1
|
Hooker C, Karageorge A, Scott KM, Lim R, Nash L. Grace Under Pressure: a mixed methods impact assessment of a verbatim theatre intervention to improve healthcare workplace culture. BMC Health Serv Res 2024; 24:474. [PMID: 38627758 PMCID: PMC11022423 DOI: 10.1186/s12913-024-10961-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2023] [Accepted: 04/07/2024] [Indexed: 04/19/2024] Open
Abstract
BACKGROUND Healthcare workplace mistreatment has been documented globally. Poor workplace behaviour, ranging from incivility to bullying and harassment, is common in healthcare, and contributes significantly to adverse events in healthcare, poor mental health among healthcare workers, and to attrition in the healthcare workforce, particularly in junior years. Poor workplace behaviour is often normalised, and is difficult to address. Verbatim theatre, a form of research informed theatre in which plays are created from informants' exact words only, is particularly suited to facilitating workplace culture change by raising awareness about issues that are difficult to discuss. The objective of this study was to assess the impact of the verbatim theatre play 'Grace Under Pressure' on workplace culture in NSW hospitals. METHODS The intervention was conducted in 13 hospitals from 8 Local Health Districts (LHDs) in NSW, Australia, in October and November 2019, with aggregated impact across all sites measured by a bespoke survey ('Pam McLean Centre (PMC) survey') at the conclusion of the intervention. This study was conducted in 3 Local Health Districts (one urban, one regional, one remote), with data collection conducted in November-December 2019 and December 2020. The study design was a mixed methods assessment of the play's impact using (1) validated baseline measures of psychosocial risk, analysed descriptively, (2) overall findings from the PMC survey above, analysed descriptively, (3) interviews conducted within a month of the intervention, analysed thematically and (4) interviews conducted one year later, analysed thematically. RESULTS Half (51.5%) of the respondents (n = 149) to the baseline survey had scores indicating high risk of job strain and depressive symptoms. Of 478 respondents to the PMC survey (response rate 57%), 93% found the play important, 92% recommended others see the play, 89% considered that it stimulated thinking about workplace behaviour, and 85% that it made discussing these issues easier. Thematic analysis of interviews within one month (n = 21) showed that the play raised awareness about poor workplace behaviour and motivated behaviour change. Interviews conducted one year later (n = 6) attributed improved workplace culture to the intervention due to improved awareness, discussion and capacity to respond to challenging issues. CONCLUSIONS Verbatim theatre is effective in raising awareness about difficult workplace behaviour in ways that motivate behaviour change, and hence can be effective in catalysing real improvements in healthcare workplace culture. Creative approaches are recommended for addressing similarly complex challenges in healthcare workforce retention.
Collapse
Affiliation(s)
- Claire Hooker
- Sydney Health Ethics, School of Public Health, University of Sydney, Camperdown, NSW, 2006, Australia.
| | - Aspasia Karageorge
- Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, NSW, 2006, Australia
| | - Karen M Scott
- Specialty of Child and Adolescent Health, Faculty of Medicine and Health, University of Sydney, Camperdown, NSW, 2006, Australia
- The Pam McLean Centre, Faculty of Medicine and Health, The University of Sydney, St Leonards, NSW, 2064, Australia
| | - Renee Lim
- The Pam McLean Centre, Faculty of Medicine and Health, The University of Sydney, St Leonards, NSW, 2064, Australia
| | - Louise Nash
- Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, NSW, 2006, Australia
- Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Camperdown, NSW, 2006, Australia
| |
Collapse
|
2
|
Mi M, Wu L, Zhang Y, Wu W. Integration of arts and humanities in medicine to develop well-rounded physicians: the roles of health sciences librarians. J Med Libr Assoc 2022; 110:247-252. [PMID: 35440898 PMCID: PMC9014948 DOI: 10.5195/jmla.2022.1368] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/04/2022] Open
Abstract
Over the past ten years, there has been a growing interest in integrating arts and humanities in medicine to increase learners' empathy and resilience; improve personal well-being, communication, and observational skills; enhance self-reflection; and promote professionalism. These desired skills and qualities are becoming increasingly important for the physicians of tomorrow. Parallel to curricular interventions of integrating arts and humanities to medical education, there has been an increasing research interest in investigating the impact of such interventions on medical students with respect to improving and sustaining students' empathy as they progress in their medical education and develop their professional identity. Research has yielded interesting findings on the types and effect of the interventions in the medical curriculum. The Association of the American Medical Colleges (AAMC), recognizing the unique and unrealized role of arts and humanities in preparing and equipping physicians for twenty-first-century challenges, proposed seven recommendations for advancing arts and humanities integration into medical education to improve the education, practice, and well-being of physicians and physician learners across the spectrum of medical education. Institutional initiatives of arts and humanities integration in the medical curriculum in response to the AAMC's recommendations afford health sciences librarians expansive opportunities and a new landscape of playing an important role in these initiatives. With their diverse educational background in arts, humanities, social sciences, and many other disciplines and fields, health sciences librarians are poised for meaningful contributions to their institutional goals in developing a humanistic, compassionate workforce of future physicians.
