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Stern RM, Shields HM, LaCasce AS, Pelletier SR, Berliner N. Putting the Heme Back in Heme-Onc: an Evaluation of the Redesigned Hematology Track within the Dana Farber/Mass General Brigham Hematology-Oncology Fellowship. J Cancer Educ 2023; 38:691-696. [PMID: 35596109 DOI: 10.1007/s13187-022-02178-4] [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] [Accepted: 05/10/2022] [Indexed: 05/20/2023]
Abstract
In 2019, the Dana Farber/Mass General Brigham Hematology-Oncology Fellowship redesigned the 6-month Hematology training track/curriculum required for all fellows seeking to double board in hematology and oncology. Responding to both national and local trends suggesting a future shortage of hematologists, the goal of the redesign was to create a new curriculum that would increase fellow interest in hematology, improve fellows' clinical knowledge of hematology, and serve as an example to other Hematology-Oncology programs across the country. The revised track has now been in place for four years, and, in this paper, the authors present the fellow experience with the first four years of the redesigned curriculum. Based on the number of fellows who chose to complete the new curriculum, as well as the fellow evaluations and performance on the Hematology In-Training Exam, the authors conclude that the new curriculum has successfully increased both fellow interest in and knowledge of hematology.
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Affiliation(s)
- Robert M Stern
- Division of Hematology, Brigham and Women's Hospital, 75 Francis St., Boston, MA, 02115, USA.
- Harvard Medical School, Boston, MA, USA.
- Division of Medical Communications and Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women's Hospital, Boston, MA, USA.
| | - Helen M Shields
- Harvard Medical School, Boston, MA, USA
- Division of Medical Communications and Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women's Hospital, Boston, MA, USA
| | - Ann S LaCasce
- Harvard Medical School, Boston, MA, USA
- Division of Medical Communications and Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women's Hospital, Boston, MA, USA
- Dana-Farber Cancer Institute, Boston, MA, USA
| | - Stephen R Pelletier
- Harvard Medical School, Boston, MA, USA
- Division of Medical Communications and Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women's Hospital, Boston, MA, USA
| | - Nancy Berliner
- Division of Hematology, Brigham and Women's Hospital, 75 Francis St., Boston, MA, 02115, USA
- Harvard Medical School, Boston, MA, USA
- Division of Medical Communications and Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women's Hospital, Boston, MA, USA
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Piper-Vallillo E, Zambrotta ME, Shields HM, Pelletier SR, Ramani S. Nurse-doctor co-teaching: A path towards interprofessional collaboration. Clin Teach 2023; 20:e13556. [PMID: 36463931 DOI: 10.1111/tct.13556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Accepted: 11/13/2022] [Indexed: 12/07/2022]
Abstract
BACKGROUND Nurse-doctor collaborations are essential for team-based patient care. Although there are increasing calls for interprofessional education, teaching and learning together is rare. In 2019, we designed a Nurse-Doctor Co-Teaching pilot programme to provide an opportunity for nurses and doctors to co-teach junior doctors and nurses. We aimed to explore the experiences of the co-teachers and understand their perceptions of teaching together. The study was conducted through the lens of positioning theory. METHODS We held an hour-long focus group discussion and follow-up one-on-one interviews with nurses and doctors who participated as co-teachers. Conversations were audio-video recorded, transcribed, and thematically analysed. The Partners Institutional Review Board approved this study. RESULTS Three nurses and four doctors participated in the focus group conversation, and four nurses and two doctors participated in individual interviews. Participant narratives provided insight into shifts in hospital culture that would be necessary to promote effective interprofessional learning and collaboration: (1) break down professional silos, (2) invite the nursing perspective, (3) flatten professional hierarchies, and (4) recognise nurses as clinical teachers. CONCLUSION Nurses and doctors felt they shared a collegial and equal partnership as co-teachers. But this relationship was not typical of their daily clinical roles. Institutional barriers presented challenges to collaboration on the hospital floor and nursing participation in teaching. Successful interprofessional education may require culture and policy shifts that formally recognise nurses as valuable clinical teachers.
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Affiliation(s)
- Emily Piper-Vallillo
- Brigham and Women's Hospital, Boston, Massachusetts, USA.,Project Zero, Harvard Graduate School of Education, Cambridge, Massachusetts, USA
| | - Marina E Zambrotta
- Medicine, Harvard Medical School, Division of Hospitalist Medicine, Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Helen M Shields
- Harvard Medical School, Boston, Massachusetts, USA.,Division of Medical Communications, Brigham and Women's Hospital, Boston, Massachusetts, USA.,Division of Gastroenterology, Hepatology, and Endoscopy, Brigham and Women's Hospital, Boston, Massachusetts, USA.,Department of Medicine, Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Stephen R Pelletier
- Office of Educational Quality Improvement, Harvard Medical School, Boston, Massachusetts, USA
| | - Subha Ramani
- Medicine, Harvard Medical School, Boston, Massachusetts, USA.,Massachusetts General Hospital Institute for Health Professions Education, Boston, Massachusetts, USA.,University of Manchester, Manchester, UK
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Sullivan AM, Krupat E, Dienstag JL, McSparron JI, Pelletier SR, Fazio SB, Fleenor TJ, Dalrymple JL, Hundert EM, Schwartzstein RM. The Harvard Medical School Pathways curriculum: A comprehensive curricular evaluation. Med Teach 2022; 44:1268-1276. [PMID: 35764442 DOI: 10.1080/0142159x.2022.2081142] [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] [Indexed: 06/15/2023]
Abstract
PURPOSE The Harvard Medical School Pathways curriculum represents a major reform effort. Our goals were to enhance reasoning and clinical skills and improve the learning environment and students' approach to learning via use of collaborative, case-based pedagogy; early clinical exposure; and enhanced approaches to teaching and evaluating clinical skills. We evaluated the impact of Pathways on key outcomes related to these goals. MATERIALS AND METHODS In this prospective, mixed-methods study, we compared the last prior-curriculum cohort (2014 matriculation, n = 135) and first new-curriculum cohort (2015 matriculation, n = 135). Measures included Likert-type surveys, focus groups, and test scores to assess outcomes. RESULTS Compared with prior-curriculum students, new-curriculum students reported higher mean preclerkship learning environment ratings (Educational Climate Inventory, 62.4 versus 51.9, p < 0.0001) and greater satisfaction with the quality of their preclerkship education (88% versus 73%, p = 0.0007). Mean USMLE Step-1 and Step-2 scores did not differ between groups. At graduation, new-curriculum students rated their medical school experience higher in 6 of 7 domains, including 'fostering a culture of curiosity and inquiry' (4.3 versus 3.9, p = 0.006) and focus on 'student-centered learning' (3.9 versus 3.4, p = 0.002). CONCLUSIONS The new curriculum outperformed or was equal to the prior one on most measures of learning environment and perceived quality of education, without a decline in medical knowledge or clinical skills. Robust longitudinal evaluation provided important feedback for ongoing curriculum improvement.
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Affiliation(s)
- Amy M Sullivan
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
| | - Edward Krupat
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
| | - Jules L Dienstag
- Department of Medicine, Massachusetts General Hospital, Harvard Medical School, Boston, MA, USA
| | - Jakob I McSparron
- Department of Medicine, University of Michigan School of Medicine, Ann Arbor, MI, USA
| | - Stephen R Pelletier
- Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
| | - Sara B Fazio
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
| | - Thomas J Fleenor
- Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
| | - John L Dalrymple
- Department of Obstetrics and Gynecology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA, USA
| | - Edward M Hundert
- Global Health and Social Medicine and Medical Education at Harvard Medical School, Boston, MA, USA
| | - Richard M Schwartzstein
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
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Salgado SM, Katz JT, Pelletier SR, Goodberlet M, Kelly J, Duperreault M, Ali NB, Shields HM. Impact of Extended Duty Hours on Perceptions of Care and Objective Patient Outcomes. J Patient Saf 2022; 18:e938-e946. [PMID: 35152234 PMCID: PMC9422754 DOI: 10.1097/pts.0000000000000988] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
OBJECTIVE In 2017, interns were permitted to work continuously for up to 28 hours at a time, a reversal from the previously mandated 16-hour limit. Our objective was to evaluate perceptions of care and patient outcomes on an extended (28-hour) compared with a limited (16-hour) duty-hour system on identical interdisciplinary teams. METHODS Sixty-two interns, 27 residents, 28 attendings, and 449 patients participated. Patients completed surveys assessing their satisfaction. Anonymous weekly surveys were obtained from interns, residents, and attendings evaluating perceptions of intern tiredness, overall satisfaction, and performance. Nursing surveys evaluated intern and medical team performance. Objective outcome measures, including intensive care unit transfers, length of stay, readmissions, mortality, and complications, were assessed through a retrospective, blinded chart review. RESULTS Patients reported similar satisfaction in care. Extended duty-hour interns reported significantly decreased familiarity with their patients, decreased ability to conduct physical exams on new patients, increased tiredness, and decreased overall satisfaction. Residents overseeing extended-duty interns reported significantly decreased quality in intern presentations and overall quality of teaching, and increased perception of intern tiredness and increased incorrect orders. Attending physicians reported significantly improved quality of new patient presentations by extended duty-hour interns. No significant differences in patient objective outcome measures were noted. CONCLUSIONS Extended intern duty hours do not affect patient's satisfaction with their care. Although interns in the extended duty-hour system reported significantly increased fatigue and decreased overall satisfaction and residents' perceived increases in incorrect intern orders in the extended duty-hour system, there were no detrimental effects on patient safety.
