When the business of healthcare overshadows the value of academic faculty: A community's loss of a residency program.
Academic faculty; Business; Contract negotiations; Faculty; Health Care Industry; Hospital administration; Internship and Residency; Medical – Psychosocial Factors
Ahmed Rami A; Blanda Michelle; Jwayyed Sharhabeel; Stiffler Kirk; Nielson Jeff; Southern Alison; McQuown Colleen M
The American journal of emergency medicine
2018
2018-05
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.ajem.2017.09.036" target="_blank" rel="noreferrer noopener">10.1016/j.ajem.2017.09.036</a>
Investigating the impact of student loan debt on new practitioners
To assess the impact of student loan debt on financial stability, career choice, professional development, and overall well-being among pharmacists who received first licensure in Ohio within a 5-year period; hereafter referred to as “new practitioners.”
United States student loan debt has surpassed $1.7 trillion and continues to rise. Generally described as a “crisis,” the state of student loan debt in the United States is a subject of increasing consideration, research, and analysis by federal government agencies, nonprofit organizations, economists, and students who carry the balance. Excessive student loan debt has been hypothesized to affect students’ career choice, diminish quality of life, negatively affect their ability to give back to society at large, and delay progress on achieving other financial goals such as saving for retirement. Current available research evaluating the impact of this debt on student pharmacists and new practitioners is limited.
Amin KA; Ulbrich TR; Kirk LM; Gothard MD
Journal Of The American Pharmacists Association
2021
2021-03-15
© 2020 American Pharmacists Association®. Published by Elsevier Inc. All rights reserved.
Journal Article
<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.japh.2020.11.007">http://doi.org/10.1016/j.japh.2020.11.007</a></td>
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Emergency medicine residency boot Camp curriculum: a pilot study.
Pilot Projects; *Internship and Residency; *Curriculum; Emergency Medicine/*education; Education; Emergency Medicine; Internship and Residency; Human; Questionnaires; Surveys; Curriculum Development; Pilot Studies; Confidence; Interns and Residents; Medical; Skill Acquisition; Invasive Procedures – Education
INTRODUCTION: Establishing a boot camp curriculum is pertinent for emergency medicine (EM) residents in order to develop proficiency in a large scope of procedures and leadership skills. In this article, we describe our program's EM boot camp curriculum as well as measure the confidence levels of resident physicians through a pre- and post-boot camp survey. METHODS: We designed a one-month boot camp curriculum with the intention of improving the confidence, procedural performance, leadership, communication and resource management of EM interns. Our curriculum consisted of 12 hours of initial training and culminated in a two-day boot camp. The initial day consisted of clinical skill training and the second day included code drill scenarios followed by interprofessional debriefing. RESULTS: Twelve EM interns entered residency with an overall confidence score of 3.2 (1-5 scale) across all surveyed skills. Interns reported the highest pre-survey confidence scores in suturing (4.3) and genitourinary exams (3.9). The lowest pre-survey confidence score was in thoracostomy (2.4). Following the capstone experience, overall confidence scores increased to 4.0. Confidence increased the most in defibrillation and thoracostomy. Additionally, all interns reported post-survey confidence scores of at least 3.0 in all skills, representing an internal anchor of "moderately confident/need guidance at times to perform procedure." CONCLUSION: At the completion of the boot camp curriculum, EM interns had improvement in self-reported confidence across all surveyed skills and procedures. The described EM boot camp curriculum was effective, feasible and provided a foundation to our trainees during their first month of residency.
Ataya Ramsey; Dasgupta Rahul; Blanda Rachel; Moftakhar Yasmin; Hughes Patrick G; Ahmed Rami
The western journal of emergency medicine
2015
2015-03
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.5811/westjem.2015.1.23931" target="_blank" rel="noreferrer noopener">10.5811/westjem.2015.1.23931</a>
Moral courage through a collective voice.
Ohio; United States; Attitude of Health Personnel; Social Responsibility; Morals; Education; Internship and Residency; Conscience; Mentorship; Ethics; Medical; Contraceptives; Religion and Religions; Whistle Blowing; Health Care Delivery – Ethical Issues; Medical – Education; Ethics – Education; Health Personnel – Ethical Issues; Oral – Administration and Dosage; Rural Health Services – Ethical Issues; Urban Health Services – Ethical Issues
Aultman J
American Journal of Bioethics
2008
2008-04
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1080/15265160802147140" target="_blank" rel="noreferrer noopener">10.1080/15265160802147140</a>
Moral courage through a collective voice.
