When humor in the hospital is no laughing matter.
Humans; *Attitude of Health Personnel; Physician's Role; Education; *Students; *Laughter; *Wit and Humor as Topic; Hospitals/*ethics; Organizational Culture; Patient Care/*ethics; Ethics; Stress; Medical; Psychological; Medical Staff; Clinical/education; Medical/education; Hospital/*ethics/standards; Medical/ethics
Aultman Julie M
The Journal of clinical ethics
2009
2009
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
Financial incentives in residency recruiting for primary care: scope, characteristics, and students' perceptions.
*Career Choice; *Financing; *Program Development; *Students; Family Practice/economics; Government; Humans; Internal Medicine/economics; Internship and Residency/*economics; Interviews as Topic; Medical; Medicine; Pediatrics/economics; Perception; Personnel Selection; Primary Health Care/*economics; Specialization
BACKGROUND: One response to the decline in interest among medical students in residency training in primary care has been the offering, by residency programs and hospitals, of financial recruitment incentives to medical students during their residency interviews. Few data on the breadth and effectiveness of this practice have been available. METHOD: To gain insight into how hospitals and/or programs offered incentives, the authors compared 1990 and 1992 survey data on this topic from the members of the Association of American Medical Colleges' Council of Teaching Hospitals (AAMC/COTH) with 1992 data from the members of the Association for Hospital Medical Education (AHME), employing responses to identical questionnaire items. Complementary data on students' experiences with recruitment incentives in 1991 and 1992 were also analyzed. These data have been collected since 1991 in the Medical School Graduation Questionnaire (GQ) of the AAMC's Section for Educational Research, but little or no information had been available on medical students' perceptions of the effectiveness of these incentives. Therefore, one of the authors surveyed members of the classes of 1992 at four Midwestern medical schools about their residency interviewing experiences, including their reactions to financial incentives they encountered. RESULTS: The outcomes from these surveys indicate that, as expected, family practice, internal medicine, and pediatrics were the specialties most likely to offer financial incentives; that a wide variety of recruitment incentives was available to students; that the proportion of programs and hospitals offering such incentives was increasing (e.g., from 37% in the 1990 COTH survey to 54% in the 1992 survey); and that a large majority (79%) of students who encountered these incentives viewed them as at least somewhat effective in persuading them to consider matching with the programs that offered them. CONCLUSION: The prevalence and persuasiveness of financial incentives raise a number of serious questions, including whether competition for residents will divert funds from improving educational quality to recruitment.
Boex J R; Kirson S M; Keyes-Welch M; Evans A
Academic medicine : journal of the Association of American Medical Colleges
1994
1994-11
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/00001888-199411000-00012" target="_blank" rel="noreferrer noopener">10.1097/00001888-199411000-00012</a>
Evolution of a Natural Products and Nutraceuticals Course in the Pharmacy Curriculum.
Humans; *Biological Products/therapeutic use; *Clinical Competence; *Dietary Supplements; course curriculum; Curriculum/*trends; dietary supplements; Educational Measurement/methods; evidence-based medicine; herbal products; nutraceuticals; Education; *Students; Pharmacy; Pharmacy/methods/*trends
Objective. To develop, implement, and modify a required, second-year pharmacy course that provides an understanding of the scientific, therapeutic, and clinical principles, as well as the evidence-based medicine underlying the use of natural products. Design. A 28-hour, multi-faculty course was developed and offered in 2008. The course was modified over the years to enhance students' practice skills in the use of natural products. A course evaluation and survey were administered to assess the students' opinions. Assessment. Students performed well in the course and provided favorable evaluations, especially for the latest offering. Students reported significantly improved skills in providing advice to patients regarding the use of natural products. Conclusion. The course increased the students' knowledge and application of information and counseling skills regarding natural products.
