American Journal of Physical Medicine & Rehabilitation, Mar 1, 2000
Close Window. Close Window. Thank you for choosing to subscribe to the eTOC for American Journal ... more Close Window. Close Window. Thank you for choosing to subscribe to the eTOC for American Journal of Physical Medicine & Rehabilitation. Enter your Email address: Wolters Kluwer Health may email you for journal alerts and ...
The authors sought to examine attitudes about spirituality in medicine among medical students in ... more The authors sought to examine attitudes about spirituality in medicine among medical students in psychiatric clerkships and determine whether instruction on concepts of spirituality in medicine had an effect on students' clinical performance in related tasks. A total of 192 students entering psychiatric clerkships were randomly assigned to one of two groups; both groups received identical didactic instruction on spirituality in medicine. One group worked on a problem-based learning case that featured spirituality as a prominent theme, whereas the other group worked on problem-based learning cases that made no mention of it. Students completed pre- and posttest questionnaires, and their examination at the end of rotation included a standardized patient encounter requiring them to elicit a spiritual history. Among the 131 students who completed and returned both questionnaires, a significant difference (p=0.001) was noted between groups on students' self-reported knowledge of taking a spiritual history. However, students in the two groups received identical scores on the component of the examination requiring them to write a spiritual history. Although students who were exposed to material on spirituality in medicine reported greater understanding of the issue, no difference in clinical performance was observed.
While much research has addressed physician competency, the development of confidence has not bee... more While much research has addressed physician competency, the development of confidence has not been studied. We sought to identify which elements of internship residents feel most contributed to building their confidence. By anonymous survey, University of Pennsylvania residents rated 104 internship elements for contribution to building physician confidence and reported their subjective confidence during and since internship. Two hundred ten residents in 18 specialties participated. Detailed ratings for all 104 elements are provided. Generally, independent decision-making items and good back-up support were equally highly valued, as was developing work efficiency. Poorly valued items included high patient loads, long hours, and abusive interactions. Surgical and medical residents agreed. Mean confidence increased during internship from 12 to 32 (1-100 scale) but remained in the 50s during residency for most specialties. Faculty should make informed, deliberate attempts to provide those elements identified as most fostering the development of physician confidence.
This paper describes the process used to introduce a service-learning course into the medical cur... more This paper describes the process used to introduce a service-learning course into the medical curriculum at the University of Kentucky College of Medicine. The rationale for taking the initiative to begin such a project is outlined and curriculum planning considerations are reviewed, including how to identify project team members, choose community agency partners, develop the instructional plan, and define roles and responsibilities of the participants. The importance of understanding the philosophy of service learning and taking time for reflection are underscored. Also discussed are program evaluation issues and strategies are suggested for evaluating service learning, obtaining information relevant to the continuation of the project, and disseminating information about the service learning outcomes.
Date of Application:_____________ Application for the Entering Year: ___________ Position Desired... more Date of Application:_____________ Application for the Entering Year: ___________ Position Desired: 1 yr. ___ 2 year___ Name: (First, Middle, Last)) _____________________________________________________________(Maiden)___________________ Mailing Address: ________________________________________________________________________________________________ (Street, City, State, Zip) Permanent Address: _____________________________________________________________________________________________ (Street, City, State, Zip) Current Home Telephone: ______________ Work/Daytime Telephone: __________________ Cell Phone: ___________________ Pager Number: _________________________________ E-mail Address: _______________________________________________ Age: ______ Date of Birth: ________________ Sex: ___Male ___Female Birthplace: ___________________________ Military Status or Previous Experience:______________________________________________________________________________ Eligibility Requirements: Note: H Visas are not accepted. Applicants must comply with one of the following: I am (check one of the following): ______ A citizen or national of the United States ______ Permanent Resident – Alien # A_______________ ______ Have a J-1 Visa ______ Applying for a J-1 Visa ______ Pending Permanent Resident ______ Political Asylum With valid Employment Authorization Card with valid Employment Authorization Card ______ Refugee with valid Employment Authorization Card ECFMG Certification Number:________________ Date Issued: ___________________
American Journal of Physical Medicine & Rehabilitation, Mar 1, 2000
Close Window. Close Window. Thank you for choosing to subscribe to the eTOC for American Journal ... more Close Window. Close Window. Thank you for choosing to subscribe to the eTOC for American Journal of Physical Medicine & Rehabilitation. Enter your Email address: Wolters Kluwer Health may email you for journal alerts and ...