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Affiliation(s)
- Sanjay M. Salgado
- From the Division of Gastroenterology, Hospital of the University of Pennsylvania, Philadelphia, Pennsylvania
| | - Joel T. Katz
- Department of Medicine, Brigham and Women’s Hospital
- Harvard Medical School
| | | | | | - Julie Kelly
- Department of Pharmacy Services, Brigham and Women’s Hospital, Boston
| | - Megan Duperreault
- Department of Pharmacy Services, Brigham and Women’s Hospital, Boston
| | - Nadaa B. Ali
- Harvard Medical School
- Primary Care, Atrius Health, Wellesley, Massachusetts
| | - Helen M. Shields
- Department of Medicine, Brigham and Women’s Hospital
- Harvard Medical School
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Shields HM, Pelletier SR, Zambrotta ME. Agreement of Nurses' and Physicians' Attitudes on Collaboration During the Covid-19 Pandemic Using the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration. Adv Med Educ Pract 2022; 13:905-912. [PMID: 36017249 PMCID: PMC9397425 DOI: 10.2147/amep.s370912] [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] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Accepted: 08/04/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Collaboration between physicians and nurses has been shown to lead to better patient outcomes. However, studies have shown differing physicians' and nurses' responses to survey questions about physician-nurse collaboration. We surveyed physicians and nurses during the Covid-19 pandemic for their attitudes toward collaboration. METHODS In August 2021, during the Covid-19 pandemic, we surveyed physicians and nurses throughout an urban, academic teaching hospital over a consecutive twenty-day period using the validated Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration. Anonymous surveys were obtained from nurses and physicians on duty at the hospital. Demographic data from each survey included gender, age, profession of nurse or physician, degree, and specialization. RESULTS Four hundred and fifteen (415) unique paper surveys were collected from 308 nurses and 107 physicians over the twenty-day period. Five nurses and two physicians declined to complete the survey (1.6%). Using the Independent t-test of Means, total score and sub-scores were analyzed. Physicians and nurses scored the paper surveys in a similar manner. No statistically significant differences between the scores of physicians and nurses were found for any of the fifteen Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration questions, except for the youngest age group (20-29-year-old) having a significantly more positive response to doctors being the dominant authority on all health matters (p-value=0.011). Gender and nursing degree did not make a significant difference. Surgical Specialties (167), Medical Specialties (196), Intensive Care Unit (21), and the Emergency Department (43) survey responses did not differ significantly from each other. CONCLUSION One and a half years into the Covid-19 pandemic, physicians and nurses at an urban, academic teaching hospital were in agreement with their responses on the validated Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration. Our data may reflect a catalytic and positive effect of the Covid-19 pandemic on physician and nurse attitudes toward collaboration.
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Affiliation(s)
- Helen M Shields
- Department of Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - Stephen R Pelletier
- Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
| | - Marina E Zambrotta
- Department of Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
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Frankl SE, Joshi A, Onorato S, Jawahir GL, Pelletier SR, Dalrymple JL, Schwartz AW. Preparing Future Doctors for Telemedicine: An Asynchronous Curriculum for Medical Students Implemented During the COVID-19 Pandemic. Acad Med 2021; 96:1696-1701. [PMID: 34323861 PMCID: PMC8603440 DOI: 10.1097/acm.0000000000004260] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
PROBLEM The COVID-19 pandemic led to changes in both the clinical environment and medical education. The abrupt shift to telemedicine in March 2020, coupled with the recommendation that medical students pause in-person clinical rotations, highlighted the need for student training in telemedicine. APPROACH To maintain students' ability to participate in clinical encounters and continue learning in the new virtual environment, a telemedicine curriculum for clinical students was rapidly developed at Harvard Medical School (HMS) focusing on the knowledge and skills needed to conduct live video encounters. Curriculum leads created an interactive, flexible curriculum to teach students clinical skills, regulatory issues, professionalism, and innovations in telemedicine. This 5-module curriculum was delivered using various primarily asynchronous modalities including webinar-style presentations, prerecorded videos of physical exams from different disciplines, shadowing a synchronous telemedicine visit, peer discussions in small groups, and quizzes with both multiple-choice and open-ended questions. OUTCOMES During May 2020, 252 clerkship and postclerkship medical students at HMS completed the telemedicine curriculum. All students completed a precourse survey and 216 (85.7%) completed the postcourse survey. Students' self-rated knowledge of telemedicine increased, on average, from 38 (15.1%) reporting being fairly/very knowledgeable over 4 domains before the course to 182 (84.3%) afterward (P < .001). The course was highly rated, with 176/205 (85.9%) students reporting that it met their learning needs and 167/205 (81.5%) finding the delivery methods to be effective. Of 101 (45.3%) students who answered an open-ended postcourse survey question, 91 (90.1%) reported asynchronous learning to be a positive experience. NEXT STEPS As telemedicine becomes increasingly and likely permanently integrated into the health care system, providing medical students with robust training in conducting care virtually will be essential. This curriculum provides a promising and feasible framework upon which other schools can apply these emerging competencies to design their own telemedicine curricula.
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Affiliation(s)
- Susan E. Frankl
- S.E. Frankl is assistant professor, Department of Medicine, Beth Israel Deaconess Medical Center, and associate director of clinical faculty development, Harvard Medical School, Boston, Massachusetts
| | - Ashwini Joshi
- A. Joshi is a resident physician, Department of Anesthesia, Critical Care, and Pain Medicine, Massachusetts General Hospital, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-5522-9668
| | - Sarah Onorato
- S. Onorato is a resident physician, Department of Medicine, Brigham and Women’s Hospital, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-3505-2746
| | - Gilianne L. Jawahir
- G.L. Jawahir is educational quality improvement coordinator II, Office of Educational Quality Improvement, Harvard Medical School, Boston, Massachusetts
| | - Stephen R. Pelletier
- S.R. Pelletier is senior project manager, Office of Educational Quality Improvement, Harvard Medical School, Boston, Massachusetts
| | - John L. Dalrymple
- J.L. Dalrymple is associate dean for medical education quality improvement and associate professor of obstetrics, gynecology, and reproductive biology, Harvard Medical School, Boston, Massachusetts; ORCID: https://orcid.org/0000-0001-5183-1937
| | - Andrea W. Schwartz
- A.W. Schwartz is assistant professor, Department of Medicine, Division of Geriatrics and Palliative Care, VA Boston Healthcare System and New England Geriatrics Research Education and Clinical Center, and Brigham and Women’s Hospital, Harvard Medical School, Boston, Massachusetts
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Zambrotta ME, Aylward P, Roy CL, Piper-Vallillo E, Pelletier SR, Honan JP, Heller N, Ramani S, Shields HM. Nurse-Doctor Co-Teaching: A Pilot Study of the Design, Development, and Implementation of Structured Interprofessional Co-Teaching Sessions. Adv Med Educ Pract 2021; 12:339-348. [PMID: 33889044 PMCID: PMC8057953 DOI: 10.2147/amep.s300231] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/05/2021] [Accepted: 03/03/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION High levels of interprofessional collaboration are beneficial for patients and healthcare providers. Co-teaching may be one method for creating a collaborative environment. This pilot study designed, developed, and implemented Nurse-Doctor Co-Teaching on an inpatient medicine service. METHODS Ten Nurse-Doctor Co-Teaching pairs designed 30-minute, structured co-teaching sessions with learning objectives, evidence-based content, interactive teaching strategies and a Take-Away of key content with the help of a coaching team. Each session was presented by a nurse and senior doctor to nurse and resident learners. Our assessment blueprint included: 1. Anonymous surveys assessing the overall rating of each session and 2. Pre- and post-anonymous surveys assessing measures of interprofessional collaboration and communication between nurses and residents before and after the series of ten co-teaching sessions. RESULTS Data from ten post-session surveys included 121 of 156 participants (77.6%). Attendance at each session ranged from 13-19 participants with 8-17 participants completing a survey per session for an average of 12.1 surveys analyzed. All Nurse-Doctor Co-Teaching sessions scored in the excellent range between 1.00 and 1.43 on a Likert scale (1 is excellent and 5 is poor). In response to the question "What did you like best?", interactive teaching strategies was the most frequent spontaneous answer. A significant correlation between the number of interactive teaching strategies and enjoyability of the session (p-value=0.01) was observed. Measures of interprofessional collaboration and communication did not change significantly in the pre-intervention compared to post-intervention period. CONCLUSION We created a unique model of interprofessional co-teaching on an inpatient service. The overall excellent ratings of our interactive sessions indicate that Nurse-Doctor Co-Teaching is a valued form of learning. Our structured format is adaptable to various medical settings and could be expanded to include additional allied health professionals. We plan further studies to assess if Nurse-Doctor Co-Teaching improves measures of interprofessional collaboration.
