1
40
8
-
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
*Medical History Taking; *Sexual Behavior; Clinical Competence; Curriculum/*standards; Education; Education/standards; Educational Measurement; Humans; Medical; Students; Undergraduate/*standards
Creator
An entity primarily responsible for making the resource
Wagner Ellen; McCord Gary; Stockton LuAnne; Gilchrist Valerie J; Fedyna Dinah; Schroeder Lisa; Sheth Sandeep
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).
*Medical History Taking
*Sexual Behavior
2006
Clinical Competence
Curriculum/*standards
Department of Family & Community Medicine
Education
Education/standards
Educational Measurement
Fedyna Dinah
Gilchrist Valerie J
Humans
McCord Gary
Medical
Medical teacher
NEOMED College of Medicine
Schroeder Lisa
Sheth Sandeep
Stockton LuAnne
Students
Undergraduate/*standards
Wagner Ellen
-
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/10.3109/0142159X.2011.530311" target="_blank" rel="noreferrer noopener">http://doi.org/10.3109/0142159X.2011.530311</a>
Pages
e50–56
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 ethics of HIV testing and disclosure for healthcare professionals: what do our future doctors think?
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
2011
Subject
The topic of the resource
Adult; Female; Humans; Male; Adolescent; Young Adult; United States; Focus Groups; Health Personnel; Health Care Surveys; Students; Anonymous Testing/ethics; Disclosure/*ethics; HIV Seropositivity/*diagnosis; Patients; Human; Thematic Analysis; Interviews; Student Attitudes; Truth Disclosure; Audiorecording; Medical; Medical/*psychology; Health Screening; Attitude to Illness; Mandatory Testing; Privacy and Confidentiality; HIV Infections – Diagnosis; HIV Infections – Ethical Issues
Creator
An entity primarily responsible for making the resource
Aultman Julie M; Borges Nicole J
Description
An account of the resource
AIM: This study examined future medical professionals' attitudes and beliefs regarding mandatory human immunodeficiency virus (HIV) testing and disclosure. METHOD: A total of 54 US medical students were interviewed regarding mandatory testing and disclosure of HIV status for both patient and health care professional populations. Interviews were qualitatively analyzed using thematic analysis by the first author and verified by the second author. RESULTS: Medical students considered a variety of perspectives, even placing themselves in the shoes of their patients or imagining themselves as a healthcare professional with HIV. Mixed opinions were presented regarding the importance of HIV testing for students coupled with a fear about school administration regarding HIV positive test results and the outcome of a student's career. Third- and fourth-year medical students felt that there should be no obligation to disclose one's HIV status to patients, colleagues, or employers. However, most of these students did feel that patients had an obligation to disclose their HIV status to healthcare professionals. CONCLUSION: This study gives medical educators a glimpse into what our future doctors think about HIV testing and disclosure, and how difficult it is for them to recognize that they can be patients too, as they are conflicted by professional and personal values.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.3109/0142159X.2011.530311" target="_blank" rel="noreferrer noopener">10.3109/0142159X.2011.530311</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
Adolescent
Adult
Anonymous Testing/ethics
Attitude to Illness
Audiorecording
Aultman Julie M
Borges Nicole J
College of Graduate Studies
Department of Family & Community Medicine
Disclosure/*ethics
Female
Focus Groups
Health Care Surveys
Health Personnel
Health Screening
HIV Infections – Diagnosis
HIV Infections – Ethical Issues
HIV Seropositivity/*diagnosis
Human
Humans
interviews
Male
Mandatory Testing
Medical
Medical teacher
Medical/*psychology
NEOMED College of Graduate Studies
NEOMED College of Medicine
Patients
Privacy and Confidentiality
Student Attitudes
Students
Thematic Analysis
Truth Disclosure
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/10.1080/01421590802516798" target="_blank" rel="noreferrer noopener">http://doi.org/10.1080/01421590802516798</a>
Pages
e97–101
Issue
3
Volume
31
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 VENTRILOSCOPE: 'am I hearing things?'.
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
2009
2009-03
Subject
The topic of the resource
Education; Simulations; Medical; Teaching Materials; Auscultation – Education; Auscultation – Methods; Stethoscopes – Education
Creator
An entity primarily responsible for making the resource
Castilano A; Haller N; Goliath C; Lecat P
Description
An account of the resource
Background: Knowledge of the benefits of incorporating medical simulation into healthcare curricula is rapidly increasing. Though impeded by the high cost of complicated technology, medical simulation devices offer the ability to provide safe and controlled training environments, exposure to rare clinical scenarios, as well as unlimited training opportunities. Methods: This report describes a novel, inexpensive method of broadcasting normal and abnormal auscultatory findings to a relatively normal appearing stethoscope for use in training of healthcare professionals. Results: Using wireless transmitter broadcasting to a stethoscope fitted with a receiver apparatus, the student is able to perform a typical medical exam with auscultation of an unlimited variety of clinical sounds from anatomically appropriate sources while being observed from another room. Conclusions: Implications of this low-cost device include limitless training possibilities worldwide and across disciplines. The simplicity and portability of this device increases potential for use in rapid training of recognition of clinical signs associated with chemical/biological warfare agents, mass casualty incidents and field military applications. This is the first device to simulate clinically relevant sounds in a realistic manner on standardized patients and mannequins. The benefits of such simulation in medical education ultimately serve to increase trainee confidence and consequently, improve patient care and safety.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1080/01421590802516798" target="_blank" rel="noreferrer noopener">10.1080/01421590802516798</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).
