1
40
2
-
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/10.1097/00001888-199411000-00012" target="_blank" rel="noreferrer noopener">http://doi.org/10.1097/00001888-199411000-00012</a>
Pages
903–906
Issue
11
Volume
69
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
Financial incentives in residency recruiting for primary care: scope, characteristics, and students' perceptions.
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
1994
1994-11
Subject
The topic of the resource
*Career Choice; *Financing; *Program Development; *Students; Family Practice/economics; Government; Humans; Internal Medicine/economics; Internship and Residency/*economics; Interviews as Topic; Medical; Medicine; Pediatrics/economics; Perception; Personnel Selection; Primary Health Care/*economics; Specialization
Creator
An entity primarily responsible for making the resource
Boex J R; Kirson S M; Keyes-Welch M; Evans A
Description
An account of the resource
BACKGROUND: One response to the decline in interest among medical students in residency training in primary care has been the offering, by residency programs and hospitals, of financial recruitment incentives to medical students during their residency interviews. Few data on the breadth and effectiveness of this practice have been available. METHOD: To gain insight into how hospitals and/or programs offered incentives, the authors compared 1990 and 1992 survey data on this topic from the members of the Association of American Medical Colleges' Council of Teaching Hospitals (AAMC/COTH) with 1992 data from the members of the Association for Hospital Medical Education (AHME), employing responses to identical questionnaire items. Complementary data on students' experiences with recruitment incentives in 1991 and 1992 were also analyzed. These data have been collected since 1991 in the Medical School Graduation Questionnaire (GQ) of the AAMC's Section for Educational Research, but little or no information had been available on medical students' perceptions of the effectiveness of these incentives. Therefore, one of the authors surveyed members of the classes of 1992 at four Midwestern medical schools about their residency interviewing experiences, including their reactions to financial incentives they encountered. RESULTS: The outcomes from these surveys indicate that, as expected, family practice, internal medicine, and pediatrics were the specialties most likely to offer financial incentives; that a wide variety of recruitment incentives was available to students; that the proportion of programs and hospitals offering such incentives was increasing (e.g., from 37% in the 1990 COTH survey to 54% in the 1992 survey); and that a large majority (79%) of students who encountered these incentives viewed them as at least somewhat effective in persuading them to consider matching with the programs that offered them. CONCLUSION: The prevalence and persuasiveness of financial incentives raise a number of serious questions, including whether competition for residents will divert funds from improving educational quality to recruitment.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1097/00001888-199411000-00012" target="_blank" rel="noreferrer noopener">10.1097/00001888-199411000-00012</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
*Financing
*Program Development
*Students
1994
Academic medicine : journal of the Association of American Medical Colleges
Boex J R
Department of Family & Community Medicine
Evans A
Family Practice/economics
Government
Humans
Internal Medicine/economics
Internship and Residency/*economics
Interviews as Topic
Keyes-Welch M
Kirson S M
Medical
Medicine
NEOMED College of Medicine
Pediatrics/economics
Perception
Personnel Selection
Primary Health Care/*economics
Specialization
-
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/10.1080/01421590600622665" target="_blank" rel="noreferrer noopener">http://doi.org/10.1080/01421590600622665</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
117-128
Issue
2
Volume
28
Search for Full-text
Locate full-text within NEOMED Library's e-journal collections
<p>Users with a NEOMED Library login can search for full-text journal articles at the following url: <a href="https://libraryguides.neomed.edu/home">https://libraryguides.neomed.edu/home</a></p>
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
Systematic review of the literature on assessment, feedback and physicians' clinical performance: BEME Guide No. 7
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
continuing medical education; Education & Educational Research; guide; Health Care Sciences & Services; Health care; organizations; outcomes; quality; ratings
Creator
An entity primarily responsible for making the resource
Veloski J; Boex J R; Grasberger M J; Evans A; Wolfson D B
Description
An account of the resource
Background and context: There is a basis for the assumption that feedback can be used to enhance physicians' performance. Nevertheless, the findings of empirical studies of the impact of feedback on clinical performance have been equivocal. Objectives: To summarize evidence related to the impact of assessment and feedback on physicians' clinical performance. Search strategy: The authors searched the literature from 1966 to 2003 using MEDLINE, HealthSTAR, the Science Citation Index and eight other electronic databases. A total of 3702 citations were identified. Inclusion and exclusion criteria: Empirical studies were selected involving the baseline measurement of physicians' performance and follow-up measurement after they received summaries of their performance. Data extraction: Data were extracted on research design, sample, dependent and independent variables using a written protocol. Data synthesis: A group of 220 studies involving primary data collection was identified. However, only 41 met all selection criteria and evaluated the independent effect of feedback on physician performance. Of these, 32 (74%) demonstrated a positive impact. Feedback was more likely to be effective when provided by an authoritative source over an extended period of time. Another subset of 132 studies examined the effect of feedback combined with other interventions such as educational programmes, practice guidelines and reminders. Of these, 106 studies (77%) demonstrated a positive impact. Two additional subsets of 29 feedback studies involving resident physicians in training and 18 studies examining proxy measures of physician performance across clinical sites or groups of patients were reviewed. The majority of these two subsets also reported that feedback had positive effects on performance. Headline results: Feedback can change physicians' clinical performance when provided systematically over multiple years by an authoritative, credible source. Conclusions: The effects of formal assessment and feedback on physician performance are influenced by the source and duration of feedback. Other factors, such as physicians' active involvement in the process, the amount of information reported, the timing and amount of feedback, and other concurrent interventions, such as education, guidelines, reminder systems and incentives, also appear to be important. However, the independent contributions of these interventions have not been well documented in controlled studies. It is recommended that the designers of future theoretical as well as practical studies of feedback separate the effects of feedback from other concurrent interventions.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1080/01421590600622665" target="_blank" rel="noreferrer noopener">10.1080/01421590600622665</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article
2006
Boex J R
continuing medical education
Department of Family & Community Medicine
Education & Educational Research
Evans A
Grasberger M J
guide
Health Care
Health Care Sciences & Services
Journal Article
Medical teacher
NEOMED College of Medicine
Organizations
outcomes
quality
ratings
Veloski J
Wolfson D B