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Affiliation(s)
- Marina E Zambrotta
- Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Patricia Aylward
- Department of Nursing, Brigham and Women’s Hospital, Boston, MA, USA
| | - Christopher L Roy
- Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Emily Piper-Vallillo
- Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
- Harvard Graduate School of Education, Cambridge, MA, USA
| | | | - James P Honan
- Harvard Graduate School of Education, Cambridge, MA, USA
| | - Noah Heller
- Harvard Graduate School of Education, Cambridge, MA, USA
| | - Subha Ramani
- Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Helen M Shields
- Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
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Shields HM, Honan JP, Goldsmith JD, Madan R, Pelletier SR, Roy CL, Wu LC. Is Asking Questions on Rounds a Teachable Skill?[Response to Letter]. Adv Med Educ Pract 2021; 12:147-148. [PMID: 33603532 PMCID: PMC7882420 DOI: 10.2147/amep.s304043] [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] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Accepted: 01/27/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Helen M Shields
- Division of Medical Communications and Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - James P Honan
- Harvard Graduate School of Education, Cambridge, MA, USA
| | - Jeffrey D Goldsmith
- Department of Pathology, Boston Children’s Hospital and Harvard Medical School, Boston, MA, USA
| | - Rachna Madan
- Department of Radiology, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - Stephen R Pelletier
- Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
| | - Christopher L Roy
- Department of Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, MA, USA
| | - Lindsey C Wu
- Duke University School of Medicine, Durham, NC, USA
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Borges LF, Robertson JM, Kappler SM, Venkatan SK, Jin DX, Barnes EL, Jaffer FA, Saldana FL, Dudzinski DM, Stefanescu Schmidt AC, Drachman DE, Young MN, Hayden EM, Pelletier SR, Shields HM. Optimizing Multidisciplinary Simulation in Medical School for Larger Groups: Role Assignment by Lottery and Guided Learning. Adv Med Educ Pract 2020; 11:969-976. [PMID: 33376436 PMCID: PMC7755877 DOI: 10.2147/amep.s270272] [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] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Accepted: 09/22/2020] [Indexed: 06/12/2023]
Abstract
PURPOSE Medical school simulations are often designed for a limited number of students to maximize engagement and learning. To ensure that all first-year medical students who wished to join had an opportunity to participate, we designed a novel method for larger groups. PATIENTS AND METHODS We devised a low technology "Orchestra Leader's" chart approach to prominently display students' roles, chosen by lottery. During simulation, the chart was mounted on an intravenous pole and served as a group organizational tool. A course instructor prompted students using the chart to accomplish the course objectives in a logical order. Real-life cardiologists and gastroenterologists provided the students with expert subspecialty consultation. We analyzed 125 anonymous student evaluation ratings for 3 years (2017-2019) with a range of 8 to 19 students per laboratory session. RESULTS Our 2017-2019 larger group sessions were all rated as excellent (1.26, Mean, SD ±.510) on the Likert scale where 1.0 is excellent and 5.0 is poor. There were no statistically significant differences in overall ratings among the 2017, 2018 and 2019 sessions. The subspecialists were uniformly rated as excellent. Verbatim free-text responses demonstrated resounding student appreciation for the role assignment by lottery method. CONCLUSION We designed a novel, "Orchestra Leader's" chart approach for accommodating larger groups in a multidisciplinary simulation laboratory using role assignment by lottery, roles depicted on an organizational chart, and expert instructor prompting. Our consistently excellent ratings suggest that our methods are useful for achieving well-rated larger group simulation laboratories.
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Affiliation(s)
- Lawrence F Borges
- Division of Gastroenterology, Mount Auburn Hospital and Harvard Medical School, Cambridge, MA, USA
| | - Jamie M Robertson
- Department of Surgery, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - Steven M Kappler
- Cleveland Clinic Digestive Diseases Center, Port St. Lucie, FL, USA
| | - Suresh K Venkatan
- Learning Laboratory, Massachusetts General Hospital, Boston, MA, USA
| | - David X Jin
- Division of Gastroenterology, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - Edward L Barnes
- Division of Gastroenterology, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, USA
| | - Farouc A Jaffer
- Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | - Fidencio L Saldana
- Division of Cardiovascular Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - David M Dudzinski
- Learning Laboratory, Massachusetts General Hospital, Boston, MA, USA
- Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | - Ada C Stefanescu Schmidt
- Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | - Douglas E Drachman
- Division of Cardiology, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | - Michael N Young
- Cardiology Division, Dartmouth-Hitchcock Medical Center and Geisel School of Medicine, Lebanon, NH, USA
| | - Emily M Hayden
- Department of Emergency Medicine, Massachusetts General Hospital and Harvard Medical School, Boston, MA, USA
| | - Stephen R Pelletier
- Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
| | - Helen M Shields
- Division of Gastroenterology, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
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10
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Shields HM, Honan JP, Goldsmith JD, Madan R, Pelletier SR, Roy CL, Wu LC. Is Asking Questions on Rounds a Teachable Skill? A Randomized Controlled Trial to Increase Attendings' Asking Questions. Adv Med Educ Pract 2020; 11:921-929. [PMID: 33299375 PMCID: PMC7720889 DOI: 10.2147/amep.s277008] [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] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Accepted: 10/26/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Morning bedside rounds remain an essential part of Internal Medicine residency education, but rounds vary widely in terms of educational value and learner engagement. OBJECTIVE To evaluate the efficacy of an intervention to increase the number and variety of questions asked by attendings at the bedside and assess its impact. DESIGN We conducted a randomized, controlled trial to evaluate the efficacy of our intervention. PARTICIPANTS Hospitalist attendings on the general medicine service were invited to participate. Twelve hospitalists were randomized to the experimental group and ten hospitalists to the control group. INTERVENTION A one-hour interactive session which teaches and models the method of asking questions using a non-medical case, followed by practice using role plays with medical cases. MAIN MEASURES Our primary outcome was the number of questions asked by attendings during rounds. We used audio-video recordings of rounds evaluated by blinded reviewers to quantify the number of questions asked, and we also recorded the type of question and the person asked. We assessed whether learners found rounds worthwhile using anonymous surveys of residents, patients, and nurses. KEY RESULTS Blinded analysis of the audio-video recordings demonstrated significantly more questions asked by attendings in the experimental group compared to the control group (mean number of questions 23.5 versus 10.8, p< 0.001) with significantly more questions asked of the residents (p<0.003). Residents rated morning bedside rounds with the experimental attendings as significantly more worthwhile compared to rounds with the control group attendings (p=0.009). CONCLUSION Our study findings highlight the benefits of a one-hour intervention to teach faculty a method of asking questions during bedside rounds. This educational strategy had the positive outcome of including significantly more resident voices at the bedside. Residents who rounded with attendings in the experimental group were more likely to "strongly agree" that bedside rounds were "worthwhile".
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Affiliation(s)
- Helen M Shields
- Division of Medical Communications and Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - James P Honan
- Harvard Graduate School of Education, Cambridge, MA, USA
| | - Jeffrey D Goldsmith
- Department of Pathology, Boston Children’s Hospital and Harvard Medical School, Boston, MA, USA
| | - Rachna Madan
- Department of Radiology, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - Stephen R Pelletier
- Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
| | - Christopher L Roy
- Division of Hospitalist Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
| | - Lindsey C Wu
- Division of Hospitalist Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA, USA
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Krupat E, Dienstag JL, Padrino SL, Mayer JE, Shore MF, Young A, Chaudhry HJ, Pelletier SR, Reis BY. Do Professionalism Lapses in Medical School Predict Problems in Residency and Clinical Practice? Acad Med 2020; 95:888-895. [PMID: 31895703 DOI: 10.1097/acm.0000000000003145] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
PURPOSE Recognizing that physicians must exhibit high levels of professionalism, researchers have attempted to identify the precursors of clinicians' professionalism difficulties, typically using retrospective designs that trace sanctioned physicians back to medical school. To better establish relative risk for professionalism lapses in practice, however, this relationship must also be studied prospectively. Therefore, this study investigated the sequelae of medical school professionalism lapses by following students with medical school professionalism problems into residency and practice. METHOD Beginning in 2014, 108 graduates from Harvard Medical School and Case Western Reserve University School of Medicine who appeared before their schools' review boards between 1993 and 2007 for professionalism-related reasons were identified, as well as 216 controls matched by sex, minority status, and graduation year. Prematriculation information and medical school performance data were collected for both groups. Outcomes for the groups were studied at 2 points in time: ratings by residency directors, and state medical board sanctions and malpractice suits during clinical practice. RESULTS Compared with controls, students who appeared before their schools' review boards were over 5 times more likely to undergo disciplinary review during residency (16% vs 3%, respectively) and almost 4 times more likely to require remediation or counseling (35% vs 9%, respectively). During clinical practice, 10% of those who had made review board appearances were sued or sanctioned vs 5% of controls. Logistic regression for these outcomes indicated, however, that professional lapses in medical school were not the only, or even the most important, predictor of problems in practice. CONCLUSIONS Students with professionalism lapses in medical school are significantly more likely to experience professionalism-related problems during residency and practice, although other factors may also play an important predictive role.
