Medical subinternship: student experience on a resident uncovered hospitalist service.

abstract：BACKGROUND:The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. PURPOSES:This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and iss...

journal_title：Teaching and learning in medicine

authors： Keller TE,Collier PJ,Blakeslee JE,Logan K,McCracken K,Morris C

更新日期：2014-01-01 00:00:00

abstract：BACKGROUND:Simulation requires involvement from participants. However, it is unknown to what extent simulation effectiveness is a function of the number of participants. PURPOSE:This study assessed the impact of varying group size on medical students' subjective experience of simulation and on postsimulation exam perf...

journal_title：Teaching and learning in medicine

authors： Rezmer J,Begaz T,Treat R,Tews M

更新日期：2011-07-01 00:00:00

abstract：:Problem: Conferences are the most common form of continuing medical education (CME), but their effect on clinician practice is inconsistent. Reflection is a critical step in the process of practice change among clinicians and may lead to improved outcomes following conference-based CME. However, reflection requires ti...

journal_title：Teaching and learning in medicine

authors： Ratelle JT,Wittich CM,Yu RC,Newman JS,Jenkins SM,Beckman TJ

更新日期：2020-10-01 00:00:00

abstract：BACKGROUND:Medical residents frequently participate in code status discussions, yet their competency in this role has not been evaluated. PURPOSE:The objective is to determine the quality of code status discussions from the perspective of both resident and patient. METHODS:We conducted a cross-sectional survey of con...

journal_title：Teaching and learning in medicine

authors： Loertscher LL,Beckman TJ,Cha SS,Reed DA

更新日期：2010-10-01 00:00:00

abstract：BACKGROUND:We administered selected scales from the Cognitive Behavior Survey, Attitudes Toward Social Issues in Medicine survey, and Learning Environment Questionnaire. We gathered data from other medical schools to put our results into context. PURPOSE:To present results on these scales from our own and other medica...

journal_title：Teaching and learning in medicine

authors： Schwartz PL,Loten EG

更新日期：2004-10-01 00:00:00

abstract：UNLABELLED:NEGEA 2015 CONFERENCE ABSTRACT (EDITED): Measuring an Organization's Culture of Feedback: Can It Be Done? Steven Rougas and Brian Clyne. CONSTRUCT: This study sought to develop a construct for measuring formative feedback culture in an academic emergency medicine department. Four archetypes (Market, Adhocrac...

journal_title：Teaching and learning in medicine

authors： Rougas S,Clyne B,Cianciolo AT,Chan TM,Sherbino J,Yarris LM

更新日期：2015-01-01 00:00:00

abstract：BACKGROUND:Oral health is an important but inadequately addressed area in medical school curricula. Primary care practitioners are in an ideal position to help prevent oral disease but lack the knowledge to do so. PURPOSES:We developed an oral health elective that targeted 1st- and 2nd-year medical students as part of...

journal_title：Teaching and learning in medicine

authors： Mouradian WE,Reeves A,Kim S,Lewis C,Keerbs A,Slayton RL,Gupta D,Oskouian R,Schaad D,Kalet T,Marshall SG

更新日期：2006-10-01 00:00:00

abstract：:Work-based assessment (WBA) is the assessment of trainees and physicians across the educational continuum of day-to-day competencies and practices in authentic, clinical environments. What distinguishes WBA from other assessment modalities is that it enables the evaluation of performance in context. In this perspectiv...

journal_title：Teaching and learning in medicine

authors： Kogan JR,Holmboe E

更新日期：2013-01-01 00:00:00

abstract：:Issue: Despite clear relevance, need, descriptive literature, and student interest, few schools offer required curriculum to develop leadership skills. This paper outlines a proposed shared vision for leadership development drawn from a coalition of diverse medical schools. We advocate that leadership development is a...

journal_title：Teaching and learning in medicine

authors： Mangrulkar RS,Tsai A,Cox SM,Halaas GW,Nelson EA,Nesse RE,Silvestri RC,Radabaugh CL,Skochelak S,Beck Dallaghan GL,Steiner B

更新日期：2020-10-01 00:00:00

abstract：BACKGROUND:Full-time clinician educators are becoming more predominant in China, yet their effect is unknown. PURPOSES:The purpose of this study was to compare the teaching quality of full-time (FT) faculty with that of part-time (PT) faculty in one Chinese medical school. METHODS:In 3 consecutive years, 881 3rd year...

