Office of Institutional Research, Evaluation, and Assessment Publications and Presentations Copyright (c) 2013 University of Massachusetts Medical School All rights reserved. http://escholarship.umassmed.edu/res_eval Recent documents in Office of Institutional Research, Evaluation, and Assessment Publications and Presentations en-us Mon, 18 Mar 2013 08:55:30 PDT 3600 Integration of basic clinical skills training in medical education: an interprofessional simulated teaching experience http://escholarship.umassmed.edu/res_eval/31 http://escholarship.umassmed.edu/res_eval/31 Tue, 02 Aug 2011 05:59:01 PDT Background: A 2004 survey reveals that the implementation of the 1998 AAMC report on medical student clinical skills training is slow. Given the importance of intravenous catheter placement, a creative approach evolved to educate medical students on this important skill.

Description: As part of a community service learning initiative, six graduate nursing students developed, implemented, and evaluated a pilot IV Cannulation Education Module taught to medical students.

Evaluation: Data analysis of 63 participants reveals improved knowledge and confidence in medical students' ability to place an intravenous catheter. The objectives were met and the process enjoyed by students of both professions.

Conclusion: Opportunities for interprofessional teaching and learning include clinical skills training. Medical students learned an important skill taught by graduate nursing students who developed and evaluated a curriculum that met their own graduate course objectives. Both professions appreciated the opportunity to work collaboratively to achieve their respective programmatic goals.

]]> Janet Fraser Hale et al. Education, Nursing, Graduate Education, Medical, Undergraduate Clinical Competence Global longitudinal pathway: has medical education curriculum influenced medical students' skills and attitudes toward culturally diverse populations? http://escholarship.umassmed.edu/res_eval/30 http://escholarship.umassmed.edu/res_eval/30 Tue, 02 Aug 2011 05:58:59 PDT Background: The Pathway represents a longitudinal program for medical students, consisting of both domestic and international experiences with poor populations. A previous study reported no significant attitudinal changes toward the medically indigent between Pathway and non-Pathway students.

Purpose: The purpose of this study was to investigate and differentiate the skills and attitudes of Pathway and non-Pathway students in working with culturally diverse populations by conducting quantitative and qualitative analyses.

Methods: Selected items from a cultural assessment were analyzed using independent t-tests and a proportional analysis using approximation of the binomial distribution. In addition, a qualitative assessment of non-Pathway and Pathway students was conducted.

Results: A statistically significant difference was found at the end of Years 2, 3, and 4 regarding student confidence ratings, and qualitative results had similar findings.

Conclusions: Clear and distinct differences between the two studied groups were found indicating the root of this increased confidence may have developed due to exposure to the Pathway program.

]]> Mary L. Zanetti et al. Education, Medical, Undergraduate Attitude Clinical Competence Poverty Cultural Diversity Using standardized patients to assess professionalism: a generalizability study http://escholarship.umassmed.edu/res_eval/29 http://escholarship.umassmed.edu/res_eval/29 Fri, 19 Nov 2010 13:17:35 PST BACKGROUND: Assessment of professionalism in undergraduate medical education is challenging. One approach that has not been well studied in this context is performance-based examinations.

PURPOSE: This study sought to investigate the reliability of standardized patients' scores of students' professionalism in performance-based examinations.

METHODS: Twenty students were observed on 4 simulated cases involving professional challenges; 9 raters evaluated each encounter on 21 professionalism items. Correlational and multivariate generalizability (G) analyses were conducted.

RESULTS: G coefficients were .75, .53, and .68 for physicians, standardized patients (SPs), and lay raters, respectively. Composite G coefficient for all raters reached acceptable level of .86. Results indicated SP raters were more variable than other rater types in severity with which they rated students, although rank ordering of students was consistent among SPs.

CONCLUSIONS: SPs' ratings were less reliable and consistent than physician or lay ratings, although the SPs rank ordered students more consistently than the other rater types.

