1
40
40
-
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/10.1002/jum.14551" target="_blank" rel="noreferrer noopener">http://doi.org/10.1002/jum.14551</a>
Pages
1985–1992
Issue
8
Volume
37
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
Telepresent Focused Assessment With Sonography for Trauma Examination Training Versus Traditional Training for Medical Students: A Simulation-Based Pilot Study.
Publisher
An entity responsible for making the resource available
Journal of ultrasound in medicine : official journal of the American Institute of Ultrasound in Medicine
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
2018-08
Subject
The topic of the resource
*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
Creator
An entity primarily responsible for making the resource
Poland Scott; Frey Jennifer A; Khobrani Ahmad; Ondrejka Jason E; Ruhlin Michael U; George Richard L; Gothard M David; Ahmed Rami A
Description
An account of the resource
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.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1002/jum.14551" target="_blank" rel="noreferrer noopener">10.1002/jum.14551</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).
*Students
*Videoconferencing
2018
Adult
Ahmed Rami A
Clinical Competence/*statistics & numerical data
Curriculum
Debriefing Assessment for Simulation in Healthcare
Department of Emergency Medicine
Education
Female
Focused Assessment with Sonography of Trauma/*methods
Frey Jennifer A
George Richard L
Gothard M David
Humans
Journal of ultrasound in medicine : official journal of the American Institute of Ultrasound in Medicine
Khobrani Ahmad
Male
Medical
NEOMED College of Medicine
Ondrejka Jason E
Pilot Projects
Poland Scott
remote telementored ultrasound
Ruhlin Michael U
Simulation Training/*methods
teledebriefing
telementor
telepresence
telesonography
Ultrasonics/*education
Young Adult
-
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/10.1007/s11606-007-0501-0" target="_blank" rel="noreferrer noopener">http://doi.org/10.1007/s11606-007-0501-0</a>
Pages
948–953
Issue
7
Volume
23
Dublin Core
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Title
A name given to the resource
Can compassion be taught? Let's ask our students.
Publisher
An entity responsible for making the resource available
Journal of general internal medicine
Date
A point or period of time associated with an event in the lifecycle of the resource
2008
2008-07
Subject
The topic of the resource
*Education; *Empathy; *Physician-Patient Relations; Altruism; Attitude; Curriculum; Humans; Medical; Medical/*psychology; Students; Undergraduate
Creator
An entity primarily responsible for making the resource
Wear Delese; Zarconi Joseph
Description
An account of the resource
BACKGROUND: Medical educators act on the belief that students benefit from formal and informal educational experiences that foster virtues such as compassion, altruism, and respect for patients. OBJECTIVE: The purpose of this study is to examine fourth year medical students' perspectives on how, where, and by whom they believe the virtues associated with good physicianhood have been taught to them. DESIGN: Fourth year students were assigned a two- to three-page essay that asked them to reflect on how their medical education had "fostered and hindered" their conceptions of compassion, altruism, and respect for patients. PARTICIPANTS: All 112 students completed this assignment, and 52 (46%) gave us permission to use their essays for this study. APPROACH: An inductive, qualitative approach was used to develop themes derived from students' essays. RESULTS: Students' thoughts were organized around the idea of influences in three areas to which they consistently referred. Foundational influences included parents and "formative years," religious faith, and other experiences preceding medical school. Preclinical education influences comprised formal classroom experiences (both positive and negative effects). Clinical education influences included role modeling (both positive and negative) and the clinical environment (notable for emphasis on efficiency and conflicting cues). Students' essays drew most heavily on the effects of role modeling. DISCUSSION: Medical students arrive at our doors as thoughtful, compassionate people. Positive role models and activities to promote critical self-reflection may help nurture these attitudes.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1007/s11606-007-0501-0" target="_blank" rel="noreferrer noopener">10.1007/s11606-007-0501-0</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).
*Education
*Empathy
*Physician-Patient Relations
2008
Altruism
Attitude
Curriculum
Department of Family & Community Medicine
Department of Internal Medicine
Humans
Journal of general internal medicine
Medical
Medical/*psychology
NEOMED College of Medicine
Students
Undergraduate
Wear Delese
Zarconi Joseph
-
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/10.1016/j.jaad.2010.06.050" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.jaad.2010.06.050</a>
Pages
423–424
Issue
2
Volume
65
Dublin Core
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Title
A name given to the resource
Incorporating teaching dermatoethics in a busy outpatient clinic.
Publisher
An entity responsible for making the resource available
Journal of the American Academy of Dermatology
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
2011-08
Subject
The topic of the resource
Adolescence; Adolescent; Aged; Ambulatory Care – Ethical Issues; Ambulatory Care – Methods; Ambulatory Care Facilities – Ethical Issues; Ambulatory Care Facilities/*ethics; Ambulatory Care/ethics/methods; Curriculum; Dermatology – Education; Dermatology – Ethical Issues; Dermatology/education/*ethics; Education; Ethics; Female; Humans; Male; Medical; Medical – Education; Medical/*education; Quality Control; Quality Control (Technology); Undergraduate; United States; Workload
Creator
An entity primarily responsible for making the resource
Aldrich Nely; Mostow Eliot
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1016/j.jaad.2010.06.050" target="_blank" rel="noreferrer noopener">10.1016/j.jaad.2010.06.050</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).
2011
Adolescence
Adolescent
Aged
Aldrich Nely
Ambulatory Care – Ethical Issues
Ambulatory Care – Methods
Ambulatory Care Facilities – Ethical Issues
Ambulatory Care Facilities/*ethics
Ambulatory Care/ethics/methods
Curriculum
Department of Internal Medicine
Dermatology – Education
Dermatology – Ethical Issues
Dermatology/education/*ethics
Education
Ethics
Female
Humans
Journal of the American Academy of Dermatology
Male
Medical
Medical – Education
Medical/*education
Mostow Eliot
NEOMED College of Medicine
Quality Control
Quality Control (Technology)
Undergraduate
United States
Workload
-
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/10.1016/j.jaad.2017.04.1121" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.jaad.2017.04.1121</a>
Pages
1032–1034
Issue
5
Volume
78
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
Introducing a curriculum in ethics and professionalism for dermatology residencies.
Publisher
An entity responsible for making the resource available
Journal of the American Academy of Dermatology
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
2018-05
Subject
The topic of the resource
*Accreditation; Accreditation; Curriculum; Dermatology – Education; Dermatology/*education; Education; Ethics; Female; Graduate/*methods; Humans; Internship and Residency; Internship and Residency/*methods; Male; Medical; Medical – Education; Medical/*education; Professionalism/*education; Questionnaires; United States
Creator
An entity primarily responsible for making the resource
Stoff Benjamin K; Grant-Kels Jane M; Brodell Robert T; Paller Amy S; Perlis Clifford S; Mostow Eliot; Pariser David; Bercovitch Lionel
Description
An account of the resource
There is general agreement on what constitutes ethical reasoning and professional behavior, but standardized methods to teach these skills in dermatology residency are currently unavailable. We introduce a model curriculum designed to impart the knowledge and skills to meet the Accreditation Council for Graduate Medical Education Dermatology Milestones for Professionalism over a 3-year cycle.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1016/j.jaad.2017.04.1121" target="_blank" rel="noreferrer noopener">10.1016/j.jaad.2017.04.1121</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).
*Accreditation
2018
Accreditation
Bercovitch Lionel
Brodell Robert T
Curriculum
Department of Internal Medicine
Dermatology – Education
Dermatology/*education
Education
Ethics
Female
Graduate/*methods
Grant-Kels Jane M
Humans
Internship and Residency
Internship and Residency/*methods
Journal of the American Academy of Dermatology
Male
Medical
Medical – Education
Medical/*education
Mostow Eliot
NEOMED College of Medicine
Paller Amy S
Pariser David
Perlis Clifford S
Professionalism/*education
Questionnaires
Stoff Benjamin K
United States
-
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/10.1016/j.jamda.2006.05.009" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.jamda.2006.05.009</a>
Pages
105–109
Issue
2
Volume
8
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
The effect of a 12-month longitudinal long-term care rotation on knowledge and attitudes of internal medicine residents about geriatrics.
Publisher
An entity responsible for making the resource available
Journal of the American Medical Directors Association
Date
A point or period of time associated with an event in the lifecycle of the resource
2007
2007-02
Subject
The topic of the resource
*Attitude of Health Personnel; Aged; Attitudes; Clinical Competence/*standards; Cost-Benefit Analysis; Curriculum; Education; Educational Measurement; Efficiency; Geriatric Assessment; Geriatrics/*education; Graduate/organization & administration; Guidelines as Topic; Health Knowledge; Health Services Needs and Demand; Humans; Internal Medicine/*education; Internship and Residency/*organization & administration; Long-Term Care/*organization & administration; Longitudinal Studies; Medical; Nursing Homes; Ohio; Organizational; Practice; Program Evaluation; Self Efficacy; Surveys and Questionnaires
Creator
An entity primarily responsible for making the resource
Baum Elizabeth E; Nelson Karl M
Description
An account of the resource
OBJECTIVE: To determine if participation in a 12-month longitudinal long-term care (LTC) rotation resulted in improved knowledge and attitudes about geriatrics. DESIGN: Longitudinal study with paired measurements. SETTING: A community LTC facility and a university-affiliated, community-based internal medicine residency program. PARTICIPANTS: Sixty-seven internal medicine residents who participated in the rotation from 1997 through 2004. INTERVENTION: The internal medicine residents attended nursing home (NH) rounds one half day per month for 1 year, during which time they participated in a case-based interactive lecture on a core geriatric topic and rounded on their assigned patients. MEASUREMENTS: Knowledge was assessed using a 70-item test. Attitudes were evaluated with a 28-item, 5-point Likert scale (1 = least positive, 5 = most positive). RESULTS: The percent correct responses on geriatric knowledge pretest was 47% (95% CI = 45.2% to 48.8%) and on the posttest it was 57.5% (95% CI = 55.3% to 59.6%) (t = 8.180, df = 67, P \textless .001). The pretest total attitude score was 3.6 (95% CI = 3.6 to 3.7), with a posttest score of 3.7 (95% CI = 3.7 to 3.8) (P \textless .001). The difference in this total was accounted for mainly by the significant changes in the attitude subscales in educational preparation (pretest 3.6 [95% CI = 3.5 to 3.8]; posttest 3.8 [95% CI = 3.7 to 3.9] [P \textless .001]), general attitudes (pretest 4.0 [95% CI = 3.9 to 4.1]; posttest 4.2 [95% CI = 4.0 to 4.3] [P = .006]), and therapeutic potential (pretest 3.7 [95% CI = 3.5 to 3.8]; posttest 3.8 [95% CI = 3.7 to 3.9] [P = .048]). CONCLUSION: A longitudinal LTC rotation is an efficient and effective way to systematically provide internal medicine residents their core knowledge and experience in geriatrics.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1016/j.jamda.2006.05.009" target="_blank" rel="noreferrer noopener">10.1016/j.jamda.2006.05.009</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).
