From concept to culture: the WWAMI program at the University of Washington School of Medicine.

Shortages of primary care physicians have historically affected rural areas more severely than urban and suburban areas. In 1970, the University of Washington School of Medicine (UWSOM) administrators and faculty initiated a four-state, community-based program to increase the number of generalist physicians throughout a predominantly rural and underserved region in the U.S. Northwest. The program developed regional medical education for three neighboring states that lacked their own medical schools, and encouraged physicians in training to practice in the region. Now serving five Northwest states (Washington, Wyoming, Alaska, Montana, and Idaho), the WWAMI program has solidified and expanded throughout its 30-year history. Factors important to success include widespread participation in and ownership of the program by the participating physicians, faculty, institutions, legislatures, and associations; partnership among constituents; educational equivalency among training sites; and development of an educational continuum with recruitment and/or training at multiple levels, including K--12, undergraduate, graduate training, residency, and practice. The program's positive influences on the UWSOM have included historically early attention to primary care and community-based clinical training and development of an ethic of closely monitored innovation. The use of new information technologies promises to further expand the ability to organize and offer medical education in the WWAMI region.

A follow-up study of the characteristics of dean's letters.

PURPOSE: To assess the content and quality of dean's letters since the publication of guidelines recommended by the Association of American Medical Colleges (AAMC) in 1989. METHOD: In 1998, the dean's letter writers at all 124 U.S. medical schools were surveyed. The questionnaire incorporated items from two previous surveys (1981 and 1992). In addition, samples of dean's letters (n = 451) from all U.S. medical schools for the graduating class of 1998 were rated based on the AAMC's guidelines. RESULTS: The response rate of the 1998 survey (66%) was lower than those of the two previous surveys (87% for 1992 and 85% for 1981). Schools that prepared letters that followed the AAMC's guidelines were somewhat more likely to have responded. According to the letter writers in 1998, close to 300,000 letters (approximately 1,050,000 pages total) were sent to residency directors, at an estimated cost of $26,000 per school. A total of 65% of schools produced adequate dean's letters based on the 1989 AAMC's guidelines, compared with 55% in 1992. Many schools were organizing the dean's letter in more readable formats, and more schools provided information that allowed for a comparison of students within the same school. CONCLUSION: The improvements in dean's letters are encouraging, but ten years after the AAMC's guidelines, 35% of U.S. schools still produce unacceptable letters. With the addition of the electronic submission of information, it is time to review further improvements to the dean's letter.

The prevalence of vitamin A deficiency in 1994 on an atoll of the Marshall Islands and its relationship to locally grown food.

In an area of the world not previously studied for the presence of nutritional deficiencies, this study conducted in 1994, examined the prevalence of Vitamin A deficiency on a representative atoll of the Marshall Islands. All children ages three through ten living on Mili atoll were surveyed. The study was conducted house-to-house with all 38 subjects on the atoll voluntarily enrolling in the study. Vitamin A status was assessed by conjunctival impression cytology with transfer ([CT), clinical ophthalmic signs, and nutritional survey in all children ages three through ten living on Mili atoll, Republic of the Marshall Islands. Forty-seven percent had xerophthannia (5% with XN, 39% with XN + XIA, and 3% with XN + XIB). More than three-quarters (78%) were ICT abnormal, indicating 31% of the population had mild sub-clinical vitamin A deficiency. Eighty-six percent of the children had not received the U.S. recommended daily allowance of vitamin A in the previous week. Oiven the World Health Organization's published guidelines that anything greater than a 1% prevalence, Vitamin A deficiency on Mili atoll may be classified as a significant public health problem.

Participation in enrichment programs and its effect on interview scores of applicants to the University of Washington School of Medicine.

Enrichment programs for underrepresented-minority (URM) and disadvantaged students provide a variety of motivational, academic, and research opportunities. Many enrichment programs take place in medical schools, where one might expect the students to pick up skills and knowledge that could give them a competitive advantage during their medical school admission interviews. To test this, the authors surveyed the 227 URM students who were interviewed at the University of Washington School of Medicine in 1993, 1994, and 1995, dividing them into two groups: 97 students who had participated in enrichment programs and 130 students who had not. The authors compared the interview scores of the two groups. Participation in an enrichment program was not associated with better interview scores. Being a woman and having strong MCAT verbal reasoning scores were the only variables that had statistical significance for the prediction equation of the interview score.