*Moral Obligations; *Whistleblowing; Attitude of Health Personnel; Bioethical Issues; Clinical/education; Conscience; Contraceptives; Delivery of Health Care/*ethics; Education; Ethics; Health Personnel/*ethics; Hormonal/administration & dosage; Humans; Internship and Residency; Medical/education; Medical/methods; Mentors; Morals; Ohio; Oral; Pharmacy; Religion and Medicine; Rural Health Services/*ethics; United States; Urban Health Services/ethics
Aultman Julie
The American journal of bioethics : AJOB
2008
2008-04
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1080/15265160802568907" target="_blank" rel="noreferrer noopener">10.1080/15265160802568907</a>
The ethical and pedagogical effects of modeling "not-so-universal" precautions.
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
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.
Aultman Julie M; Borges Nicole J
Medical teacher
2011
1905-7
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.3109/0142159X.2011.530310" target="_blank" rel="noreferrer noopener">10.3109/0142159X.2011.530310</a>
The effect of a 12-month longitudinal long-term care rotation on knowledge and attitudes of internal medicine residents about geriatrics.
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
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.
Baum EE; Nelson KM
Journal of the American Medical Directors Association
2007
2007-02
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.jamda.2006.05.009" target="_blank" rel="noreferrer noopener">10.1016/j.jamda.2006.05.009</a>
Development of a specialty-wide web-based medical knowledge assessment tool for resident education
Emergency Medicine; Emergency Medicine; internship and residency; educational measurement; online systems
Medical knowledge is one of six core competencies identified by the Accreditation Council for Graduate Medical Education. The authors present a tool for assessment of medical knowledge developed by the Council of Emergency Medicine Residency Directors. This tool is Internet based and consists of more than 50 online tests that emergency medicine residents are able to access. Test results are available to a resident's residency, along with the mean and standard deviation of all takers of that particular test. The result is a collaborative specialty-wide approach to the common problem of formatting tests to assess medical knowledge. The tool has been widely accepted by both residents and residencies.
Beeson M S; Jwayyed S
Academic Emergency Medicine
2006
2006-03
Journal Article or Conference Abstract Publication
<a href="http://doi.org/10.1197/j.aem.2005.10.017" target="_blank" rel="noreferrer noopener">10.1197/j.aem.2005.10.017</a>
Coaching for Success: A Residency Search Primer and Update for Preceptors and Faculty.
United States; Hospitals; Students; pharmacy student; postgraduate training; preceptor; residency; Education; Internship and Residency; Preceptorship; Faculty; Pharmacy; Online Services; Pharmacy and Pharmacology; Pharmacy – Evaluation
Pharmacy residency programs have become increasingly competitive in recent years, and changes to the residency search and application process have altered the process for matching with a residency. In this article, major residency topics, from the benefits of residency training to searching for and ranking programs, are summarized. A discussion of tips and tricks for applying for residencies and interviewing for positions is included along with specific suggestions developed with data following the implementation of the Pharmacy Online Residency Centralized Application Service (PhORCAS). The article is organized in a question and answer format to help facilitate understanding of key concepts and common questions that may arise from applicants. Many changes have taken place in the residency search and application process in recent years, and the process of obtaining a residency is complex. Residency applicants and those advising applicants may find value in the answers to commonly asked residency application questions to help ensure the greatest chance of a successful residency match.
Bright David R; Adams Alex J; Ulbrich Timothy R; Soric Mate M
Hospital pharmacy
2015
2015-06
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1310/hpj5006-467" target="_blank" rel="noreferrer noopener">10.1310/hpj5006-467</a>
To stay or not to stay: factors influencing family practice residents' choice of initial practice location.
Adult; Female; Humans; Male; Workforce; Age Factors; Sex Factors; Life Style; Analysis of Variance; Logistic Models; Internship and Residency; Data Collection; *Family Practice; *Professional Practice Location/statistics & numerical data/trends
BACKGROUND AND OBJECTIVES: This study examined what factors influence US third-year family practice residents' choice of location of their first practice. METHODS: A survey was developed by the members of Northeastern Ohio Network to assess the influence of factors related to family, education, geography, finances, the medical community, and others on the selection of practice location. Surveys were sent to all program directors listed in the American Academy of Family Physicians 1994 Directory of Family Practice Residency Programs to be distributed to all third-year family practice residents. The program directors indicated the type of residency program, the number of surveys distributed, and the number returned, then forwarded completed surveys to the investigators. RESULTS: Two hundred fifty-nine of the 380 programs (68%) with
Costa A J; Schrop S L; McCord G; Gillanders W R
Family medicine
1996
1996-03
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
A new perspective.
