Tracking the Longitudinal Stability of Medical Students’ Perceptions Using the AAMC Graduation Questionnaire and Serial Evaluation Surveys

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

The Effectiveness of a Geriatrics Curriculum

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

Under-Represented Minorities and Medical School Admissions: Preference Factors That Influence the Decision to Matriculate

Currently, the need for the recruitment and retention of qualified Under-Represented Minority (URM) students remains a pressing concern for U.S. medical schools. In response to this need, we analyzed admissions data at our medical school to determine which factors may positively or negatively influence the decision of an URM applicant to matriculate at our school, when compared to their White/Asian counterparts. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2007

Setting the Standard for a High-Stakes End of Third Year Assessment

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

Independent Learning: Emerging Themes

Previous research findings suggest “independent learning” appeared to be the single most useful method for helping students facilitate learning in their preclinical years. This study extends upon our prior work exploring students’ definition of independent learning. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2009

Assessing the Value of an Expanded Clinical Genetics Curriculum for Medical Students

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

Assessing Professionalism Using the Objective Structured Clinical Exam

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

The Use of “Effect Size” in Augmenting the Results of Significance Testing: A Comparison of Pre/Post Data from a Geriatric Interclerkship

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

Increasing the Depth of the Recruitment Pool for Future Women Academic Leaders: Should We Begin with Medical School Electives?

A 2002 report from the AAMC Project Implementation Committee indicated, “The pool from which to recruit women academic leaders remains shallow” (Bickel, et al., 2002). Since hen, much attention has been focused on improving conditions for women at the faculty level. Yet, few studies address the possibility that the medical school experience could impact the initial depth in this recruitment pool. Is there a trend in medical school that may be negatively impacting women’s success in pursuing a career in academia? Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006

Measuring Unprofessional Behavior During an 8-Station OSCE

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