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Affiliation(s)
- Edward Krupat
- E. Krupat is associate professor of medicine, Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Massachusetts. J.L. Dienstag is interim dean for faculty affairs and professor of medicine, Department of Medicine, Massachusetts General Hospital, Harvard Medical School, Boston, Massachusetts. S.L. Padrino is assistant dean for clinical sciences, and assistant professor, Departments of Medicine and Psychiatry, Case Western Reserve University School of Medicine, Cleveland, Ohio; ORCID: http://orcid.org/0000-0001-5637-5870. J.E. Mayer Jr is professor of surgery, Boston Children's Hospital, Boston, Massachusetts. M.F. Shore, deceased, was professor emeritus, Department of Psychiatry, McLean Hospital, Harvard Medical School, Belmont, Massachusetts. A. Young is assistant vice president, Research and Data Integration, Federation of State Medical Boards, Euless, Texas; ORCID: http://orcid.org/0000-0002-5517-5874. H.J. Chaudhry is president and chief executive officer, Federation of State Medical Boards, Euless, Texas; ORCID: http://orcid.org/0000-0003-3356-1106. S.R. Pelletier is senior project manager, Office of Educational Quality Improvement, Harvard Medical School, Boston, Massachusetts. B.Y. Reis is director, Predictive Medicine Group, Harvard Medical School and Computational Health Informatics Program, Boston Children's Hospital, Boston, Massachusetts
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Bachorik A, Nemer MK, Chen GL, Alexander CB, Pelletier SR, Pace LE, Shields HM. Case-Based Curriculum With Integrated Smartphone Applications Improves Internal Medicine Resident Knowledge Of Contraceptive Care. Adv Med Educ Pract 2019; 10:971-977. [PMID: 31819696 PMCID: PMC6875286 DOI: 10.2147/amep.s221256] [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] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Accepted: 10/05/2019] [Indexed: 05/22/2023]
Abstract
BACKGROUND Contraception is an essential preventive service for all women. However, the literature suggests that internal medicine residents have low levels of confidence and knowledge of contraceptive care. OBJECTIVE We designed and implemented a novel contraception curriculum promoting active, collaborative learning. We sought to evaluate whether this curriculum improved internal medicine resident knowledge of and comfort with contraceptive care through the administration of pre-/post-surveys. METHODS Our curriculum was delivered in a two-hour session as part of the mandatory ambulatory curriculum for internal medicine interns at our institution in the academic year 2017-2018. Interns were provided with select online resources and two smartphone applications at the beginning of the session, which they then used in case-based small group work. Small group work was followed by a large group case review, co-facilitated by OB/GYN and internal medicine faculty. RESULTS Thirty-eight participants completed surveys assessing knowledge of and comfort with contraceptive care immediately before and after the curriculum; 20 participants completed surveys assessing the same domains 4-6 months after the curriculum. Data from surveys administered immediately post-curriculum demonstrated significant improvements in knowledge about and comfort with counseling about, assessing medical eligibility for, and initiating multiple forms of contraception. Many of these improvements in knowledge and comfort were maintained on follow-up surveys 4-6 months following the curriculum. CONCLUSION Our case-based curriculum with integrated smartphone applications resulted in significant improvements in internal medicine resident knowledge of and comfort with the key skills of contraceptive care. In contrast to active, collaborative learning methodologies such as the flipped classroom, our methodology supports active, collaborative learning without requiring advance learner preparation, and is thus well suited to the time constraints of the graduate medical education setting. Our methodology is readily translatable to other clinical topics and residency curricula.
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Affiliation(s)
- Alexandra Bachorik
- Division of General Internal Medicine, Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | - Michelle K Nemer
- Department of Medicine, Metro Health Medical Center, Case Western Reserve School of Medicine, Cleveland, OH, USA
| | - Grace L Chen
- Division of Women's Health, Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
| | - Cristina Baseggio Alexander
- Division of General Internal Medicine, Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA
| | | | - Lydia E Pace
- Harvard Medical School, Boston, MA, USA
- Division of Women's Health, Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
| | - Helen M Shields
- Harvard Medical School, Boston, MA, USA
- Division of Medical Communications, Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA
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Kulkarni VT, Salgado SM, Pelletier SR, Shields HM. Teaching methods used by internal medicine residents on rounds: what works? Adv Med Educ Pract 2019; 10:15-21. [PMID: 30718971 PMCID: PMC6345188 DOI: 10.2147/amep.s181153] [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] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
BACKGROUND The specific teaching methods used by internal medicine residents on walk rounds are unknown. OBJECTIVES 1) To characterize in real time the specific teaching methods used by internal medicine residents on rounds and 2) to identify attributes of successful resident teaching on rounds. MATERIALS AND METHODS We conducted a prospective mixed-methods study on inpatient medical services at a single academic medical center from September 2016 to January 2017. Participants were internal medicine residents (postgraduate year [PGY]-1, PGY-2, and PGY-3) and attending physicians. Teachers were PGY-2 and PGY-3 residents, and learners were PGY-1 residents. Residents' teaching on rounds was observed and characterized according to resident demographics, specific teaching methods, and length of time. Participants completed a survey with Likert scale and free-text questions. RESULTS AND CONCLUSION Among 136 surveys across 28 separate teaching encounters, we noted that PGY-3 residents' teaching was rated significantly better than PGY-2 residents' teaching. Teaching lasting >1 minute was rated significantly better than teaching lasting <1 minute. Free-text responses emphasized the value of immediate clinical relevance, citing published evidence, conciseness, clarity, and pertinence to the patient. Our findings may help guide internal medicine residents aiming to teach better on rounds and inform further research into specific resident teaching methods.
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Affiliation(s)
- Vivek T Kulkarni
- Division of Cardiovascular Medicine, Department of Medicine, Hospital of the University of Pennsylvania, Philadelphia, PA, USA
| | - Sanjay M Salgado
- Hospitalist Service, Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA
- Harvard Medical School, Boston, MA, USA,
| | - Stephen R Pelletier
- Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
| | - Helen M Shields
- Harvard Medical School, Boston, MA, USA,
- Division of Medical Communications, Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA,
- Division of Gastroenterology, Hepatology, and Endoscopy, Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA,
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Caton JB, Pelletier SR, Shields HM. Asking what do residents value most: a recent overview of internal medicine residents' learning preferences. Adv Med Educ Pract 2018; 9:509-518. [PMID: 30013419 PMCID: PMC6040631 DOI: 10.2147/amep.s165717] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
BACKGROUND Little is known about the preferred learning experiences of today's internal medicine residents. We conducted a survey of the educational experiences in an internal medicine residency to determine the learning opportunities internal medicine residents value most and why. METHODS An online, anonymous survey of 182 internal medicine residents was performed, with each resident receiving a survey each day over nine days. Participants were asked to state their most valuable learning experience over the past day, describe why it was valuable, and rank it on a 5-point Likert-type scale. Resident free-text responses were coded and grouped into themes. The location of and participants in the experience were also examined. RESULTS The 182 residents completed a total of 303 surveys. Of the 303 surveys, 92% (N=277) of the responses noted their chosen learning experience was useful. An attending was involved in 50% (N=152) of experiences; the patient was noted as a participant in 8% (N=25) of experiences. Free-text responses were coded into five thematic groups descriptive of why residents found their learning experiences to be valuable: Repetition in Learning, Effective Pedagogy, Clinical Problem Solving as an Individual or Collaboratively, Opportunity for Active Engagement, and Bedside Learning. CONCLUSION Our data provide a broader framework for designing and implementing future faculty development and resident curricula that emphasize interprofessional education and the patient as a key educational figure.
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Affiliation(s)
- Julia B Caton
- Brigham and Women's Hospital, Harvard Medical School, Boston, MA, USA,
| | | | - Helen M Shields
- Brigham and Women's Hospital, Harvard Medical School, Boston, MA, USA,
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Affiliation(s)
- Alyssa A Perez
- Harvard Medical School, Boston, MA, USA
- Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA
| | - Stephen R Pelletier
- Harvard Medical School, Boston, MA, USA
- Office of Educational Quality Improvement, Harvard Medical School, Boston, MA, USA
| | - Isaac A Klein
- Harvard Medical School, Boston, MA, USA
- Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA
| | - Helen M Shields
- Harvard Medical School, Boston, MA, USA.
- Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA.