]]> Mary L. Zanetti et al. Education, Medical, Undergraduate Patient Simulation Professional Competence Career centered high school education and post-high school career adaptation http://escholarship.umassmed.edu/res_eval/28 http://escholarship.umassmed.edu/res_eval/28 Fri, 08 Jan 2010 12:47:56 PST This study examines the quality of the transition into employment roles among a socioeconomically diverse cohort of 1,143 high school seniors who were interviewed as seniors in 1998 and 2 years later. Focusing on both subjective and objective dimensions of work adaptation, analyses examine differences in these outcomes associated with taking a high school career-major versus a more traditional academic program. This type of major is intended to assist in the career development and economic adaptation of more disadvantaged young adults and follows from an ecological model emphasizing the importance of connections between educational and employment institutions in the socialization of young people. Results indicate small but significant effects of having the career-major for the perceptual variables. Group differences were not found for the variables assessing more objective qualities of their jobs. The discrepancy between subjective and objective outcomes may suggest a short-term psychological optimism in the absence of an objective situation that would justify this view. Discussion centers on the need for stronger institutional support for school-work connections.

]]> Susan Gore et al. Adaptation, Psychological Adolescent Adult Career Choice Career Mobility Employment Female Humans Male Prospective Studies Schools Social Support Socialization Students Teaching Time Factors Meeting Students Where They Are: Educating Students with Varying Life Experiences About the Health Care Needs of Persons with Disabilities http://escholarship.umassmed.edu/res_eval/20 http://escholarship.umassmed.edu/res_eval/20 Fri, 08 Jan 2010 11:57:37 PST Purpose: Medical students enter preclinical years with varying levels of experience with individuals with disabilities. Previous experience has been shown to have a significant impact on attitudes toward this population and, hence, has the potential to impact patient care (Tervo et. al, 2002). This study examined the impact of a one-day Interclerkship on students’ self-reports regarding specific components of their attitudes, by level and type of previous disability experience.

Methodology: Students met with individuals with physical or cognitive disabilities and their families in small groups to discuss their health care needs and experiences. Students also viewed a short film regarding effective methods of communication with and modifications to the clinical encounter for individuals with physical disabilities. Afternoon workshops covered a wide array of topics including assistive technology, sexuality/childbirth, mental health, community resources and bladder management. Students reported levels of experience cognitive/physical: friends, relatives, schoolmates k-12 and college. 153 (77%) students over two years completed pre-and post-Interclerkship self-assessments that rated attitudes about medical care for patients with disabilities, using a 14-item 5-point Likert scale; means were compared by paired t-test. Students also provided course feedback.

Results: There was a highly significant (p<0.001) pre-to-post improvement overall in mean scores for students’ self-assessed awareness of healthcare issues. Significant impact was seen for students at all levels of experience. A trend toward greater improvement among students reporting no previous disability experience was observed.

Conclusions: A single-day Interclerkship improved the attitudes of students’ reporting all levels and types of disability experience.

]]> Linda M. Long-Bellil et al. Education, Medical, Undergraduate Disabled Persons Clinical Clerkship Diversity Climate Survey Results: Changing Institutional Culture http://escholarship.umassmed.edu/res_eval/19 http://escholarship.umassmed.edu/res_eval/19 Fri, 08 Jan 2010 11:57:36 PST 

Purpose: To gather and analyze data at two points in time on perceptions of institutional values connected to a wide range of diversity issues. This study gauges student, faculty, and staff views on institutional support of diversity with results guiding future inclusion and training efforts within the organization.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2008.