Collapse
Affiliation(s)
- Misa Mi
- , Interim Director, Medical Library; Professor, Department of Foundational Medical Studies; Oakland University William Beaumont School of Medicine Medical Library, Rochester, MI
| | - Lin Wu
- , Assistant Director/Associate Professor, Research & Learning Services, Health Sciences Library, University of Tennessee Health Science Center, Memphis, TN
| | - Yingting Zhang
- , Research Services Librarian, RWJ Library of the Health Sciences; Adjunct Assistant Professor, Department of Medicine; Rutgers, The State University of New Jersey, New Brunswick, NJ
| | - Wendy Wu
- , Librarian IV, Shiffman Medical Library, Wayne State University; Detroit, MI
| |
Collapse
|
3
|
Carr SE, Noya F, Phillips B, Harris A, Scott K, Hooker C, Mavaddat N, Ani-Amponsah M, Vuillermin DM, Reid S, Brett-MacLean P. Health Humanities curriculum and evaluation in health professions education: a scoping review. BMC MEDICAL EDUCATION 2021; 21:568. [PMID: 34753482 PMCID: PMC8579562 DOI: 10.1186/s12909-021-03002-1] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Accepted: 10/27/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND The articulation of learning goals, processes and outcomes related to health humanities teaching currently lacks comparability of curricula and outcomes, and requires synthesis to provide a basis for developing a curriculum and evaluation framework for health humanities teaching and learning. This scoping review sought to answer how and why the health humanities are used in health professions education. It also sought to explore how health humanities curricula are evaluated and whether the programme evaluation aligns with the desired learning outcomes. METHODS A focused scoping review of qualitative and mixed-methods studies that included the influence of integrated health humanities curricula in pre-registration health professions education with programme evaluate of outcomes was completed. Studies of students not enrolled in a pre-registration course, with only ad-hoc health humanities learning experiences that were not assessed or evaluated were excluded. Four databases were searched (CINAHL), (ERIC), PubMed, and Medline. RESULTS The search over a 5 year period, identified 8621 publications. Title and abstract screening, followed by full-text screening, resulted in 24 articles selected for inclusion. Learning outcomes, learning activities and evaluation data were extracted from each included publication. DISCUSSION Reported health humanities curricula focused on developing students' capacity for perspective, reflexivity, self- reflection and person-centred approaches to communication. However, the learning outcomes were not consistently described, identifying a limited capacity to compare health humanities curricula across programmes. A set of clearly stated generic capabilities or outcomes from learning in health humanities would be a helpful next step for benchmarking, clarification and comparison of evaluation strategy.
Collapse
Affiliation(s)
- Sandra E Carr
- Health Professions Education, University of Western Australia, Perth, Australia.
