions learners and help them develop the skills and experience required for more self-directed opportunities and for lifelong learning.
MeSH term(s)	Clinical Competence ; Curriculum ; Health Occupations ; Humans ; Learning ; Models, Educational
Language	English
Publishing date	2020-04-25
Publishing country	England
Document type	Journal Article
ZDB-ID	424426-6
ISSN	1466-187X ; 0142-159X
ISSN (online)	1466-187X
ISSN	0142-159X
DOI	10.1080/0142159X.2020.1752914
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Article ; Online: Rivalries for attention: insights from a realist evaluation of a postgraduate competency-based medical education implementation in Canada.

Rachul, Christen / Collins, Benjamin / Chan, Ming-Ka / Srinivasan, Ganesh / Hamilton, Joanne

BMC medical education

2022 Volume 22, Issue 1, Page(s) 583

Abstract: Background: Implementing competency-based medical education (CBME) in post-graduate medical education (PGME) is a complex process that requires multiple systemic changes in a complex system that is simultaneously engaged in multiple initiatives. These ... ...

Abstract	Background: Implementing competency-based medical education (CBME) in post-graduate medical education (PGME) is a complex process that requires multiple systemic changes in a complex system that is simultaneously engaged in multiple initiatives. These initiatives often compete for attention during the implementation of CBME and produce unintended and unanticipated consequences. Understanding the impact of this context is necessary for evaluating the effectiveness of CBME. The purpose of the study was to identify factors, such as contexts and processes, that contribute to the implementation of CBME. Methods: We conducted a realist evaluation using data collected from 15 programs through focus groups with residents (2 groups, n = 16) and faculty (one group, n = 8), and semi-structured interviews with program directors (n = 18), and program administrators (n = 12) from 2018 to 2021. Data were analyzed using a template analysis based on a coding framework that was developed from a sample of transcripts, the context-mechanism-outcomes framework for realist evaluations, and the core components of CBME. Results: The findings demonstrate that simultaneous initiatives in the academic health sciences system creates a key context for CBME implementation - rivalries for attention - and specifically, the introduction of curricular management systems (CMS) concurrent to, but separate from, the implementation of CBME. This context influenced participants' participation, communication, and adaptation during CBME implementation, which led to change fatigue and unmet expectations for the collection and use of assessment data. Conclusions: Rival initiatives, such as the concurrent implementation of a new CMS, can have an impact on how programs implement CBME and greatly affect the outcomes of CBME. Mitigating the effects of rivals for attention with flexibility, clear communication, and training can facilitate effective implementation of CBME.
MeSH term(s)	Canada ; Competency-Based Education ; Education, Medical ; Education, Medical, Graduate ; Focus Groups ; Humans
Language	English
Publishing date	2022-07-29
Publishing country	England
Document type	Journal Article
ZDB-ID	2044473-4
ISSN	1472-6920 ; 1472-6920
ISSN (online)	1472-6920
ISSN	1472-6920
DOI	10.1186/s12909-022-03661-8
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Article ; Online: Rivalries for attention

Christen Rachul / Benjamin Collins / Ming-Ka Chan / Ganesh Srinivasan / Joanne Hamilton

BMC Medical Education, Vol 22, Iss 1, Pp 1-

insights from a realist evaluation of a postgraduate competency-based medical education implementation in Canada

2022 Volume 8

Abstract: Abstract Background Implementing competency-based medical education (CBME) in post-graduate medical education (PGME) is a complex process that requires multiple systemic changes in a complex system that is simultaneously engaged in multiple initiatives. ... ...

Abstract	Abstract Background Implementing competency-based medical education (CBME) in post-graduate medical education (PGME) is a complex process that requires multiple systemic changes in a complex system that is simultaneously engaged in multiple initiatives. These initiatives often compete for attention during the implementation of CBME and produce unintended and unanticipated consequences. Understanding the impact of this context is necessary for evaluating the effectiveness of CBME. The purpose of the study was to identify factors, such as contexts and processes, that contribute to the implementation of CBME. Methods We conducted a realist evaluation using data collected from 15 programs through focus groups with residents (2 groups, n = 16) and faculty (one group, n = 8), and semi-structured interviews with program directors (n = 18), and program administrators (n = 12) from 2018 to 2021. Data were analyzed using a template analysis based on a coding framework that was developed from a sample of transcripts, the context-mechanism-outcomes framework for realist evaluations, and the core components of CBME. Results The findings demonstrate that simultaneous initiatives in the academic health sciences system creates a key context for CBME implementation – rivalries for attention – and specifically, the introduction of curricular management systems (CMS) concurrent to, but separate from, the implementation of CBME. This context influenced participants’ participation, communication, and adaptation during CBME implementation, which led to change fatigue and unmet expectations for the collection and use of assessment data. Conclusions Rival initiatives, such as the concurrent implementation of a new CMS, can have an impact on how programs implement CBME and greatly affect the outcomes of CBME. Mitigating the effects of rivals for attention with flexibility, clear communication, and training can facilitate effective implementation of CBME.
Keywords	Post graduate medical education ; Competency-based medical education ; Realist evaluation ; Specialty training ; Curriculum Management System ; Implementation ; Special aspects of education ; LC8-6691 ; Medicine ; R
Subject code	005
Language	English
Publishing date	2022-07-01T00:00:00Z
Publisher	BMC
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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Article ; Online: COVID-19 and 'immune boosting' on the internet: a content analysis of Google search results.

