Browsing by Subject "medical education"
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Item Aggregated student confidence estimates support continuous quality improvements in a competencies-oriented curriculum(BMJ Publishing Group Ltd., 2019-03-08) Papa, Frank Joseph; Alexander, Jerry H.Introduction: Competencies oriented medical curricula are intended to support the development of those specific tasks likely to improve patient care outcomes. In 2005, our institution developed curricular objectives and instructional activities intended to enable our students to competently perform four specific clinical tasks (diagnose, treat, manage and explain phenomena) for each of approximately 100 common and/or important patient presentations (eg, dyspnoea). However, competencies oriented curricula must also develop outcome metrics aligned with their objectives and instructional activities in order to launch a continuous quality improvement (CQI) programme. This investigation describes how a novel course evaluation methodology produced presentation and task-focused outcome metrics sufficient to support CQIs in our competencies-oriented curriculum. Methods: Literature suggests that aggregated, group opinions are much more reliable than individual opinions in a variety of settings, including education. In 2010, we launched a course evaluation methodology using aggregated student self-assessments of their confidence in performing the four tasks trained to in each presentation-focused instructional activity. These aggregated estimates were transformed into a variety of graphic and tabular reports which faculty used to identify, and then remediate, those specific instructional activities associated with suboptimal presentation and task-focused confidence metrics. Results: With academic year 2010-2011 serving as a baseline and academic year 2015-2016 as an endpoint, analysis of variance revealed a sustained and statistically significant gain in student confidence across this 6-year study period (p<0.001). Discussion: This investigation demonstrated that aggregated, presentation and task-specific confidence estimates enabled faculty to pursue and attain CQIs in a competencies-oriented curriculum. Suggestions for new approaches to confidence-related research are offered.Item An Analysis of Osteoporosis-Related Hip Fractures, Using Hospital Discharge Data(2001-12-01) Rubin, Bernard; Antonio A. Rene; Douglas Mains; Muriel MarshallThe purpose of this study is to assess whether a current physician practice may inadequately diagnose osteoporosis in a high risk population of postmenopausal women who have sustained a hip fracture. A review of all patients discharged from Texas hospitals during calendar year 1999 was analyzed, using the Public Use Data File provided through the Texas Health Care Information Council. A total of 13,628 women over the age of 55 were admitted to hospital with a fractured hip. Only 2,233, or 16.3%, of women were also coded with the diagnosis of osteoporosis (P [less than] 0.001). Forty to fifty percent of postmenopausal women have osteoporosis. Therefore, women presenting with a fragility fracture form an even more at-risk subset of the population, such that one would expect a majority of these women to carry a diagnosis of osteoporosis. Percentages of Caucasian, non-Hispanic women in each group were comparable. The age distribution in each group was comparable, implying that the coded diagnosis of osteoporosis was not related to the age of the women when admitted to the hospital. In conclusion, physicians practicing in Texas during calendar year 1999 inadequately diagnosed osteoporosis in a high risk population of postmenopausal women who were admitted to hospital with fractured hip. Future analysis of subsequent analysis databases will be able to identify whether or not continuing medical education efforts will cause physicians to diagnose osteoporosis in this high risk population more frequently.Item Cross-Sectional Study of Osteopathic General Surgeons in University-Based General Surgery Departments(Cureus, Inc., 2022-05-06) Khan, Mustafa T.; Patnaik, Ronit; Wheeler, Cassidy; Ibrahim, Mira; Wolf, Haley; Baumgardner, Kyle C.; Lovely, Rehana S.INTRODUCTION: Discrepancy between osteopathic (DO) and allopathic (MD) graduates in general surgery spans across all levels of training. In this cross-sectional study, we characterized DO surgeons who serve as faculty at university-based general surgery departments. METHODS: Overall, 106 university-based surgery departments were reviewed. DO and MD surgeons from the same institutions were identified, and demographic data were tabulated. MD surgeons were the control group. Univariate analysis and multivariate regression models were used to compare total publications, h-index, and citations. RESULTS: A total of 70 DO surgeons from 34 institutions were identified: 53 assistant professors, 16 associate professors, and one full professor. Of the DO surgeons, 35.7% completed residency at a university-based program, and 92.9% completed a fellowship, with surgical critical care and trauma being the most common. They were compared to 1,307 MD surgeons from the same institutions. Univariate analysis showed that MD faculty graduated medical school earlier (mean years (standard deviation (SD)): 14.8 (6.0) versus 23.3 (10.6); p<0.0001), had more total publications (median (interquartile range (IQR)): 5 (2.0-18.3) versus 35 (15.0-79.0); p<0.0001), had higher number of citations (median (IQR): 61.0 (14.0-265.0) versus 655.0 (155.0-2267.0); p<0.001), and had a higher h-index (median (IQR): 3 (1.0-8.0) versus 12 (6.0-24.0); p<0.001). Negative binomial regression models accounting for years since graduation, gender, and degree were performed. At the assistant professor rank, MD surgeons had more total publications (exponential coefficient (CI): 2.24 (1.67-3.02); p<0.001), more citations (3.10 (2.20-4.11); p<0.001), and a higher h-index (1.93 (1.36-2.73); p<0.001). Similar trends were noted at the associate professor level with MD surgeons having more total publication (1.67 (1.00-2.79); p=0.049), more citations (3.63 (2.13-6.18); p<0.001), and higher h-index (1.93 (1.10-3.39); p=0.022). CONCLUSIONS: To address this discrepancy between DO and MD faculty surgeons, action must begin at the medical school and continue through residency. DO trainees need better access to mentorship and research support to foster an academic career.Item First Step in Course Planning: Writing Effective Learning Objectives(2012-01-01) Huang, KunA well-planned course begins with effective learning objectives that are well aligned with learning activities and assessments. This workshop targets writing learning objectives for medical and health science education. It provides a big picture of the role of learning objectives in a course, as well as the techniques in writing effective, measurable objectives. Example objectives are presented, and the ways to improve them are discussed.Item Higher Order Thinking (HOT) Faculty Survey (V1)(2011-01-18) Collins, Vanneise; Alexander, Jerry; Savi, ChristineThe Higher Order Thinking (HOT) Faculty Survey instrument is designed to measure faculty use and knowledge of strategies, technologies and assessment techniques that can improve student HOT skills. This document is a copy of the original survey used in the 2010 deployment at UNTHSC.Item QEP Faculty Rubric: Demonstration(2011-01-13)QEP Faculty Rubric for demonstration higher order thinking skills.Item QEP Faculty Rubric: Identification(2011-03-27)QEP Faculty Rubric for identification of HOT strategies and techniques.Item TCOM Review, Fall/Winter 1991(Texas College of Osteopathic Medicine, 1990)Item TCOM Review, Summer/Fall 1988(Texas College of Osteopathic Medicine, 1988) Rowe, T. CayItem TCOM Review, Summer/Fall 1989(Texas College of Osteopathic Medicine, 1989) Zipperlen, JanetItem TCOM Review, Winter/Spring 1988(Texas College of Osteopathic Medicine, 1988) Rowe, T. CayItem TCOM Review, Winter/Spring 1989(Texas College of Osteopathic Medicine, 1989) Zipperlen, Janet