| | - Farah Noya
- Health Professions Education, University of Western Australia, Perth, Australia
| | - Brid Phillips
- Health Professions Education, University of Western Australia, Perth, Australia
| | - Anna Harris
- Faculty of Arts and Social Sciences, Maastricht University, Maastricht, Netherlands
| | - Karen Scott
- Medical School, University of Sydney, Sydney, Australia
| | - Claire Hooker
- Medical School, University of Sydney, Sydney, Australia
| | - Nahal Mavaddat
- Medical School, University of Western Australia, Perth, Australia
| | | | | | - Steve Reid
- University of Cape Town, Cape Town, South Africa
| | - Pamela Brett-MacLean
- Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| |
Collapse
|
4
|
Jefferies D, Glew P, Karhani Z, McNally S, Ramjan LM. The educational benefits of drama in nursing education: A critical literature review. NURSE EDUCATION TODAY 2021; 98:104669. [PMID: 33303248 DOI: 10.1016/j.nedt.2020.104669] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/06/2020] [Revised: 10/20/2020] [Accepted: 11/10/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND With the increasing use of technology in nursing, the importance of interpersonal skills can often be forgotten. Patient safety can also be compromised if these skills are not emphasised in nursing education. OBJECTIVES This review explores how drama in undergraduate and postgraduate nursing education can enhance the development of interpersonal skills such as empathy, emotional intelligence and communication. DESIGN A critical review of qualitative literature. DATA SOURCES Seven databases (CINAHL, MEDLINE, Scopus, Eric, Psycinfo, and databases dedicated to the Arts, Modern Language Association (MLA) and JSTOR were searched. REVIEW METHODS Studies were screened against inclusion and exclusion criteria. Data from studies selected for the review were extracted using a summary table and a thematic analysis was conducted to identify major themes to answer the research question. RESULTS 1275 studies were identified. Following a rigorous screening process, 29 studies met the inclusion criteria and were critically appraised using the CASP tool. Of the 29 studies, 17 were excluded due to their methodological quality. A final 12 studies were included in this review. Four themes demonstrated the value of drama in nursing education. These were an understanding of the patient experience, the development of professional identity, the enhancement of communication skills and increased self-reflection and critical thinking. CONCLUSIONS Interpersonal skills are at the core of nursing and educational interventions that use drama can enhance the development of these skills.
Collapse
Affiliation(s)
- Diana Jefferies
- School of Nursing and Midwifery, Western Sydney University, Locked Bag 1751, Penrith 2751, NSW, Australia.
| | - Paul Glew
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Zynab Karhani
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Stephen McNally
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Lucie M Ramjan
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| |
Collapse
|
5
|
Bormuth S, Ackermann H, Schulze J. Inadequate treatment in internships: a comparison between medical and other students. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc45. [PMID: 33763530 PMCID: PMC7958909 DOI: 10.3205/zma001441] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 01/12/2020] [Revised: 10/22/2020] [Accepted: 11/23/2020] [Indexed: 06/12/2023]
Abstract
Aims: Inadequate treatment is one of the factors interfering with a successful social and working life. Among students, it can impair their health and learning progress. In the field of medicine the problem of inadequate treatment seems widespread. This study examines wether inadequate treatment in internships differs between medicine and other academic disciplines. Method: Using a questionnaire, the frequency, forms and severity of inadequate treatment among students were compared between the disciplines of medicine, civil engineering and teaching. Results: 69,3% of medical students reported inadequate treatment during their internships, about twice as many as students of other disciplines. The ratios of verbal, non-verbal and organisational inadequate treatment were similar between the different academic disciplines. However, medical students executed tasks without receiving sufficient safety precautions or training significantly more often (sevenfold) than students of other disciplines. In total however, the experienced incidents of inadequate treatment were seen as similarly severe across the different academic fields. Conclusion: Inadequate treatment of students during internships is a larger problem in medicine than in civil engineering or teaching, particularly concerning the performance of unsafe tasks. With regard to the health of students and patients, inadequate treatment in the medical education should be tackled. Previous studies suggest that this goal can be achieved only through longtime extensive measures on the level of students, lecturers, faculty and teaching hospitals.
Collapse
Affiliation(s)
- Sonia Bormuth
- Goethe-University Frankfurt/Main, Institute of Occupational, Social and Environmental Medicine, Frankfurt/Main, Germany
| | - Hanns Ackermann
- Goethe-University Frankfurt/Main, Institute of Biostatistics and Mathematical Modelling, Frankfurt/Main, Germany
| | - Johannes Schulze
- Goethe-University Frankfurt/Main, Institute of Occupational, Social and Environmental Medicine, Frankfurt/Main, Germany
| |
Collapse
|
6
|