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Shields HM, Fernandez-Becker NQ, Flier SN, Vaughn BP, Tukey MH, Pelletier SR, Horst DA. Volunteer patients and small groups contribute to abdominal examination's success. Adv Med Educ Pract 2017; 8:721-729. [PMID: 29138611 PMCID: PMC5676735 DOI: 10.2147/amep.s146500] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
BACKGROUND Prior to 2007, we taught the abdominal examination in a hospital based group to 40 students, at one hospital. We used volunteer patients, small groups, repetition, and required faculty development sessions. In 2007, our medical school changed its "Introduction to Physical Examination" session so that the entire class was to be taught in a geographically central session. Our hospital was selected to lead the abdominal examination portion of the session. AIM Our aim was to answer three questions. First, could we quadruple the recruitment of volunteer patients, and faculty? Second, was it volunteer patients, small groups, repetition, or faculty training that was most valued by the students? Third, would volunteer patients and/or faculty agree to participate a second time? METHODS A total of 43-46 patients and 43-46 faculty were recruited and 43-46 examining rooms were obtained for each of the 5 years of this study. Teachers were required to attend a 1-hour faculty development session. The class of about 170 students was divided into 43-46 groups each year. The teacher demonstrated the abdominal examination and each student practiced the examination on another student. Each student then repeated the full abdominal examination on a volunteer patient. RESULTS Over the 5-year time period (2008-2012), the abdominal examination ranked first among all organ systems' "Introductory Sessions". The abdominal examination ratings had the best mean score (1.35) on a Likert scale where 1 is excellent and 5 is poor. The students gave the most positive spontaneous comments to having volunteer patients, with small groups coming in as the second most appreciated educational element. CONCLUSION We successfully quadrupled the number of faculty, patients, and examining rooms and created a highly rated educational program as measured by anonymous student evaluations, patient and faculty participation, and the medical school's selecting the abdominal examination methods as an "Advanced Examination" for the Pathways Curriculum.
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Affiliation(s)
- Helen M Shields
- Department of Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA
| | | | - Sarah N Flier
- Department of Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA
| | - Byron P Vaughn
- Department of Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA
| | - Melissa H Tukey
- Department of Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA
| | | | - Douglas A Horst
- Department of Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA
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Tchekmedyian V, Shields HM, Pelletier SR, Pazo VC. The Effect of Rubric-Guided, Focused, Personalized Coaching Sessions and Video-Recorded Presentations on Teaching Skills Among Fourth-Year Medical Students: A Pilot Study. Acad Med 2017; 92:1583-1589. [PMID: 28422814 PMCID: PMC5662156 DOI: 10.1097/acm.0000000000001686] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
PROBLEM As medical students become residents, teaching becomes an expected and integral responsibility. Yet, training-for-teaching opportunities are lacking. In 2014, the authors designed a pilot study using rubric-guided, focused, personalized coaching sessions and video-recorded presentations to improve student teaching skills among fourth-year students at Harvard Medical School. APPROACH In 2014-2015, the authors recruited students from an elective on how to tutor preclinical students for the pilot, which consisted of four phases: a precoaching teaching presentation, a 30- to 45-minute coaching session, a postcoaching teaching presentation, and blinded reviewer ratings. Students' pre- and postcoaching presentations were video recorded. Using a scoring rubric for 15 teaching skills, students rated their pre- and postcoaching videos. Blinded reviewers also rated the pre- and postcoaching presentations using the same rubric with an additional category to gauge their overall impression. OUTCOMES Fourteen students completed all four phases of the pilot. Students' ratings demonstrated statistically significant improvement in several teaching skills, including presentation content (P < .001), rate of speech (P = .001), and opening statement and learning objectives (P = .004). Blinded reviewers' ratings demonstrated statistically significant improvements in several teaching skills, including opening statement and learning objectives (P < .001), overall impression (P = .001), and conclusion and summary of learning objectives (P = .004). Students provided largely positive comments on the interventions. NEXT STEPS The authors will work toward addressing limitations in the rubric, using coaching in different teaching settings, addressing the interventions' generalizability, training coaches, and performing additional evaluations.
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Affiliation(s)
- Vatche Tchekmedyian
- V. Tchekmedyian is former Nancy and Elliot Comenitz Medical Education Fellow, Brigham and Women’s Hospital, Boston, Massachusetts, and is now hematology–oncology fellow, Memorial Sloane Kettering Cancer Center, New York, New York
| | - Helen M. Shields
- H.M. Shields is professor of medicine and associate chief, Division of Medical Communications, Department of Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, Massachusetts
| | - Stephen R. Pelletier
- S.R. Pelletier is senior project manager, Center for Evaluation, Harvard Medical School, Boston, Massachusetts
| | - Valeria C. Pazo
- V.C. Pazo is hospitalist, Brigham and Women’s Hospital, and instructor in medicine, Harvard Medical School, Boston, Massachusetts
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Ali NB, Pelletier SR, Shields HM. Innovative curriculum for second-year Harvard-MIT medical students: practicing communication skills with volunteer patients giving immediate feedback. Adv Med Educ Pract 2017; 8:337-345. [PMID: 28579871 PMCID: PMC5446967 DOI: 10.2147/amep.s135172] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
PURPOSE Medical students are expected to develop excellent communication skills. The purpose of our study was to create an innovative communication skills exercise using real volunteer patients and physician co-teachers for students to practice communication skills while receiving immediate feedback. METHOD This is a mixed methods study where second-year medical students participated in the communication skills exercise with real patients and physician co-teachers giving immediate feedback. Clinical scenarios reflected the patients' actual experiences. Students acted out roles as physicians. Physicians co-taught with the patients and gave immediate feedback to students. Students completed an anonymous written survey at the end of the exercise. Qualitative and quantitative responses were recorded. Student feedback from the 2014 surveys was used to modify the teaching designs to increase active role play opportunities by having only two students in each group and doubling the number of stations with real patients. RESULTS Students rated the overall exercise and the utility of patient volunteers in learning how to communicate on a Likert scale of 1-5, where in this medical school traditionally 1 is excellent and 5 is poor. In 2014, the exercises were rated with a mean score of 1.47 (SD 0.621). In 2015, the exercises were rated with a mean score of 1.03 (SD 0.62). In 2016, the exercises were rated with a mean score of 1.27 (SD 0.52). ANOVA analysis (p=0.002) and Bonferroni corrections indicate a statistically significant difference between combined mean scores of the exercise in 2014 and 2015 (p=0.001). No difference was shown between 2014 and 2016 or 2015 and 2016. CONCLUSIONS Medical students rated practicing communication skills with real patient volunteers and physician co-teachers giving immediate feedback in their preclinical years very highly. Student feedback indicated that they preferred active roles and increased opportunities to practice their communication skills.
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Affiliation(s)
- Nadaa B Ali
- Department of Medicine, Brigham and Women’s Hospital
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Krupat E, Pelletier SR, Dienstag JL. Academic Performance on First-Year Medical School Exams: How Well Does It Predict Later Performance on Knowledge-Based and Clinical Assessments? Teach Learn Med 2017; 29:181-187. [PMID: 28098483 DOI: 10.1080/10401334.2016.1259109] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [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: 06/06/2023]
Abstract
Number of appearances in the bottom quartile of 1st-year medical school exams were used to represent the extent to which students were having academic difficulties. Medical educators have long expressed a desire to have indicators of medical student performance that have strong predictive validity. Predictors traditionally used fell into 4 general categories: demographic (e.g., gender), other background factors (e.g., college major), performance/aptitude (e.g., medical college admission test scores), and noncognitive factors (e.g., curiosity). These factors, however, have an inconsistent record of predicting student performance. In comparison to traditional predictive factors, we sought to determine the extent to which academic performance in the 1st-year of medical school, as measured by examination performance in the bottom quartile of the class in 7 required courses, predicted later performance on a variety of assessments, both knowledge based (e.g., United States Medical Licensing Examination Step 1 and Step IICK) and clinical skills based (e.g., clerkship grades and objective structured clinical exam performance). Of all predictors measured, number of appearances in the bottom quartile in Year 1 was the most strongly related to performance in knowledge-based assessments, as well as clinically related outcomes, and, for each outcome, bottom-quartile performance accounted for additional variance beyond that of the traditional predictors. Low academic performance in the 1st year of medical school is a meaningful risk factor with both predictive validity and predictive utility for low performance later in medical school. The question remains as to how we can incorporate this indicator into a system of formative assessment that effectively addresses the challenges of medical students once they have been identified.