2009
Auscultation – Education
Auscultation – Methods
Castilano A
Department of Family & Community Medicine
Department of Internal Medicine
Education
Goliath C
Haller N
Lecat P
Medical
Medical teacher
NEOMED College of Medicine
Simulations
Stethoscopes – Education
Teaching Materials
-
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/10.1080/01421590600622665" 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
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Dublin Core
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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
-
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/10.3109/01421591003692706" target="_blank" rel="noreferrer noopener">http://doi.org/10.3109/01421591003692706</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
779-781
Issue
9
Volume
32
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
Stability of values during medical school
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
2010
2010
Subject
The topic of the resource
students; personality; Health Care Sciences & Services; Education & Educational Research; interests; specialty choice
Creator
An entity primarily responsible for making the resource
Borges N J; Hartung P J
Description
An account of the resource
Background: Medical students' values represent an understudied area of research in medical education research. No known studies have investigated how medical students' values change over time from matriculation to graduation. Aim: Values are thought to remain relatively stable over the life course. However, little research supports this claim. Therefore, we examined the extent to which values change or remain the same during medical school. Method: Forty-six first-year medical students completed the Physician Values in Practice Scale (PVIPS) during their first and fourth years of medical school. The PVIPS contains 38 statements of values about medical practice and comprises six scales: Prestige, Service, Autonomy, Lifestyle, Management, and Scholarly Pursuits. Results: Matched pair t-tests (p<0.05) indicated significant differences between students' PVIPS scores pretest (first year of medical school) and posttest (fourth year of medical school) for 2 of the 6 values (Autonomy: t(45) = -4.12, p<0.001 and Lifestyle: t(45) = -2.62, p = 0.012). Conclusions: Medical students values appear to change slightly during their 4 years of medical education. In line with literature suggesting that the medical education process is associated with change in certain student qualities and attributes (e. g., empathy), physician values may be another variable so affected.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.3109/01421591003692706" target="_blank" rel="noreferrer noopener">10.3109/01421591003692706</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article or Conference Abstract Publication
2010
Borges N J
Department of Family & Community Medicine
Education & Educational Research
Hartung P J
Health Care Sciences & Services
Interests
Journal Article or Conference Abstract Publication
Medical teacher
NEOMED College of Medicine
Personality
specialty choice
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.
URL Address
<a href="http://doi.org/10.3109/01421590903183787" target="_blank" rel="noreferrer noopener">http://doi.org/10.3109/01421590903183787</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
1086-1088
Issue
12
Volume
31
Search for Full-text
Locate full-text within NEOMED Library's e-journal collections
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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
Influences on specialty choice for students entering person-oriented and technique-oriented specialties
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
2009
2009
Subject
The topic of the resource
Health Care Sciences & Services; Education & Educational Research; trends; controllable life-style; us medical-students
Creator
An entity primarily responsible for making the resource
Borges N J; Manuel R S; Duffy R D; Fedyna D; Jones B J
Description
An account of the resource
Background: Given changing trends in specialty choices among medical students coupled with continued challenges associated with medical specialty decision-making, it is important for medical educators to understand how students make decisions about their medical career. Medical educators should be aware of how medical school-based experiences and interactions such as faculty, courses, and services impact students' specialty choices and decisions. Aim: The study determined if differences in influences on specialty decision-making exist for students entering person-oriented specialties versus technique-oriented specialties. Methods: Three hundred and fifty-six fourth-year medical students completed a questionnaire about how the faculty, curriculum, student services, mentoring and professional development programs, lifestyle considerations, family/friends, and other factors influenced their choice of specialty. Results: Chi-square analyses indicated that students pursuing person-oriented specialties compared to technique-oriented specialties were moderately more likely to be influenced by their personal physician, by school faculty, and by medical school activities; slightly more likely to be influenced by medical school offices and services; and slightly less likely to be influenced by income expectations. Conclusions: Students interested in person-oriented specialties versus technique-oriented specialties indicate differences in what influences their specialty choice. This study may be helpful to medical educators and advisors who work with students on specialty decision-making.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.3109/01421590903183787" target="_blank" rel="noreferrer noopener">10.3109/01421590903183787</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article or Conference Abstract Publication
2009
Borges N J
controllable life-style
Duffy R D
Education & Educational Research
Fedyna D
Health Care Sciences & Services
Jones B J
Journal Article or Conference Abstract Publication
Manuel R S
Medical teacher
trends
us medical-students