Mary L. Zanetti Copyright (c) 2011 All rights reserved. http://works.bepress.com/mary_zanetti Recent documents in Mary L. Zanetti en-us Thu, 04 Aug 2011 02:18:15 PDT 3600 Integration of basic clinical skills training in medical education: an interprofessional simulated teaching experience http://works.bepress.com/mary_zanetti/27 http://works.bepress.com/mary_zanetti/27 Tue, 02 Aug 2011 06:15:45 PDT Background: A 2004 survey reveals that the implementation of the 1998 AAMC report on medical student clinical skills training is slow. Given the importance of intravenous catheter placement, a creative approach evolved to educate medical students on this important skill.

Description: As part of a community service learning initiative, six graduate nursing students developed, implemented, and evaluated a pilot IV Cannulation Education Module taught to medical students.

Evaluation: Data analysis of 63 participants reveals improved knowledge and confidence in medical students' ability to place an intravenous catheter. The objectives were met and the process enjoyed by students of both professions.

Conclusion: Opportunities for interprofessional teaching and learning include clinical skills training. Medical students learned an important skill taught by graduate nursing students who developed and evaluated a curriculum that met their own graduate course objectives. Both professions appreciated the opportunity to work collaboratively to achieve their respective programmatic goals.

]]> Janet Fraser Hale et al. Education, Nursing, Graduate Education, Medical, Undergraduate Clinical Competence Global longitudinal pathway: has medical education curriculum influenced medical students' skills and attitudes toward culturally diverse populations? http://works.bepress.com/mary_zanetti/26 http://works.bepress.com/mary_zanetti/26 Tue, 02 Aug 2011 06:15:43 PDT Background: The Pathway represents a longitudinal program for medical students, consisting of both domestic and international experiences with poor populations. A previous study reported no significant attitudinal changes toward the medically indigent between Pathway and non-Pathway students.

Purpose: The purpose of this study was to investigate and differentiate the skills and attitudes of Pathway and non-Pathway students in working with culturally diverse populations by conducting quantitative and qualitative analyses.

Methods: Selected items from a cultural assessment were analyzed using independent t-tests and a proportional analysis using approximation of the binomial distribution. In addition, a qualitative assessment of non-Pathway and Pathway students was conducted.

Results: A statistically significant difference was found at the end of Years 2, 3, and 4 regarding student confidence ratings, and qualitative results had similar findings.

Conclusions: Clear and distinct differences between the two studied groups were found indicating the root of this increased confidence may have developed due to exposure to the Pathway program.

]]> Mary L. Zanetti et al. Education, Medical, Undergraduate Attitude Clinical Competence Poverty Cultural Diversity Correlation of Measures of Psychotherapy Competency in Psychiatry Residents http://works.bepress.com/mary_zanetti/25 http://works.bepress.com/mary_zanetti/25 Fri, 15 Apr 2011 13:22:01 PDT This current study had two goals:

1. To examine the changes in various performance measures
as residents progress through psychotherapy training
2. To explore correlations among various measures of psychotherapy
competence

Conclusions:

  • Resident self-assessment does not appear to reflect competence
    as assessed by supervisors, or knowledge as assessed by objective
    tests.
  • Global supervisor evaluations do not appear to reliably measure
    competence.
  • Standardized supervisor assessment instruments are needed.
  • Further work is needed to develop reliable, valid measures of
    competency.

Citation:

Mathews J, Benjamin S, Chauhan M, Zanetti M, Correlation of Measures of Psychotherapy Competency in Psychiatry Residents (poster), American Association of Directors of Psychiatry Residency Training, Orlando, March 2010.

]]> Julia Matthews-Bellinger et al. Internship and Residency Clinical Competence Competency-Based Education Psychotherapy Using standardized patients to assess professionalism: a generalizability study http://works.bepress.com/mary_zanetti/24 http://works.bepress.com/mary_zanetti/24 Mon, 22 Nov 2010 06:45:25 PST BACKGROUND: Assessment of professionalism in undergraduate medical education is challenging. One approach that has not been well studied in this context is performance-based examinations.

PURPOSE: This study sought to investigate the reliability of standardized patients' scores of students' professionalism in performance-based examinations.

METHODS: Twenty students were observed on 4 simulated cases involving professional challenges; 9 raters evaluated each encounter on 21 professionalism items. Correlational and multivariate generalizability (G) analyses were conducted.

RESULTS: G coefficients were .75, .53, and .68 for physicians, standardized patients (SPs), and lay raters, respectively. Composite G coefficient for all raters reached acceptable level of .86. Results indicated SP raters were more variable than other rater types in severity with which they rated students, although rank ordering of students was consistent among SPs.