*Attitude of Health Personnel; *Hospitalists; *Internship and Residency; Anti-Bacterial Agents/therapeutic use; Antibiotics – Therapeutic Use; Attitude of Health Personnel; Emergency Service; Emergency Service – Administration; Hospital/*organization & administration; Hospitalists; Humans; Internship and Residency; Pneumonia – Diagnosis; Pneumonia – Drug Therapy; Pneumonia/diagnosis/*drug therapy
Duggal Abhijit
Journal of hospital medicine
2009
2009-11
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1002/jhm.528" target="_blank" rel="noreferrer noopener">10.1002/jhm.528</a>
ASHP Research and Education Foundation's antithrombotic pharmacotherapy traineeship: a trainee's view.
Humans; Societies; Clinical Competence; Education; Internship and Residency; Fibrinolytic Agents/*therapeutic use; Interdisciplinary Communication; Hospital; Pharmacy; Pharmacy Service; Continuing/*organization & administration; Pharmaceutical/*organization & administration; Drug Monitoring; Pharmacists – Education; Thrombolytic Therapy – Education
English Dale E 2nd
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
2008
2008-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.2146/ajhp070510" target="_blank" rel="noreferrer noopener">10.2146/ajhp070510</a>
Does Family-practice At Residency Teaching Sites Reflect Community Practice
ambulatory care; family practice; General & Internal Medicine; health care research; internship and residency; medical education; primary
Gilchrist V; Miller R S; Gillanders W R; Scheid D C; Logue E E; Iverson D C; Oprandi A M; Weldy D L; Krell M A
Journal of Family Practice
1993
1993-12
Journal Article or Conference Abstract Publication
n/a
International Federation for emergency medicine model curriculum for continuing professional development.
*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
Hobgood Cherri; Mulligan Terrence; Bodiwala Gautam; Cameron Peter; Holliman James Jim; Kwan James; Singer Andrew; Jouriles Nicholas
CJEM
2015
2015-05
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1017/cem.2014.79" target="_blank" rel="noreferrer noopener">10.1017/cem.2014.79</a>
Discussion of learning assessments in postgraduate teaching and learning curricula.
Humans; Curriculum; Educational Measurement; *Curriculum; Education; Internship and Residency; *Learning; *Teaching; Learning; Teaching; Pharmacy; Graduate/*organization & administration
Hoover Matthew J; Peeters Michael J
American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists
2015
2015-05
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.2146/ajhp140631" target="_blank" rel="noreferrer noopener">10.2146/ajhp140631</a>
Freestanding EDs and the emergency medicine resident: a valuable part of resident education?
*Ambulatory Care Facilities; *Attitude of Health Personnel; *Emergency Service; Emergency Medicine/*education; Hospital; Humans; Internship and Residency
Orlik Kseniya; Campana Christina M; Beeson Michael S; Simon Erin L
The American journal of emergency medicine
2015
2015-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.ajem.2015.04.081" target="_blank" rel="noreferrer noopener">10.1016/j.ajem.2015.04.081</a>
A four-year career and residency advising program.
Ohio; *Career Choice; Internship and Residency; *Counseling; Undergraduate; Medical; *Education
Pethtel L
Academic medicine : journal of the Association of American Medical Colleges
1989
1989-07
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/00001888-198907000-00020" target="_blank" rel="noreferrer noopener">10.1097/00001888-198907000-00020</a>
Behavioral Health and Primary Care Integration in Ohio's Psychiatry Residency Training.
*Internship and Residency; Delivery of Health Care; Education; Graduate; Health Care Delivery; Humans; Integrated; Internship and Residency; Medical; Mental Health Services – Administration; Mental Health Services/*organization & administration; Ohio; Physician's Role; Primary Health Care – Administration; Primary Health Care/*organization & administration; Psychiatry; Psychiatry – Education; Psychiatry/*education/organization & administration; Qualitative Research; Qualitative Studies; Referral and Consultation
Reed Eric; Crane Dushka; Svendsen Dale; Herman Lon; Evans Brian; Niedermier Julie; Resch William; Ronis Robert; Varley Joseph; Welton Randy
Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
2016
2016-12
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1007/s40596-016-0623-y" target="_blank" rel="noreferrer noopener">10.1007/s40596-016-0623-y</a>
Portfolio preparation for residency candidates.
Internship and Residency; Job Application – Methods; Portfolio – Methods; Resumes – Methods
Rogers Jacalyn; Ulbrich Timothy R
American Journal of Health-System Pharmacy
2014
2014-08-15
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.2146/ajhp130297" target="_blank" rel="noreferrer noopener">10.2146/ajhp130297</a>
Initial experience with laparoscopic surgery: establishing a new surgical procedure.
*Education; *Laparoscopy/adverse effects; Adult; Continuing; General Surgery/*education; Humans; Internship and Residency; Medical; Middle Aged
Laparoscopic surgery impacted the surgical world in the United States in 1990. This report reviews the initial experience of 34 surgeons in 8 teaching hospitals of the Northeastern Ohio Universities College of Medicine. There were 538 cases reported from May 1, 1990 to January 31, 1991. There was no mortality and the morbidity rate was 4.8%, including three bile duct injuries. The conversion rate to an open procedure was 6.1%. The criteria for credentialing, training, and resident and faculty education are included. The data reported by the Surgery Department of Northeastern Ohio Universities College of Medicine are very similar to reported series from the current literature.
