A5031948532- Innovations in Medical Education
- Empathy and Medical Education
- Clinical Reasoning and Diagnostic Skills
- Patient-Provider Communication in Healthcare
- Interprofessional Education and Collaboration
- Primary Care and Health Outcomes
- Healthcare Systems and Technology
- Patient Safety and Medication Errors
- Evaluation of Teaching Practices
- Reflective Practices in Education
- Adolescent and Pediatric Healthcare
- Simulation-Based Education in Healthcare
- Medical Education and Admissions
- Sex work and related issues
- HIV, Drug Use, Sexual Risk
- HIV/AIDS Research and Interventions
- COVID-19 Pandemic Impacts
- Phytochemistry Medicinal Plant Applications
- Evaluation and Performance Assessment
- Educational Assessment and Pedagogy
- Healthcare professionals’ stress and burnout
- Dental Education, Practice, Research
- Medical Malpractice and Liability Issues
- Global Healthcare and Medical Tourism
- Sex and Gender in Healthcare
University of Massachusetts Chan Medical School
2008-2025
American Association of Colleges of Nursing
2015
Arnold P Gold Foundation
2015
Josiah Macy Jr Foundation
2015
Mount Auburn Hospital
2015
Harvard University
2015
Memorial Medical Center
2001-2014
UMass Memorial Medical Center
2001-2014
Boston University
2010
Weatherford College
2005
Medical Education 2011: 45: 625–635 Objectives The objectives of this study were to determine the extent which clinician-educators agree on definitions critical thinking and whether their descriptions in clinical practice are consistent with these definitions. Methods Ninety-seven medical educators at five schools surveyed. Respondents asked define thinking, describe a scenario would be important, state actions clinician that situation who was critically those another not. Qualitative...
Empathy and compassion provide an important foundation for effective collaboration in health care. Compassion (the recognition of response to the distress suffering others) should be consistently offered by care professionals patients, families, staff, one another. However, without may result uncoordinated care, while technically correct but depersonalized that fails meet unique emotional psychosocial needs all involved. Providing compassionate, collaborative (CCC) is critical achieving...
Background: Objective structured teaching exercises (OSTEs) are relatively new in medical education, with few studies that have reported reliability and validity. Purpose: To systematically examine the impact of OSTE design decisions, including number cases, choice raters, type scoring systems used. Methods: We examined cases raters using generalizability theory. also compared scores from standardized students (SS), faculty (FR) trained graduate student (TR), relation between behavior...
Professionalism is fundamental to the practice of medicine. Objective structured clinical examinations (OSCEs) have been proposed as appropriate for assessing some aspects professionalism. This study investigated how raters assign professionalism ratings medical students' performances in OSCE encounters.Three standardised patients, 3 doctor preceptors, and lay people viewed rated 20 videotaped encounters between 3rd-year students patients. Raters recorded their thoughts while rating....
<h3>Objectives</h3> To evaluate the effectiveness of a teaching method that uses 3-dimensional (3D) silicone-based prosthetic mimics common serious lesions and eruptions to compare learning outcomes with those achieved through conventional lectures 2-dimensional (2D) images. <h3>Design</h3> Prospective comparative. <h3>Setting</h3> University Massachusetts Medical School. <h3>Participants</h3> Ninety second-year medical students. <h3>Intervention</h3> A 1-hour intervention using lecture 2D...
Abstract Background Comprehensive Infectious disease (ID) education is indispensable for clinicians, given challenges posed by antimicrobial resistance, pandemics, expanding immunocompromised population, and the effect of climate change. ID fellowship applications have failed to match demand training programs. While numerous factors contribute prevailing in workforce, enhancing clinical holds promise bridging this gap. Need Assessment Survey Results Methods An anonymous survey was conducted...
Professional identity formation is a key aim of medical education, yet empiric data on how this forms are limited.Our study qualitative analysis student reflections written during the final session our Becoming Physician curriculum. After reading their school admission essay and class oath, students wrote about "time, or times your third year when you felt like doctor." The were qualitatively analyzed by evaluation team, looking for themes found in reflections.Narrative separated into 4...
Background: Faculty development programs focusing on teaching have become widespread. Purpose: Despite the popularity of such programs, evidence as to their effectiveness is limited. This article reports an objective structured exercise (OSTE) and its pilot implementation in evaluation a faculty program module. A written test intended measure feedback skills was also developed tested. Methods: separate-sample, pretest-posttest design used both instruments. Results: The results showed some...
Learning communities (LCs) have increasingly been incorporated into undergraduate medical education at a number of schools in the United States over past decade. In an Association Medical Colleges survey 140 schools, 102 indicated that they had LC (described as colleges or mentorship groups; https://www.aamc.org/initiatives/cir/425510/19a.html). LCs share overarching principle establishing longitudinal relationships with students and faculty, but differ emphasis on specific components may...
To assess primary care preceptors' perceptions of the issues involved in teaching when medical errors occur. In particular, we examined responses to trainees errors, factors influencing their response, and barriers from errors.A total 38 preceptors participated 7 focus groups on errors. Participants were drawn schools throughout northeastern USA. Content analysis transcripts identified major themes.We developed a framework describing how learners respond that influence these responses,...
Background: Assessment of professionalism in undergraduate medical education is challenging. One approach that has not been well studied this context performance-based examinations. Purpose: This study sought to investigate the reliability standardized patients’ scores students’ Methods: Twenty students were observed on 4 simulated cases involving professional challenges; 9 raters evaluated each encounter 21 items. Correlational and multivariate generalizability (G) analyses conducted....
Background Preceptors must respond to trainees' medical errors, but little is known about what factors influence their responses. Method A total of 115 primary care preceptors from 16 schools responded two error vignettes involving a trainee. Nine trainee-related were randomly varied. indicated whether they would discuss led the error, provide reassurance, share responsibility, express disappointment, and adjust written evaluation Results Almost all error; relatively few disappointment. The...
Interprofessional (IP) collaboration and effective teamwork remain variable in healthcare organisations. IP bias, assumptions conflicts limit the capacity of teams to leverage expertise their members meet growing complexities patient needs optimise outcomes. We aimed understand how a longitudinal faculty development programme, designed learning, influenced its participants roles.
Patient perspectives are valuable for clinical care and teaching.To understand personal programmatic effects of using HIV-infected persons as teachers in courses about people.Semistructured interviews with faculty New England AIDS Education Training Center (NEAETC), addressing teaching decision its personal, medical, psychological consequences. Interview transcripts were analyzed via iterative, consensus building.Participants reported consequences that benefited them patients (finding health...