What are your perceptions of soft skills? Check out Kutz and Stiltner's publication on Program Director perceptions at meridian.allenpress.com/atej/article/1…

Have you considered the behaviors of ATs related to continuing education conferences? Babiarz, et al investigated best practices for CE offerings. Check it out at meridian.allenpress.com/atej/article/1…

Key Point One: ATs preferred didactic session formats (i.e. lectures) and hands-on workshops; their lease preferred session formats were problem-centered discussions and poster presentations. meridian.allenpress.com/atej/article/1…

Key Point Two: ATs preferred to learn about content that they were interested in or that was most relevant to their setting. Specifically, ATs had interest in the examination, assessment, and diagnosis domain and the injury/illness prevention and wellness promotion domain of AT

Key Point Three: ATs believe that 3+/- 2 concurrent sessions are ideal to allow for a variety of topics and formats while limiting feelings of indecision and session conflict. meridian.allenpress.com/atej/article/1…

Key Point Four: When faced with session conflicts, ATs selected sessions based ont heir interest and not objective needs that addressed knowledge gaps in their practice. meridian.allenpress.com/atej/article/1…

Congrats to #HMIEducators alum Hedy Wald & colleague Meaghan Ruddy for their new JCEHP article! "Surreal Becomes Real: Ethical Dilemmas Related to the #COVID19 Pandemic & Professional Identity Formation of Health Professionals" #MedEd #HPE bit.ly/3mV4uYR

Kutz and Stiltner investigated Program Directors' Perceptions of soft skills in a recent publication. Check it out at meridian.allenpress.com/atej/article/1…

Key Point One: Soft skills are necessary and important to include in athletic training education. meridian.allenpress.com/atej/article/1…

Key Point Three: Soft skills were not evaluated as frequently by athletic training programs as their perceived importance would indicate. meridian.allenpress.com/atej/article/1…

Key Point Two: Evaluating a student's soft skills may facilitate successful transition to practice. meridian.allenpress.com/atej/article/1…

When I say… empathic dissonance - the authors discuss the difference between empathic statements made by medical students and genuine expressions of empathy onlinelibrary.wiley.com/doi/full/10.11… #MedEd Bill Laughey Prof. Gabrielle Finn Megan Brown

Key Point One: Developing a new competency-based education framework for athletic therapy education in Canada is likely to facilitate interprofessional collaboration, communication, and education.

Babiarz, et al investigated the choices ATs make regarding their continuing education decisions. Check it out at meridian.allenpress.com/atej/article/1…

Authors identify 10 core components necessary to maintain integrity in the implementation of an entrustable professional activities #assessment framework: ow.ly/hQSu50Epr1O. #MedEd

Emerging evidence suggests that the early socialisation of students in health professional programmes to teamwork may have an impact on their future as collaborative practitioners. onlinelibrary.wiley.com/doi/abs/10.111… #Meded sheri price Dalhousie University Hossein Khalili @jmalmost Katherine Harman

For our Canadian educators, how are you include CBE in your curriculum? Check out Lafave et al's newest publication at meridian.allenpress.com/atej/article/1…

Lafave et al utilized developed and validated a new competency education framework for the CATA. Check it out at meridian.allenpress.com/atej/article/1…

Key Point Two: The adoption of a competency-based approach to health care education de-emphasizes time-based training and focuses on outcomes, abilities, and learner-centeredness.

Key Point Three: The new athletic therapy framework was adapted from the CanMEDS framework and includes the following roles: athletic therapy expert, communicator, collaborator, scholar, leader, health advocate, and professional. meridian.allenpress.com/atej/article/1…