journal_title：Teaching and learning in medicine

authors： Zeng J,Zuo C,Wang Y

更新日期：2014-01-01 00:00:00

abstract：PROBLEM:Longitudinal patient contacts are being implemented worldwide as a way to enhance a patient-centered orientation among medical students. In large medical schools, longitudinal integrated clerkships may not be feasible, so other ways must be sought to expose students to prolonged contact with patients. INTERVEN...

journal_title：Teaching and learning in medicine

authors： Mol SS,Chen HC,Steerneman AH,de Groot E,Zwart DL

更新日期：2019-04-01 00:00:00

abstract：BACKGROUND:The Accreditation Council for Graduate Medical Education requires residency training programs to develop methods to teach and assess communication skills in residents to ensure competence as a practitioner. In response, we piloted a communication curriculum for emergency medicine residents. We describe the c...

journal_title：Teaching and learning in medicine

authors： Sullivan C,Ellison SR,Quaintance J,Arnold L,Godrey P

更新日期：2009-10-01 00:00:00

abstract：THEORY:Empathy has a potentially complicated relationship with dealing with death and dying. Having clinical empathy can improve interactions with dying, but educational interventions aimed at fostering empathy may cause medical students to connect emotionally with dying patients and behave unprofessionally out of self...

journal_title：Teaching and learning in medicine

authors： Ünlü G,Uludağ A

更新日期：2020-08-11 00:00:00

abstract：UNLABELLED:PHENOMENON: Medical students receive much of their inpatient teaching from residents who now experience restructured teaching services to accommodate the 2011 duty-hour regulations (DHR). The effect of DHR on medical student educational experiences is unknown. We examined medical students' and clerkship dire...

journal_title：Teaching and learning in medicine

authors： Kogan JR,Lapin J,Aagaard E,Boscardin C,Aiyer MK,Cayea D,Cifu A,Diemer G,Durning S,Elnicki M,Fazio SB,Khan AR,Lang VJ,Mintz M,Nixon LJ,Paauw D,Torre DM,Hauer KE

更新日期：2015-01-01 00:00:00

abstract：:Issue: The practice of medicine is intrinsically unpredictable. Clinicians must respond skillfully to this uncertainty; therefore, medical educators are using improvisational theater training methods to teach improvisational ability in areas such as communication and professionalism. This teaching approach is called "...

journal_title：Teaching and learning in medicine

authors： Fu B

更新日期：2019-06-01 00:00:00

abstract：BACKGROUND:Some medical schools have replaced all student practice peer physical examinations in the curriculum with examinations of standardized patients (SPs). PURPOSE:To assess attitudes of medical students toward practicing physical examinations with classmates, including genital, rectal, or female breast componen...

journal_title：Teaching and learning in medicine

authors： Power DV,Center BA

更新日期：2005-10-01 00:00:00

abstract：BACKGROUND:This article, prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, discusses the evolving challenges facing medical educators posed by social media and a new form of professionalism that has been termed e-professionalism. SUMMARY:E-professionalism...

journal_title：Teaching and learning in medicine

authors： Kaczmarczyk JM,Chuang A,Dugoff L,Abbott JF,Cullimore AJ,Dalrymple J,Davis KR,Hueppchen NA,Katz NT,Nuthalapaty FS,Pradhan A,Wolf A,Casey PM

更新日期：2013-01-01 00:00:00

abstract：PROBLEM:Multiple-choice questions (MCQs) are the main method of assessing medical student knowledge. As a result there is a high demand from medical students for formative MCQs. However, teaching staff rarely have the time or incentive to develop high-quality formative questions, focusing instead on material for high-s...

journal_title：Teaching and learning in medicine

authors： Harris BH,Walsh JL,Tayyaba S,Harris DA,Wilson DJ,Smith PE

更新日期：2015-01-01 00:00:00

abstract：BACKGROUND:Prominent authorities believe that managed care and governmental policies are compromising the clinical education of future physicians. PURPOSE:This study sought the views of clinical teachers to quantify the extent to which managed care and governmental policies have changed clinical education. METHODS:Qu...

journal_title：Teaching and learning in medicine

authors： Woolliscroft JO,Harrison RV,Anderson MB

更新日期：2002-04-01 00:00:00

abstract：BACKGROUND:Accreditation and Institute of Medicine mandates require retooling of graduate medical education curriculum and assessment processes. This Objective Structured Clinical Exam (OSCE) focused on patient safety-specific skills important to stakeholders from multiple institutions. PURPOSES:A 10-station OSCE was ...

