21 research outputs found
Student Reflections on Position and Experiences in the Doctors of Tomorrow Program
Racial diversity in the medical field remains elusive. Actively engaging high school students from communities underrepresented in medicine (URiM) through pipeline programs has been identified as a viable strategy to support diversification of the U.S. physician population. However, studentsâ perspectives toward these programs remains unclear. In this study, we aim to elicit insights of URiM students matriculating to postsecondary education who participated in the Doctors of Tomorrow (DoT) program to better understand their experiences. Semi-structured interviews were conducted with 14 of the 17 high school students from the inaugural year of DoT. We explored URiM studentsâ experiences during DoT involvement, as well as growth, interpersonal interactions, and plans for the near future. Transcripts from the interviews were coded and analyzed using qualitative thematic analysis. We identified three main themes: contextually relevant experiences, meaningful relationships and interactions, and empowerment and personal agency. Access to hands-on clinical opportunities along with meaningful relationships with mentors provide students with a sense of agency that can ultimately influence their career trajectory. Understanding student experiences is important for continuing to enhance participant engagement and foster sustainability of programs that support URiM students in their pursuit of medical professions
Strategic questioning in surgical education
Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136446/1/tct12525.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136446/2/tct12525_am.pd
Itâs worth the wait: optimizing questioning methods for effective intraoperative teaching
Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138426/1/ans14046_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/138426/2/ans14046.pd
SimulationâBased Medical Emergencies Education for Dental Students: A ThreeâYear Evaluation
Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/153561/1/jddjde019084.pd
Exploring the Impact Factor: Medical Students Mentoring High School Students and Cultivating Cultural Humility
Purpose: Diversity at all levels of medical training remains relatively stagnant, despite efforts to address equity in medical schools. Early career-specific mentoring may address barriers to the pursuit of medical education for students underrepresented in medicine (URiM). By surveying a program that engages medical students as drivers of career-specific mentorship for URiM high school students, this study evaluates medical student mentors' experiences mentoring and seeks to develop a mentorship curriculum.
Methods: The authors describe a medical student-led pipeline program, which connects medical students with URiM high school students. Medical student mentors participated in focus groups and gave written responses evaluating reasons for involvement, sociocultural attitudes, and skills needed for mentoring. Thematic analysis was applied.
Results: Themes that emerged in this analysis include motivation to mentor, skills used to approach the mentoring relationship, and benefits to the mentor. Mentors felt their experiences had a high impact factor, and they employed dynamic discovery. It provided personal reward and a deeper understanding of disparities.
Conclusion: Bringing medical school mentors together for peer to peer idea sharing, creating communities of practice, will help these students develop effective mentorship skills. A curriculum based on appreciative inquiry of mentors' strengths will enrich idea sharing, fostering cultural humility and avoiding burnout. Medical students involved in this program believe they gained benefits, including improving their mentorship skills, expanding their cultural humility, increasing their comfort with caring for underserved populations, and improving their ability to recognize health disparities
A Diverging View of Role Modeling in Medical Education
Research in the area of role modeling has primarily focused on the qualities and attributes of exceptional role models, and less attention has been given to the act of role modeling itself (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard, 2013; Wright, 1996; Wright, Wong, & Newill, 1997). A standardized understanding of role modeling in medical education remains elusive (Kenny, Mann, & MacLeod, 2003). This is problematic given that role modeling is pervasively documented as an approach to teaching (Reuler & Nardone, 1994). Our study attempts to fill a void in this body of research by looking at what faculty are thinking, saying, and doing when they say they are role modeling.
Individual semi-structured interviews with faculty members were conducted in the Department of General Surgery at Queenâs University, Kingston, Ontario, Canada. Interviews were recorded, transcribed, and analyzed using qualitative methods for themes surrounding teaching and role modeling. Three major themes emerged from the data: (1) faculty members think they are teaching when they are acting professionally; (2) faculty members become aware of teaching opportunities and act on them; and (3) faculty members employ evidence-based teaching methods, but they are incorrectly labeling them as ârole modeling.â As a whole, our findings should help distinguish between role modeling as roles and responsibilities enacted while doing oneâs job well, and teaching as facilitated instruction that helps connect knowledge with action (Clayton, 2006; Fassbinder, 2007).