Dalton J, Ivory K, Macneill P, Nash L, River J, Dwyer P, Hooker C, Williams D, Scott KM. Verbatim Theater: Prompting Reflection and Discussion about Healthcare Culture as a Means of Promoting Culture Change. TEACHING AND LEARNING IN MEDICINE 2020; 32:531-540. [PMID: 32489123 DOI: 10.1080/10401334.2020.1768099] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Problem: The mistreatment of medical and nursing students and junior health professionals has been reported internationally in research and the media. Mistreatment can be embedded and normalized in hierarchical healthcare workplaces, limiting the effectiveness of policies and reporting tools to generate change; as a result, some of those who experience mistreatment later perpetuate it. We used a novel, creative approach, verbatim theater, to highlight the complexity of healthcare workplaces, encourage critical reflection, and support long-term culture change. Intervention: Verbatim theater is a theater-for-change documentary genre in which a playscript is devised using only the words spoken by informants. In 2017, 30 healthcare students and health professionals were recruited and interviewed about their experience of work and training by the multidisciplinary Sydney Arts and Health Collective using semi-structured interviews. Interview transcripts became the primary material from which the script for the verbatim theater play 'Grace Under Pressure' was developed. The performing arts have previously been used to develop the communication skills of health professional students; this esthetic expression of the real-life effects of healthcare workplace culture on trainees and students was implemented to stimulate consciousness of, and dialogue about, workplace mistreatment in healthcare work and training. Context: The play premiered at a major Sydney theater in October 2017, attended by the lay public and student and practicing health professionals. In November 2017, three focus groups were held with a sample of audience members comprising healthcare professionals and students. These focus groups explored the impact of the play on reflection and discussion of healthcare culture and/or promoting culture change in the health workplace. We analyzed the focus group data using theoretical thematic analysis, informed by Turner's theory of the relation between 'social' and 'esthetic' drama to understand the impact of the play on its audience. Impact: Focus group members recognized aspects of their personal experience of professionalism, training, and workplace culture in the play, Grace Under Pressure. They reported that the play's use of real-life stories and authentic language facilitated their critical reflection. Participants constructed some learning as 'revelation,' in which the play enabled them to gain significant new insight into the culture of health care and opened up discussions with colleagues. As a result, participants suggested possible remedies for unhealthy aspects of the culture, including systemic issues of bullying and harassment. A small number of participants critiqued aspects of the play they believed did not adequately reflect their experience, with some believing that the play over-emphasized workplace mistreatment. Lessons Learned: Verbatim theater is a potent method for making personal experiences of healthcare workplace and training culture more visible to lay and health professional audiences. In line with Turner's theory, the play's use of real-life stories and authentic language enabled recognition of systemic challenges in healthcare workplaces by training and practicing health professionals in the audience. Verbatim theater provides a means to promote awareness and discussion of difficult social issues and potential means of addressing them.
Collapse
Affiliation(s)
- James Dalton
- Department of Theatre and Performance Studies, Faculty of Arts and Social Sciences, University of Sydney, Sydney, New South Wales, Australia
| | - Kimberley Ivory
- Sydney Health Ethics, School of Public Health, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Paul Macneill
- Sydney Health Ethics, School of Public Health, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Louise Nash
- Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Sydney, Australia; Sydney Local Health District, Sydney, New South Wales, Australia
| | - Jo River
- Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Paul Dwyer
- Department of Theatre and Performance Studies, Faculty of Arts and Social Sciences, University of Sydney, Sydney, New South Wales, Australia
| | - Claire Hooker
- Sydney Health Ethics, School of Public Health, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - David Williams
- Department of Theatre and Performance Studies, Faculty of Arts and Social Sciences, University of Sydney, Sydney, New South Wales, Australia
| | - Karen M Scott
- Discipline of Child and Adolescent Health, Sydney Medical School, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| |
Collapse
|
7
|
Nash L, Scott K, Pit S, Barnes E, Ivory K, Hooker C. Evaluation of a workshop using verbatim theatre stimuli to address challenging workplace situations: a pilot study. CLINICAL TEACHER 2020; 18:43-50. [PMID: 32767630 DOI: 10.1111/tct.13229] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 05/19/2020] [Accepted: 06/09/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND Challenging workplace situations such as bullying, harassment, depression, suicide and fatigue exist in health care. The performing arts can generate dialogue and engagement with these difficult issues. This study evaluates a workshop for health care students that used filmed vignettes from a verbatim theatre play that used real stories of such situations. The workshop aimed to improve health professional students' confidence in seeking help for depression, addressing mistreatment, understanding mandatory reporting laws and the impact of driver fatigue. METHODS Two workshops were held: one with a mixture of professions, including nursing, medical and allied health students, and the other with medical students only. Participants completed questionnaires before and after each workshop, responding to four Likert questions on understanding and confidence about the issues discussed and free-text responses about the perceived value of the workshop. RESULTS Sixty-five people took part in the workshops, with a 100% response rate to the pre-workshop survey and a 98% response rate (n = 64) to the post workshop survey. Students most frequently reported an improvement in understanding mandatory reporting laws (57%), followed by an increase in confidence in dealing with bullying and harassment (44%). Students in the workshop with a mix of professions noted the benefit of learning about these challenging issues alongside students from other health professions. DISCUSSION Students valued the facilitated discussion of sensitive issues. Although many respondents increased their understanding or confidence in the four topics, a smaller proportion reported a reduction after the workshop. Perhaps this resulted from greater appreciation of the complexities of these issues. Health care students valued hearing from other professional groups in the mixed professions workshop.