*Attitude of Health Personnel
2007
Aged
Attitudes
Baum Elizabeth E
Clinical Competence/*standards
Cost-Benefit Analysis
Curriculum
Education
Educational Measurement
Efficiency
Geriatric Assessment
Geriatrics/*education
Graduate/organization & administration
Guidelines as Topic
Health Knowledge
Health Services Needs and Demand
Humans
Internal Medicine/*education
Internship and Residency/*organization & administration
Journal of the American Medical Directors Association
Long-Term Care/*organization & administration
Longitudinal Studies
Medical
Nelson Karl M
Nursing Homes
Ohio
Organizational
Practice
Program Evaluation
Self Efficacy
Surveys and Questionnaires
-
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/10.1017/cem.2014.79" target="_blank" rel="noreferrer noopener">http://doi.org/10.1017/cem.2014.79</a>
Pages
295–309
Issue
3
Volume
17
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
International Federation for emergency medicine model curriculum for continuing professional development.
Publisher
An entity responsible for making the resource available
CJEM
Date
A point or period of time associated with an event in the lifecycle of the resource
2015
2015-05
Subject
The topic of the resource
*Curriculum; *International Cooperation; CMD - Continuous Professional Development; CME - Continuing Medical Education; Continuing; Continuing/*methods; Curriculum; Curriculum Development; Education; Emergency Medicine; Emergency Medicine – Education; Emergency Medicine/*education; Humans; International Agencies; Internship and Residency; Medical; Medical Organizations; Professional; Professional Development; Training
Creator
An entity primarily responsible for making the resource
Hobgood Cherri; Mulligan Terrence; Bodiwala Gautam; Cameron Peter; Holliman James Jim; Kwan James; Singer Andrew; Jouriles Nicholas
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1017/cem.2014.79" target="_blank" rel="noreferrer noopener">10.1017/cem.2014.79</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).
*Curriculum
*International Cooperation
2015
Bodiwala Gautam
Cameron Peter
CJEM
CMD - Continuous Professional Development
CME - Continuing Medical Education
Continuing
Continuing/*methods
Curriculum
Curriculum Development
Department of Emergency Medicine
Education
Emergency Medicine
Emergency Medicine – Education
Emergency Medicine/*education
Hobgood Cherri
Holliman James Jim
Humans
International Agencies
Internship and Residency
Jouriles Nicholas
Kwan James
Medical
Medical Organizations
Mulligan Terrence
NEOMED College of Medicine
Professional
Professional development
Singer Andrew
Training
-
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/10.1017/cem.2015.99" target="_blank" rel="noreferrer noopener">http://doi.org/10.1017/cem.2015.99</a>
Pages
78–78
Issue
1
Volume
18
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
Re: Low-Fidelity Simulation in Global and Distributed Settings.
Publisher
An entity responsible for making the resource available
CJEM
Date
A point or period of time associated with an event in the lifecycle of the resource
2016
2016-01
Subject
The topic of the resource
*Curriculum; *International Cooperation; Authors; Continuing/*methods; Curriculum; Education; Emergency Medicine; Emergency Medicine/*education; Humans; Medical; Professional Development; Simulations
Creator
An entity primarily responsible for making the resource
Hobgood Cherri; Mulligan Terrance; Bodiwala Guatam; Cameron Peter; Holliman James; Kwan James; Singer Andrew; Jouriles Nicholas
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1017/cem.2015.99" target="_blank" rel="noreferrer noopener">10.1017/cem.2015.99</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).
*Curriculum
*International Cooperation
2016
Authors
Bodiwala Guatam
Cameron Peter
CJEM
Continuing/*methods
Curriculum
Department of Emergency Medicine
Education
Emergency Medicine
Emergency Medicine/*education
Hobgood Cherri
Holliman James
Humans
Jouriles Nicholas
Kwan James
Medical
Mulligan Terrance
NEOMED College of Medicine
Professional development
Simulations
Singer Andrew
-
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/10.1097/00001888-200306000-00002" target="_blank" rel="noreferrer noopener">http://doi.org/10.1097/00001888-200306000-00002</a>
Pages
549–554
Issue
6
Volume
78
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
Insurgent multiculturalism: rethinking how and why we teach culture in medical education.
Publisher
An entity responsible for making the resource available
Academic medicine : journal of the Association of American Medical Colleges
Date
A point or period of time associated with an event in the lifecycle of the resource
2003
2003-06
Subject
The topic of the resource
*Attitude of Health Personnel; *Cultural Diversity; Attitudes; Curriculum; Education; Health Knowledge; Humans; Medical/*organization & administration; Physician-Patient Relations; Physician's Role; Practice; Professional Competence/standards; Teaching/methods; United States
Creator
An entity primarily responsible for making the resource
Wear Delese
Description
An account of the resource
The author proposes a theoretical orientation for cultural competency that reorganizes common curricular responses to the study of culture in medical education. What has come to be known in medical education as cultural competency is theoretically truncated and may actually work against what educators hope to achieve. Using Giroux's concept of insurgent multiculturalism, she suggests that the critical study of culture might be a bridge to certain aspects of professional development. Insurgent multiculturalism moves inquiry away from a focus on nondominant groups to a study of how unequal distributions of power allow some groups but not others to acquire and keep resources, including the rituals, policies, attitudes, and protocols of medical institutions. This approach includes not only the doctor-patient relationship but also the social causes of inequalities and dominance. Linked to professional development efforts, insurgent multiculturalism can provide students with more opportunities to look at their biases, challenge their assumptions, know people beyond labels, confront the effects of power and privilege, and develop a far greater capacity for compassion and respect.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1097/00001888-200306000-00002" target="_blank" rel="noreferrer noopener">10.1097/00001888-200306000-00002</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).
*Attitude of Health Personnel
*Cultural Diversity
2003
Academic medicine : journal of the Association of American Medical Colleges
Attitudes
Curriculum
Department of Family & Community Medicine
Education
Health Knowledge
Humans
Medical/*organization & administration
NEOMED College of Medicine
Physician-Patient Relations
Physician's Role
Practice
Professional Competence/standards
Teaching/methods
United States
Wear Delese
-
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/10.1097/ACM.0000000000001518" target="_blank" rel="noreferrer noopener">http://doi.org/10.1097/ACM.0000000000001518</a>
Pages
932–935
Issue
7
Volume
92
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
The Almost Right Word: The Move From Medical to Health Humanities.
Publisher
An entity responsible for making the resource available
Academic medicine : journal of the Association of American Medical Colleges
Date
A point or period of time associated with an event in the lifecycle of the resource
2017
2017-07
Subject
The topic of the resource
*Health; *Medicine; *Terminology as Topic; Curriculum; Humanities/*education; Humans; Interdisciplinary Studies
Creator
An entity primarily responsible for making the resource
Jones Therese; Blackie Michael; Garden Rebecca; Wear Delese
Description
An account of the resource
Since the emergence of the field in the 1970s, several trends have begun to challenge the original assumptions, claims, and practices of what became known as the medical humanities. In this article, the authors make the case for the health humanities as a more encompassing label because it captures recent theoretical and pedagogical developments in higher education such as the shift from rigid disciplinary boundaries to multi- and interdisciplinary inquiry, which has transformed humanities curricula in health professions. Calling the area of study health humanities also underscores the crucial distinction between medicine and health. Following a brief history of the field and the rationales that brought humanities disciplines to medical education in the first place-the "why" of the medical humanities-the authors turn to the "why" of the health humanities, using disability studies to illuminate those methodologies and materials that represent the distinction between the two. In addition, the authors make note of how humanities inquiry has now expanded across the landscape of other health professions curricula; how there is both awareness and evidence that medicine is only a minor determinant of health in human populations alongside social and cultural factors; and finally, how the current movement in health professions education is towards interdisciplinary and interprofessional learning experiences for students.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1097/ACM.0000000000001518" target="_blank" rel="noreferrer noopener">10.1097/ACM.0000000000001518</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).
*Health
*Medicine
*Terminology as Topic
2017
Academic medicine : journal of the Association of American Medical Colleges
Blackie Michael
Curriculum
Department of Family & Community Medicine
Garden Rebecca
Humanities/*education
Humans
Interdisciplinary Studies
Jones Therese
NEOMED College of Medicine
Wear Delese
-
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/10.1097/ACM.0b013e318253cef8" target="_blank" rel="noreferrer noopener">http://doi.org/10.1097/ACM.0b013e318253cef8</a>
Pages
752–758
Issue
6
Volume
87
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
Cultural competency 2.0: exploring the concept of "difference" in engagement with the other.
Publisher
An entity responsible for making the resource available
Academic medicine : journal of the Association of American Medical Colleges
Date
A point or period of time associated with an event in the lifecycle of the resource
2012
2012-06
Subject
The topic of the resource
*Attitude of Health Personnel; *Physician-Patient Relations; Countertransference (Psychology); Cultural Competency/*education/psychology; Culture; Curriculum; Education; Humans; Individuality; Medical/*methods; United States
Creator
An entity primarily responsible for making the resource
Wear Delese; Kumagai Arno K; Varley Joseph; Zarconi Joseph
Description
An account of the resource
Cultural competency efforts have received much attention in medical education. Most efforts focus on the acquisition of knowledge and skills about various groups based on race and ethnic identity, national origins, religion, and the like. The authors propose an approach, "Cultural Competency 2.0," that does not reject such efforts but, rather, adds a more critical and expanded focus on learners' attitudes and beliefs toward people unlike themselves. Cultural Competency 2.0 includes learners' examination of the social position of most U.S. medical students, Bourdieu's concept of habitus, and the phenomenon of countertransference to come to new critical insights on learners' attitudes, beliefs, and, ultimately, interactions with all patients. Suggestions are offered for how and where Cultural Competency 2.0 can be used in the curriculum through narrative medicine, particularly through the development of reading practices that unmask illusions of "pure" objectivity often assumed in clinical settings, and that make visible how words and images constrain, manipulate, or empower individuals, groups, ideas, or practices.The authors argue that these educational approaches should be sustained throughout the students' clinical experiences, where they encounter patients of many kinds and see clinicians' varied approaches to these patients. Further, these educational approaches should include assisting students in developing strategies to exercise moral courage within the limitations of their hierarchical learning environments, to strengthen their voices, and, when possible, to develop a sense of fearlessness: to always be advocates for their patients and to do what is right, fair, and good in their care.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1097/ACM.0b013e318253cef8" target="_blank" rel="noreferrer noopener">10.1097/ACM.0b013e318253cef8</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).
*Attitude of Health Personnel
*Physician-Patient Relations
2012
Academic medicine : journal of the Association of American Medical Colleges
Countertransference (Psychology)
Cultural Competency/*education/psychology
Culture
Curriculum
Department of Family & Community Medicine
Department of Internal Medicine
Education
Humans
Individuality
Kumagai Arno K
Medical/*methods
NEOMED College of Medicine
United States
Varley Joseph
Wear Delese
Zarconi Joseph
-
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/10.1097/PHH.0b013e3182a085b6" target="_blank" rel="noreferrer noopener">http://doi.org/10.1097/PHH.0b013e3182a085b6</a>
Pages
290–296
Issue
3
Volume
20
Dublin Core
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Title
A name given to the resource
Evolution of the Academic Health Department through public health academic and practice collaborations.