The authors sought to examine attitudes about spirituality in medicine among medical students in ... more The authors sought to examine attitudes about spirituality in medicine among medical students in psychiatric clerkships and determine whether instruction on concepts of spirituality in medicine had an effect on students' clinical performance in related tasks. A total of 192 students entering psychiatric clerkships were randomly assigned to one of two groups; both groups received identical didactic instruction on spirituality in medicine. One group worked on a problem-based learning case that featured spirituality as a prominent theme, whereas the other group worked on problem-based learning cases that made no mention of it. Students completed pre- and posttest questionnaires, and their examination at the end of rotation included a standardized patient encounter requiring them to elicit a spiritual history. Among the 131 students who completed and returned both questionnaires, a significant difference (p=0.001) was noted between groups on students' self-reported knowledge of taking a spiritual history. However, students in the two groups received identical scores on the component of the examination requiring them to write a spiritual history. Although students who were exposed to material on spirituality in medicine reported greater understanding of the issue, no difference in clinical performance was observed.
While much research has addressed physician competency, the development of confidence has not bee... more While much research has addressed physician competency, the development of confidence has not been studied. We sought to identify which elements of internship residents feel most contributed to building their confidence. By anonymous survey, University of Pennsylvania residents rated 104 internship elements for contribution to building physician confidence and reported their subjective confidence during and since internship. Two hundred ten residents in 18 specialties participated. Detailed ratings for all 104 elements are provided. Generally, independent decision-making items and good back-up support were equally highly valued, as was developing work efficiency. Poorly valued items included high patient loads, long hours, and abusive interactions. Surgical and medical residents agreed. Mean confidence increased during internship from 12 to 32 (1-100 scale) but remained in the 50s during residency for most specialties. Faculty should make informed, deliberate attempts to provide those elements identified as most fostering the development of physician confidence.
This paper describes the process used to introduce a service-learning course into the medical cur... more This paper describes the process used to introduce a service-learning course into the medical curriculum at the University of Kentucky College of Medicine. The rationale for taking the initiative to begin such a project is outlined and curriculum planning considerations are reviewed, including how to identify project team members, choose community agency partners, develop the instructional plan, and define roles and responsibilities of the participants. The importance of understanding the philosophy of service learning and taking time for reflection are underscored. Also discussed are program evaluation issues and strategies are suggested for evaluating service learning, obtaining information relevant to the continuation of the project, and disseminating information about the service learning outcomes.
Date of Application:_____________ Application for the Entering Year: ___________ Position Desired... more Date of Application:_____________ Application for the Entering Year: ___________ Position Desired: 1 yr. ___ 2 year___ Name: (First, Middle, Last)) _____________________________________________________________(Maiden)___________________ Mailing Address: ________________________________________________________________________________________________ (Street, City, State, Zip) Permanent Address: _____________________________________________________________________________________________ (Street, City, State, Zip) Current Home Telephone: ______________ Work/Daytime Telephone: __________________ Cell Phone: ___________________ Pager Number: _________________________________ E-mail Address: _______________________________________________ Age: ______ Date of Birth: ________________ Sex: ___Male ___Female Birthplace: ___________________________ Military Status or Previous Experience:______________________________________________________________________________ Eligibility Requirements: Note: H Visas are not accepted. Applicants must comply with one of the following: I am (check one of the following): ______ A citizen or national of the United States ______ Permanent Resident – Alien # A_______________ ______ Have a J-1 Visa ______ Applying for a J-1 Visa ______ Pending Permanent Resident ______ Political Asylum With valid Employment Authorization Card with valid Employment Authorization Card ______ Refugee with valid Employment Authorization Card ECFMG Certification Number:________________ Date Issued: ___________________
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