Collapse
Affiliation(s)
- Louise Nash
- Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia.,Sydney Local Health District, Camperdown, New South Wales, Australia
| | - Karen Scott
- Paediatrics and Child Health, Faculty of Medicine and Health, University of Sydney, Westmead, New South Wales, Australia
| | - Sabrina Pit
- Lismore Rural Medical School, Faculty of Medicine and Health, University of Sydney, Lismore, New South Wales, Australia
| | - Elizabeth Barnes
- NHMRC Clinical Trials Centre, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Kimberley Ivory
- School of Public Health, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Claire Hooker
- Sydney Health Ethics, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| |
Collapse
|
8
|
Mazer LM, Bereknyei Merrell S, Hasty BN, Stave C, Lau JN. Assessment of Programs Aimed to Decrease or Prevent Mistreatment of Medical Trainees. JAMA Netw Open 2018; 1:e180870. [PMID: 30646041 PMCID: PMC6324298 DOI: 10.1001/jamanetworkopen.2018.0870] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
IMPORTANCE Mistreatment of medical students is pervasive and has negative effects on performance, well-being, and patient care. OBJECTIVE To document the published programmatic and curricular attempts to decrease the incidence of mistreatment. DATA SOURCES PubMed, Scopus, ERIC, the Cochrane Library, PsycINFO, and MedEdPORTAL were searched. Comprehensive searches were run on "mistreatment" and "abuse of medical trainees" on all peer-reviewed publications until November 1, 2017. STUDY SELECTION Citations were reviewed for descriptions of programs to decrease the incidence of mistreatment in a medical school or hospital with program evaluation data. A mistreatment program was defined as an educational effort to reduce the abuse, mistreatment, harassment, or discrimination of trainees. Studies of the incidence of mistreatment without description of a program, references to a mistreatment program without outcome data, or a program that has never been implemented were excluded. DATA EXTRACTION AND SYNTHESIS Authors independently reviewed all retrieved citations. Articles that any author found to meet inclusion criteria were included in a full-text review. The data extraction form was developed based on the guidelines for Best Evidence in Medical Education. An assessment of the study quality was conducted using a conceptual framework of 6 elements essential to the reporting of experimental studies in medical education. MAIN OUTCOMES AND MEASURES A descriptive review of the interventions and outcomes is presented along with an analysis of the methodological quality of the studies. A separate review of the MedEdPORTAL mistreatment curricula was conducted. RESULTS Of 3347 citations identified, 10 studies met inclusion criteria. Of the programs included in the 10 studies, all were implemented in academic medical centers. Seven programs were in the United States, 1 in Canada, 1 in the United Kingdom, and 1 in Australia. The most common format was a combination of lectures, workshops, and seminars over a variable time period. Overall, quality of included studies was low and only 1 study included a conceptual framework. Outcomes were most often limited to participant survey data. The program outcome evaluations consisted primarily of surveys and reports of mistreatment. All of the included studies evaluated participant satisfaction, which was mostly qualitative. Seven studies also included the frequency of mistreatment reports; either surveys to assess perception of the frequency of mistreatment or the frequency of reports via official reporting channels. Five mistreatment program curricula from MedEdPORTAL were also identified; of these, only 2 presented outcome data. CONCLUSIONS AND RELEVANCE There are very few published programs attempting to address mistreatment of medical trainees. This review identifies a gap in the literature and provides advice for reporting on mistreatment programs.
Collapse
Affiliation(s)
- Laura M. Mazer
- Goodman Surgical Education Center, Department of Surgery, Stanford University School of Medicine, Stanford, California
| | - Sylvia Bereknyei Merrell
- Goodman Surgical Education Center, Stanford–Surgery Policy Improvement Research & Education Center, Department of Surgery, Stanford University School of Medicine, Stanford, California
| | - Brittany N. Hasty
- Goodman Surgical Education Center, Department of Surgery, Stanford University School of Medicine, Stanford, California
| | - Christopher Stave
- Lane Medical Library, Stanford University School of Medicine, Stanford, California
| | - James N. Lau
- Goodman Surgical Education Center, Department of Surgery, Stanford University School of Medicine, Stanford, California
| |
Collapse
|