CONCLUSIONS: SPs' ratings were less reliable and consistent than physician or lay ratings, although the SPs rank ordered students more consistently than the other rater types.

]]> Mary L. Zanetti et al. Education, Medical, Undergraduate Patient Simulation Professional Competence Piloting Standardized Immediate Student Evaluation of Lectures in Pre-Clinical Years http://works.bepress.com/mary_zanetti/23 http://works.bepress.com/mary_zanetti/23 Tue, 18 May 2010 11:16:06 PDT Background: In the first and second years at the University of Massachusetts Medical school, students assess a faculty member’s lecture weeks to months after it was given. Students may not recall details of the lecture due to the delay. The timing of this feedback may impact the faculty member’s ability to institute change for their current students, as well as for the subsequent year’s students.

Objective: The purpose of the pilot was to assess the feasibility and perceived usefulness of a specific method for obtaining immediate student feedback after every lecture, and providing this feedback to faculty within days after delivering a lecture.

Methods: 34 second year students self-identified to participate after email solicitation to the whole class (140 students, yielding 24.2%). A questionnaire to solicit immediate post-lecture feedback was developed based on a sample from the published educational literature and reviewed by a student focus group. This group assessed time to complete the questionnaire, clarity of questions, and provided suggestions of unaddressed topics. For a two- week period, the self-identified students completed the questionnaire after each lecture. The questionnaire consisted of twenty questions using a 4-point likert scale plus three short answer questions. These questions were based on five components/elements of an effective lecture -- clarity, interaction, task orientation, enthusiasm, and organization. Completed questionnaires were sent by interoffice mail directly to the lecturer on the same day. Both students and faculty were asked to complete an online survey using Survey Monkey regarding their experience in this pilot evaluation process (data collection ongoing). Likert data from the questionnaire was entered into excel, and then analyzed using SPSS version 18. Data reported will focus on characteristics of the survey and process.

Results: Data analysis is ongoing. The student response rate was on average 12 completed questionnaires for a given lecture with a range of 2 to 23.

Conclusion: Preliminary data is currently being analyzed with a goal of informing and providing direction for the design and institution of a new feedback process. Such a process, where faculty receive timely student feedback, may enhance and improve teaching and learning during the pre-clinical years and promote an evolving curriculum.

Presented as part of the Senior Scholars Program at the University of Massachusetts Medical School, May 3, 2010.

]]> Meghan E. Shea et al. Teaching Students, Medical Educational Measurement Education, Medical, Undergraduate Feedback Setting the Standard for a High-Stakes End of Third Year Assessment http://works.bepress.com/mary_zanetti/21 http://works.bepress.com/mary_zanetti/21 Fri, 08 Jan 2010 12:55:33 PST Purpose:

- Conduct modified Angoff standard setting procedure due to planned move to “high-stakes” End of Third Year Assessment (EOTYA)

- Assess the result of applying cutoffs to EOTYA student performance data

- Analyze judges’ perceptions and confidence in setting cutoffs for three skill areas across seven Objective Structured Clinical Examinations (OSCEs)

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2007.

]]> Mary L. Zanetti et al. Students, Medical Educational Measurement Clinical Competence Education, Medical, Undergraduate The Use of “Effect Size” in Augmenting the Results of Significance Testing: A Comparison of Pre/Post Data from a Geriatric Interclerkship http://works.bepress.com/mary_zanetti/22 http://works.bepress.com/mary_zanetti/22 Fri, 08 Jan 2010 12:55:33 PST Most research in medical education, when examining the impact of an intervention, report findings based primarily on significance testing despite the controversy of its appropriate use. Moreover, the p-value used to determine rejection or acceptance of the null hypothesis tells nothing about the magnitude of the significance. Using a pre/post assessment of a Geriatric Interclerkship as a case study, this study examines the utility of "effect size" measures in augmenting significance testing results.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2004.

]]> Urip Purwono et al. Educational Measurement Education, Medical, Undergraduate Research Design Simulated Basic Skills Training: Graduate Nursing Students Teaching Medical Students: A Work in Progress http://works.bepress.com/mary_zanetti/18 http://works.bepress.com/mary_zanetti/18 Fri, 08 Jan 2010 12:55:32 PST For a number of years, Advanced Practice Nursing (APN) students have taught interested 1st year medical students to perform intramuscular injections prior to their participation in community flu clinics. When several 4th year medical students needed documentation of competency in intravenous (IV) cannulation prior to participating in an elective rotation at another institution, the Medical School's Dean of Students called the Director of Interdisciplinary Partnerships in the Graduate School of Nursing to request assistance. In fact, all medical students need IV therapy training prior to graduation, not just those who seek out visiting clerkships at other medical schools. Integration of IV training into the Undergraduate Medical Education Surgery Clerkship Curriculum supports the clinical objectives of the Surgery Clerkship along with the developing use of simulation within in the medical school. This need led to the development of this interdisciplinary simulation education initiative.

