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Moret NE, Bennion LD. Personalised medicine: a healing application within comorbid PTSD and mTBI military patient sample with a particular focus on special operators. BMJ Mil Health 2023:e002356. [PMID: 37879649 DOI: 10.1136/military-2023-002356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Accepted: 08/02/2023] [Indexed: 10/27/2023]
Abstract
Personalised medicine is replacing prototypical medical care. Personalised medicine focuses on enhancing patients' functioning and preventing future negative impacts of both medical disease and psychological disorders, and unfolds uniquely for each individual. The military special forces community is a group at higher risk for physical trauma, for example, traumatic brain injuries, as well as psychosocial stressors and traumas associated with combat, high operational tempos and sleep deprivation. From a system's cost-benefit perspective and resonating with community norms of resiliency, personalised medicine offers unique innovative treatments for special operators. In this article, we outline the successful applications of personalised medicine via the multidisciplinary treatment of special operators with comorbid conditions (primarily mild traumatic brain injury and post-traumatic stress disorder).
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Affiliation(s)
- Nicole E Moret
- Graduate School of Nursing, Uniformed Services University, Bethesda, Maryland, USA
| | - L D Bennion
- Medical Psychology, Uniformed Services University, Bethesda, Maryland, USA
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Landoll RR, Bennion LD, Maranich AM, Hemmer PA, Torre D, Schreiber-Gregory DN, Durning SJ, Dong T. Extending growth curves: a trajectory monitoring approach to identification and interventions in struggling medical student learners. Adv Health Sci Educ Theory Pract 2022; 27:645-658. [PMID: 35467305 DOI: 10.1007/s10459-022-10109-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Accepted: 03/06/2022] [Indexed: 06/14/2023]
Abstract
Given gaps in both identifying and providing targeted interventions to struggling learners, the purpose of this study is to both improve rapid identification and to improve individualized academic advising for learners using this visual representation of performance. Across three graduating classes, individual growth curves were calculated for each student on National Board of Medical Examiners customized assessments during the pre-clerkship period using their deviation from the class average at each assessment point. These deviation scores were cumulatively summed over time and were regressed onto the sequence of exams. We analyzed the difference between the regression slopes of those students placed on Academic Probation (AP) versus not, as well as differences in slopes based on the timing of when a struggling learner was placed on AP to explore learner trajectory after identification. Students on AP had an average growth slope of - 6.06 compared to + 0.89 for those not on AP. Findings also suggested that students who were placed on AP early during pre-clerkship showed significant improvement (positive changes in trajectory) compared to students identified later in the curriculum. Our findings suggest that earlier academic probation and intervention with struggling learners may have a positive effect on academic trajectory. Future research can better explore how academic trajectory monitoring and performance review can be regularly used in advising sessions with students.
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Affiliation(s)
- Ryan R Landoll
- Department of Family Medicine, Uniformed Services University of the Health Sciences, 4301 Jones Bridge Rd, Bethesda, MD, 20814, USA.
| | - Layne D Bennion
- Department of Medical and Clinical Psychology, Uniformed Services University of the Health Sciences, Bethesda, USA
| | - Ashley M Maranich
- Department of Pediatrics, Uniformed Services University of the Health Sciences, Bethesda, USA
| | - Paul A Hemmer
- Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, USA
| | - Dario Torre
- Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, USA
| | | | - Steven J Durning
- Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, USA
| | - Ting Dong
- Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, USA
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Goodie JL, Bennion LD, Schvey NA, Riggs DS, Montgomery M, Dorsey RM. Development and implementation of an objective structured clinical examination for evaluating clinical psychology graduate students. Training and Education in Professional Psychology 2022. [DOI: 10.1037/tep0000356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Landoll RR, Bennion LD, Maggio LA. Understanding Excellence: a Qualitative Analysis of High-Performing Learner Study Strategies. Med Sci Educ 2021; 31:1101-1108. [PMID: 34457953 PMCID: PMC8368812 DOI: 10.1007/s40670-021-01279-x] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/17/2021] [Indexed: 05/29/2023]
Abstract
INTRODUCTION Remediation in medical education tends to focus on the struggling learner. However, understanding successful learners may provide valuable insights to problematic academic behavior. This study explored core study strategies reported by high-performing medical school students. METHOD In the Fall of 2018 and 2019, high-performing first- and second-year medical students, defined as those who had performed over 90% on a national standardized assessment, were requested via e-mail to describe the study strategies that they believe contributed to their success. Student responses were analyzed using a template-driven approach, which drew upon common frameworks from cognitive learning theory. RESULTS Thirty-seven high-performing students provided brief unstructured descriptions of their study strategies. Retrieval practice-the cognitive learning strategy of attempting to draw out information to active recall, typically through means of self-quizzing, practice questions, or flashcards-was the most commonly endorsed strategy, followed by spaced repetition. Use of outside commercial resources was commonly referenced, and approximately one-third endorsed a perception that some form of regularly practiced self-care contributed to their academic success. DISCUSSION Retrieval practice, particularly combined with some form of spaced repetition, is often attributed as contributing to the success of high-performing learners. The use of commercial resources bears further exploration and consideration. Finally, the finding that self-care was identified as a contribution to academic performance goes beyond a focus on self-care solely for medical student well-being. This is an important distinction for both medical education and future research in this area.