]]> Mary L. Zanetti et al. Cultural Diversity University of Massachusetts Medical School Nursing Students Teaching Medical Students: An Interdisciplinary Teaching Experience http://escholarship.umassmed.edu/res_eval/18 http://escholarship.umassmed.edu/res_eval/18 Fri, 08 Jan 2010 11:57:35 PST For a number of years, Advanced Practice Nursing ( APN) students have taught interested 1st year medical students to perform intramuscular injections prior to their participation in community flu clinics. When several 4th year medical students needed documentation of competency in intravenous (IV) cannulation prior to participating in an elective rotation at another institution, the Director of Interdisciplinary Partnerships in the Graduate School of Nursing requested assistance from the medical school's Dean of Students. In fact, all medical students need IV therapy training prior to graduation, not just those who seek out elective rotations at other medical schools. Integration of IV therapy training into the Undergraduate Medical Education Surgery Clerkship curriculum supports the clinical objectives of the Surgery Clerkship along with the developing use of simulation within the medical school. This need led to the development of this interprofessional simulation education initiative.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2008.

]]> Mary L. Zanetti et al. Education, Medical, Undergraduate Students, Medical Students, Nursing Models, Anatomic Catheterization, Central Venous Rolling Out a State-of-the-Art Simulation Center: Early Experiences http://escholarship.umassmed.edu/res_eval/17 http://escholarship.umassmed.edu/res_eval/17 Fri, 08 Jan 2010 11:57:35 PST The Simulation Center, opened in the Fall 2006, contains state-of-the-art simulation technology (e.g., high-fidelity adult and pediatric mannequins, task trainers, and real-time/recorded observation and scenario review via audio-visual equipment) that provides an interactive learning environment designed to replicate the clinical setting. It is available to the School of Medicine, Graduate Medical Education, the School of Nursing, and the Graduate School of Biomedical Sciences. Event facilitators (i.e., faculty or residents) were asked to assess their initial perception and utilization of the center.

Presented at the 2008 Society on Simulation in Healthcare Conference.

]]> Mary L. Zanetti et al. Education, Medical Education, Nursing Models, Anatomic Setting the Standard for a High-Stakes End of Third Year Assessment http://escholarship.umassmed.edu/res_eval/27 http://escholarship.umassmed.edu/res_eval/27 Fri, 08 Jan 2010 11:57:13 PST Purpose:

- Conduct modified Angoff standard setting procedure due to planned move to “high-stakes” End of Third Year Assessment (EOTYA)

- Assess the result of applying cutoffs to EOTYA student performance data

- Analyze judges’ perceptions and confidence in setting cutoffs for three skill areas across seven Objective Structured Clinical Examinations (OSCEs)

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2007.

]]> Mary L. Zanetti et al. Education, Medical, Undergraduate Students, Medical Clinical Competence Educational Measurement Using a Targeted OSCE Station to Measure Unprofessional Behavior http://escholarship.umassmed.edu/res_eval/26 http://escholarship.umassmed.edu/res_eval/26 Fri, 08 Jan 2010 11:57:13 PST Standardized patients are widely used in medical education but their use to assess professionalism is limited. With grant support from the Edward J. Stemmler, MD Medical Education Research Fund (“Stemmler Fund”) of the National Board of Medical Examiners (NBME), the usefulness of standardized patients (SPs) in the assessment of professional behavior was investigated. A targeted professionalism OSCE station featuring a values conflict was written. A professionalism instrument was developed and subsequently revised during the course of the study, with the final version containing various components of American Board of Internal Medicine (ABIM) core set of eight professionalism attributes and several other scales in recent medical research.

Presented at the Ottawa Conference, 2006.

]]> Mary L. Zanetti et al. Education, Medical, Undergraduate Students, Medical Patient Simulation Professional Role Clinical Competence Educational Measurement Measuring Unprofessional Behavior During an 8-Station OSCE http://escholarship.umassmed.edu/res_eval/25 http://escholarship.umassmed.edu/res_eval/25 Fri, 08 Jan 2010 11:57:12 PST 

Standardized patients (SPs) are widely used in medical education but their use to assess professionalism is limited. This study investigated the utility of SPs assessing unprofessional behavior during an annual end of third year Objective Structured Clinical Examination (OSCE).

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006.