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Affiliation(s)
- Edward Krupat
- a Center for Evaluation, Harvard Medical School , Boston , Massachusetts , USA
| | - Stephen R Pelletier
- a Center for Evaluation, Harvard Medical School , Boston , Massachusetts , USA
| | - Jules L Dienstag
- b Department of Medicine , Harvard Medical School , Boston , Massachusetts , USA
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Weingart SN, Stoffel EM, Chung DC, Sequist TD, Lederman RI, Pelletier SR, Shields HM. Working up rectal bleeding in adult primary care practices. J Eval Clin Pract 2017; 23:279-287. [PMID: 27436515 DOI: 10.1111/jep.12596] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/06/2016] [Revised: 06/08/2016] [Accepted: 06/09/2016] [Indexed: 12/01/2022]
Abstract
RATIONALE, AIMS AND OBJECTIVES Variation in the workup of rectal bleeding may result in guideline-discordant care and delayed diagnosis of colorectal cancer. Accordingly, we undertook this study to characterize primary care clinicians' initial rectal bleeding evaluation. METHODS We studied 438 patients at 10 adult primary care practices affiliated with three Boston, Massachusetts, academic medical centres and a multispecialty group practice, performing medical record reviews of subjects with visit codes for rectal bleeding, haemorrhoids or bloody stool. Nurse reviewers abstracted patients' sociodemographic characteristics, rectal bleeding-related symptoms and components of the rectal bleeding workup. Bivariate and multivariable logistic regression models examined factors associated with guideline-discordant workups. RESULTS Clinicians documented a family history of colorectal cancer or polyps at the index visit in 27% of cases and failed to document an abdominal or rectal examination in 21% and 29%. Failure to order imaging or a diagnostic procedure occurred in 32% of cases and was the only component of the workup associated with guideline-discordant care, which occurred in 27% of cases. Compared with patients at hospital-based teaching sites, patients at urban clinics or community health centres had 2.9 (95% confidence interval 1.3-6.3) times the odds of having had an incomplete workup. Network affiliation was also associated with guideline concordance. CONCLUSION Workup of rectal bleeding was inconsistent, incomplete and discordant with guidelines in one-quarter of cases. Research and improvements strategies are needed to understand and manage practice and provider variation.
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Affiliation(s)
- Saul N Weingart
- Tufts Medical Center, Boston, MA, USA.,Tufts University School of Medicine, Boston, MA, USA
| | | | - Daniel C Chung
- Gastrointestinal Unit, Massachusetts General Hospital, Boston, MA, USA.,Harvard Medical School, Boston, MA, USA
| | - Thomas D Sequist
- Harvard Medical School, Boston, MA, USA.,Partners Healthcare System, Boston, MA, USA
| | - Ruth I Lederman
- Survey and Data Management Core, Dana-Farber Cancer Institute Boston, Boston, MA, USA
| | | | - Helen M Shields
- Harvard Medical School, Boston, MA, USA.,Division of Medical Communications, Department of Medicine, Brigham and Women's Hospital, Boston, MA, USA
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Abstract
PURPOSE Although faculty development programs in medical education have increased over the past two decades, there is a lack of rigorous program evaluation. The aim of this study was to determine quantifiable outcomes of Harvard Medical School's (HMS's) Fellowship in Medical Education and evaluate attainment of its goals. METHOD In 2005 and 2009 the authors collected curricula vitae (CVs) and conducted within-subject analysis of 42 fellowship graduates and also conducted comparison analysis between 12 academic year 2005 fellows and 12 faculty who did not participate in the program. The authors identified 10 metrics of academic advancement. CV analysis for the 42 graduates started 2 years prior to fellowship enrollment and continued for 2-year intervals until June 2009 (10 years of data collection). CV analysis for the comparison group was from 2003 to 2009. The authors also analyzed association between gender and academic outcomes. RESULTS Fellowship graduates demonstrated significant changes in 4 of 10 academic metrics by the end of the fellowship year: academic promotion, educational leadership, education committees, and education funding. Two metrics-educational leadership and committees-showed increased outcomes two years post fellowship, with a positive trend for promotions. Fellowship graduates significantly outpaced the comparison group in 6 of 10 metrics. Women did significantly more committee work, secured more education funding, and were promoted more often than men. CONCLUSIONS Findings indicate that the HMS Fellowship in Medical Education meets programmatic goals and produces positive, measurable academic outcomes. Standardized evaluation metrics of longitudinal faculty development programs would aid cross-institutional comparisons.
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Affiliation(s)
- Lori R Newman
- L.R. Newman is director of faculty education, Shapiro Institute for Education and Research at Harvard Medical School and Beth Israel Deaconess Medical Center, and principal associate in medicine, Department of Medicine, Harvard Medical School, Boston, Massachusetts. S.R. Pelletier is senior project manager, Center for Evaluation at Harvard Medical School, Boston, Massachusetts. B.A. Lown is director of faculty development, Mount Auburn Hospital, medical director, Schwartz Center for Compassionate Healthcare, and associate professor of medicine, Harvard Medical School, Boston, Massachusetts
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Weingart SN, Stoffel EM, Chung DC, Sequist TD, Lederman RI, Pelletier SR, Shields HM. Delayed Workup of Rectal Bleeding in Adult Primary Care: Examining Process-of-Care Failures. Jt Comm J Qual Patient Saf 2016; 43:32-40. [PMID: 28334584 DOI: 10.1016/j.jcjq.2016.10.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
BACKGROUND Although delayed colorectal cancer diagnoses figure prominently in medical malpractice claims, little is known about the quality of primary care clinicians' workup of rectal bleeding. METHODS In this study, 438 patients were identified using International Classification of Diseases, Ninth Revision, Clinical Modification (ICD-9-CM) codes for rectal bleeding, hemorrhoids, and blood in the stool at 10 Boston adult primary care practices. Following nurse chart abstraction, physician reviewers assessed the overall quality of care and key care processes. Subjects' characteristics and physician reviewers' processes-of-care assessments were tabulated, and logistic regression models were used to examine the association of process failures with overall quality and guideline concordance. RESULTS Although reviewers judged the overall quality of care to be good or excellent in 337 (77%) of 438 cases, 312 (71%) patients experienced at least one process-of-care failure in the workup of rectal bleeding. Clinicians failed to obtain an adequate family history in 38% of cases, complete a pertinent physical exam in 23%, and order laboratory tests in 16%. Failure to order or perform tests, or to make follow-up plans were associated with increased odds of poor or fair care. Guideline concordance bore little relationship with quality judgments. Reviewers judged that 128 delays could have been reduced or prevented. CONCLUSION Process-of-care failures among adult primary care patients with rectal bleeding were frequent and associated with fair or poor quality. Educating practitioners and creating systems to ensure adequate history taking, physical examination, and processes for ordering, performing, and interpreting diagnostic tests may improve performance.
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Shields HM, Leffler DA, Peters AS, Llerena-Quinn R, Nambudiri VE, White AA, Hayward JN, Pelletier SR. A faculty development program integrating cross-cultural care into a gastrointestinal pathophysiology tutorial benefits students, tutors, and the course. Adv Physiol Educ 2015; 39:81-90. [PMID: 26031723 DOI: 10.1152/advan.00107.2014] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [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: 06/04/2023]
Abstract
A specific faculty development program for tutors to teach cross-cultural care in a preclinical gastrointestinal pathophysiology course with weekly longitudinal followup sessions was designed in 2007 and conducted in the same manner over a 6-yr period. Anonymous student evaluations of how "frequently" the course and the tutor were actively teaching cross-cultural care were performed. The statements "This tutor actively teaches culturally competent care" and "Issues of culture and ethnicity were addressed" were significantly improved over baseline 2004 data. These increases were sustained over the 6-yr period. A tutor's overall rating as a teacher was moderately correlated with his/her "frequently" actively teaching cross-cultural care (r = 0.385, P < 0. 001). Course evaluation scores were excellent and put the course into the group of preclinical courses with the top ratings. Students in the Race in Curriculum Group asked that the program be expanded to other preclinical courses. In conclusion, from 2007 to 2012, a faculty development program for teaching cross-cultural care consistently increased the discussion of cross-cultural care in the tutorial and course over each year beginning with 2007 compared with the baseline year of 2004. Our data suggest that cross-cultural care can be effectively integrated into pathophysiology tutorials and helps improve students' satisfaction and tutors' ratings. Teaching cross-cultural care in a pathophysiology tutorial did not detract from the course's overall evaluations, which remained in the top group over the 6-yr period.
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Affiliation(s)
- Helen M Shields
- Department of Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts;
| | - Daniel A Leffler
- Department of Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts
| | - Antoinette S Peters
- Department of Population Medicine, Harvard Medical School, and Harvard Pilgrim Health Care Institute, Boston, Massachusetts
| | | | - Vinod E Nambudiri
- Department of Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts; Department of Dermatology, Department of Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts
| | - Augustus A White
- Program in Medical Education, Harvard Medical School, Boston, Massachusetts
| | - Jane N Hayward
- Beth Israel Deaconess Medical Center, Boston, Massachusetts; and
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Shields HM, Stoffel EM, Chung DC, Sequist TD, Li JW, Pelletier SR, Spencer J, Silk JM, Austin BL, Diguette S, Furbish JE, Lederman R, Weingart SN. Disparities in evaluation of patients with rectal bleeding 40 years and older. Clin Gastroenterol Hepatol 2014; 12:669-75; quiz e33. [PMID: 23891918 PMCID: PMC4378237 DOI: 10.1016/j.cgh.2013.07.008] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/05/2013] [Revised: 06/14/2013] [Accepted: 07/08/2013] [Indexed: 12/29/2022]
Abstract
BACKGROUND & AIMS Rectal bleeding is associated with colorectal cancer. We characterized the evaluation of patients aged 40 years and older with rectal bleeding and identified characteristics associated with inadequate evaluation. METHODS We conducted a retrospective review of records of outpatient visits that contained reports of rectal bleeding for patients aged 40 years and older (N = 480). We studied whether patient characteristics affected whether or not they received a colonoscopy examination within 90 days of presentation with rectal bleeding. Patient characteristics included demographics; family history of colon cancer and polyps; and histories of screening colonoscopies, physical examinations, referrals to specialists at the index visit, and communication of laboratory results. Data were collected from medical records, and patient income levels were estimated based on Zip codes. RESULTS Nearly half of the patients presenting with rectal bleeding received colonoscopies (48.1%); 81.7% received the procedure within 90 days. A history of a colonoscopy examination was more likely to be reported in white patients compared with Hispanic or Asian patients (P = .012 and P = .006, respectively), and in high-income compared with low-income patients (P = .022). A family history was more likely to be documented among patients with private insurance than those with Medicaid or Medicare (P = .004). A rectal examination was performed more often for patients who were white or Asian, male, and with high or middle incomes, compared with those who were black, Hispanic, female, or with low incomes (P = .027). White patients were more likely to have their laboratory results communicated to them than black patients (P = .001). CONCLUSIONS Sex, race, ethnicity, patient income, and insurance status were associated with disparities in evaluation of rectal bleeding. There is a need to standardize the evaluation of patients with rectal bleeding.