Development and psychometric properties of the Washington Primary Care Interest Inventory.

PURPOSE: To describe the development of the Washington Primary Care Interest Inventory (WPCII), which was designed to assess attitudes toward what constitutes appropriate psychosocial concerns for visiting a family physician, and to demonstrate the relationship between these attitudes and specialty selection in matriculating medical students. METHOD: Five entering classes of medical students (1990 to 1995, without 1992) at the University of Washington were administered the WPCII during orientation. Reliability, factor, and predictive validity analyses were performed to measure the utility of the WPCII. RESULTS: Factor analysis revealed three interpretable factors to underlie the WPCII: stressors, physical complaints, and familial complaints. Scales developed from these factors correlated with students' early career preferences and showed significant differences across students who were selected under different interviewing formats. Differences between the sexes were found for both specific items and scales. CONCLUSION: The WPCII is a reliable and valid measure of attitudes toward the appropriateness of family physicians' treating psychosocial complaints. These attitudes have implications for the selection of medical students, curriculum development, assessment, and health education research.

Frequency and effect of negative comments ("badmouthing") on medical students' career choices.

BACKGROUND: Some call it "medical bigotry," and others describe it as the "hidden curriculum," but, by any name, the superficial and demeaning comments that students hear about particular career choices are thought to play a major role in discouraging the selection of primary care careers. This paper explores the frequency and effect of "badmouthing" on career choice with the hypothesis that it is more frequently heard about primary care disciplines but has relatively little influence on actual career choice. METHOD: In 1993, 129 (79%) of the 163 University of Washington School of Medicine graduates responded to a two-page questionnaire about badmouthing. This information was used to refine the questionnaire. In 1994, 1,447 graduating students from nine medical schools were surveyed with the revised questionnaire. The schools were chosen to represent schools that had high, medium, and low proportions of students going into primary care careers. RESULTS: A total of 1,114 questionnaires were returned, for a response rate of 77%. Badmouthing was heard frequently (76% of the responding students) and often occurred as early as the first and second years of medical school. The students heard badmouthing about their career choices most frequently when they selected surgery (91%) and family medicine (87%) and least frequently when they chose pediatrics (57%), p < .001. The students reported that the influence on career choice was low in general, but 186 students (17% of all respondents) did report altering their choices based on badmouthing. CONCLUSION: Primary care fields and non-primary care fields were equally affected by career changes due to badmouthing. This study indicates that badmouthing, while pervasive across all disciplines and an unattractive aspect of the educational experience, cannot alone account for the low proportion of graduates choosing primary care careers.

The problem student on clinical rotations: a comparison of Malaysian and North American views.

The purpose of this study is to explore the types of problem students that clinical teachers encounter in clinical settings. A questionnaire developed by the Association of American Medical Colleges that lists a variety of types of problem students was completed by 466 clinicians at the University of Washington School of Medicine (UWSOM) and 98 Malaysian clinicians from Universiti Kebangsaan Malaysia (UKM) and Universiti Sains Malaysia (USM). In addition, 120 medical students from UKM completed a slightly modified version of this questionnaire. Both the faculty and student questionnaires asked the respondent to identify the frequency of a given problem type. The faculty was also asked to estimate how difficult it was to evaluate a specific problem. In general, there was strong agreement among the North American and Malaysian faculty on the frequency and difficulty of the 24 types of problem students listed. There were some notable differences, such as Malaysian teachers perceiving the "shy" student more frequently than their North American counterparts who rated the student with deficits in knowledge more frequently. However, the overall similarity in the rankings suggest that clinical teachers face similar types of problems, independent of cultural differences and institutional differences.

Characteristics of dean's letters in 1981 and 1992.

