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Biomedical subjects

Donna Kern

Publications and source records attributed to Donna Kern.

2 recordsLinked to original sources

The relationship between continuity of care and trust with stage of cancer at diagnosis.

BACKGROUND AND OBJECTIVES: While continuity of care has been associated with an increased rate of cancer screening, it is unclear if continuity leads to earlier detection of cancer. This study examined the relationship between continuity of care and trust in one's physician with stage of cancer among newly diagnosed colorectal and breast cancer patients. METHODS: A total of 119 newly diagnosed cancer patients (97 breast, 22 colorectal) were surveyed in face-to-face interviews. The relationship between continuity of care and trust with the patient's primary care physicians prior to diagnosis were examined in relationship to the patient's stage at diagnosis via Spearman correlations and chi-square analyses. A stepwise logistic regression model was computed to examine the best predictors of stage at diagnosis. RESULTS: Half of the patients reported that their cancer was found through screening. Continuity of care prior to diagnosis was related to receiving mammography. Continuity of care was not, however, significantly related to earlier detection. Trust in one's primary care physician was related to earlier detection among both the entire sample of patients with colon and breast cancer and among a subsample of women with breast cancer. In a multivariate model, only detection through screening and trust predicted stage of diagnosis. CONCLUSIONS: Continuity of care is not related to earlier detection of cancer, while trust with a regular physician was associated with earlier detection of cancer.

Adult↗

To what degree do problem-based learning issues change with clinical experience?

BACKGROUND: Problem-based learning has been advocated for preclinical and clinical instruction because the learning issues are adaptable to students with varying previous knowledge and ranges of experience. PURPOSE: The aim of this study was to evaluate whether the distribution in the types of learning issues generated to standardized problem-based learning cases changes with increasing clinical experience during the 3rd year of medical school. METHODS: Learning issues collected for students performing their 3rd year family medicine clerkship were categorized into broad areas by three reviewers with agreement achieved through consensus and compared over time. RESULTS: The distribution of learning issues remained relatively constant over the academic year with the exception of topics in the basic sciences and medical decision making. Basic science issues were more slightly common earlier in the 3rd year and decreased over time whereas the opposite trend was observed for medical decision-making questions. CONCLUSION: This study suggests that students do generate different types of learning issues with more clinical experience. Students may show a very slight shift in interest from basic science concerns to higher-order medical decision-making issues over time, but the shift in this interest is very small.

Clinical Clerkship↗