Papers by Steven L Kanter
Academic medicine : journal of the Association of American Medical Colleges, 2010
System Dynamics Review, 2010
Misperceptions of stock and fl ow relationships are pervasive and an important problem to solve i... more Misperceptions of stock and fl ow relationships are pervasive and an important problem to solve in system dynamics. Prior studies have shown that individuals perform poorly on accumulation problems, even when considering relatively simple systems, an effect termed the Stock-Flow (SF) failure. This study examines the effects of domain experience in overcoming the SF failure. We compared performance of medical students and undergraduates with no medical education on accumulation problems in medical and general domains. Medical students performed better than undergraduates only in some of the problems (including the general domain problems), and they performed equally poorly as undergraduates in problems that required medical domain experience. There was no correlation between performance in the stock and fl ow problems and either duration of medical education or age. Thus we conclude that domain experience is not a strong indicator for overcoming the SF failure.
Academic Medicine, 2010
... more noble deed? On the other hand, I also hear some individuals wonder “Why would we provide... more ... more noble deed? On the other hand, I also hear some individuals wonder “Why would we provide knowledge and know-how to those who will then compete with us?”. This range ... could benefit the whole world. Steven L. Kanter, MD. ...
Medical Education
In the high‐stakes, time‐critical environment of the operating room (OR), attendings and resident... more In the high‐stakes, time‐critical environment of the operating room (OR), attendings and residents strive to complete safe, effective surgeries and ensure that learning occurs. Yet meaningful resident participation often receives less attention, and that impedes residents’ ability to learn and achieve autonomous operative practice. We need a new conceptual framework for understanding progression to autonomous practice that can guide both faculty and residents. Thus, we sought a new conceptualisation of intraoperative teaching and learning (IOT&L) through the lens of Eraut's notion of informal workplace learning and Billett's theory of relational interdependence between social and individual agency.
Perspectives on medical education, Jan 18, 2018
To support evidence-informed education, health professions education (HPE) stakeholders encourage... more To support evidence-informed education, health professions education (HPE) stakeholders encourage the creation and use of knowledge syntheses or reviews. However, it is unclear if these knowledge syntheses are ready for translation into educational practice. Without understanding the readiness, defined by three criteria-quality, accessibility and relevance-we risk translating weak evidence into practice and/or providing information that is not useful to educators. A librarian searched Web of Science for knowledge syntheses, specifically Best Evidence in Medical Education (BEME) Guides. This meta-synthesis focuses on BEME Guides because of their explicit goal to inform educational practice and policy. Two authors extracted data from all Guides, guided by the 25-item STructured apprOach to the Reporting In healthcare education of Evidence Synthesis (STORIES). Forty-two Guides published in Medical Teacher between 1999 and 2017 were analyzed. No Guide met all STORIES criteria, but all i...
Medical education, Apr 1, 2018
The opening quote, although reflecting an oft-repeated contention among medical education and pro... more The opening quote, although reflecting an oft-repeated contention among medical education and professional practice scholars, is theoretically and empirically distorting. Alternatively, and similarly to Gross and colleagues, we see ‘the making of a physician (as beginning) long before the first day in medical school’. Although relatively neglected by health professions scholars, a vast array of formal and other-than-formal socialisation and professionalisation structures and processes are well nested within the pre-professional experience. In turn, the relationships and interconnections between health professional schools and preprofessional institutions remain underexplored. The opening quote, although reflecting an oft-repeated contention among medical education and professional practice scholars, is theoretically and empirically distorting
Bulletin of the Medical Library Association, 1998
Problem-based learning (PBL) is a powerful small group learning tool that should be part of the a... more Problem-based learning (PBL) is a powerful small group learning tool that should be part of the armamentarium of every serious educator. Classic PBL uses ill-structured problems to simulate the conditions that occur in the real environment. Students play an active role and use an iterative process of seeking new information based on identified learning issues, restructuring the information in light of the new knowledge, gathering additional information, and so forth. Faculty play a facilitatory role, not a traditional instructional role, by posing metacognitive questions to students. These questions serve to assist in organizing, generalizing, and evaluating knowledge; to probe for supporting evidence; to explore faulty reasoning; to stimulate discussion of attitudes; and to develop self-directed learning and self-assessment skills. Professional librarians play significant roles in the PBL environment extending from traditional service provider to resource person to educator. Studen...
Proceedings / the ... Annual Symposium on Computer Application [sic] in Medical Care. Symposium on Computer Applications in Medical Care, 1993
Recent innovations in medical education have highlighted the need for faculty involved with the c... more Recent innovations in medical education have highlighted the need for faculty involved with the curriculum to carefully examine curricular content with goals of detecting omissions and unwanted redundancies of subject matter, adding and integrating new content, and deleting old content. A number of medical schools have attempted to deal with these issues by developing a database of curricular content information, most often using faculty- or student-selected keywords to represent each unit of instruction. However, several problems have been identified with this method, and achieving the goals mentioned above remains a formidable task. This paper outlines an alternative method that uses the resources of the UMLS to characterize a medical concept by the semantic types of its co-occurring terms. This approach can facilitate achievement of the aforementioned goals.
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Papers by Steven L Kanter