Presented at the 2008 Society on Simulation in Healthcare Conference.

]]> Janet Hale et al. Students, Medical Models, Anatomic Students, Nursing Education, Medical, Undergraduate Catheterization, Central Venous Residents Report on the Importance of an Undergraduate End of Life Interclerkship http://works.bepress.com/mary_zanetti/17 http://works.bepress.com/mary_zanetti/17 Fri, 08 Jan 2010 12:55:31 PST Does the perceived value of a third year End of Life (EOL) Interclerkship change after medical students complete their first year of residency? Several research studies indicate students’ perceptions about specific learning experiences change after graduating from medical school.

The value that medical students put on their education of end of life issues increases after they leave medical school. This finding highlights the importance of teaching end of life issues to undergraduate medical students.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006.

]]> Stacey J. Kadish et al. Clinical Clerkship Internship and Residency Terminal Care Education, Medical, Undergraduate Pre/Post Comparison of Medical Students' Self-Reported Competence Ratings for Content and Skill Areas Included in an End of Third Year Assessment http://works.bepress.com/mary_zanetti/16 http://works.bepress.com/mary_zanetti/16 Fri, 08 Jan 2010 12:55:31 PST The End of Third Year Assessment (EOTYA) evaluates medical students using multiple objective Structured Clinical Examinations (OSCE) and offers comprehensive feedback to students on their content knowledge and skills. This study measures the change in students' perceived level of competence before and after completing the EOTYA.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2004.

]]> Mary L. Zanetti et al. Students, Medical Educational Measurement Education, Medical, Undergraduate Professional Competence Outcomes from an Interprofessional Educational Model for Teaching Community Health http://works.bepress.com/mary_zanetti/15 http://works.bepress.com/mary_zanetti/15 Fri, 08 Jan 2010 12:55:30 PST Interprofessional team work is widely recognized as an essential component of our health care delivery system. At UMass, an interprofessional educational partnership was established with the goal of promoting interprofessional teaching to medical and nursing students in the area of community health.

Presented at the UMMS Commonwealth Medicine Academic Conference, Worcester, Mass. in 2006.

]]> Michele P. Pugnaire et al. Education, Nursing, Graduate Education, Medical, Undergraduate Community Medicine Interprofessional Relations Nursing Students Teaching Medical Students: An Interdisciplinary Teaching Experience http://works.bepress.com/mary_zanetti/13 http://works.bepress.com/mary_zanetti/13 Fri, 08 Jan 2010 12:55:29 PST For a number of years, Advanced Practice Nursing ( APN) students have taught interested 1st year medical students to perform intramuscular injections prior to their participation in community flu clinics. When several 4th year medical students needed documentation of competency in intravenous (IV) cannulation prior to participating in an elective rotation at another institution, the Director of Interdisciplinary Partnerships in the Graduate School of Nursing requested assistance from the medical school's Dean of Students. In fact, all medical students need IV therapy training prior to graduation, not just those who seek out elective rotations at other medical schools. Integration of IV therapy training into the Undergraduate Medical Education Surgery Clerkship curriculum supports the clinical objectives of the Surgery Clerkship along with the developing use of simulation within the medical school. This need led to the development of this interprofessional simulation education initiative.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2008.

]]> Mary L. Zanetti et al. Students, Medical Models, Anatomic Students, Nursing Education, Medical, Undergraduate Catheterization, Central Venous Diversity Climate Survey Results: Changing Institutional Culture http://works.bepress.com/mary_zanetti/14 http://works.bepress.com/mary_zanetti/14 Fri, 08 Jan 2010 12:55:29 PST 

Purpose: To gather and analyze data at two points in time on perceptions of institutional values connected to a wide range of diversity issues. This study gauges student, faculty, and staff views on institutional support of diversity with results guiding future inclusion and training efforts within the organization.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2008.

]]> Mary L. Zanetti et al. Cultural Diversity University of Massachusetts Medical School Weaving The Threads of Multiculturalism Throughout Medical Education http://works.bepress.com/mary_zanetti/11 http://works.bepress.com/mary_zanetti/11 Fri, 08 Jan 2010 12:55:28 PST How do medical students learn about the healthcare impact of essential multiculturalism issues in an increasingly diverse population? This study gauges student participation in a variety of multiculturalism curricula and student assessment of curriculum time devoted to multiculturalism at school versus national levels.