Geldenhuys Werner J; Cudnik Michelle L; Krinsky Daniel L; Darvesh Altaf S
American journal of pharmaceutical education
2015
2015-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.5688/ajpe79682" target="_blank" rel="noreferrer noopener">10.5688/ajpe79682</a>
Methods Used by Colleges and Schools of Pharmacy to Prepare Student Pharmacists for Careers in Academia.
Humans; United States; Surveys and Questionnaires; Curriculum; Societies; *Career Choice; academia; Attitude of Health Personnel; career; Pharmacists; student preparation; training; Education; *Students; Schools; Faculty; Graduate; Pharmacy/*methods; Pharmaceutical; Pharmacy; Pharmacy/*organization & administration
Objective. To identify the methods used by US colleges and schools of pharmacy to prepare student pharmacists for academic careers. Method. An 18-item survey instrument was developed and distributed to US colleges and schools of pharmacy. Representatives were asked about faculty responsibilities, experiences in academia currently offered to student pharmacists, and representatives' perception of their student pharmacists' preparedness for careers in academia, including barriers in current programming. Results. Representatives from 96 colleges/schools responded. The vast majority (96%) provided academia-focused advanced pharmacy practice experiences (APPEs), 40% provided didactic coursework in academia, 28% offered a longitudinal research track, and 42% offered academia-focused independent studies. Teaching methods and creating learning objectives were the most common pedagogical content, while assessment activities were diverse. Time was the most prevalent barrier to providing training for academic careers; however, degree of student pharmacist interest, faculty inexperience, and lack of leadership support were also commonly reported. Conclusions: Colleges and schools of pharmacy vary in the extent to which they prepare student pharmacists for careers in academia. Advanced pharmacy practice experiences were the most common method of training offered. Standardization of training for academia may better promote this career path to student pharmacists.
Haines Seena L; Dy-Boarman Eliza A; Clifford Kalin M; Summa Maria A; Willson Megan N; Boyle Jaclyn A; Peeters Michael J
American journal of pharmaceutical education
2017
2017-02
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.5688/ajpe8116" target="_blank" rel="noreferrer noopener">10.5688/ajpe8116</a>
A reminiscence.
*Awards and Prizes; *Medicine in Literature; *Students; 20th Century; Acquired Immunodeficiency Syndrome; Alopecia; Disasters; History; Humans; Medical; Poetry as Topic/*history; United States
The founding of the William Carlos Williams poetry competition for medical students is recounted. A few highlights from its nearly twenty-five years of operation are offered. Gleanings from the hearts and souls of some of the winning poets are shared.
Kohn Martin
The Journal of medical humanities
2005
1905-6
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1007/s10912-005-7701-6" target="_blank" rel="noreferrer noopener">10.1007/s10912-005-7701-6</a>
Telepresent Focused Assessment With Sonography for Trauma Examination Training Versus Traditional Training for Medical Students: A Simulation-Based Pilot Study.
*Students; *Videoconferencing; Adult; Clinical Competence/*statistics & numerical data; Curriculum; Debriefing Assessment for Simulation in Healthcare; education; Female; Focused Assessment with Sonography of Trauma/*methods; Humans; Male; Medical; Pilot Projects; remote telementored ultrasound; Simulation Training/*methods; teledebriefing; telementor; telepresence; telesonography; Ultrasonics/*education; Young Adult
OBJECTIVES: Telepresent education is becoming an important modality in medical education, as it provides a means for instructors to lead education sessions via videoconferencing technologies. This study aimed to compare the effectiveness of telepresent ultrasound training versus traditional in-person ultrasound training. METHODS: Medical student cohorts were educated by either traditional in-person instruction or telementoring on how to perform a focused assessment with sonography for trauma (FAST) examination. Effectiveness was evaluated by pre- and post-multiple-choice tests (knowledge), confidence surveys, and summative simulation scenarios (hands-on FAST simulation). Formative simulation scenario debriefings were evaluated by each student using the Debriefing Assessment for Simulation in Healthcare student version (DASH-SV). RESULTS: Each method of instruction had significant increases in knowledge, confidence, and hands-on FAST simulation performance (P \textless .05). The collective increase in knowledge was greater for the in-person group, whereas the improvement in FAST examination performance during simulations was greater for the telementored group. Confidence gains were comparable between the groups. The DASH-SV scores were significantly higher for the in-person group for each criterion; however, both methods were deemed effective via median scoring. CONCLUSIONS: Telepresent education is a viable option for teaching the FAST examination to medical students.
