Academic Medicine最新文献

筛选
英文 中文
Validation of the Learner Engagement Instrument for Continuing Professional Development. 持续专业发展学习者参与工具的验证。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2024-09-01 Epub Date: 2024-07-29 DOI: 10.1097/ACM.0000000000005749
David A Cook, Christopher R Stephenson
{"title":"Validation of the Learner Engagement Instrument for Continuing Professional Development.","authors":"David A Cook, Christopher R Stephenson","doi":"10.1097/ACM.0000000000005749","DOIUrl":"10.1097/ACM.0000000000005749","url":null,"abstract":"<p><strong>Purpose: </strong>Learner engagement is the energy learners exert to remain focused and motivated to learn. The Learner Engagement Instrument (LEI) was developed to measure learner engagement in a short continuing professional development (CPD) activity. The authors validated LEI scores using validity evidence of internal structure and relationships with other variables.</p><p><strong>Method: </strong>Participants attended 1 of 4 CPD courses (1 in-person, 2 online livestreamed, and 1 either in-person or livestreamed) in 2018, 2020, 2021, and 2022. Confirmatory factor analysis was used to examine model fit for several alternative structural models, separately for each course. The authors also conducted a generalizability study to estimate score reliability. Associations were evaluated between LEI scores and Continuing Medical Education Teaching Effectiveness (CMETE) scores and participant demographics. Statistical methods accounted for repeated measures by participants.</p><p><strong>Results: </strong>Four hundred fifteen unique participants attended 203 different CPD presentations and completed the LEI 11,567 times. The originally hypothesized 4-domain model of learner engagement (domains: emotional, behavioral, cognitive in-class, cognitive out-of-class) demonstrated best model fit in all 4 courses, with comparative fit index ≥ 0.99, standardized root mean square residual ≤ 0.031, and root mean square error of approximation ≤ 0.047. The reliability for overall scores and domain scores were all acceptable (50-rater G-coefficient ≥ 0.74) except for the cognitive in-class domain (50-rater G-coefficient of 0.55 to 0.66). Findings were similar for both in-person and online delivery modalities. Correlation of LEI scores with teaching effectiveness was confirmed (rho=0.58), and a small correlation was found with participant age (rho=0.19); other associations were small and not statistically significant. Using these findings, we generated a shortened 4-item instrument, the LEI Short Form.</p><p><strong>Conclusions: </strong>This study confirms a 4-domain model of learner engagement and provides validity evidence that supports using LEI scores to measure learner engagement in both in-person and livestreamed CPD activities.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":null,"pages":null},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140873570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Engaging Learners With the Utility of Electronic Medical Record Templates in Patient Note Writing. 让学习者了解电子病历模板在病人笔记书写中的实用性。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2024-09-01 Epub Date: 2024-06-12 DOI: 10.1097/ACM.0000000000005787
Gabriella Schmuter, Robert A Beale
{"title":"Engaging Learners With the Utility of Electronic Medical Record Templates in Patient Note Writing.","authors":"Gabriella Schmuter, Robert A Beale","doi":"10.1097/ACM.0000000000005787","DOIUrl":"10.1097/ACM.0000000000005787","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":null,"pages":null},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141312215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Exploring Medical Student Experiences With Direct Observation During the Pediatric Clerkship. 探索医学生在儿科实习期间的直接观察经验。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2024-09-01 Epub Date: 2024-05-01 DOI: 10.1097/ACM.0000000000005747
Capri P Alex, H Barrett Fromme, Larrie Greenberg, Michael S Ryan, Sarah Gustafson, Maya K Neeley, Shaughn Nunez, Molly E Rideout, Jessica VanNostrand, Nicola M Orlov
{"title":"Exploring Medical Student Experiences With Direct Observation During the Pediatric Clerkship.","authors":"Capri P Alex, H Barrett Fromme, Larrie Greenberg, Michael S Ryan, Sarah Gustafson, Maya K Neeley, Shaughn Nunez, Molly E Rideout, Jessica VanNostrand, Nicola M Orlov","doi":"10.1097/ACM.0000000000005747","DOIUrl":"10.1097/ACM.0000000000005747","url":null,"abstract":"<p><strong>Purpose: </strong>Direct observation (DO) enables assessment of vital competencies, such as clinical skills. Despite national requirement that medical students experience DOs during each clerkship, the frequency, length, quality, and context of these DOs are not well established. This study examines the quality, quantity, and characteristics of DOs obtained during pediatrics clerkships across multiple institutions.</p><p><strong>Method: </strong>This multimethod study was performed at 6 U.S.-based institutions from March to October 2022. In the qualitative phase, focus groups and/or semistructured interviews were conducted with third-year medical students at the conclusion of pediatrics clerkships. In the quantitative phase, the authors administered an internally developed instrument after focus group discussions or interviews. Qualitative data were analyzed using thematic analysis, and quantitative data were analyzed using anonymous survey responses.