PURPOSE: To compare results from 1981 and 1992 national surveys of the writers of medical school dean's letters, and to rate the 1992 letters based on the guidelines recommended by the Association of American Medical Colleges (AAMC). METHOD: In early 1992 a survey was administered to the dean's letter writers at all 125 U.S. medical schools with fully accredited four-year programs; the survey incorporated many items from a 1981 survey. In addition, 550 dean's letters from all U.S. medical schools for the graduating class of 1992 were collected and rated based on guidelines published by the AAMC in 1989. RESULTS: The response rate of the 1992 survey was comparable to that of the 1981 survey (85% and 87%, respectively). In both surveys, slightly more than half the schools used more than one letter writer; however, the 1992 letters were longer and there were more of them, in spite of the fact that there were approximately 700 fewer graduates. In 1992 the estimated total cost per school was $25,000 (comparable data were not collected in 1981). The ratings of the letters revealed that only 38% of the schools introduced their letters as letters of "evaluation," as recommended by the AAMC, and that 15% of the schools failed to use the AAMC guidelines for format. When the schools were rated for overall quality (i.e., format combined with information about the students' performance in comparison with that of peers), 55% of the schools passed and 45% failed. CONCLUSION: Several recommendations for improving dean's letters are discussed, including the following: (1) all dean's letters should be formatted according to the AAMC guidelines; (2) each school should have one person responsible for central overview of the school's letters; and (3) for comparative performance information, schools should at least give the percentages of grades given in the required clerkships, and it would be preferable for them to employ systems that group students into four to six groups and to indicate the percentage of students in each group.

Functional and dysfunctional characteristics of the prevailing model of clinical evaluation systems in North American medical schools.

To ensure that graduates are ready to move on to residency, medical schools need systems to monitor students' progress through clinical experiences. Clinical rotations occur in geographically separated settings in a variety of disciplines that use evaluators of varying levels of experience. That this complexity lends itself to error has been documented by the Association of American Medical Colleges' ongoing Clinical Evaluation Project, begun in 1979. This paper draws from that work and a 1987-1988 survey of 77% of the U.S. and Canadian deans for student affairs. This information is subjected to an analysis that emphasizes both common and unique characteristics of evaluation systems that are based on the four-stage model employed by most medical schools. Seventeen symptoms that can be signs of system errors are identified. It is recommended that schools having these symptoms review their clinical evaluation systems to ensure effective and efficient monitoring of clinical students.

Comparing assessments of medical students' potentials as residents made by the residency directors and deans at two schools.

The Association of American Medical Colleges' Committee on Dean's Letters advised in 1988 that the dean's letter should be a letter of evaluation rather than a letter of recommendation. The committee also recommended that the letter contain some form of comparative information to let the residency director know how individual students fared in comparison with their peers. This article reports the results of a 1989 study of the types of agreements between the letter writers and the residency directors of two schools. Three standard methods of providing comparative information were used in their ranking of 20 graduates from the class of 1987 at each school. Ordinal ranking from best to worst students revealed a surprisingly high degree of rank-order agreement, but only for 15 of the 16 participating residency directors. Clustering into fixed groups ("top third," etc.) gave high agreement for top students but weaker agreement for the middle and lower groupings. The advantages and disadvantages of these evaluation methods are discussed.

Clinical behaviors and skills that faculty from 12 institutions judged were essential for medical students to acquire.

This paper describes a 1988-1989 collaborative mail survey of faculty opinion about clinical behaviors and skills that students should be expected to demonstrate prior to graduation from undergraduate medical school (hereafter called "exit objectives"). Selected faculty from 12 American and Canadian medical schools indicated whether each of 77 objectives was essential for every student to know or demonstrate prior to graduation; useful but not essential at the undergraduate level; or not applicable to their undergraduate program. Their responses provide a glimpse into faculty expectations regarding some of the exit behaviours and skills they deemed essential. Forty-two percent (32) of the 77 objectives were regarded as essential by 75% or more of the faculty members who responded. Essential objectives involved conducting organ system examinations, formulating problems and hypotheses, and gathering fundamental interview, physical, and screening examination data, including emergency examinations of the airway and circulatory systems. Other essential objectives involved collaboration and communication, demonstrating concern for legal and ethical values, and keeping abreast of current information within the discipline. Exit objectives related to the diagnosis and management of specific conditions were regarded as useful but not essential at the undergraduate level. Implications for medical education are discussed.

The relationship of male transsexual typology to psychosocial adjustment.