Poland Scott; Frey Jennifer A; Khobrani Ahmad; Ondrejka Jason E; Ruhlin Michael U; George Richard L; Gothard M David; Ahmed Rami A
Journal of ultrasound in medicine : official journal of the American Institute of Ultrasound in Medicine
2018
2018-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1002/jum.14551" target="_blank" rel="noreferrer noopener">10.1002/jum.14551</a>
Students as catalysts to increase community pharmacy-led direct patient care services.
Humans; United States; Curriculum; Professional Role; Students; Program Evaluation; *Community-Institutional Relations; Community Pharmacy Services/*organization & administration; Cooperative Behavior; Delivery of Health Care/*organization & administration; Health Services Research; Patient-Centered Care/*organization & administration; Education; *Students; Human; Multicenter Studies; Validation Studies; Comparative Studies; Evaluation Research; Models; Educational; Pharmacy/methods; Pharmacy; Community-Institutional Relations; Health Care Delivery – Administration; Patient Centered Care – Administration; Retail – Administration
OBJECTIVE: To describe the impact on community pharmacy service development of a faculty-student-pharmacist collaborative program offered by five U.S. colleges. SETTING: Colleges of pharmacy and community pharmacies in Arizona, Illinois, Ohio, Utah, and West Virginia. PRACTICE DESCRIPTION: Partner for Promotion (PFP) is an elective, longitudinal advanced pharmacy practice experience (APPE) focused on enhancement of community pharmacy management skills, specifically the development and implementation of direct patient care services. This faculty-student-pharmacist collaborative model has been implemented in five U.S. colleges of pharmacy beyond the originating institution. EVALUATION: Data on pharmacy demographics and the impact of PFP on service creation and longevity at these partnering schools were reported via annual online surveys completed by faculty directors at each partnering college of pharmacy. RESULTS: Over a 3-year period, 19 pharmacy teams across five states worked to create a total of 15 direct patient care services, 12 of which were still being offered to patients at the time of data collection (80% longevity). The PFP program guided 38 students through the process of developing and implementing a sustainable service at a community pharmacy. All participating faculty from partnering colleges of pharmacy (100%) indicated that PFP model materials were "very useful" (4-point Likert scale; 1, not useful, to 4, very useful), and all five colleges plan to continue offering the program moving forward. CONCLUSION: The PFP model of training and service development can have a positive impact on the pharmacy profession, serve as an avenue for training students in the development of clinical services, and be a catalyst for establishing the growth of community pharmacy as a patient-centered, service-oriented partner in the health care system.
Rodis Jennifer L; Ulbrich Timothy R; Jennings Brandon T; Elswick Betsy M; McKinley Rebekah Jackowski
Journal of the American Pharmacists Association : JAPhA
2015
2015-12
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1331/JAPhA.2015.14261" target="_blank" rel="noreferrer noopener">10.1331/JAPhA.2015.14261</a>
Sequential advanced pharmacy practice experiences at one institution for students from three pharmacy schools.