Publisher
An entity responsible for making the resource available
Journal of public health management and practice : JPHMP
Date
A point or period of time associated with an event in the lifecycle of the resource
2014
2014-06
Subject
The topic of the resource
*Public Health Practice; Academic Medical Centers – Ohio; Collaboration – Methods; Community Networks; Continuing; Curriculum; Education; Faculty Role; Financial; Grants; Humans; Interinstitutional Relations; Interinstitutional Relations – History – Ohio; Local Government; Medical; Medical/*organization & administration; Ohio; Professional Practice – Education; Public Health – Education; Public Health Administration; Public Health Administration – Ohio; Public Health Professional/methods/*organization & administration; Schools; Training Support
Creator
An entity primarily responsible for making the resource
Lee Amy F; Quade Thomas; Dwinnells Ronald
Description
An account of the resource
In 1997, the Office of Public Health Practice was chartered at Northeast Ohio Medical University (NEOMED). Through this office, public health practitioners and academics have engaged in informal collaborations, formal collaborations, and formal agreements. Projects that have helped public health practitioners included a sanitarian preparation course, educational opportunities, and shared faculty arrangements. The academic programs have benefited through support in accreditation activities, teaching and precepting of public health and medical students, and advice on community-oriented curriculum. Formal affiliation agreements have been developed between the medical school and 5 local health departments, and public health practitioners have been given faculty appointments. Factors that have resulted in the longevity of Academic Health Department relationships through the Office of Public Health Practice include individuals dedicated to these relationships, agencies willing to support collaborative efforts, mutually beneficial activities, and a culture conducive to continued engagement.
Identifier
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<a href="http://doi.org/10.1097/PHH.0b013e3182a085b6" target="_blank" rel="noreferrer noopener">10.1097/PHH.0b013e3182a085b6</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).
*Public Health Practice
2014
Academic Medical Centers – Ohio
Collaboration – Methods
College of Graduate Studies
Community Networks
Continuing
Curriculum
Department of Family & Community Medicine
Dwinnells Ronald
Education
Faculty Role
Financial
Grants
Humans
Interinstitutional Relations
Interinstitutional Relations – History – Ohio
Journal of public health management and practice : JPHMP
Lee Amy F
Local Government
Medical
Medical/*organization & administration
NEOMED College of Graduate Studies
NEOMED College of Medicine
Ohio
Professional Practice – Education
Public Health – Education
Public Health Administration
Public Health Administration – Ohio
Public Health Professional/methods/*organization & administration
Quade Thomas
Schools
Training Support
-
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/10.1111/j.1365-2923.2009.03504.x" target="_blank" rel="noreferrer noopener">http://doi.org/10.1111/j.1365-2923.2009.03504.x</a>
Pages
1107–1107
Issue
11
Volume
43
Dublin Core
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Title
A name given to the resource
A genethics debate within an interdisciplinary curriculum.
Publisher
An entity responsible for making the resource available
Medical education
Date
A point or period of time associated with an event in the lifecycle of the resource
2009
2009-11
Subject
The topic of the resource
AULTMAN; Curriculum; Education; Ethics; GENETICS; Genetics – Education; Genetics/education/*ethics; Humans; Julie M.; Medical; Medical – Education; Medical/*education; Medical/psychology; Molecular Biology/education; Ohio; Pharmacy/*methods/standards; Pharmacy/psychology; Students; Teaching Methods – Evaluation; Undergraduate/*methods/standards
Creator
An entity primarily responsible for making the resource
Aultman Julie M
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1111/j.1365-2923.2009.03504.x" target="_blank" rel="noreferrer noopener">10.1111/j.1365-2923.2009.03504.x</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).
2009
AULTMAN
Aultman Julie M
College of Graduate Studies
Curriculum
Department of Family & Community Medicine
Education
Ethics
Genetics
Genetics – Education
Genetics/education/*ethics
Humans
Julie M.
Medical
Medical – Education
Medical education
Medical/*education
Medical/psychology
Molecular Biology/education
NEOMED College of Graduate Studies
NEOMED College of Medicine
Ohio
Pharmacy/*methods/standards
Pharmacy/psychology
Students
Teaching Methods – Evaluation
Undergraduate/*methods/standards
-
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/10.1111/j.1365-2929.2005.02270.x" target="_blank" rel="noreferrer noopener">http://doi.org/10.1111/j.1365-2929.2005.02270.x</a>
Pages
1056–1065
Issue
10
Volume
39
Dublin Core
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Title
A name given to the resource
The limits of narrative: medical student resistance to confronting inequality and oppression in literature and beyond.
Publisher
An entity responsible for making the resource available
Medical education
Date
A point or period of time associated with an event in the lifecycle of the resource
2005
2005-10
Subject
The topic of the resource
*Literature; *Narration; Curriculum; Education; Female; GENDER identity; Humans; Interpersonal Relations; Male; Medical; MEDICAL education; MEDICAL students; Medical/*psychology; NARRATIVE medicine; RACISM; Social Values; Students; Undergraduate/*methods
Creator
An entity primarily responsible for making the resource
Wear Delese; Aultman Julie M
Description
An account of the resource
INTRODUCTION: Upon designing and implementing a literature course on family values for Year 4 medical students, we found that while the supposed benefits of literary inquiry were to lead students to a deeper understanding of difficult issues such as illness and violence in the family, many of our students were unable to engage critically with the course material. This, we believe, was a result of their resistance to confronting issues such as inequality and oppression. This paper is an attempt to theorise student resistance to difficult, unruly subjects they encounter in a literature class, particularly those surrounding race, gender, social class and sexual identity. METHODS: We modify some of the expansive claims made by narrative medicine and put forth a new pedagogical and curricular approach to the uses of literature in medical education. RESULTS: We found that many students resisted course material and corresponding discussions, especially those related to sexual identity and non-traditional family values, male-female relationships and white racism. DISCUSSION: To reduce student resistance, we pose a more critical approach to narrative inquiry in medical settings that may deepen students' willingness to imagine what it is like to be someone who is suffering, and to work against oppressive social structures that sustain such suffering. Thus, we recommend moving narrative inquiry beyond a focus on the self and the patient in that individualised, circumscribed relationship and into a collective process involving the social, political, cultural and economic conditions that affect health and well-being.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1111/j.1365-2929.2005.02270.x" target="_blank" rel="noreferrer noopener">10.1111/j.1365-2929.2005.02270.x</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).
*Literature
*Narration
2005
Aultman Julie M
College of Graduate Studies
Curriculum
Department of Family & Community Medicine
Education
Female
Gender Identity
Humans
Interpersonal Relations
Male
Medical
Medical education
medical students
Medical/*psychology
NARRATIVE medicine
NEOMED College of Graduate Studies
NEOMED College of Medicine
RACISM
Social Values
Students
Undergraduate/*methods
Wear Delese
-
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/10.1152/advances.1997.273.6.85" target="_blank" rel="noreferrer noopener">http://doi.org/10.1152/advances.1997.273.6.85</a>
Pages
S85–95
Issue
6
Volume
273
Dublin Core
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Title
A name given to the resource
Relating basic concepts of pulmonary mechanics to clinical situations.
Publisher
An entity responsible for making the resource available
The American journal of physiology
Date
A point or period of time associated with an event in the lifecycle of the resource
1997
1997-12
Subject
The topic of the resource
*Education; Biomechanical Phenomena; Curriculum; Graduate; Humans; Lung Compliance/physiology; Lung Diseases/physiopathology; Medical; Physiology/*education; Pneumothorax/physiopathology; Respiratory Mechanics/*physiology; Thorax/physiology; Vital Capacity
Creator
An entity primarily responsible for making the resource
Maron M B
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1152/advances.1997.273.6.85" target="_blank" rel="noreferrer noopener">10.1152/advances.1997.273.6.85</a>
Rights
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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).
*Education
1997
Biomechanical Phenomena
Curriculum
Graduate
Humans
Lung Compliance/physiology
Lung Diseases/physiopathology
Maron M B
Medical
Physiology/*education
Pneumothorax/physiopathology
Respiratory Mechanics/*physiology
The American journal of physiology
Thorax/physiology
Vital Capacity
-
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/10.1152/advances.1997.273.6.S24" target="_blank" rel="noreferrer noopener">http://doi.org/10.1152/advances.1997.273.6.S24</a>
Pages
S24–40
Issue
6
Volume
273
Dublin Core
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Title
A name given to the resource
Laboratory exercise using "virtual rats" to teach endocrine physiology.
Publisher
An entity responsible for making the resource available
The American journal of physiology
Date
A point or period of time associated with an event in the lifecycle of the resource
1997
1997-12
Subject
The topic of the resource
*Rats; *Teaching Materials; Animal Welfare; Animals; Curriculum; Education; Endocrinology/*education; Humans; Laboratory; Medical; Undergraduate/*methods
Creator
An entity primarily responsible for making the resource
Odenweller C M; Hsu C T; Sipe E; Layshock J P; Varyani S; Rosian R L; DiCarlo S E
Description
An account of the resource
Animal experimentation is limited in many curricula due to the expense, lack of adequate animal facilities and equipment, and limited experience of the teachers. There are also ethical concerns dealing with the comfort and safety of the animals. To overcome these obstacles, we developed a "dry laboratory" using "virtual rats." The "virtual rat" eliminates the obstacles inherent in animal experimentation, such as inadequate budgets, as well as avoiding important animal rights issues. Furthermore, no special materials are required for the completion of this exercise. Our goal in developing this dry laboratory was to create an experience that would provide students with an appreciation for the value of laboratory data collection and analysis. Students are exposed to the challenge of animal experimentation, experimental design, data collection, and analysis and interpretation without the issues surrounding the use of live animals.
Identifier
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<a href="http://doi.org/10.1152/advances.1997.273.6.S24" target="_blank" rel="noreferrer noopener">10.1152/advances.1997.273.6.S24</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).
*Rats
*Teaching Materials
1997
Animal Welfare
Animals
Curriculum
DiCarlo S E
Education
Endocrinology/*education
Hsu C T
Humans
Laboratory
Layshock J P
Medical
Odenweller C M
Rosian R L
Sipe E
The American journal of physiology
Undergraduate/*methods
Varyani S
-
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/10.1161/CIRCRESAHA.116.310048" target="_blank" rel="noreferrer noopener">http://doi.org/10.1161/CIRCRESAHA.116.310048</a>
Pages
1081–1083
Issue
7
Volume
120
Dublin Core
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Title
A name given to the resource
Adapt or Perish: Updating the Predoctoral Training Model.
Publisher
An entity responsible for making the resource available
Circulation research
Date
A point or period of time associated with an event in the lifecycle of the resource
2017
2017-03
Subject
The topic of the resource
curriculum; graduate education; mentoring
Creator
An entity primarily responsible for making the resource
Chabowski Dawid; Kadlec Andrew; DelloStritto Daniel; Gutterman David
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1161/CIRCRESAHA.116.310048" target="_blank" rel="noreferrer noopener">10.1161/CIRCRESAHA.116.310048</a>
Rights
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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).
