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Biomedical subjects

D A DaRosa

Publications and source records attributed to D A DaRosa.

34 records · Page 2Linked to original sources
PubMed1989

An analysis of the fourth year of medical school for students pursuing surgical careers.

A fourth-year curriculum survey was forwarded to surgery resident program directors, clerkship directors, and residents. A 37 percent response rate was achieved with comparable representation of each respondent type from 130 institutions. The purpose of the survey was to determine how each of the 3 respondent types rated the importance of 42 subjects or clinical experiences to be taken in the fourth year of medical school for students pursuing surgical careers. The survey also included questions on such issues as externships, early match programs, and guidelines used at their institutions for their fourth year students. The results indicated a significantly high agreement among respondent types on what should comprise surgical students' fourth-year curriculum content. The majority feel the fourth year should be planned by students with an electives advisor to equally add breadth to their general professional education as well as provide prerequisite experiences in the career-chosen discipline.

Clinical Clerkship↗
PubMed1988

Evaluation of a system designed to enhance the resident selection process.

A system was developed to establish standardized student performance information and a common nomenclature to enhance communication between clerkship and residency program directors. The results show such a system is in demand by program directors but that some students clerkship directors feel its use hampers students' chances of acquiring surgery residency positions.

Clinical Clerkship↗
PubMed1986

A multidisciplinary surgery clerkship: ten-year experience.

This article describes the principles, logistics, and curriculum of an integrated, multidisciplinary surgery clerkship. This clerkship, tailored to mastery-based instruction, was designed to meet specified goals unique to this institution and structured to obviate weaknesses of traditional clerkship formats. Evaluation methods have been designed to assess the clerkship program, student performance in and reaction to the clerkship, and performance after graduation from medical school. Results indicated clerkship ratings by students are typically above average for all educational modalities and that six out of seven graduating classes rated the surgery clerkship significantly higher (p less than 0.05) than their other clerkship experiences. Other findings showed highly satisfactory to above average performance of graduates whether based on residency supervisors' evaluations or self-evaluations and higher ratings for the graduates who selected surgery residency programs than for those pursuing other disciplines.

Clinical Clerkship↗
PubMed1985

A comparison of objective and subjective measures of clinical competence.

The purpose of this study was to determine if objective performance measures from a simulated patient practical examination were related to faculty subjective assessments of surgery students' performance. Another purpose was to determine if those students performing well on a simulated patient practical examination were the same students awarded honor ratings by faculty. Faculty ratings of students (n = 72) on history taking ability, physical exam skills, problem identification, use of investigations, problem integration, patient management, and patient relations skills were correlated with objective measures on these same criteria achieved on a practical exam employing three simulated patient cases. Correlations were also calculated to study the relationship between practical exam scores and honor rating recipients. Results indicated significant relationships between faculty subjective ratings and practical exam outcomes on all practical examination skills except physical exam skills and patient management skills. Findings also indicated the performance of honor students on the practical examination was significantly better than non-honor students on two skills: history-taking and patient relations. The implications of these research findings are discussed.

Clinical Clerkship↗
PubMed1985

The relationship between stress and attitudes toward leisure among first-year medical students.

The purpose of the study reported in this article was to examine first-year medical students' attitudes toward their free time and how these attitudes relate to self-reported stress levels. Members of the entering class of 1982-83 at the Southern Illinois University School of Medicine were asked to complete surveys designed to measure perceived stress and leisure attitudes. The results indicated a significant negative correlation between the total leisure scale and the stress scale. This correlation supported the hypothesis that students who perceived that they had high stress levels scored low on the leisure attitude scale. These findings suggest a need for educating students about the benefits of well spent leisure time as a stress management mechanism that is important in coping with daily pressures and anxieties.

Adult↗
PubMed1984

Correlates of honor ratings in a clinical clerkship employing a faculty forum evaluation system.

5he purpose of this study was to determine whether or not suspected variables affected a surgery clerk's chances of being awarded an honor rating. Findings indicated a significant relationship between a student receiving an honor rating and his or her preceptor's predetermined level of student advocacy, the number of completed patient interview and physical examination write-ups, and final examination scores. There was no significant relationship found between honor ratings and the preceptor's status, the sequence in which the student was discussed or the length of time spent discussing the student at the final evaluation meeting, or the number of clinical faculty present at the meeting. These results lend support to the faculty forum evaluation approach, but suggest a need for further scrutiny of some influencing variables to ensure all students are fairly considered and honor ratings judiciously awarded.

Clinical Clerkship↗
PubMed1983

A study of the information-seeking skills of medical students and physician faculty.

In the research reported here, the authors compared (a) the abilities of third- and fourth-year students and physicians to solve problems requiring review of current literature with (b) the information-seeking procedures of the three groups in researching those problems. The subjects were given a patient care question to answer, and logs were maintained to document their information-seeking processes. The findings indicated no differences among the three groups in accurately solving patient care problems; a difference in information-seeking processes between third-year students and physicians; and no differences between third-year and fourth-year students or between physicians and fourth-year students in their approaches to seeking information. Mean scores indicated that all three groups need additional training on accessing the literature in making patient care decisions.

Clinical Competence↗
PubMed1982

Assessing patient evaluation skills: a structured versus traditional approach.

The purpose of the study on which this article is based was to determine differences in interviewing skills between third-year medical students who were provided structured, evaluative feedback and those assessed via traditional feedback methods. Experimental group students received a written assessment for every orthopedic hospital patient worked up, while the control group received traditional assessment feedback. Comparison measures were made based on student performance on a simulated patient examination. Results indicated that students who were provided structured feedback scored significantly higher (p less than .05) than those assessed by traditional assessment means.

Clinical Competence↗
PubMedDate not supplied

Changing surgical education strategies in an environment of changing health care delivery systems.

Emerging changes in health care delivery will have a significant impact on the structure of surgical education in academic departments of surgery. Based on some assumptions as to the probable nature of the final product of this reform, this article encourages a proactive stance by surgical educators to anticipate changes and move toward restructuring in areas of curricular content, the teaching process, performance evaluation strategies, and faculty infrastructure of the academic department. Curriculum changes must bridge the gap between public health and medicine and continue the aggressive trend toward teaching in the outpatient setting. Surgical educators must adapt to evolving computer and instructional technology that will make multimedia presentations, distance education, teleconferencing, hypermedia, and virtual reality commonplace in the teaching setting. Increased emphasis on accountability and accreditation will require stringent criteria in performance and program evaluation methodology. The academic infrastructure will need to adapt to the changing goal of training more general surgeons and fewer specialists and yet maintain the fundamental responsibility of an academic surgeon for mentoring the medical student and surgical resident.

Computer-Assisted Instruction↗