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University of Illinois – Chicago
1.
Ott, Michael C.
Resident Hesitation in the Operating Room: Uncertainty in the Context of the Principle of Progress.
Degree: 2016, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/20846 
► In postgraduate medical programs, ‘progressive autonomy’ encourages residents to face moments of uncertainty. We explored the phenomenon of 'hesitation,' triggered by uncertainty, in the context…
(more)
▼ In postgraduate
medical programs, ‘progressive autonomy’ encourages residents to face moments of uncertainty. We explored the phenomenon of 'hesitation,' triggered by uncertainty, in the context of the operating room in order to understand the social behaviors surrounding supervision and progressive autonomy.
Nine surgical residents and their supervisors were selected from a Canadian
medical school. Each resident-supervisor pairing was observed during an operative procedure and subsequently participated in separate post-observation semi-structured interviews. Constructivist grounded theory was used to guide the collection and analysis of the data.
We found that teaching and learning in the operating room is heavily influenced by the principle of progress. The principle of progress suggests that maintaining progress throughout an operative procedure was a highly valued norm by both supervisors and residents alike. Resident hesitation was often the first indication of a disruption to this principle of progress. A lack of resident progress during a procedure was perceived by supervisors as a sign of incompetence and influenced the teaching-learning process.
We considered the implications of these three newly described phenomena, that is, the principle of progress, the meaning of hesitation, and influence on judgments of competence, for teaching and learning in direct supervision settings such as surgery.
Medical educators, by being aware of these phenomena, could maximize their teaching-learning moments and foster progressive autonomy.
Advisors/Committee Members: Bordage, Georges (advisor).
Subjects/Keywords: Medical Education
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APA (6th Edition):
Ott, M. C. (2016). Resident Hesitation in the Operating Room: Uncertainty in the Context of the Principle of Progress. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20846
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ott, Michael C. “Resident Hesitation in the Operating Room: Uncertainty in the Context of the Principle of Progress.” 2016. Thesis, University of Illinois – Chicago. Accessed February 16, 2020.
http://hdl.handle.net/10027/20846.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ott, Michael C. “Resident Hesitation in the Operating Room: Uncertainty in the Context of the Principle of Progress.” 2016. Web. 16 Feb 2020.
Vancouver:
Ott MC. Resident Hesitation in the Operating Room: Uncertainty in the Context of the Principle of Progress. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/10027/20846.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ott MC. Resident Hesitation in the Operating Room: Uncertainty in the Context of the Principle of Progress. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20846
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Texas Southwestern Medical Center
2.
Montgomery, James.
Creation of an Instructional Animation Showing the Development of the Human Placenta from Implantation to Term.
Degree: 2012, University of Texas Southwestern Medical Center
URL: http://hdl.handle.net/2152.5/1355
► This project was created to fill a need in available placental development instructional tools. In the current literature, there are few three-dimensional representations of placental…
(more)
▼ This project was created to fill a need in available placental development instructional tools. In the current literature, there are few three-dimensional representations of placental villous tree structure. This animation provides an overview of placental development and includes a three-dimensional depiction of a placental villous tree. Following creation of this animation, a survey was administered to assess the helpfulness of both the animation and the three-dimensional villous tree representations. Survey responses were overwhelmingly positive and show that this tool aids in the development of an accurate mental model of true placental villous tree form.
Advisors/Committee Members: Calver, Lewis E (advisor).
Subjects/Keywords: Placenta; Education, Medical; Students, Medical
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APA (6th Edition):
Montgomery, J. (2012). Creation of an Instructional Animation Showing the Development of the Human Placenta from Implantation to Term. (Thesis). University of Texas Southwestern Medical Center. Retrieved from http://hdl.handle.net/2152.5/1355
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Montgomery, James. “Creation of an Instructional Animation Showing the Development of the Human Placenta from Implantation to Term.” 2012. Thesis, University of Texas Southwestern Medical Center. Accessed February 16, 2020.
http://hdl.handle.net/2152.5/1355.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Montgomery, James. “Creation of an Instructional Animation Showing the Development of the Human Placenta from Implantation to Term.” 2012. Web. 16 Feb 2020.
Vancouver:
Montgomery J. Creation of an Instructional Animation Showing the Development of the Human Placenta from Implantation to Term. [Internet] [Thesis]. University of Texas Southwestern Medical Center; 2012. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/2152.5/1355.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Montgomery J. Creation of an Instructional Animation Showing the Development of the Human Placenta from Implantation to Term. [Thesis]. University of Texas Southwestern Medical Center; 2012. Available from: http://hdl.handle.net/2152.5/1355
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Texas Southwestern Medical Center
3.