2017
Chabowski Dawid
Circulation research
Curriculum
DelloStritto Daniel
graduate education
Gutterman David
Kadlec Andrew
mentoring
-
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/10.1177/1049909115575733" target="_blank" rel="noreferrer noopener">http://doi.org/10.1177/1049909115575733</a>
Pages
498–502
Issue
5
Volume
33
Dublin Core
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Title
A name given to the resource
A Pilot Curriculum to Integrate Standardized Patient Simulation into Clinical Pastoral Education.
Publisher
An entity responsible for making the resource available
The American journal of hospice & palliative care
Date
A point or period of time associated with an event in the lifecycle of the resource
2016
2016-06
Subject
The topic of the resource
*Patient Simulation; Checklists; Clergy; Clinical Competence; clinical pastoral care; clinical pastoral education; CPE; Curriculum; Data Analysis Software; Descriptive Statistics; Experiential Learning; Human; Humans; Pastoral Care/*education; pastoral resident; Patient Simulation – Utilization; Performance Measurement Systems; Pilot Projects; Problem-Based Learning/*methods; Prospective Studies; simulation; Spiritual Care – Education; standardized patient; verbatim
Creator
An entity primarily responsible for making the resource
Ahmed Rami A; Damore Deborah R; Viti Joseph F; Hughes Patrick G; Miesle Rebecca; Ataya Ramsey; Atkinson S Scott; Gable Brad
Description
An account of the resource
INTRODUCTION: We describe a novel means of experiential learning for clinical pastoral care residents using standardized patient (SP) simulations. METHODS: A prospective cohort study involving 7 clinical pastoral care residents was performed. All residents underwent 2 verbatim SP sessions and 2 simulation sessions. After all sessions, residents completed a self-evaluation. Faculty completed an evaluation and then provided a debriefing session to all residents. RESULTS: Performance ratings were globally higher on simulated scenarios when compared to the verbatim sessions. CONCLUSIONS: More research in the field of pastoral care is needed to validate the learned professional skills that enhance a comprehensive training program through the use of medical simulation, verbatim reports, and clinical pastoral education (CPE) competencies. Medical simulation provides a promising teaching methodology for the training of CPE residents.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1177/1049909115575733" target="_blank" rel="noreferrer noopener">10.1177/1049909115575733</a>
Rights
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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).
*Patient Simulation
2016
Ahmed Rami A
Ataya Ramsey
Atkinson S Scott
Checklists
Clergy
Clinical Competence
clinical pastoral care
clinical pastoral education
CPE
Curriculum
Damore Deborah R
Data Analysis Software
Department of Emergency Medicine
Descriptive Statistics
Experiential Learning
Gable Brad
Hughes Patrick G
Human
Humans
Miesle Rebecca
NEOMED College of Medicine
Pastoral Care/*education
pastoral resident
Patient Simulation – Utilization
Performance Measurement Systems
Pilot Projects
Problem-Based Learning/*methods
Prospective Studies
simulation
Spiritual Care – Education
standardized patient
The American journal of hospice & palliative care
verbatim
Viti Joseph F
-
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/10.1331/JAPhA.2015.14261" target="_blank" rel="noreferrer noopener">http://doi.org/10.1331/JAPhA.2015.14261</a>
Pages
642–648
Issue
6
Volume
55
Dublin Core
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Title
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Students as catalysts to increase community pharmacy-led direct patient care services.
Publisher
An entity responsible for making the resource available
Journal of the American Pharmacists Association : JAPhA
Date
A point or period of time associated with an event in the lifecycle of the resource
2015
2015-12
Subject
The topic of the resource
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
Creator
An entity primarily responsible for making the resource
Rodis Jennifer L; Ulbrich Timothy R; Jennings Brandon T; Elswick Betsy M; McKinley Rebekah Jackowski
Description
An account of the resource
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.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1331/JAPhA.2015.14261" target="_blank" rel="noreferrer noopener">10.1331/JAPhA.2015.14261</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).
*Community-Institutional Relations
*Students
2015
Community Pharmacy Services/*organization & administration
Community-Institutional Relations
Comparative Studies
Cooperative Behavior
Curriculum
Delivery of Health Care/*organization & administration
Department of Pharmaceutical Sciences
Department of Pharmacy Practice
Education
Educational
Elswick Betsy M
Evaluation Research
Health Care Delivery – Administration
Health Services Research
Human
Humans
Jennings Brandon T
Journal of the American Pharmacists Association : JAPhA
McKinley Rebekah Jackowski
Models
Multicenter Studies
NEOMED College of Pharmacy
Patient Centered Care – Administration
Patient-Centered Care/*organization & administration
Pharmacy
Pharmacy/methods
Professional Role
Program Evaluation
Retail – Administration
Rodis Jennifer L
Students
Ulbrich Timothy R
United States
Validation Studies
-
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/10.1353/pbm.2007.0040" target="_blank" rel="noreferrer noopener">http://doi.org/10.1353/pbm.2007.0040</a>
Pages
348–362
Issue
3
Volume
50
Dublin Core
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Title
A name given to the resource
Creating difficulties everywhere.
Publisher
An entity responsible for making the resource available
Perspectives in biology and medicine
Date
A point or period of time associated with an event in the lifecycle of the resource
2007
1905-06
Subject
The topic of the resource
Humans; Curriculum; Narration; Humanities/*ethics; 20th Century; History; *Ethics; Medical; Models; Educational; Medical/*history; Philosophy
Creator
An entity primarily responsible for making the resource
Wear Delese; Aultman Julie M
Description
An account of the resource
In this essay we link the rationale for the medical humanities with radical hermeneutics, a move that infuses the medical humanities with incredulity and suspicion. This orientation is particularly important at this historical moment, when the evidence-based and competency blanket is threatening to overpower all aspects of medical education, including the medical humanities discourse itself. Radical hermeneutics works relentlessly against the final word on anything, and as such, it provides a critically provocative way of thinking about doctors, patients, illness, health, families, death–in short, the experience of being human. We use three literary examples to illustrate the complex, contradictory, perplexing, and disturbing questions related to a life in medicine: Rafael Campo's "Like a Prayer," Irvin Yalom's "Fat Lady," and Richard Selzer's "Brute."
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1353/pbm.2007.0040" target="_blank" rel="noreferrer noopener">10.1353/pbm.2007.0040</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).
*Ethics
2007
20th Century
Aultman Julie M
College of Graduate Studies
Curriculum
Department of Family & Community Medicine
Educational
History
Humanities/*ethics
Humans
Medical
Medical/*history
Models
Narration
NEOMED College of Graduate Studies
NEOMED College of Medicine
Perspectives in biology and medicine
Philosophy
Wear Delese
-
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/10.2146/ajhp140631" target="_blank" rel="noreferrer noopener">http://doi.org/10.2146/ajhp140631</a>
Pages
687–688
Issue
9
Volume
72
Dublin Core
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Title
A name given to the resource
Discussion of learning assessments in postgraduate teaching and learning curricula.
Publisher
An entity responsible for making the resource available
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
Date
A point or period of time associated with an event in the lifecycle of the resource
2015
2015-05
Subject
The topic of the resource
Humans; Curriculum; Educational Measurement; *Curriculum; Education; Internship and Residency; *Learning; *Teaching; Learning; Teaching; Pharmacy; Graduate/*organization & administration
Creator
An entity primarily responsible for making the resource
Hoover Matthew J; Peeters Michael J
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.2146/ajhp140631" target="_blank" rel="noreferrer noopener">10.2146/ajhp140631</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).
*Curriculum
*Learning
*Teaching
2015
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
Curriculum
Education
Educational Measurement
Graduate/*organization & administration
Hoover Matthew J
Humans
Internship and Residency
Learning
Peeters Michael J
Pharmacy
Teaching
-
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/10.3109/0142159X.2011.530310" target="_blank" rel="noreferrer noopener">http://doi.org/10.3109/0142159X.2011.530310</a>
Pages
e43–49
Issue
1
Volume
33
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
The ethical and pedagogical effects of modeling "not-so-universal" precautions.
Publisher
An entity responsible for making the resource available
Medical teacher
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
1905-7
Subject
The topic of the resource
Female; Humans; Male; Adolescent; Young Adult; United States; Focus Groups; Curriculum; Patient Safety; Students; Education; Professional; Internship and Residency; *Universal Precautions; Self Care; Human; Thematic Analysis; Student Attitudes; Ethics; Audiorecording; Practice; *Ethics; Medical; *Health Knowledge; Attitudes; Practice Patterns; Organizational; *Models; Medical/psychology; Preventive Health Care; Role Models
Creator
An entity primarily responsible for making the resource
Aultman Julie M; Borges Nicole J
Description
An account of the resource
AIM: We sought to understand current medical students' levels of training and knowledge, and their attitudes regarding universal precautions practices and underlying professional and ethical issues. METHOD: A total of 54 US medical students at two schools were interviewed to determine the level of understanding and training students receive about universal precautions, their feelings about the effectiveness (or ineffectiveness) of universal precautions, the frequency and kinds of universal precautions used by healthcare professionals as observed by medical students, and students' perspectives about the lack of or inconsistent use of universal precautions. RESULTS: Pre-clinical students focused on safe-sex practices among students and professionals, as well as simple, important acts to protect oneself against infection and disease, such as hand-washing. Clinical students, on the other hand, had more exposure to observing and practicing universal precautions, thus presented us with more, in-depth responses pertaining to inconsistent and ineffective use of universal precautions among peers and role models. Several themes were noted from students' responses. CONCLUSION: This study confirms previously acquired data that universal precautions are not consistently or appropriately used by healthcare professionals, it is a significant and novel study in that it reveals a hidden, ethical, and clinical problem in medical education.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.3109/0142159X.2011.530310" target="_blank" rel="noreferrer noopener">10.3109/0142159X.2011.530310</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).
*Ethics
*Health Knowledge
*Models
*Universal Precautions
2011
Adolescent
Attitudes
Audiorecording
Aultman Julie M
Borges Nicole J
College of Graduate Studies
Curriculum
Department of Family & Community Medicine
Education
Ethics
Female
Focus Groups
Human
Humans
Internship and Residency
Male
Medical
Medical teacher
Medical/psychology
NEOMED College of Graduate Studies
NEOMED College of Medicine
Organizational
Patient Safety
Practice
Practice Patterns
Preventive Health Care
Professional
Role Models
Self Care
Student Attitudes
Students
Thematic Analysis
United States
Young Adult
-
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/10.3402/meo.v20.29517" target="_blank" rel="noreferrer noopener">http://doi.org/10.3402/meo.v20.29517</a>
Pages
29517–29517
Volume
20
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
Cleveland Clinic's summer research program in reproductive medicine: an inside look at the class of 2014.
