1
40
5
-
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
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
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/10.1046/j.1525-1497.2000.04109.x" target="_blank" rel="noreferrer noopener">http://doi.org/10.1046/j.1525-1497.2000.04109.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
353-360
Issue
6
Volume
15
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Dublin Core
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Title
A name given to the resource
Confidence of academic general internists and family physicians to teach 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
academic generalists; ambulatory procedures; care; confidence teaching; General & Internal Medicine; graduate medical education; Health Care Sciences & Services; organizations; reform; residency; residency training; skills
Creator
An entity primarily responsible for making the resource
Wickstrom G C; Kelley D K; Keyserling T C; Kolar M M; Dixon J G; Xie S X; Lewis C L; Bognar B A; DuPre C T; Coxe D R; Hayden J; Williams M V
Description
An account of the resource
OBJECTIVE: To evaluate and compare the readiness of academic general internal medicine physicians and academic family medicine physicians to perform and teach 13 common ambulatory procedures. DESIGN: Mailed survey. SETTING: Internal medicine and family medicine residency training programs associated with 35 medical schools in 9 eastern states. PARTICIPANTS: Convenience sample of full-time teaching faculty. MEASUREMENTS AND MAIN RESULTS: A total of 331 general internists and 271 family physicians returned completed questionnaires, with response rates of 57% and 65%, respectively. Academic generalists ranked most of the ambulatory procedures as important for primary care physicians to perform; however, they infrequently performed or taught many of the procedures. Overall, compared with family physicians, general internists performed and taught fewer procedures, received less training, and were less confident in their ability to teach these procedures. Physicians' confidence to teach a procedure was strongly associated with training to perform the procedure and performing or precepting a procedure at least 10 times per year. CONCLUSIONS: Many academic general internists do not perform or precept common adult ambulatory procedures. To ensure that residents have the opportunity to learn routine ambulatory procedures, training programs may need to recruit qualified faculty, train current faculty, or arrange for academic specialists or community physicians to teach these skills.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1046/j.1525-1497.2000.04109.x" target="_blank" rel="noreferrer noopener">10.1046/j.1525-1497.2000.04109.x</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article
2000
academic generalists
ambulatory procedures
Bognar B A
care
confidence teaching
Coxe D R
Dixon J G
DuPre C T
General & Internal Medicine
graduate medical education
Hayden J
Health Care Sciences & Services
Journal Article
Journal of general internal medicine
Kelley D K
Keyserling T C
Kolar M M
Lewis C L
Organizations
reform
residency
Residency training
skills
Wickstrom G C
Williams M V
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/10.1207/s15328015tlm1901_5" target="_blank" rel="noreferrer noopener">http://doi.org/10.1207/s15328015tlm1901_5</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
20-29
Issue
1
Volume
19
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<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
Retheorizing sexual harassment in medical education: Women students' perceptions at five US medical schools
Publisher
An entity responsible for making the resource available
Teaching and Learning in Medicine
Date
A point or period of time associated with an event in the lifecycle of the resource
2007
2007
Subject
The topic of the resource
antecedents; consequences; Education & Educational Research; gender; Health Care Sciences & Services; integrated model; organizations; performance; personality; socialization; specialty choice; work
Creator
An entity primarily responsible for making the resource
Wear D; Aultman J M; Borges N J
Description
An account of the resource
Background: The literature consistently reports that sexual harassment occurs with regularity in medical education, mostly in clinical settings, and most of it goes unreported. Reasons for nonreporting include the fear of retaliation, a reluctance to be viewed as a victim, a fear that one is being "too sensitive," and the belief that nothing will be done. Purpose: We wanted to examine with greater concentration the stories women students tell about sexual harassment, including what they count as sexual harassment, for more or different clues to their persistent nonreporting. Methods: We used focus groups to interview 30 women students at 5 U.S. medical schools. We used systematic inductive guidelines to analyze the transcribed data, linking to and building new theoretical frameworks to provide an interpretive understanding of the lived experiences of the women in our study. Results: Consistent with previous literature, most of the students interviewed had either witnessed or observed sexual harassment. We selected 2 theoretical lenses heretofore not used to explain responses to sexual harassment: 3rd-wave feminist theory to think about how current women students conceive sexual harassment and personality theory to explain beliefs about nonreporting. Conclusions: Medical educators need new ways to understand how contemporary women students define and respond to sexual harassment.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1207/s15328015tlm1901_5" target="_blank" rel="noreferrer noopener">10.1207/s15328015tlm1901_5</a>
Format
The file format, physical medium, or dimensions of the resource
Journal Article
2007
antecedents
Aultman J M
Borges N J
consequences
Department of Family & Community Medicine
Education & Educational Research
Gender
Health Care Sciences & Services
integrated model
Journal Article
NEOMED College of Medicine
Organizations
Performance
Personality
Socialization
specialty choice
Teaching and learning in medicine
Wear D
Work
-
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
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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/10.1097/ACM.0b013e3181f13618" target="_blank" rel="noreferrer noopener">http://doi.org/10.1097/ACM.0b013e3181f13618</a>
Pages
S45–55
Issue
9
Volume
85
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 21st century faculty member in the educational process–what should be on the horizon?
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
2010
2010-09
Subject
The topic of the resource
Canada; Education; Faculty; Forecasting; Guidelines as Topic; Medical/*standards; Medical/*standards/*trends; Organizations; United States
Creator
An entity primarily responsible for making the resource
Nora Lois Margaret
Description
An account of the resource
One of Abraham Flexner's legacies was the concept of a professional faculty community responsible for teaching, scholarly work, and the creation and nurturing of the academic environment in medical schools. Dramatic shifts in society, health care, and educational practice have occurred over the century since Flexner's report, and these shifts have resulted in changes and challenges for medical school faculty. Fundamental principles that were articulated in Flexner's work remain relevant today: medicine is a profession, and as such is responsible for the education of the next generation of physicians; and the essential work of the medical school is the education of current and future generations of physicians. Medical schools must reconsider and restate the required characteristics and work of faculty members. Furthermore, we must develop a core faculty with primary responsibility for the educational program, the teaching of students, and the creation and nurturing of the academic environment. Enhancing the diversity of the faculty community, providing necessary faculty development, and further clarifying the forms of scholarly work in medicine are three ways that individual schools and national organizations can advance the educational mission through support of the faculty.
Identifier
An unambiguous reference to the resource within a given context
<a href="http://doi.org/10.1097/ACM.0b013e3181f13618" target="_blank" rel="noreferrer noopener">10.1097/ACM.0b013e3181f13618</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).
2010
Academic medicine : journal of the Association of American Medical Colleges
Canada
Education
Faculty
Forecasting
Guidelines as Topic
Medical/*standards
Medical/*standards/*trends
Nora Lois Margaret
Organizations
United States