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Affiliation(s)
- Ryan R. Landoll
- Uniformed Services University of the Health Sciences, 4301 Jones Bridge Rd, Bethesda, MD 20814 USA
| | - Layne D. Bennion
- Uniformed Services University of the Health Sciences, 4301 Jones Bridge Rd, Bethesda, MD 20814 USA
| | - Lauren A. Maggio
- Uniformed Services University of the Health Sciences, 4301 Jones Bridge Rd, Bethesda, MD 20814 USA
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Tate LL, Paxton Willing MM, French LM, Law WA, Bennion LD, Sullivan KW, Riggs DS. The effect of mTBI and PTSD symptoms on computerized cognitive performance: Results from a sample of treatment-seeking active duty US service members. Military Psychology 2020. [DOI: 10.1080/08995605.2020.1842037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Larissa L. Tate
- Department of Medical and Clinical Psychology, Uniformed Services University of the Health Sciences, Bethesda, Maryland
| | - Maegan M. Paxton Willing
- Department of Medical and Clinical Psychology, Uniformed Services University of the Health Sciences, Bethesda, Maryland
| | - Louis M. French
- Department of Medical and Clinical Psychology, Uniformed Services University of the Health Sciences, Bethesda, Maryland
- National Intrepid Center of Excellence/Walter Reed National Military Medical Center, Bethesda, Maryland
- Defense and Veterans Brain Injury Center, Silver Spring, Maryland
| | - Wendy A. Law
- Department of Medical and Clinical Psychology, Uniformed Services University of the Health Sciences, Bethesda, Maryland
- National Intrepid Center of Excellence/Walter Reed National Military Medical Center, Bethesda, Maryland
| | - Layne D. Bennion
- Department of Medical and Clinical Psychology, Uniformed Services University of the Health Sciences, Bethesda, Maryland
| | - Katherine W. Sullivan
- National Intrepid Center of Excellence/Walter Reed National Military Medical Center, Bethesda, Maryland
| | - David S. Riggs
- Department of Medical and Clinical Psychology, Uniformed Services University of the Health Sciences, Bethesda, Maryland
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Bennion LD, Torre D, Durning SJ, Mears D, Schreiber-Gregory D, Servey JT, Cruess DF, Yoon M, Dong T. Early identification of struggling learners: using prematriculation and early academic performance data. Perspect Med Educ 2019; 8:298-304. [PMID: 31562635 PMCID: PMC6820636 DOI: 10.1007/s40037-019-00539-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
INTRODUCTION A perennial difficultly for remediation programmes in medical school is early identification of struggling learners so that resources and assistance can be applied as quickly as is practical. Our study investigated if early academic performance has predictive validity above and beyond pre-matriculation variables. METHODS Using three cohorts of medical students, we used logistic regression modelling and negative binomial regression modelling to assess the strength of the relationships between measures of early academic performance and outcomes-later referral to the academic review and performance committee and total module score. RESULTS We found performance on National Board of Medical Examiners (NBME) exams at approximately 5 months into the pre-clerkship curriculum was predictive of any referral as well as the total number of referrals to an academic review and performance committee during medical school (MS)1, MS2, MS3 and/or MS4 years. DISCUSSION NBME exams early in the curriculum may be an additional tool for early identification of struggling learners.