Publisher
An entity responsible for making the resource available
Medical education online
Date
A point or period of time associated with an event in the lifecycle of the resource
2015
2015
Subject
The topic of the resource
Female; Humans; Male; Ohio; medical education; Surveys and Questionnaires; Curriculum; *Internship and Residency; Hospitals; Access to Information; biomedical research; Biomedical Research/*education; medical students; program development; program evaluation; Program Evaluation; Reproductive Medicine/*education; research training; summer internship; translational medical research; General
Creator
An entity primarily responsible for making the resource
Durairajanayagam Damayanthi; Kashou Anthony H; Tatagari Sindhuja; Vitale Joseph; Cirenza Caroline; Agarwal Ashok
Description
An account of the resource
BACKGROUND: The American Center for Reproductive Medicine's summer internship course in reproductive medicine and research at Cleveland Clinic is a rigorous, results-oriented annual program that began in 2008 to train both local and international students in the fundamentals of scientific research and writing. The foremost goal of the program is to encourage premedical and medical students to aspire toward a career as a physician-scientist. The internship provides participants with an opportunity to engage in original bench research and scientific writing while developing theoretical knowledge and soft skills. This study describes selected survey responses from interns who participated in the 2014 internship program. The objective of these surveys was to elicit the interns' perspective on the internship program, its strengths and weaknesses, and to obtain insight into potential areas for improvement. METHODS: Questionnaires were structured around the five fundamental aspects of the program: 1) theoretical knowledge, 2) bench research, 3) scientific writing, 4) mentorship, and 5) soft skills. In addition, an exit survey gathered information on factors that attracted the interns to the program, communication with mentors, and overall impression of the research program. RESULTS: The opportunity to experience hands-on bench research and scientific writing, personalized mentorship, and the reputation of the institution were appreciated and ranked highly among the interns. Nearly 90% of the interns responded that the program was beneficial and well worth the time and effort invested by both interns and faculty. CONCLUSION: The outcomes portrayed in this study will be useful in the implementation of new programs or refinement of existing medical research training programs.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.3402/meo.v20.29517" target="_blank" rel="noreferrer noopener">10.3402/meo.v20.29517</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).
*Internship and Residency
2015
Access to Information
Agarwal Ashok
Biomedical Research
Biomedical Research/*education
Cirenza Caroline
Curriculum
Durairajanayagam Damayanthi
Female
General
Hospitals
Humans
Kashou Anthony H
Male
Medical education
Medical education online
medical students
Ohio
Program Development
Program Evaluation
Reproductive Medicine/*education
research training
summer internship
Surveys and Questionnaires
Tatagari Sindhuja
translational medical research
Vitale Joseph
-
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/10.3791/57303" target="_blank" rel="noreferrer noopener">http://doi.org/10.3791/57303</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
Mechanical Ventilation Boot Camp Curriculum.
Publisher
An entity responsible for making the resource available
Journal of Visualized Experiments
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
2018-03
Subject
The topic of the resource
Humans; Curriculum; Internship and Residency/methods/*organization & administration; Respiratory Therapy/*education; Simulation Training; Respiration; Artificial/*methods
Creator
An entity primarily responsible for making the resource
Yee Jennifer; Benner Alma; Hammond Jared; Malone Bethany; Fuenning Charles; George Richard; Ahmed Rami A
Description
An account of the resource
Medical management of mechanically ventilated patients is challenging to novice providers. Incorrect management of this population may lead to increased morbidity and mortality. A three-day simulation-based boot camp serves to provide one-on-one instruction with a critical care provider. These intensivists may dispense personalized immediate feedback as learners engage in hands-on practice with a real mechanical ventilator. Multiple different pathologies can be reviewed that may not be encountered in the clinical setting. Learners can visualize immediate consequences of their actions and may troubleshoot and ask questions, all while in a safe learning environment. We describe the use of human-patient simulators connected to breathing simulators and mechanical ventilators. Potential curriculum executors should be aware of the cost of the equipment and the time needed to dedicate to boot camp execution; however, this intensive interactive training has been shown to increase provider competency, knowledge, and confidence in ventilator management. This curriculum outline provides guidance on how to execute a simulation-based boot camp to train providers on the management of mechanically ventilated patients.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.3791/57303" target="_blank" rel="noreferrer noopener">10.3791/57303</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).
2018
Ahmed Rami A
Artificial/*methods
Benner Alma
Curriculum
Department of Internal Medicine
Fuenning Charles
George Richard
Hammond Jared
Humans
Internship and Residency/methods/*organization & administration
Journal of Visualized Experiments
Malone Bethany
NEOMED College of Medicine
Respiration
Respiratory Therapy/*education
Simulation Training
Yee Jennifer
-
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/10.5688/ajpe8116" target="_blank" rel="noreferrer noopener">http://doi.org/10.5688/ajpe8116</a>
Pages
6–6
Issue
1
Volume
81
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
Methods Used by Colleges and Schools of Pharmacy to Prepare Student Pharmacists for Careers in Academia.
Publisher
An entity responsible for making the resource available
American journal of pharmaceutical education
Date
A point or period of time associated with an event in the lifecycle of the resource
2017
2017-02
Subject
The topic of the resource
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
Creator
An entity primarily responsible for making the resource
Haines Seena L; Dy-Boarman Eliza A; Clifford Kalin M; Summa Maria A; Willson Megan N; Boyle Jaclyn A; Peeters Michael J
Description
An account of the resource
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.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.5688/ajpe8116" target="_blank" rel="noreferrer noopener">10.5688/ajpe8116</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).
*Career Choice
*Students
2017
Academia
American journal of pharmaceutical education
Attitude of Health Personnel
Boyle Jaclyn A
Career
Clifford Kalin M
Curriculum
Department of Pharmaceutical Sciences
Department of Pharmacy Practice
Dy-Boarman Eliza A
Education
Faculty
Graduate
Haines Seena L
Humans
NEOMED College of Pharmacy
Peeters Michael J
Pharmaceutical
Pharmacists
Pharmacy
Pharmacy/*methods
Pharmacy/*organization & administration
Schools
Societies
Student preparation
Summa Maria A
Surveys and Questionnaires
Training
United States
Willson Megan N
-
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.
Pages
1–1
Issue
6
Volume
17
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
Dermatology elective curriculum: Birdwatching list and travel guide.
Publisher
An entity responsible for making the resource available
Dermatology online journal
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
2011-06
Subject
The topic of the resource
Humans; Curriculum; Physicians; Students; Education; Skin Diseases/diagnosis; Internship and Residency/ethics; Dermatology/*education/ethics; Medical; Graduate/*methods; Primary Care/*education/ethics
Creator
An entity primarily responsible for making the resource
Patadia Deepa D; Mostow Eliot N
Description
An account of the resource
Primary care physicians often see patients with dermatologic complaints, but do not perform as well as dermatologists in the diagnoses of common dermatologic conditions. This article describes a dermatology curriculum that aims to close the clinical practice gap by providing an efficient and effective way to teach dermatology to medical students and non-dermatology residents in the setting of a busy, outpatient dermatology practice.
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).
2011
Curriculum
Department of Internal Medicine
Dermatology online journal
Dermatology/*education/ethics
Education
Graduate/*methods
Humans
Internship and Residency/ethics
Medical
Mostow Eliot N
NEOMED College of Medicine
Patadia Deepa D
Physicians
Primary Care/*education/ethics
Skin Diseases/diagnosis
Students
-
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.
Pages
22–26
Issue
1
Volume
60
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
Border crossings in medical education.
Publisher
An entity responsible for making the resource available
The Pharos of Alpha Omega Alpha-Honor Medical Society. Alpha Omega Alpha
Date
A point or period of time associated with an event in the lifecycle of the resource
1997
1905-06
Subject
The topic of the resource
Physician-Patient Relations; Curriculum; Literature; *Humanities; Health Knowledge; Practice; Undergraduate; Medical; Attitudes; *Education
Creator
An entity primarily responsible for making the resource
Wear D
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).
*Education
*Humanities
1997
Attitudes
Curriculum
Department of Family & Community Medicine
Health Knowledge
Literature
Medical
NEOMED College of Medicine
Physician-Patient Relations
Practice
The Pharos of Alpha Omega Alpha-Honor Medical Society. Alpha Omega Alpha
Undergraduate
Wear D
-
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/10.2146/ajhp170833" target="_blank" rel="noreferrer noopener">http://doi.org/10.2146/ajhp170833</a>
Pages
1868–1874
Issue
23
Volume
75
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
Using the Practice Advancement Initiative to expand pharmacy student involvement.
Publisher
An entity responsible for making the resource available
American Journal of Health-System Pharmacy
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
2018
Subject
The topic of the resource
Curriculum; Professional Role; Students; Patient Care; Ambulatory Care; Self Assessment; Professional Development; Collaboration; Work Environment; Pharmaceutical; Pharmacy Service; Technology; Leaders; Medical Organizations; Pharmacist Attitudes; Strategic Planning; Pharmacy – Psychosocial Factors
Creator
An entity primarily responsible for making the resource
Vest Tyler A; Boyle Jaclyn; Cavanaugh Teresa M
Description
An account of the resource
The article discusses the feasibility of developing focused education for pharmacy students on the American Society of Health-System Pharmacists Practice Advancement Initiative (PAI). The article gives examples of PAI activities in which students can become engaged. Pharmacy students should form common shared goals as leaders according to the 2016 standards of the Accreditation Council for Pharmacy Education. A work group structure was made by the Michigan Society of Health-System Pharmacists.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.2146/ajhp170833" target="_blank" rel="noreferrer noopener">10.2146/ajhp170833</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).
2018
Ambulatory Care
American Journal of Health-System Pharmacy
Boyle Jaclyn
Cavanaugh Teresa M
collaboration
Curriculum
Department of Pharmaceutical Sciences
Department of Pharmacy Practice
Leaders
Medical Organizations
NEOMED College of Pharmacy
Patient Care
Pharmaceutical
Pharmacist Attitudes
Pharmacy – Psychosocial Factors
Pharmacy Service
Professional development
Professional Role
Self Assessment
STRATEGIC planning
Students
Technology
Vest Tyler A
Work Environment
-
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/10.1080/01421590500271274" target="_blank" rel="noreferrer noopener">http://doi.org/10.1080/01421590500271274</a>
Pages
184–186
Issue
2
Volume
28
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
A sexual history-taking curriculum for second year medical students.
Publisher
An entity responsible for making the resource available
Medical teacher
Date
A point or period of time associated with an event in the lifecycle of the resource
2006
2006-03
Subject
The topic of the resource
Female; Male; Curriculum; Educational Measurement; Students; Clinical Competence; Education; Human; Summated Rating Scaling; Medical; Patient History Taking; Attitude to Sexuality; Sexuality; Step-Wise Multiple Regression
Creator
An entity primarily responsible for making the resource
Wagner E; McCord G; Stockton L; Gilchrist V J; Fedyna D; Schroeder L; Sheth S
Description
An account of the resource
The purpose of this study is to describe the evaluation of a sexual history-taking curriculum and correlates of student performance during a Clinical Skills Assessment. Reading assignments, small group discussions, a Saturday Sex workshop and performance on a Clinical Skills Assessment were evaluated. Students most favorably rated the workshop and least favorably rated the reading assignments. Eighty-four percent of students asked at least one sexual history question on the Clinical Skills Assessment. We were unable to identify any independent predictors of sexual history-taking behavior.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1080/01421590500271274" target="_blank" rel="noreferrer noopener">10.1080/01421590500271274</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).
