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40
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Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
URL Address
<a href="http://doi.org/10.15766/mep_2374-8265.10867" target="_blank" rel="noreferrer noopener">http://doi.org/10.15766/mep_2374-8265.10867</a>
Pages
10867-10867
Volume
15
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Update Year & Number
March 2020 Update
NEOMED College
NEOMED College of Medicine
NEOMED Department
Department of Family & Community Medicine
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Insomnia Telemedicine OSCE (TeleOSCE): A Simulated Standardized Patient Video-Visit Case for Clerkship Students.
Publisher
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MedEdPORTAL : the journal of teaching and learning resources
Date
A point or period of time associated with an event in the lifecycle of the resource
2019
2019-12
Subject
The topic of the resource
Psychiatry; Simulation; OSCE; Telemedicine; Insomnia; Family Medicine; Rural; Clinical Skills Assessment; Computer-Based Simulation; Standardized Patient
Creator
An entity primarily responsible for making the resource
Cantone Rebecca E; Palmer Ryan; Dodson Lisa Grill; Biagioli Frances E
Description
An account of the resource
Introduction: Telemedicine is a growing practice with minimal training in US medical schools. Telemedicine OSCE (TeleOSCE) simulations allow students to practice this type of patient interaction in a standardized way. Methods: The Insomnia-Rural TeleOSCE was implemented as part of a required clinical clerkship for students in their second, third, or fourth year of medical school. This case addressed a patient with depression in a medically underserved area. Students performed it as a formative experience and received immediate feedback. They then completed a survey to evaluate the experience. Results: Students (n = 287) rated the quality of the experience 7.59 out of 10. Comments showed that 61 learners thought the TeleOSCE was a positive experience, 35 wanted more teaching about telemedicine, 28 improved their understanding of barriers to care, 25 expressed concern over minimal other training, 23 found the TeleOSCE important and challenging, 16 appreciated the differences between in-person and remote visits, and 15 wanted fewer distractions. Eight students worried about how they would be judged, five learned from the technical limitations, five requested more time, five were skeptical of the utility, and five saw telemedicine as triage. Discussion: The TeleOSCE allows learners to gain exposure to telemedicine in a safe simulated teaching environment and assesses learner competencies. The TeleOSCE also improves students' understanding of barriers to care and the utility of telemedicine. It logistically allows faculty to directly assess distance students on their clinical reasoning and patient communication skills.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.15766/mep_2374-8265.10867" target="_blank" rel="noreferrer noopener">10.15766/mep_2374-8265.10867</a>
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Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
Format
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Journal Article
2019
Biagioli Frances E
Cantone Rebecca E
Clinical Skills Assessment
Computer-Based Simulation
Department of Family & Community Medicine
Dodson Lisa Grill
family medicine
INSOMNIA
MedEdPORTAL : the journal of teaching and learning resources
NEOMED College of Medicine
osce
Palmer Ryan
Psychiatry
rural
simulation
standardized patient
Telemedicine
-
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
URL Address
<a href="http://doi.org/10.22454/FamMed.2019.539833" target="_blank" rel="noreferrer noopener">http://doi.org/10.22454/FamMed.2019.539833</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Design and Implementation of a Competency-Based Family Medicine Clerkship Curriculum.