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Affiliation(s)
- Layne D Bennion
- Uniformed Services University of Health Sciences, 20814, Bethesda, MD, USA.
| | - Dario Torre
- Uniformed Services University of Health Sciences, 20814, Bethesda, MD, USA
| | - Steven J Durning
- Uniformed Services University of Health Sciences, 20814, Bethesda, MD, USA
| | - David Mears
- Uniformed Services University of Health Sciences, 20814, Bethesda, MD, USA
| | | | - Jessica T Servey
- Uniformed Services University of Health Sciences, 20814, Bethesda, MD, USA
| | - David F Cruess
- Uniformed Services University of Health Sciences, 20814, Bethesda, MD, USA
| | - Michelle Yoon
- School of Medicine, University of Colorado, Aurora, CO, USA
| | - Ting Dong
- Uniformed Services University of Health Sciences, 20814, Bethesda, MD, USA
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Bennion LD, Durning SJ, LaRochelle J, Yoon M, Schreiber-Gregory D, Reamy BV, Torre D. Untying the Gordian knot: remediation problems in medical schools that need remediation. BMC Med Educ 2018; 18:120. [PMID: 29855302 PMCID: PMC5984332 DOI: 10.1186/s12909-018-1219-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2017] [Accepted: 04/27/2018] [Indexed: 05/12/2023]
Abstract
This position paper discusses on-going academic remediation challenges within the field of medical education. More specifically, we identify three common contemporary problems and propose four recommendations to strengthen remediation efforts. Selecting or determining what type of remediation is needed for a particular student is akin to analyzing a Gordian knot with individual, institutional and systemic contributors. More emphasis, including multi-institutional projects and research funding is needed. Recommendations regarding language use and marketing of such programs are given.
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Affiliation(s)
- Layne D. Bennion
- Uniformed Services University of Health Sciences, 4301 Jones Bridge Road, Bethesda, MD 20814 USA
| | - Steven J. Durning
- Uniformed Services University of Health Sciences, 4301 Jones Bridge Road, Bethesda, MD 20814 USA
| | - Jeffrey LaRochelle
- University of Central Florida, 6850 Lake Nona Blvd, Orlando, FL 32827 USA
| | - Michelle Yoon
- Uniformed Services University of Health Sciences, 4301 Jones Bridge Road, Bethesda, MD 20814 USA
| | - Deanna Schreiber-Gregory
- Uniformed Services University of Health Sciences, 4301 Jones Bridge Road, Bethesda, MD 20814 USA
| | - Brian V. Reamy
- Uniformed Services University of Health Sciences, 4301 Jones Bridge Road, Bethesda, MD 20814 USA
| | - Dario Torre
- Uniformed Services University of Health Sciences, 4301 Jones Bridge Road, Bethesda, MD 20814 USA
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Bennion LD, Adams GR. A Revision of the Extended Version of the Objective Measure of Ego Identity Status: An Identity Instrument for Use with Late Adolescents. Journal of Adolescent Research 2016. [DOI: 10.1177/074355488612005] [Citation(s) in RCA: 204] [Impact Index Per Article: 25.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Previous work with the Extended Objective Measure of Ego Identity Status (EOM-EIS) has improved the assessment ability of the instrument. However, the interpersonal items were less consistent in ego identity classification than the ideological items. The interpersonal items were revised and, using a sample of 106 college students, tested to establish reliability and validity. The results from the revised EOM-EIS interpersonal and original ideological items were compared with scores on identity, intimacy, selfacceptance, authoritarian and social desirability scales. Convergent, discriminate, concurrent, and predictive validity and internal consistency (reliability) analyses demonstrate the interpersonal and ideological items can adequately measure identity status during late adolescence.
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Hetherington EM, Clingempeel WG, Anderson ER, Deal JE, Hagan MS, Hollier EA, Lindner MS, MacCoby EE, Brown JC, O'Connor TG, Eisenberg M, Rice AM, Bennion LD. Coping with Marital Transitions: A Family Systems Perspective. Monogr Soc Res Child Dev 1992. [DOI: 10.2307/1166050] [Citation(s) in RCA: 188] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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