2006
Attitude to Sexuality
Clinical Competence
Curriculum
Department of Family & Community Medicine
Education
Educational Measurement
Fedyna D
Female
Gilchrist V J
Human
Male
McCord G
Medical
Medical teacher
NEOMED College of Medicine
Patient History Taking
Schroeder L
sexuality
Sheth S
Step-Wise Multiple Regression
Stockton L
Students
Summated Rating Scaling
Wagner E
-
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/10.1016/j.jamda.2006.05.009" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.jamda.2006.05.009</a>
Pages
105–109
Issue
2
Volume
8
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
The effect of a 12-month longitudinal long-term care rotation on knowledge and attitudes of internal medicine residents about geriatrics.
Publisher
An entity responsible for making the resource available
Journal of the American Medical Directors Association
Date
A point or period of time associated with an event in the lifecycle of the resource
2007
2007-02
Subject
The topic of the resource
Ohio; Aged; Curriculum; Prospective Studies; Attitude of Health Personnel; Educational Measurement; Clinical Competence; Education; Internship and Residency; Geriatric Assessment; Nursing Homes; Confidence Intervals; Internal Medicine; Human; Questionnaires; P-Value; Scales; Data Analysis Software; Pretest-Posttest Design; Professional Knowledge; Summated Rating Scaling; Interns and Residents; Internal Consistency; Attitude Measures; Wilcoxon Signed Rank Test; Paired T-Tests; Medical; Geriatrics – Education; Long Term Care – Education; Terminal Care – Education
Creator
An entity primarily responsible for making the resource
Baum EE; Nelson KM
Description
An account of the resource
OBJECTIVE: To determine if participation in a 12-month longitudinal long-term care (LTC) rotation resulted in improved knowledge and attitudes about geriatrics. DESIGN: Longitudinal study with paired measurements. SETTING: A community LTC facility and a university-affiliated, community-based internal medicine residency program. PARTICIPANTS: Sixty-seven internal medicine residents who participated in the rotation from 1997 through 2004. INTERVENTION: The internal medicine residents attended nursing home (NH) rounds one half day per month for 1 year, during which time they participated in a case-based interactive lecture on a core geriatric topic and rounded on their assigned patients. MEASUREMENTS: Knowledge was assessed using a 70-item test. Attitudes were evaluated with a 28-item, 5-point Likert scale (1 = least positive, 5 = most positive). RESULTS: The percent correct responses on geriatric knowledge pretest was 47% (95% CI = 45.2% to 48.8%) and on the posttest it was 57.5% (95% CI = 55.3% to 59.6%) (t = 8.180, df = 67, P \textless .001). The pretest total attitude score was 3.6 (95% CI = 3.6 to 3.7), with a posttest score of 3.7 (95% CI = 3.7 to 3.8) (P \textless .001). The difference in this total was accounted for mainly by the significant changes in the attitude subscales in educational preparation (pretest 3.6 [95% CI = 3.5 to 3.8]; posttest 3.8 [95% CI = 3.7 to 3.9] [P \textless .001]), general attitudes (pretest 4.0 [95% CI = 3.9 to 4.1]; posttest 4.2 [95% CI = 4.0 to 4.3] [P = .006]), and therapeutic potential (pretest 3.7 [95% CI = 3.5 to 3.8]; posttest 3.8 [95% CI = 3.7 to 3.9] [P = .048]). CONCLUSION: A longitudinal LTC rotation is an efficient and effective way to systematically provide internal medicine residents their core knowledge and experience in geriatrics.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1016/j.jamda.2006.05.009" target="_blank" rel="noreferrer noopener">10.1016/j.jamda.2006.05.009</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).
2007
Aged
Attitude Measures
Attitude of Health Personnel
Baum EE
Clinical Competence
Confidence Intervals
Curriculum
Data Analysis Software
Education
Educational Measurement
Geriatric Assessment
Geriatrics – Education
Human
Internal Consistency
Internal Medicine
Interns and Residents
Internship and Residency
Journal of the American Medical Directors Association
Long Term Care – Education
Medical
Nelson KM
Nursing Homes
Ohio
P-Value
Paired T-Tests
Pretest-Posttest Design
Professional Knowledge
Prospective Studies
Questionnaires
Scales
Summated Rating Scaling
Terminal Care – Education
Wilcoxon Signed Rank Test
-
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/10.1097/01.pec.0000106237.72265.bb" target="_blank" rel="noreferrer noopener">http://doi.org/10.1097/01.pec.0000106237.72265.bb</a>
Pages
12–16
Issue
1
Volume
20
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
The educational experience of pediatric emergency medicine fellows in the use and application of procedural sedation/analgesia.
Publisher
An entity responsible for making the resource available
Pediatric emergency care
Date
A point or period of time associated with an event in the lifecycle of the resource
2004
2004-01
Subject
The topic of the resource
Curriculum; Education; Human; Questionnaires; Chi Square Test; Data Analysis Software; Pearson's Correlation Coefficient; Multiple Regression; Email; Survey Research; T-Tests; Medical; Analgesia; Sedation; Emergency Medicine – Education; Pediatric Care – Education
Creator
An entity primarily responsible for making the resource
Pollauf LA; Lutes RE; Ramundo ML; Christopher NC
Description
An account of the resource
OBJECTIVES: The purpose of this study is to describe the clinical and educational experience provided to the pediatric emergency medicine (PEM) fellows in procedural sedation/analgesia during their course of training. METHODS: A nonanonymous survey was completed by the program director of each Accreditation Council for Graduate Medical Education (ACGME)-accredited PEM fellowship program listed in the 2001 to 2002 Graduate Medical Education Directory. Information relating to program demographics, agents available for use in the emergency department (ED), and the educational opportunities offered to trainees was sought. RESULTS: Each of the 32 ACGME-accredited programs completed the survey. Thirty programs report using procedural sedation and analgesia (PSA) to facilitate the completion of nonpainful and 32 programs to facilitate the completion of painful procedures in the ED. Twenty-nine programs (92%) permit their fellows to provide PSA independently after meeting credentialing criteria at their institution. Formal didactic sessions, direct supervision of procedures, and dedicated journal clubs were the 3 most frequently cited educational methods reported. The educational method chosen was not predicted by the ED type, the size of the training program, or by the volume of patients evaluated in the ED. Twelve program directors report their belief that a minimum number of procedures should be completed prior to completion of the training program. CONCLUSION: There is wide variation in the educational methods used by PEM fellowship training programs in procedural sedation/analgesia.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1097/01.pec.0000106237.72265.bb" target="_blank" rel="noreferrer noopener">10.1097/01.pec.0000106237.72265.bb</a>
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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).
2004
analgesia
Chi Square Test
Christopher NC
Curriculum
Data Analysis Software
Department of Emergency Medicine
Education
Email
Emergency Medicine – Education
Human
Lutes RE
Medical
Multiple Regression
NEOMED College of Medicine
Pearson's Correlation Coefficient
Pediatric Care – Education
Pediatric emergency care
Pollauf LA
Questionnaires
Ramundo ML
Sedation
Survey Research
T-Tests
-
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/10.1176/appi.ap.27.2.67" target="_blank" rel="noreferrer noopener">http://doi.org/10.1176/appi.ap.27.2.67</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
67-73
Issue
2
Volume
27
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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
Spirituality in medicine: A comparison of medical students' attitudes and clinical performance
Publisher
An entity responsible for making the resource available
Academic Psychiatry
Date
A point or period of time associated with an event in the lifecycle of the resource
2003
2003
Subject
The topic of the resource
curriculum; Education & Educational Research; ethics; physicians; Psychiatry
Creator
An entity primarily responsible for making the resource
Musick D W; Cheever T R; Quinlivan S; Nora L M
Description
An account of the resource
Objective: The authors sought to examine attitudes about spirituality in medicine among medical students in psychiatric clerkships and determine whether instruction on concepts of spirituality in medicine had an effect on students' clinical performance in related tasks. Methods: A total of 192 students entering psychiatric clerkships were randomly assigned to one of two groups; both groups received identical didactic instruction on spirituality in medicine. One group worked on a problem-based learning case that featured spirituality as a prominent theme, whereas the other group worked on problem-based learning cases that made no mention of it. Students completed pre- and posttest questionnaires, and their examination at the end of rotation included a standardized patient encounter requiring them to elicit a spiritual history, Results: Among the 131 students who completed and returned both questionnaires, a significant difference (p = 0.001) was noted between groups on students' self-reported knowledge of taking a spiritual history. However, students in the two groups received identical scores on the component of the examination requiring them to write a spiritual history. Conclusions: Although students who were exposed to material on spirituality in medicine reported greater understanding of the issue, no difference in clinical performance was observed.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1176/appi.ap.27.2.67" target="_blank" rel="noreferrer noopener">10.1176/appi.ap.27.2.67</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article
2003
Academic Psychiatry
Cheever T R
Curriculum
Education & Educational Research
Ethics
Journal Article
Musick D W
Nora L M
Physicians
Psychiatry
Quinlivan S
-
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/10.1016/j.jemermed.2013.05.051" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.jemermed.2013.05.051</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).
