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Biomedical subjects

R Usatine

Publications and source records attributed to R Usatine.

16 recordsLinked to original sources
PubMed2000

A comparative study of measures to evaluate medical students' performance.

PURPOSE: To assess how new National Board of Medical Examiners (NBME) performance examinations--computerbased case simulations (CBX) and standardized patient exams (SPX)-compare with each other and with traditional internal and external measures of medical students' performances. Secondary objectives examined attitudes of students toward new and traditional evaluation modalities. METHOD: Fourth-year students (n = 155) at the University of California, Los Angeles, School of Medicine (including joint programs at Charles R. Drew University of Medicine and Science and University of California, Riverside) were assigned two days of performance examinations (eight SPXs, ten CBXs, and a self-administered attitudinal survey). The CBX was scored by the NBME and the SPX by a NBME/Macy consortium. Scores were linked to the survey and correlated with archival student data, including traditional performance indicators (licensing board scores, grade-point averages, etc.). RESULTS: Of the 155 students, 95% completed the testing. The CBX and the SPX had low to moderate statistically significant correlations with each other and with traditional measures of performance. Traditional measures were intercorrelated at higher levels than with the CBX or SPX. Students' perceptions of the various evaluation methods varied based on the assessment. These findings are consistent with the theoretical construct for development of performance examinations. For example, to assess clinical decision making, students rated the CBX best, while they rated multiple-choice examinations best to assess knowledge. CONCLUSION: Examination results and student perception studies provide converging evidence that performance examinations measure different physician competency domains and support using multipronged assessment approaches.

Educational Measurement↗
PubMed1998

Doctoring: University of California, Los Angeles.

The Doctoring curriculum at the University of California, Los Angeles, UCLA School of Medicine covers all four years of medical school. Its goal is to train physicians to give care that is compassionate, humanistic, high-quality, and evidence-based through a longitudinal, interdisciplinary curriculum with integration of learning experiences within and between years and with more emphasis on certain topics that had been previously neglected (e.g., advanced physical diagnosis, nutrition, public health, ethics). The curriculum operates alongside the traditional one, but strong attempts are made to link the two curricula. The authors describe the gradual introduction of the Doctoring curriculum, the sometimes formidable barriers that were encountered and in some cases still exist (e.g., some faculty and student resistance, need to find funds, faculty recruitment and retention). Active, interested faculty are essential, and intensive faculty development is needed. A detailed description of each year's courses and teaching approaches is given. Year one focuses on interpersonal communication, the medical interview, human development and behavior, and the role of the community in health care; year two, on clinical reasoning, physical diagnosis skills, population medicine, and ethics; year three, on clinical problem solving, health services, professionalization issues, and prevention; and year four (which is elective), on medical education and leadership. The methods of evaluating students, faculty, and the curriculum itself are described and assessed. The authors conclude with a review of plans, prospects, and ongoing problems.

Curriculum↗
PubMed1998

The use and compensation of community preceptors in U.S. medical schools.

PURPOSE: To better understand how U.S. medical schools are using and compensating community preceptors. METHOD: In 1995, the authors sent questionnaires to associate deans for education at all 125 U.S. medical schools. Each questionnaire asked whether that school used community preceptors to teach students and, if so, from what disciplines community preceptors came, at what sites community preceptors taught students, how community preceptors were compensated, and how these factors varied for each year of medical school. RESULTS: One hundred schools (80%) completed the questionnaire. Ninety-six reported using community preceptors. Primary care physicians were used most often, and private practices were the dominant teaching location. A clinical academic appointment was the most common compensation. Few schools compensated community preceptors monetarily. Community preceptors' involvement was substantial in all four years, but greatest in year three. CONCLUSION: Community preceptors are widely used in educating medical students, especially in year three. More recognition and better compensation of these important educators is necessary.

Education, Medical, Undergraduate↗
PubMed1995

Doctoring III: innovations in education in the clinical years.

Despite recent major changes in the practice of medicine, there has been relatively little change in medical education, particularly in the clinical years. Important areas such as ethics, domestic violence, nutrition, preventive medicine, and clinical decision making have been neglected in the curriculum. However, in 1994 the UCLA School of Medicine began to implement Doctoring III, a multidisciplinary, centralized, longitudinal course that spans the third year of medical school. This course addresses many underrepresented topics. Students spend one day every other week in Doctoring III. Half of the day is spent in community-based clinical sites and the other half is spent in small-group teaching sessions. In the small groups, students and faculty follow and manage a panel of simulated patients over the course of the year. The students thus have the opportunity to develop a sense of the progression of common illnesses over time and to explore related ethical, social, and other concerns. The approach taken in Doctoring III has enabled the UCLA School of Medicine to overcome many barriers to curricular change, and it may serve as a model for incorporating the teaching of underrepresented topics in the clinical years.

Curriculum↗
PubMed1994

Doctoring: a longitudinal generalist curriculum.

It is clear that no matter what type of national health care reform is adopted, there will be a shift in the care that physicians are asked to provide: from high-tech to patient-centered, from cost-indifferent to cost-conscious, from treatment-focused to prevention-focused. It is critical that physicians be adequately trained to meet these new challenges. The medical education community needs to search for innovative, creative approaches to help our students develop the knowledge, skills, and attitudes needed to practice medicine in the next century. Doctoring is UCLA's approach to such curriculum reform.

Ambulatory Care↗