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Affiliation(s)
- Helen M Shields
- Department of Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts; Division of Gastroenterology, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts.
| | - Elena M Stoffel
- Department of Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts; Division of Gastroenterology, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts
| | - Daniel C Chung
- Department of Medicine, Division of Gastroenterology, Massachusetts General Hospital and Harvard Medical School, Boston, Massachusetts
| | - Thomas D Sequist
- Department of Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts; Division of General Internal Medicine, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts; Department of Health Care Policy, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts; Harvard Vanguard Medical Associates, Harvard Medical School, Boston, Massachusetts
| | - Justin W Li
- Center for Patient Safety, Harvard Medical School, Boston, Massachusetts
| | | | - Justin Spencer
- Center for Patient Safety, Harvard Medical School, Boston, Massachusetts
| | - Jean M Silk
- Division of Gastroenterology, Brigham and Women's Hospital and Harvard Medical School, Boston, Massachusetts
| | - Bonita L Austin
- Department of Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts
| | - Susan Diguette
- Harvard Vanguard Medical Associates, Harvard Medical School, Boston, Massachusetts
| | - Jean E Furbish
- Department of Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts
| | - Ruth Lederman
- Dana-Farber Cancer Institute, Harvard Medical School, Boston, Massachusetts
| | - Saul N Weingart
- Department of Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, Massachusetts; Center for Patient Safety, Harvard Medical School, Boston, Massachusetts
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Niu NN, Syed ZA, Krupat E, Crutcher BN, Pelletier SR, Shields HM. The impact of cross-cultural interactions on medical students' preparedness to care for diverse patients. Acad Med 2012; 87:1530-1534. [PMID: 23018328 DOI: 10.1097/acm.0b013e31826d40f5] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
PURPOSE Medical students who graduate from schools with diverse student populations are more likely to rate themselves as prepared to care for diverse patients compared with students who graduate from more homogenous schools. This study aimed to identify the types of cross-cultural interactions associated with students' self-rated preparedness. METHOD In 2010, the authors developed and administered a Web-based survey that queried Harvard Medical School students about their voluntary interethnic interactions (studying, socializing), participation in diversity-related extracurricular activities, and self-rated preparedness to care for diverse patients. The authors separated students' responses regarding interethnic interactions and participation in diversity-related extracurricular activities into high and low participation, then determined the association between these responses and those to questions about students' self-rated preparedness to care for diverse patients. They used ANOVA and Z tests of proportion to analyze their data. RESULTS Of 724 eligible students, 460 completed the survey (64%). Seventy-five percent (324/433) believed they were prepared to care for patients from backgrounds different from their own. Students who spent >75% of their study time with students from different backgrounds or who participated in a greater number of diversity-related extracurricular activities were more likely to rate themselves as prepared to care for diverse patients overall and to perform seven other skills. CONCLUSIONS Voluntary cross-cultural interactions, both studying and socializing, are associated with higher self-rated preparedness to care for patients from diverse backgrounds. Medical schools should continue to support multicultural pursuits to prepare students to become physicians sensitive to the needs of diverse patients.
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Affiliation(s)
- Nina N Niu
- Oliver Wendell Holmes Society, Harvard Medical School, Boston, Massachusetts, USA
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Newman LR, Brodsky DD, Roberts DH, Pelletier SR, Johansson A, Vollmer CM, Atkins KM, Schwartzstein RM. Developing expert-derived rating standards for the peer assessment of lectures. Acad Med 2012; 87:356-363. [PMID: 22281550 DOI: 10.1097/acm.0b013e3182444fa3] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
PURPOSE For peer review of teaching to be credible and reliable, peer raters must be trained to identify and measure teaching behaviors accurately. Peer rater training, therefore, must be based on expert-derived rating standards of teaching performance. The authors sought to establish precise lecture rating standards for use in peer rater training at their school. METHOD From 2008 to 2010, a panel of experts, who had previously helped to develop an instrument for the peer assessment of lecturing, met to observe, discuss, and rate 40 lectures, using a consensus-building model to determine key behaviors and levels of proficiency for each of the instrument's 11 criteria. During this process, the panelists supplemented the original instrument with precise behavioral descriptors of lecturing. The reliability of the derived rating standards was assessed by having the panelists score six sample lectures independently. RESULTS Intraclass correlation coefficients of the panelists' ratings of the lectures ranged from 0.75 to 0.96. There was moderate to high positive association between 10 of the 11 instrument's criteria and the overall performance score (r = 0.752-0.886). There were no statistically significant differences among raters in terms of leniency or stringency of scores. CONCLUSIONS Two relational themes, content and style, were identified within the instrument's variables. Recommendations for developing expert-derived ratings standards include using an interdisciplinary group for observation, discussion, and verbal identification of behaviors; asking members to consider views that contrast with their own; and noting key teaching behaviors for use in future peer rater training.
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Affiliation(s)
- Lori R Newman
- Shapiro Institute for Education and Research at Harvard Medical School, Boston, Massachusetts 02215, USA.
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Abstract
PURPOSE To obtain an accurate and detailed portrait of medical students' principal clinical year using firsthand accounts of their experiences over the course of the year. METHOD All 45 Harvard Medical School students at four clinical sites who were training in 2005-2006 under three different pedagogical models provided open-ended responses to a monthly check-in asking them for brief descriptions of any interesting or memorable experiences associated with their clerkships. Associations with gender, time of year, rotation, and clerkship model were also studied. RESULTS A total of 770 incidents were collected, and these were coded for positivity-negativity and content. Five broad theme areas were identified: stories about physicians (e.g., physicians giving instruction, acting as role models), medical students and their behavior (feelings of uncertainty or being useful, of workload), patients and patient care (e.g., learning by doing or observing, forming bonds with patients, memorable patients, treating patients over time), groups and group climate (e.g., effectiveness of teams, informal groups, comparison of services), and content themes (e.g., birth, death, cancer, bad news). Two-thirds of all stories were coded as positive. CONCLUSIONS These third-year medical students often framed their experiences positively, finding learning lessons even in stressful or unpleasant events. Their stories also reflect relatively consistent orientations toward patients and patient care (e.g., biomedical versus patient-centered). The authors believe these incidents reflect the emerging professional identities of medical students; educators can use these to help students reflect on the kind of physician they aspire to become.
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Affiliation(s)
- Edward Krupat
- Center for Evaluation, Harvard Medical School, Boston, Massachusetts 02115, USA.
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Shields HM, Nambudiri VE, Leffler DA, Akileswaran C, Gurrola ER, Jimenez R, Saltzman A, Samuel PA, Wong K, White Iii AA, Hafler JP, Hayward JN, Pelletier SR, O'Farrell RP, Blanco PG, Kappler SM, Llerena-Quinn R. Using medical students to enhance curricular integration of cross-cultural content. Kaohsiung J Med Sci 2010; 25:493-502. [PMID: 19717368 DOI: 10.1016/s1607-551x(09)70556-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
We hypothesized that an interested medical student group would be helpful in reviewing tutorial cases and giving relevant feedback on the curricular integration of cross-cultural content using case triggers in a preclinical gastrointestinal pathophysiology course. Self-selected student leaders (n = 9) reviewed pre-existing problem-based learning tutorial cases (n = 3) with cross-cultural triggers, and provided narrative feedback to course faculty. The cases were modified and used for the entire class in the following 2 years. Participating course students' comments and teaching faculty feedback were also noted. Outcomes were a change in case content, student global evaluations of the course, and self-reported faculty comfort with teaching the cases. All three tutorial cases were reviewed by a separate group of 2-3 students. Major and minor revisions were made to each case based on the student feedback. These cases were used in 2007 and 2008 and were the major change to the course during that time. Overall course evaluation scores improved significantly from 2006 to 2008 (p = 0.000). Tutors (n = 22 in 2007; n = 23 in 2008) expressed relief during tutor meetings that students had reviewed the cases. A general framework for eliciting student feedback on problem-based cases was developed. Student feedback, consisting of self-selected students' case reviews and solicited course and tutor comments, added value to a curricular reform to improve the integration of cross-cultural content into a problem-based learning curriculum. Our study underscores the fundamental link between teachers and students as partners in curricular development.