]]> Mary L. Zanetti et al. Education, Medical, Undergraduate Students, Medical Patient Simulation Professional Role Clinical Competence Educational Measurement Meeting Challenges in Caring for Patients with Disabilities: An Interclerkship Course http://escholarship.umassmed.edu/res_eval/24 http://escholarship.umassmed.edu/res_eval/24 Fri, 08 Jan 2010 11:57:11 PST Purpose: People with disabilities use healthcare services more than those without disabilities, yet healthcare systems often fail these individuals. Understanding the needs of those with physical and cognitive disabilities is crucial in providing them with appropriate healthcare. A one-day Interclerkship introduced third-year medical students to key challenges for physicians who care for disabled patients: (1) building trust and confidence, (2) communication, (3) anticipating secondary medical conditions, (4) appropriately modifying clinical encounters, and (5) identifying appropriate community resources.

Methodology: Essential elements of patient-centered care for disabled individuals were presented in plenary sessions. In small groups, students met with individuals with physical or development disabilities, their families and their community advocates, discussing healthcare and access concerns. Other workshops, taught by clinical and community experts, addressed assistive technology, parenting challenges, mental health, community resources, sexuality, and end-of-life care. Sixty-seven (69%) students completed pre-and post-Interclerkship self-assessments that rated knowledge, skills, and attitudes about medical care for disabled patients, using a 14-item 5-point Likert scale; means were compared by paired t-test. Students also provided course feedback.

Results: There was a highly significant (p<0.001) pre-to-post improvement in students’ self-assessed attitudes, knowledge, and skills mean scores concerning medical care for disabled patients {pre: 3.22 (sd=.53); post: 3.99 (sd=.37)}. >80% of the students agreed or strongly agreed that the Interclerkship addressed a topic essential to physician training, providing knowledge and skills not obtained elsewhere.

Conclusions: A single-day Interclerkship successfully improved third year medical students self-assessed knowledge, attitudes and skills on providing appropriate medical care for disabled patient.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006.

]]> Julie A. Jonassen et al. Education, Medical, Undergraduate Disabled Persons Clinical Clerkship The Effectiveness of a Geriatrics Curriculum http://escholarship.umassmed.edu/res_eval/23 http://escholarship.umassmed.edu/res_eval/23 Fri, 08 Jan 2010 11:57:11 PST With support from the AAMC/John A. Hartford Foundation the University of Massachusetts Medical School developed a Geriatrics curriculum and faculty development that would be integrated across all four years. Beginning in Fall 2001, these were implemented over the next two academic years in both preclinical and clinical areas and are highlighted on the timeline above. Would implementation of this new Geriatrics curriculum and faculty development impact students’ ratings of instruction time in Geriatrics?

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2005.

]]> Susan V. Barrett et al. Education, Medical, Undergraduate Geriatrics Curriculum Complementary Medicine: A One Day Course http://escholarship.umassmed.edu/res_eval/22 http://escholarship.umassmed.edu/res_eval/22 Fri, 08 Jan 2010 11:57:10 PST A one-day 2003 Interclerkship course introduced Complementary and Alternative Medicine (CAM) and was designed to enhance the knowledge, attitude, and skills of third year medical students. Students experienced a wide array of CAM modalities, interacted with CAM practitioners and learned the state of the art of evidence based CAM.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2004.

]]> Genevieve Anand et al. Education, Medical, Undergraduate Complementary Therapies Clinical Clerkship Assessing the Value of an Expanded Clinical Genetics Curriculum for Medical Students http://escholarship.umassmed.edu/res_eval/21 http://escholarship.umassmed.edu/res_eval/21 Fri, 08 Jan 2010 11:57:09 PST Discusses an attempt at UMass Medical School to incorporate the potential impact of the expanding genetic technology into first and third year medical school curriculum.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2002.