</p><p><strong>Results: </strong>Seventy-three medical students participated in 20 focus groups, and 71 (97.3%) completed the survey. The authors identified 7 themes that were organized into key principles: before, during, and after DO. Most students reported their DOs were conducted primarily by residents (62 [87.3%]) rather than attendings (6 [8.4%]) in inpatient settings. Participants reported daily attending observation of clinical reasoning (38 [53.5%]), communication (39 [54.9%]), and presentation skills (58 [81.7%]). One-third reported they were never observed taking a history by an inpatient attending (23 [32.4%]), and one-quarter reported they were never observed performing a physical exam (18 [25.4%]).</p><p><strong>Conclusions: </strong>This study revealed that students are not being assessed for performing vital clinical skills in the inpatient setting by attendings as frequently as previously believed. When observers set expectations, create a safe learning environment, and follow up with actionable feedback, medical students perceive the experience as valuable; however, the DO experience is currently suboptimal. Therefore, a high-quality, competency-based clinical education for medical students is necessary to directly drive future patient care by way of a competent physician workforce.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":null,"pages":null},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140861330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Disparities in Medical School Clerkship Grades Associated With Sex, Race, and Ethnicity: A Person-Centered Approach. 与性别、种族和民族有关的医学院实习成绩差异:以人为本的方法》。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2024-09-01 Epub Date: 2024-03-14 DOI: 10.1097/ACM.0000000000005690
Paulina Perez Mejias, Gustavo Lara, Alex Duran, Rashelle Musci, Nancy A Hueppchen, Roy C Ziegelstein, Pamela A Lipsett
{"title":"Disparities in Medical School Clerkship Grades Associated With Sex, Race, and Ethnicity: A Person-Centered Approach.","authors":"Paulina Perez Mejias, Gustavo Lara, Alex Duran, Rashelle Musci, Nancy A Hueppchen, Roy C Ziegelstein, Pamela A Lipsett","doi":"10.1097/ACM.0000000000005690","DOIUrl":"10.1097/ACM.0000000000005690","url":null,"abstract":"<p><strong>Purpose: </strong>To determine whether students' self-reported race/ethnicity and sex were associated with grades earned in 7 core clerkships. A person-centered approach was used to group students based on observed clerkship grade patterns. Predictors of group membership and predictive bias by race/ethnicity and sex were investigated.</p><p><strong>Method: </strong>Using data from 6 medical student cohorts at Johns Hopkins University School of Medicine (JHUSOM), latent class analysis was used to classify students based on clerkship grades. Multinomial logistic regression was employed to investigate if preclerkship measures and student demographic characteristics predicted clerkship performance-level groups. Marginal effects for United States Medical Licensing Exam (USMLE) Step 1 scores were obtained to assess the predictive validity of the test on group membership by race/ethnicity and sex. Predictive bias was examined by comparing multinomial logistic regression prediction errors across racial/ethnic groups.</p><p><strong>Results: </strong>Three clerkship performance-level groups emerged from the data: low, middle, and high. Significant predictors of group membership were race/ethnicity, sex, and USMLE Step 1 scores. Black or African American students were more likely (odds ratio [OR] = 4.26) to be low performers than White students. Black or African American (OR = 0.08) and Asian students (OR = 0.41) were less likely to be high performers than White students. Female students (OR = 2.51) were more likely to be high performers than male students. Patterns of prediction errors observed across racial/ethnic groups showed predictive bias when using USMLE Step 1 scores to predict clerkship performance-level groups.</p><p><strong>Conclusions: </strong>Disparities in clerkship grades associated with race/ethnicity were found among JHUSOM students, which persisted after controlling for USMLE Step 1 scores, sex, and other preclerkship performance measures. Differential predictive validity of USMLE Step 1 exam scores and systematic error predictions by race/ethnicity show predictive bias when using USMLE Step 1 scores to predict clerkship performance across racial/ethnic groups.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":null,"pages":null},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140137492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Need for Greater Transparency in Journal Submissions That Report Novel Machine Learning Models in Health Professions Education. 需要提高期刊投稿的透明度,以报道卫生职业教育中的新型机器学习模型。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2024-09-01 Epub Date: 2024-06-26 DOI: 10.1097/ACM.0000000000005793
Gustavo A Patino, Laura Weiss Roberts
{"title":"The Need for Greater Transparency in Journal Submissions That Report Novel Machine Learning Models in Health Professions Education.","authors":"Gustavo A Patino, Laura Weiss Roberts","doi":"10.1097/ACM.0000000000005793","DOIUrl":"10.1097/ACM.0000000000005793","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":null,"pages":null},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
To the Fig Tree on 9th and Christian. 去第九大道和克里斯蒂安路口的无花果树餐厅
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2024-09-01 Epub Date: 2023-05-25 DOI: 10.1097/ACM.0000000000005280
Ross Gay
