Improving medical students’ competence at breast examination

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/135217/1/ijgo173.pd

Variability in student perceptions of mistreatment

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/148349/1/tct12790_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/148349/2/tct12790.pd

Online learning applied to a course on rational therapeutics: an international comparison between final year students of two medical schools

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/96234/1/bcp4370.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

Strategic imaginings: White masculinities and their idealized others in British and United States Boy Scout handbooks, 1908--1948.

In various historical and cultural contexts, white men have pursued strategies of gender construction based on idealization of masculinities they imagine to be possessed by men of color. Such phenomena cannot be explained within a simplistic framework of the idealized Self and the denigrated Other. Furthermore, existing research focused on such cross-racial gender-construction strategies erroneously concludes that they are the same throughout time and in different contexts, or implies that they emerged at some significant historical juncture and have remained static since. This study critically examines British and U.S. Boy Scout manuals printed from 1908 through 1948, and explains observed variation in images and rhetoric idealizing the masculinity of men of color. The project contributes needed insight into a recurring gender construction strategy that has been identified with problems including racism, sexism, and the maintenance of domination by white men. Finally, it provides greater understanding of an area of intersection in the social construction of gender and the social construction of race, and of the dialectical interplay between the Self and the Other.Ph.D.Ethnic studiesSocial SciencesWomen's studiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/124917/2/3163914.pd

The Leadership Inventory for Medical Education (LIME): A Novel Assessment of Medical Students’ Leadership Skills

Purpose: We sought to develop a novel measurement instrument for leadership knowledge, skills and behaviors of medical students as part of the program evaluation for a curriculum redesign. Method: The Leadership subgroup of our curriculum redesign process generated a definition of leadership consisting of four domains: 1) leading teams, 2) systems based practice, 3) influence and communication, and 4) problem solving. The definition of each domain was used to generate a 12-item instrument (the Leadership Inventory for Medical Education, or LIME) with items rated on a 4-point frequency scale. 315 medical students from two cohorts at a large midwestern university medical school completed the instrument at matriculation and at the end of the M1 and M2 year with an abbreviated version of the Ways of Coping Scale. The 4 domain structure of the LIME was tested using Confirmatory Factor Analysis and correlations of LIME subscores with 8 Ways of Coping were computed as evidence of construct validity. Results: The LIME showed acceptable unidimensionality with Cronbach’s alpha = .79 and a four-factor structure closely matching the four target domains. Subscores were derived from the observed factor structure: Analysis, Culture, Policy, and Communication. LIME scores increased slightly but non-significantly from matriculation to the end of M1 except for Communication scores which rose significantly (t(141) = 2.13, p < 0.05). LIME scores correlated positively with proactive coping styles (Seeking Social Support and Planful Problem-Solving) and negatively with emotional, passive styles (Distancing). Conclusions: Given the growing importance of teamwork and the rapidly shifting landscape of healthcare, medical students will need strong leadership skills to be clinically effective in their careers. Despite this need, little work has been done to research the effectiveness of curricular strategies for developing leadership. The LIME may be a useful tool for measuring and tracking students’ leadership skills during their professional development.http://deepblue.lib.umich.edu/bitstream/2027.42/115886/1/MEDC24LeadershipScale- 3.24.15.docxhttp://deepblue.lib.umich.edu/bitstream/2027.42/115886/3/AAMC2015-LIME-poster.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/115886/4/Leadership.pdfDescription of MEDC24LeadershipScale- 3.24.15.docx : AbstractDescription of AAMC2015-LIME-poster.pdf : Poster at AAMC/RIME 2015Description of Leadership.pdf : The Leadership Inventory for Medical Education (LIME

What is appropriate to post on social media? R atings from students, faculty members and the public

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/102673/1/medu12282.pd

Standardized Patient Instructor (SPI) interactions are a viable way to teach medical students about health behavior counseling

Objectives: We explored comfort levels of third-year medical (M3) students through two health behavior counseling (HBC) interactions with Standardized Patient Instructors (SPIs) in tobacco cessation (TCC) and nutrition and physical activity (NPA). Methods: Nearly 200 M3s participated in two SPI HBC interactions; including a role-play interview and subsequent feedback session on performance. Students completed a 5-point Likert scale evaluation measuring pre- and post-comfort level on two HBC sessions. Results: Both interactions resulted in statistically significant increases in student\u27s pre- and post-interaction comfort levels. A paired-sample t-test revealed a mean increase of 0.91 for TCC (t = 14.01, df. = 197, p\u3c 0.001), and a mean increase of 0.69 for NPA (t = 12.65, df. = 198, p\u3c 0.001). Conclusion: The use of SPIs is a viable approach to exposing medical students and future doctors to health behavior counseling, and increasing comfort level with such skills. The SPI experience ensures that HBC opportunities are available and contain meaningful feedback on performance. Practice implications: Encouraging patient behavior modification is a skill that can be developed during undergraduate medical training. Combining HBC with SPI sessions and traditional learning approaches could prove effective in a curriculum intended to teach students strategies that improve patient health behavior. © 2010

Examination of Medical College Admission Test Scores and US Medical Licensing Examination Step 1 and Step 2 Clinical Knowledge Scores Among Students With Disabilities

This cohort study examines the association between Medical College Admission Test (MCAT) scores, disability status and category, and performance on US Medical Licensing Examination (USMLE) Step 1 and Step 2 CK scores