Publisher
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Family medicine
Date
A point or period of time associated with an event in the lifecycle of the resource
2019
2019-01
Creator
An entity primarily responsible for making the resource
Schneider Benjamin; Biagioli Frances E; Palmer Ryan; O'Neill Peggy; Robinson Sean C; Cantone Rebecca E
Description
An account of the resource
BACKGROUND AND OBJECTIVES: Competency-based medical education (CBME) has been incorporated into graduate medical education accreditation and is being introduced in undergraduate medical education. Family medicine (FM) faculty at one institution developed a CBME FM clerkship to intentionally maintain the integrity of FM specialty-specific teaching during their institutional CBME curricular revision. METHODS: From the five FM domains (Access to Care, Continuity of Care, Comprehensive Care, Coordination of Care, and Contextual Care), 10 competencies and 23 FM educational activities (EAs) were defined. The set of EAs encompasses the wide scope of care available to FM clerkship students. Students complete four required EAs (preventive care, care transitions, chronic disease management, and acute care) and select four additional EAs matching their interests. EA selection frequency and course evaluations were assessed for the first cohort of learners (N=156; February 2016-July 2017). RESULTS: The most frequently selected EAs were: information coordination, procedures, and care of the family. The least selected were: patient e-communication, end-of-life care, and shared medical decision making. Student perceptions of the experience were strong prior to and after implementation. CONCLUSIONS: Having both required and selective EAs ensures a robust FM experience tailored to students' interests. The FM CBME curriculum allowed comparable clinical experiences despite variations in clinical sites and preceptor scope. Because of its breadth, FM is uniquely suited to address multiple competencies; this demonstrates the educational value of required FM clerkships to institutional leaders interested in implementing CBME curriculum. The CBME framework can provide a structure for more intentional student-clinic assignments based on EAs available at specific sites.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.22454/FamMed.2019.539833" target="_blank" rel="noreferrer noopener">10.22454/FamMed.2019.539833</a>
Rights
Information about rights held in and over the resource
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
2019
Biagioli Frances E
Cantone Rebecca E
Department of Family & Community Medicine
family medicine
NEOMED College of Medicine
O'Neill Peggy
Palmer Ryan
Robinson Sean C
Schneider Benjamin
-
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
URL Address
<a href="http://doi.org/10.22454/FamMed.2019.539833" target="_blank" rel="noreferrer noopener">http://doi.org/10.22454/FamMed.2019.539833</a>
Rights
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
Pages
234-240
Issue
3
Volume
51
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Design and Implementation of a Competency-Based Family Medicine Clerkship Curriculum.
Publisher
An entity responsible for making the resource available
Family medicine
Date
A point or period of time associated with an event in the lifecycle of the resource
2019
2019-03
Creator
An entity primarily responsible for making the resource
Schneider Benjamin; Biagioli Frances E; Palmer Ryan; O'Neill Peggy; Robinson Sean C; Cantone Rebecca E
Description
An account of the resource
BACKGROUND AND OBJECTIVES: Competency-based medical education (CBME) has been incorporated into graduate medical education accreditation and is being introduced in undergraduate medical education. Family medicine (FM) faculty at one institution developed a CBME FM clerkship to intentionally maintain the integrity of FM specialty-specific teaching during their institutional CBME curricular revision. METHODS: From the five FM domains (Access to Care, Continuity of Care, Comprehensive Care, Coordination of Care, and Contextual Care), 10 competencies and 23 FM educational activities (EAs) were defined. The set of EAs encompasses the wide scope of care available to FM clerkship students. Students complete four required EAs (preventive care, care transitions, chronic disease management, and acute care) and select four additional EAs matching their interests. EA selection frequency and course evaluations were assessed for the first cohort of learners (N=156; February 2016-July 2017). RESULTS: The most frequently selected EAs were: information coordination, procedures, and care of the family. The least selected were: patient e-communication, end-of-life care, and shared medical decision making. Student perceptions of the experience were strong prior to and after implementation. CONCLUSIONS: Having both required and selective EAs ensures a robust FM experience tailored to students' interests. The FM CBME curriculum allowed comparable clinical experiences despite variations in clinical sites and preceptor scope. Because of its breadth, FM is uniquely suited to address multiple competencies; this demonstrates the educational value of required FM clerkships to institutional leaders interested in implementing CBME curriculum. The CBME framework can provide a structure for more intentional student-clinic assignments based on EAs available at specific sites.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.22454/FamMed.2019.539833" target="_blank" rel="noreferrer noopener">10.22454/FamMed.2019.539833</a>
2019
Biagioli Frances E
Cantone Rebecca E
Department of Family & Community Medicine
family medicine
NEOMED College of Medicine
O'Neill Peggy
Palmer Ryan
Robinson Sean C
Schneider Benjamin