Contributing to a better understanding of how teaching is separate from role modeling has the potential to improve the scope and quality of teaching, ultimately enhancing the learning experience for trainees.
Les recherches menĂ©es dans le domaine de lâimitation de rĂŽles ont portĂ© principalement sur les qualitĂ©s et les attributs de modĂšles de rĂŽles exceptionnels et on a fait moins attention Ă lâacte lui-mĂȘme dâimitation de rĂŽle (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard , 2013; Wright, 1996; Wright, Wong, & Newill, 1997). La comprĂ©hension standardisĂ©e de lâimitation de rĂŽles dans les situations mĂ©dicales reste Ă©lusive (Kenny, Mann, & MacLeod, 2003). Ceci est problĂ©matique du fait que lâimitation de rĂŽles est fortement documentĂ©e en tant quâapproche pour lâenseignement (Reuler & Nardone, 1994). Notre Ă©tude tente de combler un vide dans ce corps de recherche, nous visons Ă examiner ce que les enseignants pensent, disent et font quand ils affirment quâils pratiquent lâimitation de rĂŽles.
Des entrevues semi-structurĂ©es ont Ă©tĂ© menĂ©es avec des professeurs du dĂ©partement de chirurgie gĂ©nĂ©rale de lâUniversitĂ© Queenâs, Ă Kingston, en Ontario, Canada. Les entrevues ont Ă©tĂ© enregistrĂ©es, transcrites et analysĂ©es en utilisant des mĂ©thodes qualitatives pour des thĂšmes liĂ©s Ă lâenseignement et Ă lâimitation de rĂŽles. Trois thĂšmes principaux sont ressortis de ces donnĂ©es : (1) les professeurs pensent quâils enseignent quand ils agissent de façon professionnelle; (2) les professeurs prennent conscience des occasions dâenseignement et les mettent Ă profit; et (3) les professeurs utilisent des mĂ©thodes dâenseignement basĂ©es sur lâĂ©vidence, mais ils les qualifient Ă tort dâ« imitation de rĂŽles ». Dans lâensemble, nos rĂ©sultats devraient aider Ă Ă©tablir la distinction entre lâimitation de rĂŽles en tant que rĂŽles et responsabilitĂ©s adoptĂ©s pendant que lâon fait correctement son travail, et lâenseignement en tant quâinstruction facilitĂ©e qui permet de relier la connaissance avec lâaction (Clayton, 2006; Fassbinder, 2007).
La contribution Ă une meilleure comprĂ©hension de la maniĂšre dont lâenseignement est sĂ©parĂ© de lâimitation de rĂŽles pourrait amĂ©liorer la portĂ©e et la qualitĂ© de lâenseignement pour, en fin de compte, amĂ©liorer lâexpĂ©rience dâapprentissage des stagiaires
A Diverging View of Role Modeling in Medical Education
Research in the area of role modeling has primarily focused on the qualities and attributes of exceptional role models, and less attention has been given to the act of role modeling itself (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard, 2013; Wright, 1996; Wright, Wong, & Newill, 1997). A standardized understanding of role modeling in medical education remains elusive (Kenny, Mann, & MacLeod, 2003). This is problematic given that role modeling is pervasively documented as an approach to teaching (Reuler & Nardone, 1994). Our study attempts to fill a void in this body of research by looking at what faculty are thinking, saying, and doing when they say they are role modeling.
Individual semi-structured interviews with faculty members were conducted in the Department of General Surgery at Queenâs University, Kingston, Ontario, Canada. Interviews were recorded, transcribed, and analyzed using qualitative methods for themes surrounding teaching and role modeling. Three major themes emerged from the data: (1) faculty members think they are teaching when they are acting professionally; (2) faculty members become aware of teaching opportunities and act on them; and (3) faculty members employ evidence-based teaching methods, but they are incorrectly labeling them as ârole modeling.â As a whole, our findings should help distinguish between role modeling as roles and responsibilities enacted while doing oneâs job well, and teaching as facilitated instruction that helps connect knowledge with action (Clayton, 2006; Fassbinder, 2007).
