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Larrie Greenberg

Publications and source records attributed to Larrie Greenberg.

14 recordsLinked to original sources
PubMed2007

Prerequisite competencies for third-year clerkships: an interdisciplinary approach.

The Collaborative Curriculum Project (CCP) is one of three components of the Family Medicine Curriculum Resource Project (FMCRP), a federally funded effort to provide resources for medical education curricula at the beginning of the 21st century. Medical educators and staff from public and private geographically distributed medical schools and national specialty organizations in family medicine, internal medicine, and pediatrics developed by consensus essential clinical competencies that all students should have by the beginning of the traditional clerkship year. These competencies are behaviorally measurable and organized into the domains used for the Accreditation Council for Graduate Medical Education (ACGME) core competencies. Exemplary teaching, assessment, and faculty development resources are cited, and attention is given to budgetary considerations, application to diverse populations and settings, and opportunities for integration within existing courses. The CCP also developed a subset of competencies meriting higher priority than currently provided in the pre-clerkship years. These priority areas were empirically validated through a national survey of clerkship directors in six disciplines. The project's documents are not intended to prescribe curricula for any school but rather to provide curricular decision makers with suggestions regarding priorities for allocation of time and resources and detailed clinical competency statements and other resources useful for faculty developing clinical courses in the first 2 years of medical school.

Clinical Clerkship↗
PubMed2006

A multi-level assessment of a program to teach medical students to teach.

Few longitudinal programs exist to teach senior students (MS4s) to be teachers, nor have there been any reports of comprehensive program evaluation in this area. The primary objectives of this study were to describe our ongoing faculty development effort and to develop a multi-level program evaluation, using Dixon's model. The TALKS (Teaching and Learning Communication Skills) program is a senior elective and open to all MS4s. We evaluated our program through assessment of its participants at three levels: level 1, opinion; level 2, competence; and level 3, performance; but not level 4, patient outcomes. The authors used a retrospective, pre-post questionnaire to assess MS4 attitudes about their educational experiences, a traditional instrument to assess their teaching, an interaction analysis technique using Bloom's taxonomy to assess MS4s' feedback skills, and a SP exam to assess MS4 communication skills. The authors hypothesized that MS4s participating in TALKS would view medical education more positively and informatively, would demonstrate important principles in giving feedback, would be assessed as excellent teachers, and would perform better than controls in an SP exam emphasizing communication skills. Results revealed that MS4s' ratings as teachers were very good to excellent, with the highest scores on the items "knowledgeable, supportive of me, and answering questions clearly." (Level 1, Opinion) MS4s' perceptions of their knowledge, attitudes and skills increased significantly from the pre to the post-questionnaire. (Level 2, Competence) MS4 feedback skills to MS2s revealed they did more talking than ideal, often at the lowest levels of Bloom's taxonomy. (Level 3, Performance) MS4s demonstrated better communication skills than controls on an evaluation by professional SPs. (Level 3, Performance).

Curriculum↗
PubMed2004

Visual, tactile, and phobic hallucinations: recognition and management in the emergency department.

OBJECTIVES: The purposes of this case series are to review the acute manifestations of hallucinatory phenomenon in young children, with a focus on visual, tactile, and phobic hallucinations (VTPH) as an important part of the differential diagnosis; and to describe 10 children who presented to the Children's National Medical Center Emergency Department (CNMC ED) with VTPH. METHODS: The medical records of children identified with VTPH who were evaluated during a 20-month period in 1998 to 1999 were reviewed. The diagnosis was established if the hallucinations were well documented as being anxiety-related, not auditory, and with no evidence of underlying organic etiology. All cases were initially screened in the emergency department. Demographic information included age, gender, duration, and description of symptoms, stressors, family psychiatric history, and outpatient treatment. RESULTS: Ten children with this disorder were encountered. VTPH can be differentiated from other causes of hallucinations in that the children are preschool to young school age; their hallucinations are tactile and visual, presenting at night; and symptoms are anxiety-based but short-lived. When toxins, drug reactions, central nervous system, and febrile etiologies are ruled out, timely consultation with the psychiatry team can eliminate costly and time-consuming procedures and avoid further emotional distress for the child and family. CONCLUSIONS: VTPH is a more commonly occurring disorder than previously reported in the pediatric emergency medicine literature. Emergency physicians who recognize the characteristics of this diagnosis are encouraged to seek psychiatric consultation rather than performing unnecessary and costly diagnostic tests.

