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Biomedical subjects

E Kosower

Publications and source records attributed to E Kosower.

11 recordsLinked to original sources
PubMed1996

Comparison of pediatric resident and faculty learning styles: implications for medical education.

This article compares resident and faculty learning strategies and styles and considers implications for teaching. The Kolb Learning Style Inventory was administered to 17 pediatric residents and 22 faculty in a pediatric department of an urban university-affiliated public medical center in 1991. Four scales--concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE)--are derived from self-ranking groups of words. Combining strategies leads to one of four styles: accommodator, diverger, converger, or assimilator. Analysis of variance and chi-square statistics were used to analyze strongest strategies and styles and to compare groups. It was found that resident and faculty preferred learning strategies and styles were significantly different. Resident strategies were spread primarily between concrete experience (40.5%) and active experimentation (40.5%), whereas faculty clearly preferred abstract conceptualization (77%). Most residents had either an accommodator or diverger learning style (81%), whereas most faculty were either assimilators or convergers (73%). This knowledge of learning strategy preferences and styles may have implications for design and delivery of instruction to residents.

Education, Medical↗
PubMed1996

Telephone T.A.L.K.: a teaching/assessment tool for medical training.

An instrument for teaching and assessing interpersonal communication skills of physicians on the telephone was developed. A conceptual framework based on the acronym T.A.L.K. [Trust, Assert, Listen and K.I.S.S. (Know, Inquire, Solve, and Stroke)] was used for organizing 22 specific behaviors. Faculty gave feedback to residents using T.A.L.K. guidelines while listening to taped telephone calls of the residents T.A.L.K.ing with patients. A five-point scale enables the instrument to be used for skill assessment and program evaluation.

Clinical Competence↗
PubMed1996

Evaluating telephone T.A.L.K.

A telephone communication instrument, Telephone T.A.L.K. (Trust, Assert, Listen, and K.I.S.S.--Know, Inquire, Solve, Stroke), was developed for a pediatric residency program for teaching and assessment purposes. Residents had call reviews with faculty as an intervention. Eight residents had pre-intervention calls and 3 call reviews. At post-intervention, Trust and Listening skills showed significant improvement and Assert and K.I.S.S. near significance. Ranking frequencies of items for calls of 30 residents indicated which items to select for future teaching.

Clinical Competence↗
PubMed1995

Tobacco prevention education in a pediatric residency program.

OBJECTIVE: To report the impact of a tobacco intervention in a pediatric residency program. DESIGN: Residents and faculty took pretests and posttests and follow-up surveys 6 months later. SETTING: An urban, university-affiliated, county medical center. INTERVENTION: An educational program of three presentations, written materials, and a bulletin board. RESULTS: Significant improvement in counseling and confidence in counseling. Perceptions of barriers to counseling, specifically expertise, time limitation, and doubts regarding counseling effectiveness diminished. Residents changed less than faculty in particular areas. There were no differences between the posttests and the follow-up survey 6 months later. CONCLUSIONS: Pediatric health professionals in an academic setting, given an educational program, will change their behaviors and attitudes about their role in counseling patients about tobacco use.

Adult↗
PubMed1993

Analysis of pediatric emergency department telephone calls.

This study analyzed incoming telephone calls to an urban county pediatric emergency department (PED). Data were collected by reviewing recorded incoming calls and written logs for two separate months, six months apart. Eight hundred seventeen calls were reviewed. The largest number of calls for both months (15%) was for upper respiratory infection symptoms. Information, fever, and diarrhea were in the next three ranks for both months. Fifty-three percent were about children under one year of age. Over 50% of the calls were received from 4:00 PM to 12:00 AM during both months. The average length of calls was 4.0 minutes. A review of the logs identified 221 (27%) calls to be emergent or urgent; 197 (89%) of these callers were advised to bring the child to the PED. These data suggest that content for a curriculum should be directed toward common pediatric problems regarding young children, focusing on children under one year of age.

Age Factors↗
PubMed1991

Telephone T.A.L.K.: a telephone communication program.

Twenty-four percent of all medical care contacts are made on the telephone. Practicing pediatricians and emergency physicians often manage children's illnesses by telephone. Studies have shown that there is a need for improved communication between physicians and patients, and it is believed that quality of, and satisfaction with, health care services will improve with increased emphasis on interpersonal communication skills in medical training. The Department of Pediatrics at Harbor-UCLA Medical Center includes interpersonal telephone communication as part of residency training. This article describes the telephone program, which differs from other programs in medical settings in that it focuses on communication process skills only. A conceptual framework around the acronym T.A.L.K. is outlined. Topic sessions in the pediatric emergency department and individual resident review sessions are discussed. The guidelines designed to follow the conceptual framework are presented.

Clinical Protocols↗