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Affiliation(s)
- Helen M Shields
- Beth Israel Deaconess Medical Center, and Harvard Medical School, 330 Brookline Avenue, Boston, MA 02215, USA.
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Goisman RM, Levin RM, Krupat E, Pelletier SR, Alpert JE. Psychiatric OSCE performance of students with and without a previous core psychiatry clerkship. Acad Psychiatry 2010; 34:141-144. [PMID: 20224028 DOI: 10.1176/appi.ap.34.2.141] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
OBJECTIVE The OSCE has been demonstrated to be a reliable and valid method by which to assess students' clinical skills. An OSCE station was used to determine whether or not students who had completed a core psychiatry clerkship demonstrated skills that were superior to those who had not taken the clerkship and which areas discriminated between clerkship completers and noncompleters. METHODS One hundred thirty-six students took a 48-item, fourth-year OSCE with one psychiatry station. Sixty-three (46%) had already completed psychiatry, and 70 (51%) had not, with three unknown. Students were to take histories, perform mental status examinations, assess dangerousness, and propose the differential diagnosis and treatment plans. RESULTS Nine items differed significantly between completers and noncompleters, six concerning phenomenology and mental status and three concerning differential diagnosis. There were no differences regarding history, communication skills, or recommended interventions. CONCLUSION Students may learn history taking, communication, and treatment planning in many settings. However, for the mental status examination, phenomenology, and differential diagnosis, completing a psychiatry clerkship was associated with better OSCE performance.
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Shields HM, Leffler DA, White AA, Hafler JP, Pelletier SR, O'farrell RP, Llerena-Quinn R, Hayward JN, Salamone S, Lenco AM, Blanco PG, Peters AS. Integration of racial, cultural, ethnic, and socioeconomic factors into a gastrointestinal pathophysiology course. Clin Gastroenterol Hepatol 2009; 7:279-84. [PMID: 19118643 DOI: 10.1016/j.cgh.2008.10.012] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/07/2008] [Revised: 09/29/2008] [Accepted: 10/01/2008] [Indexed: 02/07/2023]
Abstract
BACKGROUND & AIMS Our study describes a faculty development program to encourage the integration of racial, cultural, ethnic, and socioeconomic factors such as obesity, inability to pay for essential medications, the use of alternative medicine, dietary preferences, and alcoholism in a gastrointestinal pathophysiology course. METHODS We designed a 1-hour faculty development session with longitudinal reinforcement of concepts. The session focused on showing the relevance of racial, ethnic, cultural, and socioeconomic factors to gastrointestinal diseases, and encouraged tutors to take an active and pivotal role in discussion of these factors. The study outcome was student responses to course evaluation questions concerning the teaching of cultural and ethnic issues in the course as a whole and by individual tutorials in 2004 (pre-faculty development) and in 2006 to 2008 (post-faculty development). RESULTS Between 2004 and 2008, the proportion of students reporting that "Issues of culture and ethnicity as they affect topics in this course were addressed" increased significantly (P = .000). From 2006 to 2008, compared with 2004, there was a significant increase in the number of tutors who "frequently" taught culturally competent care according to 60% or greater of their tutorial students (P = .003). The tutor's age, gender, prior tutor experience, rank, and specialty did not significantly impact results. CONCLUSIONS An innovative faculty development session that encourages tutors to discuss racial, cultural, ethnic, and socioeconomic issues relevant to both care of the whole patient and to the pathophysiology of illness is both effective and applicable to other preclinical and clinical courses.
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Affiliation(s)
- Helen M Shields
- Division of Gastroenterology, Beth Israel Deaconess Medical Center, Boston, Massachusetts 02215, USA.
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Shields HM, Guss D, Somers SC, Kerfoot BP, Mandell BS, Travassos WJ, Ullman SM, Maroo S, Honan JP, Raymond LW, Goldberg EM, Leffler DA, Hayward JN, Pelletier SR, Carbo AR, Fishman LN, Nath BJ, Cohn MA, Hafler JP. A faculty development program to train tutors to be discussion leaders rather than facilitators. Acad Med 2007; 82:486-92. [PMID: 17457073 DOI: 10.1097/acm.0b013e31803eac9f] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
PURPOSE During 2003, 2004, and 2005, the role of 70 tutors was changed from that of facilitator to discussion leader, in a preclinical PBL learning course, Gastrointestinal Pathophysiology, by use of three key business school teaching strategies: questions, summaries, and schematics. The purpose of this study was to learn what difference this new approach made. METHOD During each of the three study years, 171 (2003), 167 (2004), and 170 (2005) students were given Likert-scale attitudinal questionnaires to rate whether their tutors encouraged student direction of the tutorials and whether the summaries and closure schematics benefited their learning. Students' overall course evaluations and mean USMLE scores were quantitatively analyzed, pre- and postintervention. A variety of statistical tests were used to assess the statistical significance of means at the confidence level of .05. RESULTS In the third year of the program, student ratings indicated that their tutors were significantly better at encouraging student direction of the tutorials than in the first year (P < .05). The students reported that the tutorial made a more important contribution to their learning (P < .05), and the course objectives were better stated (P = .038) and better met (P = .007). Overall satisfaction with the course also improved significantly (P = .006). Part I gastrointestinal system mean scores of the USMLE showed a statistically significant increase in 2005 compared with 2001 or 2002. CONCLUSIONS The tutor as a discussion leader who questions, summarizes, and uses schematics to illustrate concepts had a significant and positive impact on learning in tutorials, achieving course objectives, improving overall course satisfaction, and increasing a standardized national exam's mean score.
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Affiliation(s)
- Helen M Shields
- Division of Gastroenterology, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Massachusetts 02215, USA.
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Blendon RJ, Brodie M, Altman DE, Benson JM, Pelletier SR, Rosenbaum MD. Where Was Health Care In The 2002 Election? Health Aff (Millwood) 2002. [DOI: 10.1377/hlthaff.w2.426] [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: 11/05/2022]
Affiliation(s)
- Robert J. Blendon
- Robert J. Blendon is a professor of health policy and political analysis at the Harvard School of Public Health and John F. Kennedy School of Government. Mollyann Brodie is vice-president and director of public opinion and media research at the Henry J. Kaiser Family Foundation. Drew Altman is that foundation's president and chief executive officer. John M. Benson is managing director, Harvard Opinion Research Program, Harvard School of Public Health. Stephen Pelletier is the program's assistant director
| | - Mollyann Brodie
- Robert J. Blendon is a professor of health policy and political analysis at the Harvard School of Public Health and John F. Kennedy School of Government. Mollyann Brodie is vice-president and director of public opinion and media research at the Henry J. Kaiser Family Foundation. Drew Altman is that foundation's president and chief executive officer. John M. Benson is managing director, Harvard Opinion Research Program, Harvard School of Public Health. Stephen Pelletier is the program's assistant director
| | - Drew E. Altman
- Robert J. Blendon is a professor of health policy and political analysis at the Harvard School of Public Health and John F. Kennedy School of Government. Mollyann Brodie is vice-president and director of public opinion and media research at the Henry J. Kaiser Family Foundation. Drew Altman is that foundation's president and chief executive officer. John M. Benson is managing director, Harvard Opinion Research Program, Harvard School of Public Health. Stephen Pelletier is the program's assistant director
| | - John M. Benson
- Robert J. Blendon is a professor of health policy and political analysis at the Harvard School of Public Health and John F. Kennedy School of Government. Mollyann Brodie is vice-president and director of public opinion and media research at the Henry J. Kaiser Family Foundation. Drew Altman is that foundation's president and chief executive officer. John M. Benson is managing director, Harvard Opinion Research Program, Harvard School of Public Health. Stephen Pelletier is the program's assistant director
| | - Stephen R. Pelletier
- Robert J. Blendon is a professor of health policy and political analysis at the Harvard School of Public Health and John F. Kennedy School of Government. Mollyann Brodie is vice-president and director of public opinion and media research at the Henry J. Kaiser Family Foundation. Drew Altman is that foundation's president and chief executive officer. John M. Benson is managing director, Harvard Opinion Research Program, Harvard School of Public Health. Stephen Pelletier is the program's assistant director
| | - Marcus D. Rosenbaum
- Robert J. Blendon is a professor of health policy and political analysis at the Harvard School of Public Health and John F. Kennedy School of Government. Mollyann Brodie is vice-president and director of public opinion and media research at the Henry J. Kaiser Family Foundation. Drew Altman is that foundation's president and chief executive officer. John M. Benson is managing director, Harvard Opinion Research Program, Harvard School of Public Health. Stephen Pelletier is the program's assistant director
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