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1.
Teach Learn Med ; 24(2): 165-7, 2012.
Article in English | MEDLINE | ID: mdl-22490100

ABSTRACT

BACKGROUND: There are several oaths and affirmations that are integrated into the academic customs of the health sciences, such as the Hippocratic Oath and the Ethical Affirmation for Scientists. What current oaths do not communicate is that teaching and learning are the foundation of the professions. SUMMARY: We articulated an oath to punctuate the important role of teaching and to emphasize that educating students is not a marginal responsibility but an important duty. The goal of this oath is to include all educators who contribute to teaching medical students, including basic science and clinical faculty, residents, nurses, and healthcare providers. This oath is also designed to be concise, allowing for a public declaration during ceremonies that call attention to teaching and learning. CONCLUSIONS: Publically declaring the Teaching Oath is an opportunity to clarify the highest standards of teaching and to energize educators to fulfill the promise of a dynamic learning community.


Subject(s)
Faculty, Medical , Goals , Professional Role , Education, Medical, Undergraduate , Humans
3.
Med Educ Online ; 11(1): 4587, 2006 Dec.
Article in English | MEDLINE | ID: mdl-28253784

ABSTRACT

PURPOSE: Students' professional development is an essential aim of medical school. The purpose of this paper is to report how an assessment of first-year medical students' professional behavior was designed and to investigate its measurement characteristics. METHODS: The assessment was implemented as a peer assessment of professional skills, which were delineated according to a formal professional code developed by our curriculum committee. During the last week of the Fall 2005 semester, the professionalism assessment was administered online to students in a problem-based learning course. RESULTS: The internal consistency of the assessment is adequate. The generalizability study found that raters nested within persons accounted for the majority of variance. While the inter-rater reliability is relatively low, using multiple raters may yield an acceptable estimate of the relative reliability. CONCLUSIONS: The results suggest that this peer assessment is a practical assessment, evidenced by the 91% compliance rate. However, future research and modifications will be needed to address the variance of responses, helping to discriminate between "poor" and "good" observations of professionalism. In addition, multiple raters are required to supply reliable estimates of students' professional behavior. Coupling this evaluation with other professionalism evaluations may help reveal a more complete picture of students' professional behavior.

5.
Med Teach ; 26(5): 423-7, 2004 Aug.
Article in English | MEDLINE | ID: mdl-15369882

ABSTRACT

The purpose of this paper is to examine how West Virginia University Medical School used the AAMC Curriculum Management Information Tool (CurrMIT) to map the undergraduate medical school curriculum. Information gleaned from this analysis identified what students are expected to learn, how they learn and how they are assessed. Information about the curriculum was entered into CurrMIT, creating a comprehensive picture of the curricular landscape. Learning outcomes were parceled out according to a competence-based framework. In addition, learning methods and assessment measures were identified. A total of 639 learning outcomes were identified across several competences. A total of 13 learning methods and 13 assessment measures were also identified in the undergraduate curriculum. The results suggest that students are expected to acquire varied knowledge, skills and attitudes. Further, students are presented with diverse learning methods and assessment measures. The curriculum map ascertains whether the program's components, such as learning outcomes, learning approaches and assessment methods, are designed and linked to further students' learning. This analysis will lead to curricular improvements. The implications of this work can help faculty, students and other academic stakeholders shift tacit expectations of learning and development to a curricular reality and, in turn, help prepare future physicians for the changing field of medicine.


Subject(s)
Curriculum , Education, Medical, Undergraduate/organization & administration , Learning , Management Information Systems , Professional Competence , Humans , Organizational Case Studies , Professional Competence/standards , Students, Medical , Teaching , West Virginia
6.
Acad Med ; 77(6): 543-6, 2002 Jun.
Article in English | MEDLINE | ID: mdl-12063201

ABSTRACT

PURPOSE: Chart notes are used to support billing codes under the evaluation and management guidelines of the Health Care Financing Administration (HCFA), in addition to serving as a record of the visit. To better understand the effect of the HCFA documentation guidelines, the authors collected data on how the guidelines affect participation by university- and community-based faculty in clinical education programs. METHOD: In 2000, the authors sent six copies of their questionnaire to the associate deans of the 125 U.S. medical schools and requested they distribute them to all core clerkship directors. The questionnaire consisted of multiple-choice and short-answer questions regarding documentation of medical visits, participation of community-based faculty, understanding of HCFA documentation guidelines, and effects on education programs. RESULTS: The response rate was about 50%. Most of the 379 clerkship directors who responded (77%) stated they were aware the HCFA documentation guidelines include specifications regarding the role medical students can play and documentation of medical visits, and 64% indicated they were concerned the guidelines would affect their educational programs. Concerns included the loss of student independence and active participation in the patient care environment (37), time constraints and the changing balance between education and service (16), loss of faculty and decreased morale (11), and decreased quality of care for patients (7). CONCLUSION: Leaders of medical education must work to modify these guidelines to protect the quality of patients' care, while maximizing students' educational opportunity and participation.


Subject(s)
Centers for Medicare and Medicaid Services, U.S. , Clinical Clerkship/organization & administration , Documentation/standards , Physician Executives/statistics & numerical data , Practice Guidelines as Topic , Guideline Adherence/statistics & numerical data , Humans , Morale , Practice Patterns, Physicians'/economics , Students, Medical/psychology , Teaching/methods , United States
7.
Med Teach ; 23(3): 229-230, 2001 May.
Article in English | MEDLINE | ID: mdl-12098393
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