]]> Urip Purwono et al. Education, Medical, Undergraduate Genetics Clinical Clerkship Curriculum Simulated Basic Skills Training: Graduate Nursing Students Teaching Medical Students: A Work in Progress http://escholarship.umassmed.edu/res_eval/16 http://escholarship.umassmed.edu/res_eval/16 Wed, 06 Jan 2010 13:14:27 PST For a number of years, Advanced Practice Nursing (APN) students have taught interested 1st year medical students to perform intramuscular injections prior to their participation in community flu clinics. When several 4th year medical students needed documentation of competency in intravenous (IV) cannulation prior to participating in an elective rotation at another institution, the Medical School's Dean of Students called the Director of Interdisciplinary Partnerships in the Graduate School of Nursing to request assistance. In fact, all medical students need IV therapy training prior to graduation, not just those who seek out visiting clerkships at other medical schools. Integration of IV training into the Undergraduate Medical Education Surgery Clerkship Curriculum supports the clinical objectives of the Surgery Clerkship along with the developing use of simulation within in the medical school. This need led to the development of this interdisciplinary simulation education initiative.

Presented at the 2008 Society on Simulation in Healthcare Conference.

]]> Janet Hale et al. Education, Medical, Undergraduate Students, Medical Students, Nursing Models, Anatomic Catheterization, Central Venous Tracking the Longitudinal Stability of Medical Students’ Perceptions Using the AAMC Graduation Questionnaire and Serial Evaluation Surveys http://escholarship.umassmed.edu/res_eval/15 http://escholarship.umassmed.edu/res_eval/15 Mon, 04 Jan 2010 08:14:15 PST Reports on a study that examined the longitudinal stability of student perceptions of their medical education over time, as measured by the AAMC Graduation Questionnaire survey and other satisfaction surveys.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2004.

]]> Michele P. Pugnaire et al. Education, Medical, Undergraduate Students, Medical Perception Personal Satisfaction Educational Measurement The Use of “Effect Size” in Augmenting the Results of Significance Testing: A Comparison of Pre/Post Data from a Geriatric Interclerkship http://escholarship.umassmed.edu/res_eval/14 http://escholarship.umassmed.edu/res_eval/14 Mon, 04 Jan 2010 08:14:14 PST Most research in medical education, when examining the impact of an intervention, report findings based primarily on significance testing despite the controversy of its appropriate use. Moreover, the p-value used to determine rejection or acceptance of the null hypothesis tells nothing about the magnitude of the significance. Using a pre/post assessment of a Geriatric Interclerkship as a case study, this study examines the utility of "effect size" measures in augmenting significance testing results.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2004.

]]> Urip Purwono et al. Education, Medical, Undergraduate Educational Measurement Research Design Assessing Professionalism Using the Objective Structured Clinical Exam http://escholarship.umassmed.edu/res_eval/13 http://escholarship.umassmed.edu/res_eval/13 Mon, 04 Jan 2010 08:14:13 PST The Objective Structured Clinical Exam (OSCE) is widely used as an assessment tool. Traditionally, the OSCE measures history taking, physical exam, and interview skills. More recently, the OSCE has also been utilized to assess professionalism. Because episodes of unprofessional behavior are situational and therefore difficult to track, a case was designed to present a special challenge that might identify shortfalls in professionalism. A scale was also developed to measure this behavior in each OSCE encounter.

The purpose of this study was to determine whether professionalism could be adequately assessed by using common OSCE cases or whether a designated case with a specific formal component is needed.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2003.

]]> Urip Purwono et al. Education, Medical, Undergraduate Students, Medical Professional Role Clinical Competence Educational Measurement Outcomes from an Interprofessional Educational Model for Teaching Community Health http://escholarship.umassmed.edu/res_eval/12 http://escholarship.umassmed.edu/res_eval/12 Thu, 31 Dec 2009 12:51:51 PST Interprofessional team work is widely recognized as an essential component of our health care delivery system. At UMass, an interprofessional educational partnership was established with the goal of promoting interprofessional teaching to medical and nursing students in the area of community health.

Presented at the UMMS Commonwealth Medicine Academic Conference, Worcester, Mass. in 2006.

]]> Michele P. Pugnaire et al. Education, Medical, Undergraduate Education, Nursing, Graduate Community Medicine Interprofessional Relations