Comparative efficacy of group and individual feedback in gross anatomy for promoting medical student professionalism

Camp, Christopher L.; Gregory, Jeremy K.; Lachman, Nirusha; Chen, Laura P.; Juskewitch, Justin E.; Pawlina, Wojciech

doi:10.1002/ase.142

Cited by 67 publications

(58 citation statements)

References 36 publications

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“…These characteristics, attitudes, and behaviors include (but are not limited to): honesty, integrity, patient advocacy, high ethical conduct, altruism, patient-centeredness, compassion, empathy, high-quality interpersonal skills, team-work in delivery of care, community involvement, as well as excellence in clinical knowledge. [18][19][20][21] Whereas studies have shown that students observe these positive characteristics and attributes from their professional counterparts, and strive to emulate these traits, [22][23][24] there has been an equal amount of research suggesting that particular behavior modeled by physicians during students' clinical experiences can not only be considered highly unprofessional, but can be a detriment to medical students' professional and ethical constitution. [25][26][27] In this sense, research has yet to fully untangle what and how medical students are actually "learning" from physicians during these clinical settings and situations.…”

Section: Introductionmentioning

confidence: 94%

Clinical experiences during preclinical training: the function of modeled behavior and the evidence of professionalism principles

Michalec

2012

Int J Med Educ

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Objectives: Following the fundamental tenets of Bandura's social learning theory, this study examines the functions of modeled behavior during clinical experiences in the first two years of medical training from the students' perspective, and explores the potential presence of professionalism principles in students' narratives. Methods: Data were gathered through in-depth interviews with ten first year and ten second year medical students. Data were analyzed utilizing a subset of deductive codes extracted from previous literature, as well as inductive codes and particular categories and themes that followed from subsequent analysis procedures. Results: Although not explicitly prompted during inter-views, students offered basic principles of professionalism through their descriptions of behaviors and attributes exhibited by shadowed physicians and preceptors as characteristics that they found appealing and desirable to emulate. Also, students not only actively distinguish between role models and anti-models, but the data suggests that antimodels may even serve as effective mechanisms of social learning processes during these early clinical experiences. Furthermore, the data point to the probable influence of anticipatory socialization processes prior to medical training in that students present, as early as their first week of training, conceptions of how a doctor should act towards patients and other health care professionals. Conclusions: Students actively engage in the social learning process, and early clinical exposure provides opportunities for students to refine their understandings and perceptions of their future role through analysis of the attitudes and behaviors displayed by physicians they deem as positive and negative models of the physician role

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Section: Introductionmentioning

confidence: 94%

Clinical experiences during preclinical training: the function of modeled behavior and the evidence of professionalism principles

Michalec

2012

Int J Med Educ

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“…The course is run over seven weeks (120 hours) and employs modified team-based exercises in both classroom and laboratory to meet clinical anatomy and radiology learning objectives (Hofer et al 2011) that concentrate on building knowledge of gross, developmental, and radiologic anatomy and skills in the personal/interpersonal arenas. Successful demonstration of competencies is determined by self evaluations, formative feedback, peer evaluations, laboratory practical testing, written examinations, and written evaluation by the teaching faculty (Camp et al 2010). In addition to the requirement of core knowledge of basic human structure and function and its application to patient care, students are also expected to demonstrate aspects of professionalism, effective communication, teamsmanship, and leadership Gregory et al 2009).…”

Section: Contextmentioning

confidence: 99%

Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Lachman¹,

Christensen²,

Pawlina³

2012

Medical Teacher

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Background: Significant increase in the literature regarding ''residents as teachers'' highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third-and fourthyear medical students through integrated apprenticeship and mentoring during the Human Structure didactic block. Aim: This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship. Results: Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described. Conclusion: Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.

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“…1). Each section was followed by a ''consolidation day,'' which was primarily used for review sessions led by teaching assistants (third-year medical students), practice practical examinations, reflections (Lachman and Pawlina, 2006), dissection quality assessments (Kumar et al, 2010), and to provide formative feedback to students and team leaders Camp et al, 2010).…”

Section: Methodsmentioning

confidence: 99%

Using checklists in a gross anatomy laboratory improves learning outcomes and dissection quality

Höfer

Nikolaus

Pawlina

2011

Anatomical Sciences Ed

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Checklists have been widely used in the aviation industry ever since aircraft operations became more complex than any single pilot could reasonably remember. More recently, checklists have found their way into medicine, where cognitive function can be compromised by stress and fatigue. The use of checklists in medical education has rarely been reported, especially in the basic sciences. We explored whether the use of a checklist in the gross anatomy laboratory would improve learning outcomes, dissection quality, and students' satisfaction in the first-year Human Structure didactic block at Mayo Medical School. During the second half of a seven-week anatomy course, dissection teams were each day given a hardcopy checklist of the structures to be identified during that day's dissection. The first half of the course was considered the control, as students did not receive any checklists to utilize during dissection. The measured outcomes were scored on four practice practical examinations and four dissection quality assessments, two each from the first half (control) and second half of the course. A student satisfaction survey was distributed at the end of the course. Examination and dissection scores were analyzed for correlations between practice practical examination score and checklist use. Our data suggest that a daily hardcopy list of anatomical structures for active use in the gross anatomy laboratory increases practice practical examination scores and dissection quality. Students recommend the use of these checklists in future anatomy courses.

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Comparative efficacy of group and individual feedback in gross anatomy for promoting medical student professionalism

Cited by 67 publications

References 36 publications

Clinical experiences during preclinical training: the function of modeled behavior and the evidence of professionalism principles

Clinical experiences during preclinical training: the function of modeled behavior and the evidence of professionalism principles

Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Using checklists in a gross anatomy laboratory improves learning outcomes and dissection quality

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