Journal of regional medical campuses最新文献

{"title":"Reaping the Fruits of our Labor and Relationship with the GRMC","authors":"Paula Termuhlen","doi":"10.24926/jrmc.vi0.2205","DOIUrl":"https://doi.org/10.24926/jrmc.vi0.2205","url":null,"abstract":"See submissoin","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87027106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engaging Community Faculty to Meet Educational Objectives and Medical School Missions","authors":"April K. Heiselt, A. Bassett, H. Silverblatt, N. Bost","doi":"10.24926/jrmc.vi0.2096","DOIUrl":"https://doi.org/10.24926/jrmc.vi0.2096","url":null,"abstract":"The abstract is in the attached document.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"68 5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87651175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of a Primary Care Focused Regional Medical Campus on Recruitment into Primary Care Residencies","authors":"A. Davis, S. Abercrombie, Nathan Bradford","doi":"10.24926/JRMC.V2I1.1780","DOIUrl":"https://doi.org/10.24926/JRMC.V2I1.1780","url":null,"abstract":"AnMed Health is a community based, non-profit hospital system in Anderson, South Carolina with a single residency in Family Medicine. In July 2014, a class of twelve third year medical students associated with Medical University of South Carolina-Charleston (MUSC-C) and Edward Via College of Osteopathic Medicine-Carolinas Campus (VCOM-CC) began their clinical training at AnMed. Since that time, 48 medical students have completed their clinical training at AnMed Health, and 75% of them have entered primary care residencies.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79159490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does Attending a Regional Medical Campus Influence the Training Outcomes of Family Medicine Residents?","authors":"Komal Kochhar, Laurie M Fancher, J. Brokaw, Peter M Nalin","doi":"10.24926/JRMC.V2I1.1997","DOIUrl":"https://doi.org/10.24926/JRMC.V2I1.1997","url":null,"abstract":"Introduction: Indiana University School of Medicine (IUSM) is the largest medical school in the nation, with its main campus located in Indianapolis and eight regional medical campuses (RMC) distributed across the state. In this study, we compared the survey responses of family medicine residents who had attended medical school at the main campus in Indianapolis versus an RMC to see if there were any noticeable differences in their residency training outcomes. \u0000Methods: From 2012 to 2017, in the spring of each year, a cross-sectional survey was administered to all final-year family medicine residents graduating from the eleven family medicine residency programs in Indiana. A total of 519 out of 520 residents completed the survey. Of whom, 132 respondents indicated they had graduated from IUSM; 45 reported they had attended the Indianapolis campus and 87 had attended one of the RMCs in the state. Our dataset for this study was comprised of these 132 respondents. Chi-square test or Fisher’s exact test were used to compare responses between groups. P-values ≤ 0.05 were considered statistically significant. \u0000Results: In the ACGME competency areas, the residents who attended an RMC versus the Indianapolis campus were significantly more likely to report being fully competent in Medical Knowledge (90% vs. 76%, p = 0.032) and Systems-Based Practice (83% vs. 64%, p = 0.019). Additionally, the residents who attended an RMC compared to their Indianapolis counterparts reported significantly higher rates of being trained to serve rural populations (73% vs. 52%, p = 0.017) as well as being fully competent to serve rural populations (69% vs. 42%, p = 0.003). However, the residents who attended an RMC were no more likely to establish a practice in a rural area than were the residents who attended Indianapolis (18% vs. 17%, p = 0.845). \u0000Conclusions: Based on these self-reported data, the family medicine residents who attended an RMC may perceive themselves to be better-prepared in a few core competency areas, as well as in serving rural populations, compared to those who attended the Indianapolis campus. These findings suggest that IUSM’s complex statewide system of medical education may offer some unique advantages in preparing students for residency, especially in family medicine. \u0000  \u0000None of the authors has a conflict of interest. This study was granted exempt status by our institution’s Institutional Review Board.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77959630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching and Learning with Videoconferencing at Regional Medical Campuses","authors":"A. MacLeod, P. Cameron, Olga Kitts, G. Power, Jonathan Tummons","doi":"10.24926/JRMC.V2I1.1559","DOIUrl":"https://doi.org/10.24926/JRMC.V2I1.1559","url":null,"abstract":"Distributed medical education, and instruction at regional medical campuses, is becoming more prevalent. With its focus on connecting learners in multiple environments outside of traditional classroom or clinical environments, the role of technology is central to its success. In many distributed medical education settings, videoconferencing plays a central role. Over the course of a three-year ethnographic study, we learned that videoconference technologies are more than the background for learning, but rather play a central role. We describe herein a series of practical tips for those working in the context of a videoconferenced distributed medical education program. Rather than treating videoconferencing technologies as something we can ignore, predict, or control, we hope that the tips help educators at regional medical campuses to think critically about the realities of teaching and learning in a videoconferenced distributed context.