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Louis A Vontver

Publications and source records attributed to Louis A Vontver.

2 recordsLinked to original sources
PubMed2005

Candid candidate comments: the relationship between residency program selection factors and match list placements from ranked applicants.

OBJECTIVE: The purpose of this study was to explore the relationship between residency program selection factors and placements we received on candidates' match lists. STUDY DESIGN: An annual (2001-2004) telephone survey of applicants (n = 140) ranked for acceptance to the department's residency program addressed 16 program selection factors important in choosing our site. Candidates' comments about these program selection factors were recorded. Logistic regression was conducted with program selection factors as independent variables and program receipt of candidates' top quartile match list rankings as the dependent variable. RESULTS: The overall response rate was 68% (n = 95). Applicants' positive ratings on 3 program selection factors were related to our receipt of top quartile match list rankings: 1) our capacity to meet personal career goals (odds ratio [OR] 4.59); 2) positive faculty-resident relationships (OR 1.97); and 3) suitable location (OR 1.96). CONCLUSION: The single most important factor contributing to receipt of candidates' top quartile match list placements was positive perceptions of our program's abilities to meet their personal career goal needs.

Career Choice↗
PubMed2004

Teaching students to question.

OBJECTIVE: The purpose of the study was to teach medical students the strategies of critical questioning to determine the effect on students' critical thinking skills, confidence in their ability to ask questions, and interaction between student and instructor. STUDY DESIGN: Workshops were developed to teach medical students how to systematically ask critical questions. Sixty-two consenting students in their third-year obstetrics and gynecology clerkship were divided according to alternate rotations to either attend the workshops (n = 28) or not (n = 41). RESULTS: Medical students who attended the workshops scored higher on the California Critical Thinking Skills Test mean total score (study group 25.1 [+/- 0.7 SEM] vs control group 22.9 [+/- 0.6 SEM], P = .028), subscales of inference (12.6 [+/- 0.3 SEM] vs 11.2 [+/- 0.3 SEM], P = .003), and of deductive reasoning (12.7 [+/- 0.4 SEM] vs 10.9 [+/- 0.3 SEM], P = .001). CONCLUSION: Teaching students to ask critical questions improves critical thinking as measured by the California Critical Thinking Skills Test.

Clinical Clerkship↗