Anxiety↗
PubMed2004

Advising PL-1s.

Explore the source record for details and available documents.

Career Choice↗
PubMedDate not supplied

Postpartum counseling perceptions and practices: what's new?

BACKGROUND: The in-hospital postpartum period is a critical opportunity for health care providers to enhance maternal understanding of newborn care, yet few studies have determined whether health care providers' educational priorities match those of new mothers. OBJECTIVE: To document how well pediatricians' perceptions of educational priorities for counseling about care of the newborn match those of new mothers during the postpartum hospitalization, and to determine whether pediatricians' actual counseling practices reflected maternal priorities. DESIGN: Cross-sectional study of perceived educational needs with direct observation of pediatrician counseling practices. SETTING: A suburban Washington, DC, community hospital. PARTICIPANTS AND INTERVENTION: All pediatricians on staff and a convenience sample of postpartum mothers were asked to rate the importance of newborn counseling issues using lists generated from focus groups and interviews. Pediatricians were observed while counseling mothers, and their postpartum counseling practices were scored using a template derived from the rating procedure. MAIN OUTCOME MEASURES: Comparison of pediatricians' and mothers' perceptions of educational priorities and the description of pediatricians' actual counseling practice. RESULTS: Mothers listed 9 issues as "very important" and expected the pediatrician to address health problems, especially jaundice, feeding, testing, pain medications for circumcision, behavior, and when to call the pediatrician for concerns or to schedule well-child care. Pediatricians and mothers agreed on 6 out of 11 very important issues. Pediatricians were observed to discuss an average of 8 issues per session, especially those they rated as very important, but they frequently failed to mention safety, sleep position, when to call for advice, testing, infant behavior, or circumcision issues. CONCLUSION: Mothers desire to learn a significant amount of information regarding the care of their newborn before hospital discharge. Although pediatricians discussed more issues than in a previously reported study of postpartum counseling, they still fell short of maternal expectations. Pediatricians must ensure that other sources of information, such as nurses, media, and reinforcement at postpartum well-child visits, supplement the information they provide in their in-hospital counseling sessions.

Adult↗
PubMedDate not supplied

The APA/HRSA Faculty Development Scholars Program: introduction to the supplement.

BACKGROUND: The purpose of this project was to improve pediatric primary care medical education by providing faculty development for full-time and community-based faculty who teach general pediatrics to medical students and/or residents in ambulatory pediatric community-based settings. Funding for the program came through an interagency agreement with the Health Resources and Services Administration (HRSA) and the Agency for Healthcare Research and Quality (AHRQ). METHODS: A train-the-trainer model was used to train 112 scholars who could teach skills to general pediatric faculty across the nation. The three scholar groups focused on community-based ambulatory teaching; educational scholarship; and executive leadership. RESULTS: Scholars felt well prepared to deliver faculty development programs in their home institutions and regions. They presented 599 workshops to 7989 participants during the course of the contract. More than 50% of scholars assumed positions of leadership, and most reported increased support for medical education in their local and regional environments. CONCLUSIONS: This national pediatric faculty development program pioneered in the development of a new training model and should guide training of new scholars and advanced and continuing training for those who complete a basic program.

Ambulatory Care↗
PubMedDate not supplied

Overview of the educational scholarship track.

The educational scholarship track represented 1 of 3 tracks of the Ambulatory Pediatric Association/Health Resources and Services Administration faculty development initiative. Two cohorts of participants (N = 38), selected via a peer-review process, took part in a series of three 2-day workshops presented over an 18-month period designed to assist experienced pediatric faculty in becoming more proficient educators. The program was developed through an iterative needs assessment process and consisted of 7 major areas of study and skill development: principles of adult learning; teaching skills; feedback and evaluation; the workshop as a teaching and faculty development tool; curriculum development, implementation, and evaluation; research in medical education; and scholarship and promotion. At program completion, 35 scholars rated themselves on their pre- and postprogram competencies, demonstrating improvement in most areas. Scholars were required to lead educational workshops and reported having led a total of 118 local and 64 regional or national workshops as part of their program participation. There are objective indications that scholars in this track were successful in furthering their careers in medical education.

Ambulatory Care↗