Sharp W V; Guyton D P; Crans C A; Abdu R A; Young J S; Dash S S; Kremer R M; Can A N
Journal of laparoendoscopic surgery
1992
1992-08
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1089/lps.1992.2.151" target="_blank" rel="noreferrer noopener">10.1089/lps.1992.2.151</a>
Introducing a curriculum in ethics and professionalism for dermatology residencies.
*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
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.
Stoff Benjamin K; Grant-Kels Jane M; Brodell Robert T; Paller Amy S; Perlis Clifford S; Mostow Eliot; Pariser David; Bercovitch Lionel
Journal of the American Academy of Dermatology
2018
2018-05
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.jaad.2017.04.1121" target="_blank" rel="noreferrer noopener">10.1016/j.jaad.2017.04.1121</a>
The not-so-good old days.
United States; Literature; Education; Internship and Residency; Quality Improvement; Workload; Medical; Wit and Humor; Physicians – Psychosocial Factors; Internship and Residency – Standards; Physicians – Standards
Susman J
Journal of Family Practice
2012
2012-06
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
Assessment of community pharmacy residents' opinions regarding training beyond postgraduate year 1 residency.
Education; Internship and Residency; Pharmacy; Continuing; Pharmacist Attitudes; Patient Care – Education; Retail – Manpower
Ulbrich Timothy R; Brodman Monika L
American Journal of Health-System Pharmacy
2012
2012-09-15
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.2146/ajhp120097" target="_blank" rel="noreferrer noopener">10.2146/ajhp120097</a>
Pimping: perspectives of 4th year medical students.
*Clinical Clerkship; *Education; *Students; Attitudes; Clinical Competence; Health Knowledge; Humans; Internship and Residency; Interprofessional Relations; Medical; Practice; Undergraduate; United States
BACKGROUND: A well-known phenomenon among U.S. medical students known as pimping, or the pedagogical device of questioning students in the clinical setting, receives virtually no attention in medical literature. PURPOSE: Identifying 4th-year medical students' relevant knowledge and attitudes about pimping may help educators understand the range of beliefs about pimping and the role it plays in the socialization process into the medical community. METHODS: Over a
Wear Delese; Kokinova Margarita; Keck-McNulty Cynthia; Aultman Julie
Teaching and learning in medicine
2005
2005
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1207/s15328015tlm1702_14" target="_blank" rel="noreferrer noopener">10.1207/s15328015tlm1702_14</a>
Hidden in plain sight: the formal, informal, and hidden curricula of a psychiatry clerkship.
*Clinical Clerkship; *Curriculum; Attitude of Health Personnel; Clinical Competence; Faculty; Focus Groups; Humans; Internship and Residency; Intuition; Learning; Medical; Mentors; Physician-Patient Relations; Physician's Role; Psychiatry/*education; Students; Teaching; Time Factors; United States
PURPOSE: To examine perceptions of the formal, informal, and hidden curricula in psychiatry as they are observed and experienced by (1) attending physicians who have teaching responsibilities for residents and medical students, (2) residents who are taught by those same physicians and who have teaching responsibilities for medical students, and (3) medical students who are taught by attendings and residents during their psychiatry rotation. METHOD: From June to November 2007, the authors conducted focus groups with attendings, residents, and students in one midwestern academic setting. The sessions were audiotaped, transcribed, and analyzed for themes surrounding the formal, informal, and hidden curricula. RESULTS: All three groups offered a similar belief that the knowledge, skills, and values of the formal curriculum focused on building relationships. Similarly, all three suggested that elements of the informal and hidden curricula were expressed primarily as the values arising from attendings' role modeling, as the nature and amount of time attendings spend with patients, and as attendings' advice arising from experience and intuition versus "textbook learning." Whereas students and residents offered negative values arising from the informal and hidden curricula, attendings did not, offering instead the more positive values they intended to encourage through the informal and hidden curricula. CONCLUSIONS: The process described here has great potential in local settings across all disciplines. Asking teachers and learners in any setting to think about how they experience the educational environment and what sense they make of all curricular efforts can provide a reality check for educators and a values check for learners as they critically reflect on the meanings of what they are learning.
Wear Delese; Skillicorn Jodie
Academic medicine : journal of the Association of American Medical Colleges
2009
2009-04
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/ACM.0b013e31819a80b7" target="_blank" rel="noreferrer noopener">10.1097/ACM.0b013e31819a80b7</a>