Pages
924-933
Issue
6
Volume
45
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Dublin Core
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Title
A name given to the resource
CREATION AND IMPLEMENTATION OF A NATIONAL EMERGENCY MEDICINE FOURTH-YEAR STUDENT EXAMINATION
Publisher
An entity responsible for making the resource available
Journal of Emergency Medicine
Date
A point or period of time associated with an event in the lifecycle of the resource
2013
2013-12
Subject
The topic of the resource
clerkship; curriculum; Emergency Medicine; emergency medicine student examination assessment; exam; testing tool
Creator
An entity primarily responsible for making the resource
Senecal E L; Heitz C; Beeson M S
Description
An account of the resource
Background: A National Board of Medical Examiners examination does not exist for Emergency Medicine (EM) students. To fill this void, the Clerkship Directors in Emergency Medicine tasked a committee with development of an examination for 4th-year (M4) EM students, based on a published syllabus, and consisting of questions written according to published question-writing guidelines. Study Objectives: Describe examination development and statistics at 9 months. Methods: The committee reviewed an existing EM student question database at www.saemtests.org for statistical performance, compliance with item-writing guidelines, and topic inclusion within the published EM M4 syllabus. For syllabus topics without existing questions, committee members wrote new items. LXR 6.0 software (Applied Measurement Professionals, Inc., Georgetown, SC) was used for examination administration. Data gathered included numbers of examinations completed, mean scores with SD, and point biserial correlation (rpb). Results: Of the 553 questions assessed, 157 questions met the stated criteria, and 37 were included in the examination. Thirteen new questions were written by committee members to cover all curriculum topics. The National EM M4 Examination was released online August 1, 2011. Nine months later, the examination had been completed 1642 times by students from 27 clerkships. Mean score was 79.69% (SD 3.89). Individual question difficulties ranged from 26% to 99%. Question rpbs ranged from 0.067 to 0.353, mean 0.213 (SD 0.066). Conclusions: A national group of EM educators developed an examination to assess a published clerkship syllabus. The examination contains questions written according to published item-writing guidelines, and exhibits content validity, appropriate difficulty levels, and adequate question discriminatory ability. (C) 2013 Elsevier Inc.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1016/j.jemermed.2013.05.051" target="_blank" rel="noreferrer noopener">10.1016/j.jemermed.2013.05.051</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article
2013
Beeson M S
clerkship
Curriculum
Emergency Medicine
emergency medicine student examination assessment
exam
Heitz C
Journal Article
Journal of Emergency Medicine
Senecal E L
testing tool
-
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/10.1097/ACM.0b013e3181938bca" target="_blank" rel="noreferrer noopener">http://doi.org/10.1097/ACM.0b013e3181938bca</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
192-198
Issue
2
Volume
84
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Title
A name given to the resource
Medical Humanities and Their Discontents: Definitions, Critiques, and Implications
Publisher
An entity responsible for making the resource available
Academic Medicine
Date
A point or period of time associated with an event in the lifecycle of the resource
2009
2009-02
Subject
The topic of the resource
clerkship; curriculum; education; Education & Educational Research; ethics; Health Care Sciences & Services; mindful; narrative medicine; physician; practice; professionalism; school-of-medicine; students perceptions
Creator
An entity primarily responsible for making the resource
Shapiro J; Coulehan J; Wear D; Montello M
Description
An account of the resource
The humanities offer great potential for enhancing professional and humanistic development in medical education. Yet, although many students report benefit from exposure to the humanities in their medical education, they also offer consistent complaints and skepticism. The authors offer a pedagogical definition of the medical humanities, linking it to medicine as a practice profession. They then explore three student critiques of medical humanities curricula: (1) the content critique, examining issues of perceived relevance and intellectual bait-and-switch, (2) the teaching critique, which examines instructor trustworthiness and perceived personal intrusiveness, and (3) the structural/placement critique, or how and when medical humanities appear in the curriculum, Next, ways are suggested to tailor medical humanities to better acknowledge and reframe the needs of medical students. These include ongoing cross-disciplinary reflective practices in which intellectual tools of the humanities are incorporated into educational activities to help students examine and, at times, contest the process, values, and goals of medical practice. This systematic, pervasive reflection will organically lead to meaningful contributions from the medical humanities in three specific areas of great interest to medical educators: professionalism, "narrativity," and educational competencies. Regarding pedagogy, the implications of this, approach are an integrated required curriculum and innovative concepts such as "applied humanities scholars." In turn, systematic integration of humanities perspectives and ways of thinking into clinical training will usefully expand the range of metaphors and narratives available to reflect on medical practice and offer possibilities for deepening and strengthening professional education.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1097/ACM.0b013e3181938bca" target="_blank" rel="noreferrer noopener">10.1097/ACM.0b013e3181938bca</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article
2009
Academic Medicine
clerkship
Coulehan J
Curriculum
Department of Family & Community Medicine
Education
Education & Educational Research
Ethics
Health Care Sciences & Services
Journal Article
mindful
Montello M
NARRATIVE medicine
NEOMED College of Medicine
physician
Practice
PROFESSIONALISM
school-of-medicine
Shapiro J
students perceptions
Wear D
-
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/10.1111/j.1553-2712.2008.00271.x" target="_blank" rel="noreferrer noopener">http://doi.org/10.1111/j.1553-2712.2008.00271.x</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
1071-1078
Issue
11
Volume
15
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Title
A name given to the resource
The Assessment of Individual Cognitive Expertise and Clinical Competency: A Research Agenda
Publisher
An entity responsible for making the resource available
Academic Emergency Medicine
Date
A point or period of time associated with an event in the lifecycle of the resource
2008
2008-11
Subject
The topic of the resource
airway management; assessments; checklist; competency; curriculum; education; Emergency Medicine; emergency-medicine residents; graduate medical education; high-fidelity simulation; medical; osce; patient simulation; performance; skill; standardized patients
Creator
An entity primarily responsible for making the resource
Spillane L; Hayden E; Fernandez R; Adler M; Beeson M; Goyal D; Smith-Coggins R; Boulet J
Description
An account of the resource
There is a large push to utilize evidence-based practices in medical education. At the same time, credentialing bodies are evaluating the use of simulation technologies to assess the competency and safety of its practitioners. At the 2008 Academic Emergency Medicine Consensus Conference on "The Science of Simulation in Healthcare," our breakout session critically evaluated several issues important to the use of simulation in emergency physician (EP) assessment. In this article, we discuss five topics felt to be most critical to simulation-based assessment (SBA). We then offer more specific research questions that would help to define and implement a SBA program in emergency medicine (EM).
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1111/j.1553-2712.2008.00271.x" target="_blank" rel="noreferrer noopener">10.1111/j.1553-2712.2008.00271.x</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article
2008
Academic Emergency Medicine
Adler M
Airway Management
assessments
Beeson M
Boulet J
Checklist
competency
Curriculum
Education
Emergency Medicine
emergency-medicine residents
Fernandez R
Goyal D
graduate medical education
Hayden E
high-fidelity simulation
Journal Article
Medical
osce
Patient Simulation
Performance
skill
Smith-Coggins R
Spillane L
standardized patients
-
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/10.1046/j.1525-1497.2000.04118.x" target="_blank" rel="noreferrer noopener">http://doi.org/10.1046/j.1525-1497.2000.04118.x</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
361-365
Issue
6
Volume
15
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Dublin Core
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Title
A name given to the resource
Confidence of graduating internal medicine residents to perform ambulatory procedures
Publisher
An entity responsible for making the resource available
Journal of General Internal Medicine
Date
A point or period of time associated with an event in the lifecycle of the resource
2000
2000-06
Subject
The topic of the resource
ambulatory procedures; confidence; curriculum; education; General & Internal Medicine; general-internist; Health Care Sciences & Services; organizations; residents; skills; training
Creator
An entity primarily responsible for making the resource
Wickstrom G C; Kolar M M; Keyserling T C; Kelley D K; Xie S X; Bognar B A; Lewis C L; DuPre C T
Description
An account of the resource
OBJECTIVE: To evaluate the training of graduating internal medicine residents to perform 13 common ambulatory procedures, 3 inpatient procedures, and 3 screening examinations. DESIGN: Self-administered descriptive survey. SETTING: Internal medicine training programs associated with 9 medical schools in the eastern United States. PARTICIPANTS: Graduating residents (N = 128); response rate, 60%. MEASUREMENTS AND MAIN RESULTS: The total number of procedures performed during residency, importance for primary care physicians to perform these procedures, confidence to perform these procedures, and helpfulness of rotations for learning procedures were assessed. The majority of residents performed only 2 of 13 outpatient procedures 10 or more times during residency: simple spirometry and minor wound suturing. For all other procedures, the median number performed was 5 or fewer. The percentage of residents attributing high importance to a procedure was significantly greater than the percentage reporting high confidence for 8 of 13 ambulatory procedures; for all inpatient procedures, residents reported significantly higher confidence than importance. Continuity clinic and block ambulatory rotations were not considered helpful for learning ambulatory procedures. CONCLUSIONS: Though residents in this sample considered most ambulatory procedures important for primary care physicians, they performed them infrequently, if at all, during residency and did not consider their continuity clinic experience helpful for learning these skills. Training programs need to address this deficiency by modifying the curriculum to ensure that these skills are taught to residents who anticipate a career in primary care medicine.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1046/j.1525-1497.2000.04118.x" target="_blank" rel="noreferrer noopener">10.1046/j.1525-1497.2000.04118.x</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article
2000
ambulatory procedures
Bognar B A
confidence
Curriculum
DuPre C T
Education
General & Internal Medicine
general-internist
Health Care Sciences & Services
Journal Article
Journal of general internal medicine
Kelley D K
Keyserling T C
Kolar M M
Lewis C L
Organizations
Residents
skills
Training
Wickstrom G C
Xie S X
-
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/10.1111/j.1553-2712.2009.00598.x" target="_blank" rel="noreferrer noopener">http://doi.org/10.1111/j.1553-2712.2009.00598.x</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
S46-S50
Issue
12
Volume
16
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Dublin Core
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Title
A name given to the resource
Evaluation of a Web-based Asynchronous Pediatric Emergency Medicine Learning Tool for Residents and Medical Students
Publisher
An entity responsible for making the resource available
Academic Emergency Medicine
Date
A point or period of time associated with an event in the lifecycle of the resource
2009
2009-12
Subject
The topic of the resource
education; Emergency Medicine; curriculum; Pediatric; asynchronous learning; web-based learning
Creator
An entity primarily responsible for making the resource
Burnette K; Ramundo M; Stevenson M; Beeson M S
Description
An account of the resource
Objectives: To examine the effectiveness of an asynchronous learning tool consisting of web-based lectures for trainees covering major topics pertinent to pediatric emergency medicine (PEM) and to assess resident and student evaluation of this mode of education. Methods: PEM faculty and fellows created a 21-lecture, web-based curriculum. These 20-minute online lectures used Microsoft PowerPoint with the voice-over feature. A 75-question test was created to assess the effectiveness of the web-based learning model, administered online before and after the rotation in the pediatric emergency department (PED). All fourth-year medical students and residents (across all specialties) rotating through the PED were required to complete 10 of the 21 lectures during their 1-month rotation. The main outcome variable was difference in score between pre- and post-rotation tests of participants who viewed no lectures and those who viewed at least one lecture. Evaluation of the program was assessed by anonymous survey using 5-point discrete visual analog scales. Responses of 4 or 5 were considered positive for analysis. Results: One hundred eleven residents and fourth-year medical students participated in the program. An initial 32 completed testing before implementation of the on-line lectures (March 2007-August 2007), and another five did not complete the on-line lectures after implementation (September 2007-February 2008). Seventy-one completed testing and on-line lectures, and all but three completed at least 10 on-line lectures during their rotation. Fourteen of 111 trainees did not complete the pre- or post-test (including two who viewed the lectures). The mean change in score was a 1% improvement from pre-test to post-test for trainees who viewed no lectures and a 6.2% improvement for those who viewed the lectures (mean difference = 5.2%, 95% confidence interval = 2.5% to 7.9%). In the linear regression model, the estimate of the coefficient was 0.43 (p < 0.001), meaning that, for each lecture viewed, post-test score rose by 0.43%. Sixty-nine of 75 test items (92%) had a point biserial correlation greater than 0.15. Thirty of the 72 trainees who completed the online lectures and testing (42%) returned surveys. All were comfortable using the Internet, and 87% (26/30) found the web-site easy to use. All felt that their educational goals were met, and 100% felt that the format would be useful in other areas of education. Conclusions: Although not a replacement for traditional bedside teaching, the use of web-based lectures as an asynchronous learning tool has a positive effect on medical knowledge test scores. Trainees were able to view online lectures on their own schedules, in the location of their choice. This is helpful in a field with shift work, in which trainees rarely work together, making it difficult to synchronously provide lectures to all trainees. Academic Emergency Medicine 2009; 16:S46-S50 (C) 2009 by the Society for Academic Emergency Medicine.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1111/j.1553-2712.2009.00598.x" target="_blank" rel="noreferrer noopener">10.1111/j.1553-2712.2009.00598.x</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article or Conference Abstract Publication
2009
Academic Emergency Medicine
asynchronous learning
Beeson M S
Burnette K
Curriculum
Education
Emergency Medicine
Journal Article or Conference Abstract Publication
Pediatric
Ramundo M
Stevenson M
web-based learning
-
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/10.1093/ajhp/zxz317" target="_blank" rel="noreferrer noopener">http://doi.org/10.1093/ajhp/zxz317</a>
Pages
330-331
Issue
5
Volume
77
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<a href="http://ezproxy.neomed.idm.oclc.org/login?url=http://doi.org/10.1093/ajhp/zxz317" target="_blank" rel="noreferrer noopener">NEOMED Full-text Holding (if available) - Proxy DOI: 10.1093/ajhp/zxz317</a>
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Update Year & Number
March 2020 Update
NEOMED College
NEOMED College of Pharmacy
NEOMED Department
NEOMED Student Publications
Dublin Core
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Title
A name given to the resource
Fostering change within the pharmacy school curriculum.
