Veteran‐centred content in medical education

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/147769/1/tct12775_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/147769/2/tct12775.pd

Service Transformed: Illustrations of Women Veterans Past and Present

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140142/1/jwh.2015.5530.pd

Using film in multicultural and social justice faculty development: Scenes from Crash

We designed a faculty development workshop integrating scene excerpts from the Academy Award–winning movie Crash and active learning methods to encourage faculty participation and generate participant dialogue. The aims of this workshop were to enhance awareness of issues related to teaching in a multicultural classroom; stimulate discussion on teaching and learning about potentially contentious issues linked to race, ethnicity, religion, gender, geographical origin, and class; and expose faculty to the use of multimedia to facilitate discussion on topics of diversity and social justice. Twenty‐five faculty attended 3 workshops in various venues, 18 of whom completed workshop evaluations. The workshop evaluation revealed that all participants believed that the scene excerpts and discussions helped them to reflect on their own attitudes toward race and diversity and felt better prepared to effectively facilitate classroom discussions on similar issues. This workshop is a useful tool for helping faculty to develop the skills and confidence to facilitate, manage, and stimulate discussions on controversial issues in multicultural education that may otherwise be avoided due to lack of expertise or experience.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/87041/1/20126_ftp.pd

Attitudes of Ghanaian women toward genetic testing for sickle cell trait

ObjectiveTo explore the attitudes of Ghanaian women toward genetic testing for the sickle cell trait and to investigate key factors that promote or impede the decision to pursue knowledge of the carrier status.MethodsA survey, administered in person to Ghanaian women, collected demographic information and information on the participants’ knowledge about their carrier status, their attitudes toward genetic testing, and their perceptions of the implications of being a carrier. The results for women who had previously undergone testing and those who had not were compared.ResultsOf 124 participants, 75 had been tested for the sickle cell trait and 49 had not. Some 53% of the women who had been tested did not know their carrier status. Most women agreed that getting a prenatal genetic test was important. However, nontested women were more likely to lack the financial resources to undergo testing, to think that testing is futile because sickle cell disease is not curable, and to believe that the outcome of their child’s health is determined by God.ConclusionThe women tended to have favorable attitudes toward genetic testing, but numerous barriers remained that precluded knowledge of their carrier status or the pursuit of this knowledge.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/135529/1/ijgo264.pd

Student Evaluation of Faculty Physicians: Gender Differences in Teaching Evaluations

Purpose: To investigate whether there is a difference in medical student teaching evaluations for male and female clinical physician faculty. Methods: The authors examined all teaching evaluations completed by clinical students at one North American medical school in the surgery, obstetrics and gynecology, pediatrics, and internal medicine clinical rotations from 2008 to 2012. The authors focused on how students rated physician faculty on their ?overall quality of teaching? using a 5-point response scale (1?=?Poor to 5?=?Excellent). Linear mixed-effects models provided estimated mean differences in evaluation outcomes by faculty gender. Results: There were 14,107 teaching evaluations of 965 physician faculty. Of these evaluations, 7688 (54%) were for male physician faculty and 6419 (46%) were for female physician faculty. Female physicians received significantly lower mean evaluation scores in all four rotations. The discrepancy was largest in the surgery rotation (males?=?4.23, females?=?4.01, p?=?0.003). Pediatrics showed the next greatest difference (males?=?4.44, females?=?4.29, p?=?0.009), followed by obstetrics and gynecology (males?=?4.38, females?=?4.26, p?=?0.026), and internal medicine (males?=?4.35, females?=?4.27, p?=?0.043). Conclusions: Female physicians received lower teaching evaluations in all four core clinical rotations. This comprehensive examination adds to the medical literature by illuminating subtle differences in evaluations based on physician gender, and provides further evidence of disparities for women in academic medicine.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140140/1/jwh.2015.5475.pd

Optimizing the post-graduate institutional program evaluation process

Abstract Background Reviewing program educational efforts is an important component of postgraduate medical education program accreditation. The post-graduate review process has evolved over time to include centralized oversight based on accreditation standards. The institutional review process and the impact on participating faculty are topics not well described in the literature. Methods We conducted multiple Plan-Do-Study-Act (PDSA) cycles to identify and implement areas for change to improve productivity in our institutional program review committee. We also conducted one focus group and six in-person interviews with 18 committee members to explore their perspectives on the committee’s evolution. One author (MLL) reviewed the transcripts and performed the initial thematic coding with a PhD level research associate and identified and categorized themes. These themes were confirmed by all participating committee members upon review of a detailed summary. Emergent themes were triangulated with the University of Michigan Medical School’s Admissions Executive Committee (AEC). Results We present an overview of adopted new practices to the educational program evaluation process at the University of Michigan Health System that includes standardization of meetings, inclusion of resident members, development of area content experts, solicitation of committed committee members, transition from paper to electronic committee materials, and focus on continuous improvement. Faculty and resident committee members identified multiple improvement areas including the ability to provide high quality reviews of training programs, personal and professional development, and improved feedback from program trainees. Conclusions A standing committee that utilizes the expertise of a group of committed faculty members and which includes formal resident membership has significant advantages over ad hoc or other organizational structures for program evaluation committees.http://deepblue.lib.umich.edu/bitstream/2027.42/117363/1/12909_2016_Article_586.pd

The Components of the Social History

This 4-phase educational module can be offered either within a cultural competency curriculum, gastroenterology sequence, or a physical diagnosis curriculum. This case has been used for the past 3 years as part of a 2nd year clinical foundations course in undergraduate medical education. The overall objective of the case is to demonstrate the importance of social history taking skills within the clinical context. Moreover, it emphasizes the important aspects of culture for both patients and physicians. This case also allows students to work through a case in a small group setting, which allows faculty to better assess student's diagnostic ability as well as their ability to understand the critical nature of a patient's history in obtaining the correct diagnosis. Finally, this case exposes students to culturally specific terms, traditions and manifestations of illness.http://deepblue.lib.umich.edu/bitstream/2027.42/64951/5/social-history-student-eval.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/64951/6/social-history-student-eval.dochttp://deepblue.lib.umich.edu/bitstream/2027.42/64951/7/social-history-lecture.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/64951/8/social-history-lecture.ppthttp://deepblue.lib.umich.edu/bitstream/2027.42/64951/9/social-history-syllabus.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/64951/10/social-history-syllabus.dochttp://deepblue.lib.umich.edu/bitstream/2027.42/64951/11/social-history-faculty-instructions.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/64951/12/social-history-faculty-instructions.dochttp://deepblue.lib.umich.edu/bitstream/2027.42/64951/13/social-history.zi

For Residents and Fellows: What to Look for in a Laboratory Research Mentor

© 2015, American Association for Cancer Education. Preparing for a laboratory or research-based career in academic medicine involves learning and acquiring a broad set of knowledge, skills, and experiences that facilitate the transition from trainee to faculty member. It also involves identifying and cultivating solid mentor/mentee relationships in the laboratory environment. It is well known that different skill sets and mentoring approaches are necessary for those pursuing laboratory-based research as compared with those needed for clinical practice and patient-oriented research. Here, we discuss several key approaches to help mentees identify fruitful mentor/mentee relationships