Rachul, Christen / Marcon, Alessandro R / Collins, Benjamin / Caulfield, Timothy

BMJ open

2020 Volume 10, Issue 10, Page(s) e040989

Abstract: Objective: The spread of misinformation has accompanied the coronavirus pandemic, including topics such as immune boosting to prevent COVID-19. This study explores how immune boosting is portrayed on the internet during the COVID-19 pandemic.: Design!# ...

Abstract	Objective: The spread of misinformation has accompanied the coronavirus pandemic, including topics such as immune boosting to prevent COVID-19. This study explores how immune boosting is portrayed on the internet during the COVID-19 pandemic. Design: Content analysis. Methods: We compiled a dataset of 227 webpages from Google searches in Canada and the USA using the phrase 'boost immunity' AND 'coronavirus' on 1 April 2020. We coded webpages for typology and portrayal of immune boosting and supplements. We recorded mentions of microbiome, whether the webpage was selling or advertising an immune boosting product or service, and suggested strategies for boosting immunity. Results: No significant differences were found between webpages that appeared in the searches in Canada and the USA. The most common types of webpages were from news (40.5%) and commercial (24.7%) websites. The concept of immune boosting was portrayed as beneficial for avoiding COVID-19 in 85.5% of webpages and supplements were portrayed as beneficial in 40% of the webpages, but commercial sites were more likely to have these portrayals. The top immune boosting strategies were vitamin C (34.8%), diet (34.4%), sleep (34.4%), exercise (30.8%) and zinc (26.9%). Less than 10% of the webpages provide any critique of the concept of immune boosting. Conclusions: Pairing evidence-based advice for maintaining one's health (eg, healthy diet, exercise, sleep) with the phrase immune boosting and strategies lacking in evidence may inadvertently help to legitimise the concept, making it a powerful marketing tool. Results demonstrate how the spread of misinformation is complex and often more subtle than blatant fraudulent claims.
MeSH term(s)	Betacoronavirus ; COVID-19 ; Canada/epidemiology ; Communication ; Consumer Health Information/methods ; Consumer Health Information/standards ; Coronavirus Infections/epidemiology ; Coronavirus Infections/immunology ; Coronavirus Infections/prevention & control ; Data Accuracy ; Dietary Supplements/standards ; Humans ; Immunologic Factors/standards ; Immunologic Factors/therapeutic use ; Immunotherapy/methods ; Immunotherapy/standards ; Information Dissemination/ethics ; Information Dissemination/methods ; Internet/statistics & numerical data ; Internet/trends ; Marketing/ethics ; Marketing/methods ; Pandemics/prevention & control ; Pneumonia, Viral/epidemiology ; Pneumonia, Viral/immunology ; Pneumonia, Viral/prevention & control ; Public Health ; SARS-CoV-2 ; United States/epidemiology
Chemical Substances	Immunologic Factors
Keywords	covid19
Language	English
Publishing date	2020-10-26
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2599832-8
ISSN	2044-6055 ; 2044-6055
ISSN (online)	2044-6055
ISSN	2044-6055
DOI	10.1136/bmjopen-2020-040989
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Article ; Online: COVID-19 and ‘immune boosting’ on the internet

Christen Rachul / Alessandro R Marcon / Benjamin Collins / Timothy Caulfield

BMJ Open, Vol 10, Iss

a content analysis of Google search results

2020 Volume 10

Abstract: Objective The spread of misinformation has accompanied the coronavirus pandemic, including topics such as immune boosting to prevent COVID-19. This study explores how immune boosting is portrayed on the internet during the COVID-19 pandemic.Design ... ...

Abstract	Objective The spread of misinformation has accompanied the coronavirus pandemic, including topics such as immune boosting to prevent COVID-19. This study explores how immune boosting is portrayed on the internet during the COVID-19 pandemic.Design Content analysis.Methods We compiled a dataset of 227 webpages from Google searches in Canada and the USA using the phrase ‘boost immunity’ AND ‘coronavirus’ on 1 April 2020. We coded webpages for typology and portrayal of immune boosting and supplements. We recorded mentions of microbiome, whether the webpage was selling or advertising an immune boosting product or service, and suggested strategies for boosting immunity.Results No significant differences were found between webpages that appeared in the searches in Canada and the USA. The most common types of webpages were from news (40.5%) and commercial (24.7%) websites. The concept of immune boosting was portrayed as beneficial for avoiding COVID-19 in 85.5% of webpages and supplements were portrayed as beneficial in 40% of the webpages, but commercial sites were more likely to have these portrayals. The top immune boosting strategies were vitamin C (34.8%), diet (34.4%), sleep (34.4%), exercise (30.8%) and zinc (26.9%). Less than 10% of the webpages provide any critique of the concept of immune boosting.Conclusions Pairing evidence-based advice for maintaining one’s health (eg, healthy diet, exercise, sleep) with the phrase immune boosting and strategies lacking in evidence may inadvertently help to legitimise the concept, making it a powerful marketing tool. Results demonstrate how the spread of misinformation is complex and often more subtle than blatant fraudulent claims.
Keywords	Medicine ; R
Language	English
Publishing date	2020-10-01T00:00:00Z
Publisher	BMJ Publishing Group
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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