By: Victoria Brazil [view part Dr. Brazil’s post on effectively using videos in medical education here] Videos have become a popular medium to support health professional educational outcomes, inspired by examples like the Khan Academy, […]
By: Victoria Brazil The simulation scene from the movie Monsters Inc is a favourite of mine, for many reasons. As an educator – I’ve used it in faculty development workshops to trigger discussion about debriefing […]
(From the EiC: A welcome to Victoria Brazil who joins the ICE editorial board. ) By Victoria Brazil Most of us have been part of a talk or educational session in which some version of […]
By: Alex Chorley and Jonathan Sherbino Educational Problem: Engaging a large group of residents at their academic conference (i.e. academic day) is always a challenge, particularly when the group includes a spectrum of junior and senior […]
By: Daniel Cabrera
The moral and societal duty of an academic physician is to advance science, improve the care of his/her patients and share knowledge. Part of this role requires physicians to inform the public debate, responsibly influence policy and help translate complex practice for the public. As Clinician Educators our job is not to create knowledge obscura, trapped in ivory towers and only accessible to the enlightened; the knowledge we create and manage needs to impact our communities.
Academic Promotions and Tenure Committees in our institutions are charged with ensuring that the scholarly work of faculty impacts the academy. These committees aim to provide a promotion system rewarding the influence and significance of research, clinical care and education. The committees reward consistency and excellence.
The current scholarly publication citation system is a surrogate for this impact. The idea of creating an “impact factor” is to