Werkmeister, Robert Joseph.
Developing an Educational Resource for Increasing Long-Term Retention of Cerebellar Circuitry and Pathways Implementing the Principles of Enduring Understanding.
Degree: 2010, University of Texas Southwestern Medical Center
URL: http://hdl.handle.net/2152.5/916
► This thesis focuses on implementing the educational model of enduring understanding as it applies to the visual arts and neuroscience. The thesis was designed around…
(more)
▼ This thesis focuses on implementing the educational model of enduring understanding as it applies to the visual arts and neuroscience. The thesis was designed around developing an interactive web-based flash program intended to aid in
medical students‘ retention of cerebellar circuitry at specific instances in their
medical education. It focused on the visual and textual organization laid out within the principles of enduring understanding. By using the first two facets of enduring understanding, explanation and interpretation, the program was designed to teach
medical students about the cerebellum‘s structure and function. Both facets provided a framework for the organization of the text and design of the illustrations, two and three-dimensional animations and questions sections. Testing was performed on
medical students at varying levels in their
medical education for gaps in knowledge and usefulness. These groups included first, second, and fourth year
medical students, as well as residents. Further research will test the programs effect on students‘ efficiency and aptitude. Such testing will demand
medical students‘ involvement over four years of schooling to determine the programs full efficacy.
Advisors/Committee Members: Krumwiede, Kimberly Hoggatt.
Subjects/Keywords: Education, Medical; Medical Illustration; Cerebellum
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APA (6th Edition):
Werkmeister, R. J. (2010). Developing an Educational Resource for Increasing Long-Term Retention of Cerebellar Circuitry and Pathways Implementing the Principles of Enduring Understanding. (Thesis). University of Texas Southwestern Medical Center. Retrieved from http://hdl.handle.net/2152.5/916
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Werkmeister, Robert Joseph. “Developing an Educational Resource for Increasing Long-Term Retention of Cerebellar Circuitry and Pathways Implementing the Principles of Enduring Understanding.” 2010. Thesis, University of Texas Southwestern Medical Center. Accessed February 16, 2020.
http://hdl.handle.net/2152.5/916.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Werkmeister, Robert Joseph. “Developing an Educational Resource for Increasing Long-Term Retention of Cerebellar Circuitry and Pathways Implementing the Principles of Enduring Understanding.” 2010. Web. 16 Feb 2020.
Vancouver:
Werkmeister RJ. Developing an Educational Resource for Increasing Long-Term Retention of Cerebellar Circuitry and Pathways Implementing the Principles of Enduring Understanding. [Internet] [Thesis]. University of Texas Southwestern Medical Center; 2010. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/2152.5/916.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Werkmeister RJ. Developing an Educational Resource for Increasing Long-Term Retention of Cerebellar Circuitry and Pathways Implementing the Principles of Enduring Understanding. [Thesis]. University of Texas Southwestern Medical Center; 2010. Available from: http://hdl.handle.net/2152.5/916
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Harvard University
4.
Scott, Kristan.
Comparing Clinician Engagement With Medical Education Content on a Clinician-Only Versus a Public Medical Education Website.
Degree: Doctor of Medicine, 2018, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:41973470
► Purpose: The number of online resources for medical education is rapidly increasing, as are the potential platforms for disseminating these resources. OPENPediatrics is a web-based…
(more)
▼ Purpose: The number of online resources for medical education is rapidly increasing, as are the potential platforms for disseminating these resources. OPENPediatrics is a web-based social learning program that utilizes both a clinician-only web-based platform and social media to publish medical education videos. The aim of this work was to compare clinician engagement with medical education videos on the OPENPediatrics website (www.OPENPediatrics.org) and its pubic social media platforms (YouTube, Facebook and Twitter).
Methods: Video analytic data was collected between August 2016 to January 2017 from the OPENPediatrics website and OPENPediatrics YouTube channel for 296 videos. A total of 2,210 lifetime video comments were compiled, coded, and thematically analyzed from the OPENPediatrics website and YouTube channel. User analytic data from the OPENPediatrics Facebook and Twitter accounts were collected for the same time period.
Results: OPENPediatrics YouTube channel had ten times the number of video views overall. However, there was less overall viewer retention with and commenting on the videos on the OPENPediatrics YouTube channel compared to the OPENPediatrics website. Viewers watched videos twice as long on average on the OPENPediatrics website. There were more video comments made on the OPENPediatrics website than the YouTube channel (1,941 vs 269). Notably, the majority of video comments (70.7%) on the OPENPediatrics website were based in discussion. In contrast, the majority of the YouTube video comments (58.2%) were laudatory. Less than five percent of users that viewed daily OPENPediatrics Facebook or Twitter posts also engaged by commenting, liking, or sharing the content.