Contributing to a better understanding of how teaching is separate from role modeling has the potential to improve the scope and quality of teaching, ultimately enhancing the learning experience for trainees.
Les recherches menĂ©es dans le domaine de lâimitation de rĂŽles ont portĂ© principalement sur les qualitĂ©s et les attributs de modĂšles de rĂŽles exceptionnels et on a fait moins attention Ă lâacte lui-mĂȘme dâimitation de rĂŽle (Elzubeir & Rizk, 2001; Jochemsen-van der Leeuw, van Dijk, van Etten-Jamaludin, & Wieringa-de Waard , 2013; Wright, 1996; Wright, Wong, & Newill, 1997). La comprĂ©hension standardisĂ©e de lâimitation de rĂŽles dans les situations mĂ©dicales reste Ă©lusive (Kenny, Mann, & MacLeod, 2003). Ceci est problĂ©matique du fait que lâimitation de rĂŽles est fortement documentĂ©e en tant quâapproche pour lâenseignement (Reuler & Nardone, 1994). Notre Ă©tude tente de combler un vide dans ce corps de recherche, nous visons Ă examiner ce que les enseignants pensent, disent et font quand ils affirment quâils pratiquent lâimitation de rĂŽles.
Des entrevues semi-structurĂ©es ont Ă©tĂ© menĂ©es avec des professeurs du dĂ©partement de chirurgie gĂ©nĂ©rale de lâUniversitĂ© Queenâs, Ă Kingston, en Ontario, Canada. Les entrevues ont Ă©tĂ© enregistrĂ©es, transcrites et analysĂ©es en utilisant des mĂ©thodes qualitatives pour des thĂšmes liĂ©s Ă lâenseignement et Ă lâimitation de rĂŽles. Trois thĂšmes principaux sont ressortis de ces donnĂ©es : (1) les professeurs pensent quâils enseignent quand ils agissent de façon professionnelle; (2) les professeurs prennent conscience des occasions dâenseignement et les mettent Ă profit; et (3) les professeurs utilisent des mĂ©thodes dâenseignement basĂ©es sur lâĂ©vidence, mais ils les qualifient Ă tort dâ« imitation de rĂŽles ». Dans lâensemble, nos rĂ©sultats devraient aider Ă Ă©tablir la distinction entre lâimitation de rĂŽles en tant que rĂŽles et responsabilitĂ©s adoptĂ©s pendant que lâon fait correctement son travail, et lâenseignement en tant quâinstruction facilitĂ©e qui permet de relier la connaissance avec lâaction (Clayton, 2006; Fassbinder, 2007).
La contribution Ă une meilleure comprĂ©hension de la maniĂšre dont lâenseignement est sĂ©parĂ© de lâimitation de rĂŽles pourrait amĂ©liorer la portĂ©e et la qualitĂ© de lâenseignement pour, en fin de compte, amĂ©liorer lâexpĂ©rience dâapprentissage des stagiaires
Financial Literacy Survey Instrument
The survey content was based on a review of the literature and included a financial literacy assessment portion that was adapted from the validated Financial Industry Regulatory Authority (FINRA) Financial Literacy Quiz. To quantify debt burden, students estimated anticipated education-related debt in 1 of 4 categories: no debt, 100,000â200,000 or more. Financial stress was assessed with the question âDo you worry about your current financial status?â, with three possible responses: ânot concernedâ, âsomewhat concernedâ, and âvery concernedâ. The racial and ethnic populations considered âunderrepresented in medicineâ (URiM) were based on the definition used by the AAMC: âthose racial and ethnic populations that are underrepresented in the medical profession relative to their numbers in the general population.â The options included in this survey were American Indian or Alaskan Native, Black or African American, Latino, and Native Hawaiian or Pacific Islander.http://deepblue.lib.umich.edu/bitstream/2027.42/170931/1/Financial Literacy Survey Instrument.docx-1SEL