Copyright (c) 2010 All rights reserved. http://works.bepress.com/pugnairem Recent documents in Michele P. Pugnaire en-us Wed, 24 Nov 2010 01:32:51 PST 3600 http://works.bepress.com/pugnairem/37 http://works.bepress.com/pugnairem/37 Mon, 22 Nov 2010 06:45:40 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 Education, Medical, Undergraduate Patient Simulation Professional Competence http://works.bepress.com/pugnairem/36 http://works.bepress.com/pugnairem/36 Tue, 26 Jan 2010 07:32:06 PST Discusses an attempt at UMass Medical School to incorporate the potential impact of the expanding genetic technology into first and third year medical school curriculum. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2002. Urip Purwono Curriculum Education, Medical, Undergraduate Clinical Clerkship Genetics http://works.bepress.com/pugnairem/35 http://works.bepress.com/pugnairem/35 Tue, 26 Jan 2010 07:32:05 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 Educational Measurement Education, Medical, Undergraduate Clinical Competence Students, Medical http://works.bepress.com/pugnairem/32 http://works.bepress.com/pugnairem/32 Tue, 26 Jan 2010 07:32:04 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 Education, Medical, Undergraduate Clinical Clerkship Internship and Residency Terminal Care http://works.bepress.com/pugnairem/31 http://works.bepress.com/pugnairem/31 Tue, 26 Jan 2010 07:32:03 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 Educational Measurement Education, Medical, Undergraduate Students, Medical Professional Competence http://works.bepress.com/pugnairem/30 http://works.bepress.com/pugnairem/30 Tue, 26 Jan 2010 07:32:02 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 Education, Medical, Undergraduate Education, Nursing, Graduate Community Medicine Interprofessional Relations http://works.bepress.com/pugnairem/29 http://works.bepress.com/pugnairem/29 Tue, 26 Jan 2010 07:32:01 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 Schools, Medical Education, Medical, Undergraduate Leadership Faculty Women Academic Medical Centers http://works.bepress.com/pugnairem/28 http://works.bepress.com/pugnairem/28 Tue, 26 Jan 2010 07:32:00 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. <p. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2007. Susan V. Barrett Education, Medical, Undergraduate Cultural Diversity http://works.bepress.com/pugnairem/27 http://works.bepress.com/pugnairem/27 Tue, 26 Jan 2010 07:31:59 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 Educational Measurement Education, Medical, Undergraduate Personal Satisfaction Students, Medical Perception http://works.bepress.com/pugnairem/26 http://works.bepress.com/pugnairem/26 Tue, 26 Jan 2010 07:31:58 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 Education, Medical Models, Anatomic Education, Nursing http://works.bepress.com/pugnairem/25 http://works.bepress.com/pugnairem/25 Tue, 26 Jan 2010 07:31:58 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 Educational Measurement Education, Medical, Undergraduate Clinical Competence Students, Medical Professional Role Patient Simulation http://works.bepress.com/pugnairem/24 http://works.bepress.com/pugnairem/24 Tue, 26 Jan 2010 07:31:57 PST With support from the AAMC/John A. Hartford Foundation the University of Massachusetts Medical School developed a Geriatrics curriculum and faculty development that would be integrated across all four years. Beginning in Fall 2001, these were implemented over the next two academic years in both preclinical and clinical areas and are highlighted on the timeline above. Would implementation of this new Geriatrics curriculum and faculty development impact students’ ratings of instruction time in Geriatrics? Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2005. Susan V. Barrett Curriculum Education, Medical, Undergraduate Geriatrics http://works.bepress.com/pugnairem/23 http://works.bepress.com/pugnairem/23 Tue, 26 Jan 2010 07:31:56 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 Educational Measurement Education, Medical, Undergraduate Clinical Competence Students, Medical Professional Role Patient Simulation http://works.bepress.com/pugnairem/22 http://works.bepress.com/pugnairem/22 Tue, 26 Jan 2010 07:31:54 PST The Objective Structured Clinical Exam (OSCE) is widely used as an assessment tool. Traditionally, the OSCE measures history taking, physical exam, and interview skills. More recently, the OSCE has also been utilized to assess professionalism. Because episodes of unprofessional behavior are situational and therefore difficult to track, a case was designed to present a special challenge that might identify shortfalls in professionalism. A scale was also developed to measure this behavior in each OSCE encounter. The purpose of this study was to determine whether professionalism could be adequately assessed by using common OSCE cases or whether a designated case with a specific formal component is needed. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2003. Urip Purwono Educational Measurement Education, Medical, Undergraduate Clinical Competence Students, Medical Professional Role http://works.bepress.com/pugnairem/21 http://works.bepress.com/pugnairem/21 Tue, 26 Jan 2010 07:31:53 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 Education, Medical, Undergraduate Students, Medical Learning http://works.bepress.com/pugnairem/20 http://works.bepress.com/pugnairem/20 Tue, 26 Jan 2010 07:31:52 PST Currently, the need for the recruitment and retention of qualified Under-Represented Minority (URM) students remains a pressing concern for U.S. medical schools. In response to this need, we analyzed admissions data at our medical school to determine which factors may positively or negatively influence the decision of an URM applicant to matriculate at our school, when compared to their White/Asian counterparts. