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Biomedical subjects

David W Musick

Publications and source records attributed to David W Musick.

10 recordsLinked to original sources
PubMed2007

The development of physician confidence during surgical and medical internship.

BACKGROUND: While much research has addressed physician competency, the development of confidence has not been studied. We sought to identify which elements of internship residents feel most contributed to building their confidence. METHODS: By anonymous survey, University of Pennsylvania residents rated 104 internship elements for contribution to building physician confidence and reported their subjective confidence during and since internship. RESULTS: Two hundred ten residents in 18 specialties participated. Detailed ratings for all 104 elements are provided. Generally, independent decision-making items and good back-up support were equally highly valued, as was developing work efficiency. Poorly valued items included high patient loads, long hours, and abusive interactions. Surgical and medical residents agreed. Mean confidence increased during internship from 12 to 32 (1-100 scale) but remained in the 50s during residency for most specialties. CONCLUSIONS: Faculty should make informed, deliberate attempts to provide those elements identified as most fostering the development of physician confidence.

Attitude of Health Personnel↗
PubMed2006

A conceptual model for program evaluation in graduate medical education.

The author provides (1) a brief overview of the literature concerning program evaluation as applied to medical education, (2) a task-oriented conceptual model for use by residency directors in planning for program evaluation of graduate medical education training programs, (3) an explanation of the term "outcomes evaluation" including distinguishing between types of educational outcomes, and (4) a description of a five-step process of implementing the conceptual model.Recent accreditation standards for graduate medical education programs require a shift from a process-oriented to an outcomes-oriented model of evaluation. Accordingly, residency program directors must ensure compliance by undertaking comprehensive program evaluation procedures that demonstrate educational outcomes. Such procedures include attention to the need and focus of the evaluation; the evaluation methods to be used; and the documentation and presentation of evaluation results to key constituents. Involving teaching faculty and residents in developing a comprehensive evaluation program is vital to success. Regardless of philosophic debates pertaining to the appropriateness of the outcomes model for medical education, this approach appears likely to predominate in the foreseeable future particularly as related to the six general competencies of the physician. A practical, task-oriented approach will assist program directors in ensuring compliance with program evaluation standards.

Education, Medical, Graduate↗
PubMed2003

Pilot study of a 360-degree assessment instrument for physical medicine & rehabilitation residency programs.

OBJECTIVE: To perform a pilot test on a new format for multidisciplinary assessment of resident physicians' professionalism and clinical performance in acute inpatient rehabilitation settings. DESIGN: In this pilot study, a 26-item ratings instrument was developed for use by therapists, nurses, social workers, case managers, and psychologists to rate inpatient residents. RESULTS: A total of 421 ratings forms were returned over four academic years. Alpha reliability coefficient for instrumentation sample was 0.99. chi2 and analysis of variance procedures examined item mean differences. Significant differences (P <or= 0.05) were found based on resident sex (17 items) and rotation setting (20 items). No significant differences were found based on rater profession; mean ratings by profession ranged from 6.67 (physical therapists) to 7.46 (case managers). CONCLUSIONS: Psychometric properties of this new ratings format are encouraging. The tool was a useful way to provide formative feedback to residents regarding professionalism and performance. Residency program directors can use this approach to fulfill Accreditation Council for Graduate Medical Education mandates to use a variety of assessment methods regarding resident education. However, potential sex bias and other issues affecting performance ratings should be considered in interpreting results and warrant further study.

Analysis of Variance↗
PubMed2003

Spirituality in medicine: a comparison of medical students' attitudes and clinical performance.

OBJECTIVE: The authors sought to examine attitudes about spirituality in medicine among medical students in psychiatric clerkships and determine whether instruction on concepts of spirituality in medicine had an effect on students' clinical performance in related tasks. METHODS: A total of 192 students entering psychiatric clerkships were randomly assigned to one of two groups; both groups received identical didactic instruction on spirituality in medicine. One group worked on a problem-based learning case that featured spirituality as a prominent theme, whereas the other group worked on problem-based learning cases that made no mention of it. Students completed pre- and posttest questionnaires, and their examination at the end of rotation included a standardized patient encounter requiring them to elicit a spiritual history. RESULTS: Among the 131 students who completed and returned both questionnaires, a significant difference (p=0.001) was noted between groups on students' self-reported knowledge of taking a spiritual history. However, students in the two groups received identical scores on the component of the examination requiring them to write a spiritual history. CONCLUSIONS: Although students who were exposed to material on spirituality in medicine reported greater understanding of the issue, no difference in clinical performance was observed.

Adult↗
PubMed2003

Service learning in the medical curriculum: developing and evaluating an elective experience.

BACKGROUND: Medical educators are seeking ways to nurture the service commitments of their medical students while promoting interactions with the communities they serve. Service learning is a pedagogy that links community service with academic experience. DESCRIPTION: The University of Kentucky College of Medicine has developed and implemented an experiential service learning elective. The elective is based in local community agencies where small groups of students perform an asset-needs assessment and design a service project based on their findings. The elective is linked to a behavioral science course that provides accompanying biopsychosocial instruction. EVALUATION: Over the 2-year project period, we used multiple methods (i.e., surveys, interviews, reflection questionnaires, evaluations of student performance, and course evaluations) to gather information on the motivations, observations, and assessments of students, faculty preceptors, and community agency partners. CONCLUSION: Linking a service learning elective to a pre-existing course worked well, achieved its objectives, and will be continued

Community Health Planning↗
PubMed2002

How we implemented a service-learning elective.

This paper describes the process used to introduce a service-learning course into the medical curriculum at the University of Kentucky College of Medicine. The rationale for taking the initiative to begin such a project is outlined and curriculum planning considerations are reviewed, including how to identify project team members, choose community agency partners, develop the instructional plan, and define roles and responsibilities of the participants. The importance of understanding the philosophy of service learning and taking time for reflection are underscored. Also discussed are program evaluation issues and strategies are suggested for evaluating service learning, obtaining information relevant to the continuation of the project, and disseminating information about the service learning outcomes.

Community-Institutional Relations↗
PubMed2002

Buzzwords in medical education: what they are, what they mean, and what we are doing about them at the University of Kentucky College of Medicine.

This article defines common buzzwords used to describe innovations in teaching medical students. As background for outlining the innovative educational programs in place at the University of Kentucky College of Medicine, the dual, or bimodal, missions of the College and their historical antecedents are presented. Definitions of important educational outcomes, or standards of achievement expected from University of Kentucky College of Medicine graduates, including professionalism, active learning, evidence-based medicine, and cultural diversity are given. In addition, their relevance to the development of medical professionals is outlined, and examples of where and how these standards are introduced in the Kentucky Medical Curriculum are presented. Similarly, definitions and examples of educational methods or pedagogies used to teach our medical students are discussed including the use of problem-based learning, computer-based instruction, standardized patients, and performance-based assessment.

Education, Medical↗