Publisher
An entity responsible for making the resource available
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
Date
A point or period of time associated with an event in the lifecycle of the resource
2020
2020-02
Subject
The topic of the resource
curriculum; student; INTERPROFESSIONAL relations; CURRICULUM planning; QUALITY assurance; school; curriculum; PHARMACEUTICAL education; COURSE evaluation (Education); TEAMS in the workplace; OUTCOME-based education; AFFINITY groups; NONPRESCRIPTION drugs; change; nonprescription medication; over-the-counter; school; student; change; CHANGE management; nonprescription medication; over-the-counter
Creator
An entity primarily responsible for making the resource
Lloyd Mackenzie
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1093/ajhp/zxz317" target="_blank" rel="noreferrer noopener">10.1093/ajhp/zxz317</a>
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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).
Format
The file format, physical medium, or dimensions of the resource
Journal Article
2020
AFFINITY groups
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
change
CHANGE management
COURSE evaluation (Education)
Curriculum
CURRICULUM planning
Interprofessional Relations
Lloyd Mackenzie
NEOMED College of Pharmacy
NEOMED College of Pharmacy Student
NEOMED Student Publications
NONPRESCRIPTION drugs
nonprescription medication
OUTCOME-based education
over-the-counter
PHARMACEUTICAL education
Quality Assurance
school
Student
TEAMS in the workplace
-
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/10.1016/j.jpainsymman.2021.01.007" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.jpainsymman.2021.01.007</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).
ISSN
1873-6513 0885-3924
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<a href="http://neomed.idm.oclc.org/login?url=http://doi.org/10.1016/j.jpainsymman.2021.01.007" target="_blank" rel="noreferrer noopener">NEOMED Full-text Holding (if available) - Proxy DOI: 10.1016/j.jpainsymman.2021.01.007</a>
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Update Year & Number
February 2021 List
NEOMED Department
NEOMED College of Medicine
Affiliated Hospital
Akron Children's Hospital
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
Prioritization of Pediatric Palliative Care Field-Advancement Activities in the United States: Results of a National Survey.
Date
A point or period of time associated with an event in the lifecycle of the resource
2021
2021-01-21
Subject
The topic of the resource
curriculum; financing; funding; palliative care; pediatric; quality of health care
Creator
An entity primarily responsible for making the resource
Feudtner Chris;Faerber JA;Rosenberg AR;Kobler K;Baker JN;Bowman BA;Wolfe J;Friebert S
Description
An account of the resource
BACKGROUND: The field of pediatric palliative care (PPC) continues to encounter challenges and opportunities to improving access to high-quality PPC services. In early 2019, a workshop identified eleven potential "next step" actions, and subsequently a national survey-based poll of members of the PPC community was conducted to prioritize these potential actions in terms of their "actionable importance." METHODS: Invitations to the survey were distributed in October 2019 to interdisciplinary PPC health care professionals via email to two major listservs, one hosted by the Section of Hospice and Palliative Medicine of the American Academy of Pediatrics, the other by the Center to Advance Palliative Care. Respondents rated the "actionable importance" of items relative to each other via a discrete choice experiment. Median importance scores are reported for each item. RESULTS: 177 individuals responded to the survey. The majority (62.2%) were physicians, with nurses (16.4%), advanced practice nurses (7.9%), and social workers (7.3%) being the other most common responders. The top 5 potential actions, in descending rank order, were: Determine what parents value regarding PPC (median score of 17.8, out of a total score of all items of 100); Define and disseminate core primary PPC curriculum (median, 15.3); Develop PPC national representation strategy and tactics (median, 12.3); Create PPC-specific program development toolkit (median, 10.9); and, Analyze payment and financing ratios (median, 9.6). CONCLUSIONS: Those seeking to advance the field of PPC should take into account the findings from this study, which suggest that certain actions are more likely to have a beneficial impact on moving the field forward.
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<a href="http://doi.org/10.1016/j.jpainsymman.2021.01.007" target="_blank" rel="noreferrer noopener">10.1016/j.jpainsymman.2021.01.007</a>
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journalArticle
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Journal Of Pain And Symptom Management
2021
Akron Children's Hospital
Baker JN
Bowman BA
Curriculum
Department of Pediatrics
Faerber JA
February 2021 List
Feudtner Chris
Financing
Friebert S
funding
Journal of pain and symptom management
journalArticle
Kobler K
NEOMED College of Medicine
Palliative Care
Pediatric
Quality of Health Care
Rosenberg AR
Wolfe J
-
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<a href="http://doi.org/10.1016/j.jogc.2021.01.014" target="_blank" rel="noreferrer noopener">http://doi.org/10.1016/j.jogc.2021.01.014</a>
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1701-2163
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Update Year & Number
March 2021 List
NEOMED College
NEOMED College of Medicine
NEOMED Department
Department of Emergency Medicine
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Title
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Understanding Minimally Invasive Gynecologic Surgery Fellowship Training in Canada: A National Survey of Recent Graduates.
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Journal Of Obstetrics And Gynaecology Canada : JOGC Journal D'obstetrique Et Gynecologie Du Canada : JOGC
Date
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2021
2021-02-10
Subject
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curriculum; questionnaire; Accreditation; laparoscopy; postgraduate_education; surgical_education
Creator
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Smith JP; Thiel J; Singh SS; Allaire C; Warrington S; Murji A
Description
An account of the resource
OBJECTIVE: To characterize fellowship training experiences in the 11 Canadian minimally invasive gynaecologic surgery (MIGS) programs and compare the surgical exposure of fellows in these programs to that of the American Association of Gynecologic Laparoscopists (AAGL) accredited fellowship in MIGS (FMIGS). METHODS: In this cross-sectional study, 2017 and 2018 MIGS fellowship graduates across Canada were given an web-based survey via SurveyMonkey software to evaluate 5 key components of postgraduate fellowship curricula: 1) surgical exposure; 2) teaching and evaluation methods; 3) research experience; 4) clinical responsibilities; and 5) pursuit of other academic endeavours. Interest in creating a national standardized curriculum and seeking accreditation for MIGS fellowships were also examined. RESULTS: The survey attained a 91% (20/22) response rate of the target population. All Canadian MIGS programs met the minimum standards for at least 62% (8/13) of the surgical competencies listed by the AAGL, with office hysteroscopy being the procedure with the largest discordance. Half of respondents (10/20) attended a program with an established curriculum, and 75% (15/20) believed there would be a benefit to standardizing training nationwide. Seventy percent (14/20) had published at least one manuscript during their fellowship and 60% (12/20) pursued postgraduate degrees. The majority (55%; 11/20) felt certain that MIGS should become a credentialed fellowship in Canada. CONCLUSION: Canada has made meaningful progress in MIGS training over the past decade with 11 well-established fellowship programs. Although this survey identifies a general interest in standardized training and accreditation for Canadian MIGS programs, more research is needed on how best to accomplish this.
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<a href="http://doi.org/10.1016/j.jogc.2021.01.014" target="_blank" rel="noreferrer noopener">10.1016/j.jogc.2021.01.014</a>
Format
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journalArticle
2021
Accreditation
Allaire C
Curriculum
Department of Emergency Medicine
Journal Of Obstetrics And Gynaecology Canada : JOGC Journal D'obstetrique Et Gynecologie Du Canada : JOGC
journalArticle
Laparoscopy
March 2021 List
Murji A
NEOMED College of Medicine
postgraduate_education
questionnaire
Singh SS
Smith JP
surgical_education
Thiel J
Warrington S
-
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Articles Published in 2021
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Shelley Harrell
Publisher
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Shelley Harrell
Date
A point or period of time associated with an event in the lifecycle of the resource
2021
Description
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Items published in 2021
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.
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<table width="91" style="border-collapse:collapse;width:68pt;"><colgroup><col width="91" style="width:68pt;" /></colgroup><tbody><tr style="height:15pt;"><td width="91" height="20" class="xl18" style="width:68pt;height:15pt;"><a href="http://doi.org/10.1016/j.jogc.2021.01.014">http://doi.org/10.1016/j.jogc.2021.01.014</a></td>
</tr></tbody></table>
NEOMED College
NEOMED College of Medicine
NEOMED Department
Department of Emergency Medicine
Update Year & Number
Jan to Aug list 2021
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/.
Date
A point or period of time associated with an event in the lifecycle of the resource
2021
2021-06-04
Description
An account of the resource
To characterize fellowship training experiences in the 11 Canadian minimally invasive gynaecologic surgery (MIGS) programs and compare the surgical exposure of fellows in these programs to that of the American Association of Gynecologic Laparoscopists (AAGL) accredited fellowship in MIGS (FMIGS).
Subject
The topic of the resource
In this cross-sectional study, 2017 and 2018 MIGS fellowship graduates across Canada were given a web-based survey via SurveyMonkey software to evaluate 5 key components of postgraduate fellowship curricula: 1) surgical exposure; 2) teaching and evaluation methods; 3) research experience; 4) clinical responsibilities; and 5) pursuit of other academic endeavours. Interest in creating a national standardized curriculum and seeking accreditation for MIGS fellowships were also examined.
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<table width="91" style="border-collapse:collapse;width:68pt;"><colgroup><col width="91" style="width:68pt;" /></colgroup><tbody><tr style="height:15pt;"><td width="91" height="20" class="xl18" style="width:68pt;height:15pt;"><a href="http://doi.org/10.1016/j.jogc.2021.01.014">http://doi.org/10.1016/j.jogc.2021.01.014</a></td>
</tr></tbody></table>
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© 2021 The Society of Obstetricians and Gynaecologists of Canada/La Société des obstétriciens et gynécologues du Canada. Published by Elsevier Inc. All rights reserved.
Format
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Journal Article
Title
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Understanding Minimally Invasive Gynecologic Surgery Fellowship Training in Canada: A National Survey of Recent Graduates.
Creator
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Smith JP; Thiel J; Singh SS; Allaire C; Warrington S; Murji A
Publisher
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Journal Of Obstetrics And Gynaecology Canada : JOGC Journal D'obstetrique Et Gynecologie Du Canada : JOGC
2021
Accreditation
Curriculum
Education
Graduate
Laparoscopy
Medical
Surveys and Questionnaires