Students; Program Evaluation; Education; *Students; Schools; *Pharmacists; *Professional Practice; Preceptorship; School Admission Criteria; Program Development; Academic Medical Centers; Human; Descriptive Statistics; Outcomes of Education; Program Implementation; Retrospective Design; Pharmacy; Clinical; Pharmacy/*organization & administration
PURPOSE: The structure and implementation of an advanced pharmacy practice experience (APPE) that was sequential in nature are described. SUMMARY: In early 2008, the pharmacy department of the Cleveland Clinic began conversations with three partner pharmacy schools in the surrounding area to accommodate rotations for advanced practice experiences pharmacy students. The resulting sequential APPE (SAE) program is offered at each school for four or five months and incorporates a longitudinal student project component to be completed over the SAE's duration. Program coordination and scheduling are unique to this program, where rotations are set up outside of the typical rotation selection. Since 2009, 23 students have completed the program, and 10 are currently enrolled. The SAE program was implemented in 2009 and continues to provide a depth of experience for pharmacy students. Preceptors have reported that SAE students are more motivated, have goals that fit with the institution, and offer decreased orientation burden compared with traditional APPE students. Students report a maximum of 19 hours gained per month in decreased orientation time to the computer system and site, allowing them to focus more time on patient care. Over a five-month period, a student could gain 76 hours in clinical experience over the traditional APPE student due to the decreased orientation burden. CONCLUSION: SAEs at one institution have proven advantageous to preceptors, students, and the site. SAEs have provided enriching student rotations while increasing site efficiencies, allowing longitudinal projects, and enhancing the site's exposure to students as potential residency candidates.
Taylor Rebecca A; Wisneski S Scott; Kaun Megan A; Parteleno Patricia; Williams Jonathan; Goldman Morton P
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
2014
2014-01
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.2146/ajhp130139" target="_blank" rel="noreferrer noopener">10.2146/ajhp130139</a>
Retheorizing sexual harassment in medical education: women students' perceptions at five U.S. medical schools.
*Culture; *Education; *Schools; *Social Perception; *Students; Anecdotes as Topic; Female; Humans; Medical; Sexual Harassment/*psychology; United States
BACKGROUND: The literature consistently reports that sexual harassment occurs with regularity in medical education, mostly in clinical settings, and most of it goes unreported. Reasons for nonreporting include the fear of retaliation, a reluctance to be viewed as a victim, a fear that one is being "too sensitive," and the belief that nothing will be done. PURPOSE: We wanted to examine with greater concentration the stories women students tell about sexual harassment, including what they count as sexual harassment, for more or different clues to their persistent nonreporting. METHODS: We used focus groups to interview 30 women students at 5 U.S. medical schools. We used systematic inductive guidelines to analyze the transcribed data, linking to and building new theoretical frameworks to provide an interpretive understanding of the lived experiences of the women in our study. RESULTS: Consistent with previous literature, most of the students interviewed had either witnessed or observed sexual harassment. We selected 2 theoretical lenses heretofore not used to explain responses to sexual harassment: 3rd-wave feminist theory to think about how current women students conceive sexual harassment and personality theory to explain beliefs about nonreporting. CONCLUSIONS: Medical educators need new ways to understand how contemporary women students define and respond to sexual harassment.
Wear Delese; Aultman Julie M; Borges Nicole J
Teaching and learning in medicine
2007
2007
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1080/10401330709336619" target="_blank" rel="noreferrer noopener">10.1080/10401330709336619</a>
Pimping: perspectives of 4th year medical students.
*Clinical Clerkship; *Education; *Students; Attitudes; Clinical Competence; Health Knowledge; Humans; Internship and Residency; Interprofessional Relations; Medical; Practice; Undergraduate; United States
BACKGROUND: A well-known phenomenon among U.S. medical students known as pimping, or the pedagogical device of questioning students in the clinical setting, receives virtually no attention in medical literature. PURPOSE: Identifying 4th-year medical students' relevant knowledge and attitudes about pimping may help educators understand the range of beliefs about pimping and the role it plays in the socialization process into the medical community. METHODS: Over a
Wear Delese; Kokinova Margarita; Keck-McNulty Cynthia; Aultman Julie
Teaching and learning in medicine
2005
2005
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1207/s15328015tlm1702_14" target="_blank" rel="noreferrer noopener">10.1207/s15328015tlm1702_14</a>