]]> Susan V. Barrett et al. Cultural Diversity Education, Medical, Undergraduate Increasing the Depth of the Recruitment Pool for Future Women Academic Leaders: Should We Begin with Medical School Electives? http://works.bepress.com/mary_zanetti/12 http://works.bepress.com/mary_zanetti/12 Fri, 08 Jan 2010 12:55:28 PST A 2002 report from the AAMC Project Implementation Committee indicated, “The pool from which to recruit women academic leaders remains shallow” (Bickel, et al., 2002). Since hen, much attention has been focused on improving conditions for women at the faculty level. Yet, few studies address the possibility that the medical school experience could impact the initial depth in this recruitment pool. Is there a trend in medical school that may be negatively impacting women’s success in pursuing a career in academia?

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006.

]]> Stacey J. Kadish et al. Leadership Schools, Medical Education, Medical, Undergraduate Faculty Women Academic Medical Centers Rolling Out a State-of-the-Art Simulation Center: Early Experiences http://works.bepress.com/mary_zanetti/9 http://works.bepress.com/mary_zanetti/9 Fri, 08 Jan 2010 12:55:27 PST The Simulation Center, opened in the Fall 2006, contains state-of-the-art simulation technology (e.g., high-fidelity adult and pediatric mannequins, task trainers, and real-time/recorded observation and scenario review via audio-visual equipment) that provides an interactive learning environment designed to replicate the clinical setting. It is available to the School of Medicine, Graduate Medical Education, the School of Nursing, and the Graduate School of Biomedical Sciences. Event facilitators (i.e., faculty or residents) were asked to assess their initial perception and utilization of the center.

Presented at the 2008 Society on Simulation in Healthcare Conference.

]]> Mary L. Zanetti et al. Models, Anatomic Education, Medical Education, Nursing Measuring Unprofessional Behavior During an 8-Station OSCE http://works.bepress.com/mary_zanetti/8 http://works.bepress.com/mary_zanetti/8 Fri, 08 Jan 2010 12:55:27 PST 

Standardized patients (SPs) are widely used in medical education but their use to assess professionalism is limited. This study investigated the utility of SPs assessing unprofessional behavior during an annual end of third year Objective Structured Clinical Examination (OSCE).

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006.

]]> Mary L. Zanetti et al. Students, Medical Educational Measurement Clinical Competence Professional Role Education, Medical, Undergraduate Patient Simulation Tracking the Longitudinal Stability of Medical Students’ Perceptions Using the AAMC Graduation Questionnaire and Serial Evaluation Surveys http://works.bepress.com/mary_zanetti/10 http://works.bepress.com/mary_zanetti/10 Fri, 08 Jan 2010 12:55:27 PST Reports on a study that examined the longitudinal stability of student perceptions of their medical education over time, as measured by the AAMC Graduation Questionnaire survey and other satisfaction surveys.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2004.

]]> Michele P. Pugnaire et al. Personal Satisfaction Students, Medical Educational Measurement Perception Education, Medical, Undergraduate Listening to the New Student Voice: How They Learn http://works.bepress.com/mary_zanetti/6 http://works.bepress.com/mary_zanetti/6 Fri, 08 Jan 2010 12:55:26 PST In 2003 it was forecasted that medical students’preclinical learning would mostly consist of large portions of educational training and instruction provided on the internet and other technology tools, while the traditional lecture format would become more infrequent. Five years later many medical schools have adapted to this new technological-enhanced learning environment.

No one can argue that today’s millennial generation of medical students is more familiar with technology than their predecessors. However, does this technology savvy generation report that these new tools are indeed superior when compared to the traditional tools of facilitating learning and understanding in the preclinical years? Additionally, is there a difference in usefulness of learning techniques for students in year one as compared to year two of medical school?

This study examines the learning tools in basic science courses to determine how the millennial generation of students report they are learning best. Tools from our blended learning curriculum were investigated within and across preclinical years one and two.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2008.

]]> Stacey J. Kadish et al. Students, Medical Learning Education, Medical, Undergraduate Using a Targeted OSCE Station to Measure Unprofessional Behavior http://works.bepress.com/mary_zanetti/7 http://works.bepress.com/mary_zanetti/7 Fri, 08 Jan 2010 12:55:26 PST Standardized patients are widely used in medical education but their use to assess professionalism is limited. With grant support from the Edward J. Stemmler, MD Medical Education Research Fund (“Stemmler Fund”) of the National Board of Medical Examiners (NBME), the usefulness of standardized patients (SPs) in the assessment of professional behavior was investigated. A targeted professionalism OSCE station featuring a values conflict was written. A professionalism instrument was developed and subsequently revised during the course of the study, with the final version containing various components of American Board of Internal Medicine (ABIM) core set of eight professionalism attributes and several other scales in recent medical research.

Presented at the Ottawa Conference, 2006.

]]> Mary L. Zanetti et al. Students, Medical Educational Measurement Clinical Competence Professional Role Education, Medical, Undergraduate Patient Simulation