In a search to uncover variables predictive of psychosocial adjustment of male transsexuals, this study examined features which have been empirically linked to characteristics of male transsexual typology. Data from 25 male transsexual volunteers were examined by means of multiple regression analysis to determine whether symptoms of introversion, depression, or tension, as well as adjustment to work and gender reorientation could be linked to the typological variables of androphilia, gynephilia, cross-gender fetishism, feminine gender identity in childhood, and age of onset of transsexualism. Valid and reliable scales measuring the typological variables of erotic partner preference (androphilia and gynephilia), cross-gender fantasy in association with sexual arousal (cross-gender fetishism), and degree of feminine gender identity in childhood were used. Results indicate a significant relationship between social gender reorientation and the feature of androphilia and between work adjustment and gynephilia. This differential adaptation is explained in terms of the different course that transsexualism takes within each typological subgroup. These findings offer evidence as to why some transsexuals may more readily adopt a female gender identity than others. There was no relationship found between the typological features and those variables measuring psychological disturbance.

Appraisal and coping in the process of patient change during short-term psychotherapy.

The process of patient change during short-term dynamic therapy was followed in eight patients by repeatedly measuring their appraisal and coping with significant people and issues in their lives. Patients' ratings of their appraisal and their coping with each of these variables were compared to a line of optimal functioning, which describes the ideal appraisal/coping relationship. Two groups of patients were identified who must carry out different corrections on these measures during therapy in order to approximate the optimal functioning line. The appraisal/coping relationship measure appears promising as a way to reflect patient change during therapy.

Improvement of oncology education at the University of Washington School of Medicine, 1984-1988.

In 1984, performance on the National Board of Medical Examiners (NBME) examination by medical students from the University of Washington School of Medicine was significantly lower in clinical oncology, pathology, surgery, and oncology-related subjects than was their performance in other subjects (p = .002) and inversely proportional to the degree of oncology-relatedness of the material examined. Moreover, their performance on oncology-related questions was significantly lower than the national average (p less than .001). The curriculum committee thus initiated a review of the oncology content in the curriculum of the school of medicine and implemented a two-year plan in 1984-1986 to improve the perceived deficiencies. During the year the two-year intervention was completed, reevaluation demonstrated evidence that substantial improvement had occurred in oncology performance by the students, relative to their performance in non-oncology subjects (p less than .05) and to the national average. Performance on the non-oncology items was unchanged. The authors conclude that oncology education and performance of the students was significantly improved within two years, after instituting the short-term plan to enhance cancer education in the medical school, the improvement in oncology did not occur at the expense of a reduction in performance in non-oncology subjects, and the improved performance in oncology by the students enhanced their overall performance on the NBME examination.

Characterization of psychiatry residency training programs.

Psychiatry residency training programs were characterized on four dimensions in a pilot study of seven West Coast schools. Residents and faculty rated their programs on academic versus clinical, community-based versus institution-based, private versus public practice, and biological versus psychological orientation. Faculty and residents from the same schools differed only on the academic-clinical dimension. Significant differences existed between schools on each axis. Variation in ratings on the biological-psychological axis suggests that claims to a "biopsychosocial" orientation may be too broad to be meaningful. This method of dimensional ratings appears appropriate for program assessment and deserves further development.

Types of problem students encountered by clinical teachers on clerkships.

The teachers who play the all-important role of enabling students to learn on clinical clerkships must balance the two essential skills of being a good role model and maintaining objectivity in order to identify students with a variety of problems. This study describes the findings of a survey that identifies both the type of the problems that most bother teachers and the relative frequency of those problems. Non-cognitive problems (poor interpersonal skills and non-assertive, shy students) were identified by teachers as being seen at the same relative frequency but posing greater difficulty than cognitive problems (poor integration skills, disorganization, poor fund of knowledge, etc.). A variety of the types of interventions to these problems are discussed.

Early identification of future medical students using initial undergraduate grades.

This study assessed whether overall academic performance in undergraduate medical coursework can be predicted with reasonable accuracy by using grades from initial college-level courses rather than total premedical grade point averages (GPAs). Initial college grades from four areas, MCAT scores, and NBME I and II scores were recorded for students admitted to the University of Washington Medical School, for students admitted to other medical schools, and for students not admitted to any medical school. The results documented a high relationship between cumulative GPAs and initial grades, with differences found between those students admitted to medical school and those not admitted. The importance of this study is the documentation that little predictive utility is gained by waiting for overall college GPAs from medical school applicants. Initial GPAs are available 2 years earlier than overall GPAs and provide virtually the same information. Exploratory suggestions for medical school admission policies are made.