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81867527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional Identity Formation Among College Premedical Students: A Glimpse into the Looking Glass Using a Career Eulogy Reflective Exercise","authors":"W. Crump, R. Fricker, A. M. Crump","doi":"10.24926/JRMC.V2I1.1683","DOIUrl":"https://doi.org/10.24926/JRMC.V2I1.1683","url":null,"abstract":"Introduction \u0000 Pre-medical students are at the very beginning of their formation of a professional identity as a physician. Working with these students early in their education can help them appreciate the importance of professional identity formation as well as inform educators on best methods to understand this process. \u0000 Methods \u0000 A reflective exercise was used at the beginning of sessions with pre-medical students at their home campus who attended  a medical school presentation on the admissions process. Students were asked to reflect on what they wished to be said about them at the end of their career in the form of a “Career Eulogy.” A simple form was developed and administered to the students to capture their reflective writing and their basic demographics anonymously. Qualitative data were blinded and then coded into clusters by the authors using an iterative process. \u0000 Results \u0000 Reflections from 79 pre-medical students indicated a preference to be remembered for quality and excellence in care, especially among upper level students and students from small towns. Compassion, patient relationships, and the doctor as teacher terms were more likely to be written by Juniors and Seniors while Freshmen and Sophomores tended to focus on terms related to enjoyment of life and service. \u0000 Discussion \u0000 This reflective exercise provided useful insight into professional identity formation among these college pre-meds and could be used with larger, more diverse groups to determine its value and clarify true differences among the demographic characteristics. Involving similar pre-medical students in focus group settings could also further assist with interpretation of the meaning of these reflections. \u0000 Funding/Support: None. \u0000 Human Subjects: This study was determined exempt by the Baptist Health Madisonville Institutional Review Board. \u0000 Conflicts of Interest: None","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85793779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Narrative Feedback in Faculty Development","authors":"R. Akins","doi":"10.24926/JRMC.V2I2.1220","DOIUrl":"https://doi.org/10.24926/JRMC.V2I2.1220","url":null,"abstract":"Research on faculty development and its generalizability is lagging compared to other areas of research in medical education. Providing feedback has been identified as a skill in need of improvement for medical educators, both in the classroom and at the clinical bedside. Surprisingly, little has been published on faculty skills in providing feedback during faculty development sessions, and more specifically, providing narrative feedback. An IRB-approved study analyzed the outcomes of 73 faculty development sessions conducted within one academic year. A qualitative study of the narrative portion of end-of-session evaluations examined type and scope of narrative feedback provided to presenters about their presentation skills as well as about the perceived quality and usefulness of the faculty development sessions. The findings from this study suggest that further and more in-depth professional development in providing feedback is warranted, preferably early in faculty's professional development.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73946354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Main and Regional Campus Assessments of Applicants to a Rural Physician Leadership Program","authors":"T. Stratton, C. Kreiter, C. Elam","doi":"10.24926/JRMC.V2I1.1981","DOIUrl":"https://doi.org/10.24926/JRMC.V2I1.1981","url":null,"abstract":"While the selection of qualified applicants often relies, in part, on scores generated from a medical school pre-admission interview (MSPI), the growth of regional medical campuses (RMCs) – many with specialized rural tracks, programs, or missions – has challenged schools to accommodate a wider range of stakeholder input.  This study examines the reliabilities of main (urban) and regional (rural) campus interviewers’ assessments of applicants to a Rural Physician Leadership Program (RPLP) located in the southeastern United States. \u0000Data from RPLP applicants completing MSPIs on two campuses from 2009-2017 (n = 232) were examined in a generalizability analysis. In two separate interviews on each campus (4 total), raters independently evaluated applicants’ overall acceptability and likelihood of practicing in a rural area of the state. Results provided campus-specific and combined (composite) estimates of obtained and projected reliabilities.  \u0000The person-by-campus interaction accounted for 11% and 5% of the respective variance in interviewers’ ratings of overall applicant acceptability and likelihood of rural in-state practice, and the reliability of mean scores across the four independent interviews (each with a single, unique rater) was 0.73 and 0.82.  Error variances were higher among main campus interviewers, but scores correlated highly between the two campuses. \u0000While broadening the universe of generalization often results in decreased reliability, reliability was shown to be enhanced with the addition of regional (rural) campus interviews. As the RPLP matures, an examination of graduates’ actual practice locations should yield insights into the predictive validity of these pre-admissions assessments.  More generally, research may wish to explore the conditions under which increasing the diversity of stakeholder input can be accommodated without concomitant reductions in overall reliability.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81128346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tailoring the Professional Development of Volunteer Clinical Faculty at Regional Medical Campuses:","authors":"Krista Hoffmann-Longtin, L. Torbeck, Peter M Nalin, S. Cico","doi":"10.24926/JRMC.V2I1.1635","DOIUrl":"https://doi.org/10.24926/JRMC.V2I1.1635","url":null,"abstract":"Volunteer Clinical Faculty (VCF) are essential for the education of medical students at most medical schools with regional campuses. Indiana University School of Medicine is the largest medical school in the United States, with over 1,400 medical students experiencing part or all of their medical education at nine campuses (one academic center and eight regional medical campuses). Given the large number of students learning in the community, we surveyed our VCF in 2016 to better understand their characteristics, reasons for teaching, and professional development needs. Survey participants reported personal enjoyment from teaching as their primary reason for continuing to teach, but time pressure as a limiting factor. They identified faculty development opportunities in areas of efficient teaching, giving feedback, and adapting teaching style for various learners. Interventions were designed to create a unique, state-wide model of both face-to-face and online professional development to ensure the success of our VCF.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72508405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical Setting Differences in Third-Year Medical Students’ Perceptions of “Ownership”","authors":"Elena A Wood, T. Wyatt, Sarah Egan","doi":"10.24926/JRMC.V1I5.1462","DOIUrl":"https://doi.org/10.24926/JRMC.V1I5.1462","url":null,"abstract":"Ownership in clinical settings is a construct that be described as feelings of responsibility and accountability towards a patient, which has potential implications for patient safety and care. Researchers were interested in examining differences in students' perception of ownership across main and regional campuses. The purpose of this study is to assess third-year students' perception of \"ownership\" during their clerkship rotations in different clinical settings. Items from a validated instrument on psychological ownership were adopted to suit a clinical environment. Scores on each of the sub-scales of: a) Territoriality, b) Accountability, c) Self-efficacy, d) Belongingness, and e) Self-Identification were calculated by averaging the items. The survey was administered to 233 third-year medical students multiple times throughout the academic year. Responses from regional campus or community provider settings were compared to the main campus. To examine students' psychological ownership scores in different clinical settings, analysis of variance (ANOVA), was performed. A Tukey-Kramer multiple comparison procedure was used to examine post hoc pair-wise differences between two clinical settings. We received 265 of responses from 95 of responders. There were no statistically significant differences between campuses for Territoriality scores. On Self-Efficacy, Accountability, Self-Identification and Belongingness scales other community providers and regional campuses had significantly higher scores than main campus (p<0.05). Follow up ANOVA analysis were performed for all scales on individual items resulting in 1/5 for Accountability, 2/6 on Self-Efficacy, 5/5 on Belongingness, and 6/7 for Self-Identification been statistically significant. \u0000 Ownership is considered an important aspect of patient care, patient safety, professional identity formation, etc., yet researchers have not examined how clinical settings impact students' perceptions of patient ownership during their clerkship years. Our study is the first step to operationalize and conceptualize ownership, its development over time, and differences in clinical experiences. \u0000  \u0000None of the authors has a conflict of interest. This study was approved by our institution’s Institutional Review Board.","PeriodicalId":92811,"journal":{"name":"Journal of regional medical campuses","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72733096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}