journal_title：Teaching and learning in medicine

authors： Wagner DP,Hoppe RB,Lee CP

更新日期：2009-01-01 00:00:00

abstract：BACKGROUND:Lesbian, gay, bisexual, and transgender (LGBT) persons represent an underserved population susceptible to health care disparities. DESCRIPTION:In February 2004, we implemented an LGBT health curriculum for students at the University of California at San Francisco. Confidential matched questionnaires elicite...

journal_title：Teaching and learning in medicine

authors： Kelley L,Chou CL,Dibble SL,Robertson PA

更新日期：2008-07-01 00:00:00

abstract：BACKGROUND:Multiple variables affect medical specialty choice, including temperament, sociodemographic factors, and personal experiences. Many studies address specific variables for specific specialties, but few assess the relative impact of each factor. PURPOSE:To identify the relative influence of temperament in cho...

journal_title：Teaching and learning in medicine

authors： Vaidya NA,Sierles FS,Raida MD,Fakhoury FJ,Przybeck TR,Cloninger CR

更新日期：2004-04-01 00:00:00

abstract：BACKGROUND:Graduating medical students, when surveyed, noted a deficit in training in physical examination skills. PURPOSES:In an attempt to remedy this deficit we implemented a pilot program for 3rd-year medical students consisting of twice-weekly bedside diagnosis rounds as part of their 8-week medicine clerkship. ...

journal_title：Teaching and learning in medicine

authors： Roberts L,Lu WH,Go RA,Daroowalla F

更新日期：2014-01-01 00:00:00

abstract：BACKGROUND:Although it is a Joint Commission requirement for hospitals to maintain an up-to-date disaster plan and to implement drills, disaster training is not routinely incorporated into undergraduate medical education. PURPOSES:The objectives are to provide medical students with an introduction to disaster medicine...

journal_title：Teaching and learning in medicine

authors： Kaji AH,Coates WC,Fung CC

更新日期：2010-01-01 00:00:00

abstract：:Phenomenon: An increasing number of refugees in recent years has led to changes in healthcare delivery. Historically, health care providers did not receive systematic and longitudinal training in refugee health. There is increasing interest among educators in developing educational opportunities for medical students t...

journal_title：Teaching and learning in medicine

authors： Rashid M,Cervantes AD,Goez H

更新日期：2020-10-01 00:00:00

abstract：PURPOSE:To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14). METHODS:A year after their decision regarding curri...

journal_title：Teaching and learning in medicine

authors： McLean M

更新日期：2004-07-01 00:00:00

abstract：BACKGROUND:Qualitative markers of performance are routinely used for medical student assessment, though the extent to which such markers can be readily translated to actionable pieces of information remains uncertain. PURPOSE:To explore (a) the perceived value to be indicated by descriptor phrases commonly used for de...

journal_title：Teaching and learning in medicine

authors： Ma HK,Min C,Neville A,Eva K

更新日期：2013-01-01 00:00:00

abstract：BACKGROUND:The increase in people with insufficient health insurance has largely been fueled by a record influx of immigrants, who often live in medically underserved areas of inner cities. An increase in the desire of medical students to practice in underserved areas is needed to counter low physician-to-population ra...

journal_title：Teaching and learning in medicine

authors： Godkin MA,Savageau JA,Fletcher KE

更新日期：2006-07-01 00:00:00

abstract：PROBLEM:Systems-based practice focuses on the organization, financing, and delivery of medical services. The American Association of Medical Colleges has recommended that systems-based practice be incorporated into medical schools' curricula. However, experiential learning in systems-based practice, including practical...

journal_title：Teaching and learning in medicine

authors： Ackerman SL,Boscardin C,Karliner L,Handley MA,Cheng S,Gaither TW,Hagey J,Hennein L,Malik F,Shaw B,Trinidad N,Zahner G,Gonzales R

更新日期：2016-01-01 00:00:00

abstract：BACKGROUND:Residency programs must prepare physicians to practice in the current health care environment. This mandate is reflected in 3 of the 6 competency domains now required by the Accreditation Council for Graduate Medical Education: systems-based practice, interpersonal skills and communication, and practice-base...

journal_title：Teaching and learning in medicine

authors： Frohna JG,Kalet A,Kachur E,Zabar S,Cox M,Halpern R,Hewson MG,Yedidia MJ,Williams BC

更新日期：2004-01-01 00:00:00