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2007. Stacey J. Kadish Schools, Medical School Admission Criteria Minority Groups http://works.bepress.com/pugnairem/34 http://works.bepress.com/pugnairem/34 Tue, 26 Jan 2010 07:31:39 PST Previous research findings suggest “independent learning” appeared to be the single most useful method for helping students facilitate learning in their preclinical years. This study extends upon our prior work exploring students’ definition of independent learning. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2009. Stacey J. Kadish Education, Medical, Undergraduate Students, Medical Learning http://works.bepress.com/pugnairem/33 http://works.bepress.com/pugnairem/33 Tue, 26 Jan 2010 07:31:13 PST One component of UMMS’s mission is to provide affordable, high-quality medical education to state residents and to increase the number of PCPs practicing in underserved areas of the state. This study responds to our growing need to recruit future PCPs by investigating differences in relationships with advisors/mentors between those students who pursue a primary care residency and those who do not. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2009. Stacey J. Kadish Education, Medical, Undergraduate Physicians, Family Students, Medical Primary Health Care Career Choice Role Mentors http://works.bepress.com/pugnairem/19 http://works.bepress.com/pugnairem/19 Tue, 01 Apr 2008 10:06:36 PDT OBJECTIVE: Residents do a significant amount of teaching. Therefore, as medical students prepare for the clinical aspects of their residency, it is also important for them to prepare for their role of physician as teacher. With the goal of offering fourth-year students an opportunity to enhance their teaching skills, an elective was designed that presented them with an opportunity to expand their knowledge base in education, and then apply and practice this new set of knowledge. A week-long elective, Physician as Teacher, was designed to encompass core educational information such as needs assessment of learners, establishing goals and objectives, teaching methods, and evaluation and feedback. This core information was then applied and enriched during an end-of-course teaching presentation. Aside from this course, there is no forum during their undergraduate medical training for the students to acquire knowledge and skills about how to be teachers. DESCRIPTION: The course was developed with the appreciation that application of knowledge is a rich source of learning. The course began with interactive classroom teaching sessions designed to facilitate acquisition of core educational knowledge. Sessions topics included assessment of learner needs, methods of teaching, learning styles, microprecepting, and feedback. Also incorporated were sessions on facilitating small groups, and teaching and learning how to use technology. Those classroom sessions were then enhanced by a complement of sessions that asked the students to apply their new knowledge to clinical situations. Those more application-based sessions included observation and follow-up discussion of clinical teaching and small-group teaching sessions with the goal of developing the students' skills with respect to the teaching and learning process. An end-of-course teaching presentation by each student provided them with a capstone experience of applying the knowledge and skills learned throughout the week. The topic of the teaching presentation was of their choosing, and could incorporate technology. Each student's teaching presentation was videotaped, immediately viewed by the student, and discussed using a structured format of facilitated feedback. DISCUSSION: Students reported that the end-of-course teaching presentation was a rich source of their learning, and an important vehicle for helping them apply and synthesize the new knowledge. Fifteen percent of fourth-year students enrolled in and completed the elective. Seventy-one percent of those students "strongly agreed" and 29% "agreed" that the course provided useful knowledge and skills. Seventy-nine percent "strongly agreed" and 21% "agreed" that their teaching would be better because of the course. Based on comments, the students appeared to feel that the experience of presenting a teaching session at the end of the course was a rich source of their learning, and helped them to apply and synthesize the new knowledge. Students noted, "the teaching project was an excellent idea to see how much we have learned; I never realized what a responsibility we have as residents to teach our peers; I have been enlightened this past week and will now consciously make an effort to share what little information I currently have; I will be a better teacher because I have been given the appropriate tools." Susan J. Pasquale *Education, Medical, Undergraduate Students, Medical *Teaching http://works.bepress.com/pugnairem/18 http://works.bepress.com/pugnairem/18 Tue, 01 Apr 2008 10:06:34 PDT In 1995 as part of The Robert Wood Johnson Foundation's Generalist Physician Initiative, the University of Massachusetts (UMass) Medical School developed the "standardized family" as a new model for teaching the essential elements of primary care in a core curriculum format outside of the clinical setting. Using this model, a hypothetical family unit (the "McQ Family") serves as the focus for case-based clinical problem solving. This paper describes the standardized family model and provides two years of evaluation outcomes such as curriculum assessments, student performance outcomes, and correlation with external measures of clinical performance to support the effectiveness of this educational model. It discusses the transferability of the standardized family model from UMass Medical School to Pennsylvania State University College of Medicine and uses Pennsylvania State's adaptation (the "Hershey-Penn Family") to illustrate how the standardized family can be customized to integrate a core curriculum into a three-year longitudinal primary care program. The authors suggest that the standardized family model has the potential to meet a broad range of primary care teaching needs at other institutions. Michele P. Pugnaire *Curriculum *Education, Medical, Undergraduate Family Practice Humans Massachusetts *Models, Educational Program Development Program Evaluation Schools, Medical