{"title":"To the Fig Tree on 9th and Christian.","authors":"Ross Gay","doi":"10.1097/ACM.0000000000005280","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005280","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":null,"pages":null},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142300184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Protecting and Learning From LGBTQ Students. 保护 LGBTQ 学生并向他们学习。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2024-09-01 Epub Date: 2024-06-12 DOI: 10.1097/ACM.0000000000005785
Nam S Danny Hoang
{"title":"Protecting and Learning From LGBTQ Students.","authors":"Nam S Danny Hoang","doi":"10.1097/ACM.0000000000005785","DOIUrl":"10.1097/ACM.0000000000005785","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":null,"pages":null},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141312218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Significance of Adding a Separate Racial Checkbox for Middle Eastern and North African Patients. 为中东和北非患者添加单独种族复选框的意义。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2024-09-01 Epub Date: 2024-06-17 DOI: 10.1097/ACM.0000000000005791
Ghida El Banna, Sophia Neman, John Trinidad
{"title":"Significance of Adding a Separate Racial Checkbox for Middle Eastern and North African Patients.","authors":"Ghida El Banna, Sophia Neman, John Trinidad","doi":"10.1097/ACM.0000000000005791","DOIUrl":"10.1097/ACM.0000000000005791","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":null,"pages":null},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142082501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Racial and Ethnic Bias in Letters of Recommendation in Academic Medicine: A Systematic Review. 学术医学推荐信中的种族和民族偏见:系统综述。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2024-09-01 Epub Date: 2024-03-08 DOI: 10.1097/ACM.0000000000005688
Saarang R Deshpande, Gina Lepore, Lily Wieland, Jennifer R Kogan
{"title":"Racial and Ethnic Bias in Letters of Recommendation in Academic Medicine: A Systematic Review.","authors":"Saarang R Deshpande, Gina Lepore, Lily Wieland, Jennifer R Kogan","doi":"10.1097/ACM.0000000000005688","DOIUrl":"10.1097/ACM.0000000000005688","url":null,"abstract":"<p><strong>Purpose: </strong>Letters of recommendations (LORs) are key components of academic medicine applications. Given that bias against students and trainees underrepresented in medicine (UIM) has been demonstrated across assessment, achievement, and advancement domains, the authors reviewed studies on LORs to assess racial, ethnic, and UIM differences in LORs. Standardized LORs (SLORs), an increasingly common form of LORs, were also assessed for racial and ethnic differences.</p><p><strong>Method: </strong>A systematic review was conducted for English-language studies that assessed racial or ethnic differences in LORs in academic medicine published from database inception to July 16, 2023. Studies evaluating SLORs underwent data abstraction to evaluate their impact on the given race or ethnicity comparison and outcome variables.</p><p><strong>Results: </strong>Twenty-three studies describing 19,012 applicants and 41,925 LORs were included. Nineteen studies (82.6%) assessed LORs for residency, 4 (17.4%) assessed LORs for fellowship, and none evaluated employment or promotion. Fifteen of 17 studies (88.2%) assessing linguistic differences reported a significant difference in a particular race or ethnicity comparison. Of the 7 studies assessing agentic language (e.g., \"strong,\" \"confident\"), 1 study found fewer agentic terms used for Black and Latinx applicants, and 1 study reported higher agency scores for Asian applicants and applicants of races other than White. There were mixed results for the use of communal and grindstone language in UIM and non-UIM comparisons. Among 6 studies, 4 (66.7%) reported that standout language (e.g., \"exceptional,\" \"outstanding\") was less likely to be ascribed to UIM applicants. Doubt-raising language was more frequently used for UIM trainees. When SLORs and unstructured LORs were compared, fewer linguistic differences were found in SLORs.</p><p><strong>Conclusions: </strong>There is a moderate bias against UIM candidates in the domains of linguistic differences, doubt-raising language, and topics discussed in LORs, which has implications for perceptions of competence and ability in the high-stakes residency and fellowship application process.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":null,"pages":null},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140102804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Bibliometric Networks for Researchers in Health Professions Education. 卫生职业教育研究人员的文献计量网络。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2024-09-01 Epub Date: 2024-03-13 DOI: 10.1097/ACM.0000000000005700
Anton Boudreau Ninkov, Jason R Frank, Joseph A Costello, Anthony R Artino, Lauren A Maggio
{"title":"Bibliometric Networks for Researchers in Health Professions Education.","authors":"Anton Boudreau Ninkov, Jason R Frank, Joseph A Costello, Anthony R Artino, Lauren A Maggio","doi":"10.1097/ACM.0000000000005700","DOIUrl":"10.1097/ACM.0000000000005700","url":null,"abstract":"<p><p>Bibliometric network analysis is an analytical approach that enables researchers to visualize the relationships between a set of research items (e.g., journal articles, books). There are 3 types of bibliometric network analyses, and multiple tools to conduct the analysis and visualize results (e.g., VOSviewer , 1Gephi2 ). For health professions educators, bibliometric network analysis is valuable for discovering the field's emerging trends, popular topics, and multidisciplinary relationships. 3,4.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":null,"pages":null},"PeriodicalIF":5.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信