Conclusions: Engagement with medical education content differed between the clinician-only OPENPediatrics website and OPENPediatrics social media platforms. This data suggests that public social media platforms may be better for attracting greater viewership of medical education videos, while clinician-only platforms may be better suited for fostering discussion and community.
Scholarly Project
Subjects/Keywords: medical education; YouTube; medical education videos
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APA ·
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APA (6th Edition):
Scott, K. (2018). Comparing Clinician Engagement With Medical Education Content on a Clinician-Only Versus a Public Medical Education Website. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:41973470
Chicago Manual of Style (16th Edition):
Scott, Kristan. “Comparing Clinician Engagement With Medical Education Content on a Clinician-Only Versus a Public Medical Education Website.” 2018. Doctoral Dissertation, Harvard University. Accessed February 16, 2020.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:41973470.
MLA Handbook (7th Edition):
Scott, Kristan. “Comparing Clinician Engagement With Medical Education Content on a Clinician-Only Versus a Public Medical Education Website.” 2018. Web. 16 Feb 2020.
Vancouver:
Scott K. Comparing Clinician Engagement With Medical Education Content on a Clinician-Only Versus a Public Medical Education Website. [Internet] [Doctoral dissertation]. Harvard University; 2018. [cited 2020 Feb 16].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:41973470.
Council of Science Editors:
Scott K. Comparing Clinician Engagement With Medical Education Content on a Clinician-Only Versus a Public Medical Education Website. [Doctoral Dissertation]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:41973470
University of Louisville
5.
Shreffler, Jacob.
Predicting residency match outcomes for fourth-year medical students.
Degree: PhD, 2019, University of Louisville
URL: 10.18297/etd/3253
;
https://ir.library.louisville.edu/etd/3253
► An important goal for undergraduate medical education program leaders is to prepare their medical students to successfully match during the National Residency Match Program…
(more)
▼ An important goal for undergraduate
medical education program leaders is to prepare their
medical students to successfully match during the National Residency Match Program (Gauer & Jackson, 2017). Due to the recent increase in applications submitted during the residency process, it is critical for
medical education programs to better understand the factors and attributes of those
medical students who are successfully matching (Liang, Curtin, Signer, & Sawoia, 2017). As there is a larger number of
medical students now enrolled than positions available for residency, the number of unmatched seniors is expected to rise (Bumsted, Schenider, & Deiorio, 2017). Additionally, the nation is facing physician shortage areas and an insufficient quantity of primary care physicians, so it is vital to understand which variables associated with
medical students can predict matching into certain specialties and/or geographic regions. Previously, researchers have used statistical methods to predict matching outcomes, but that research has only focused on a small portion of the voluminous factors. There is limited research evidence to determine which of the numerous factors taken during the admissions process and throughout the undergraduate
medical education experience are the best indicators of predicting match outcomes. The purpose of this study was to better understand which variables best predict whether or not fourth year
medical students a) successfully matched, b) matched into a competitive specialty, c) matched into an in-state residency, d) matched into primary care, and e) matched into primary care in the state of Kentucky. Results indicate there were specific variables that can be used in combination to predict the matching outcomes outlined above. By having a better understanding of which variables predict these outcomes,
medical education students as well as
medical education institutions and stakeholders can have a better idea of what drives matching outcomes.
Advisors/Committee Members: Gross, Jacob, Huecker, Martin, Huecker, Martin, Shaw, M. Ann, Shuck, Brad, Sun, Jeffrey.
Subjects/Keywords: medical education; residency specialties; Medical Education
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APA (6th Edition):
Shreffler, J. (2019). Predicting residency match outcomes for fourth-year medical students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/3253 ; https://ir.library.louisville.edu/etd/3253
Chicago Manual of Style (16th Edition):
Shreffler, Jacob. “Predicting residency match outcomes for fourth-year medical students.” 2019. Doctoral Dissertation, University of Louisville. Accessed February 16, 2020.
10.18297/etd/3253 ; https://ir.library.louisville.edu/etd/3253.
MLA Handbook (7th Edition):
Shreffler, Jacob. “Predicting residency match outcomes for fourth-year medical students.” 2019. Web. 16 Feb 2020.
Vancouver:
Shreffler J. Predicting residency match outcomes for fourth-year medical students. [Internet] [Doctoral dissertation]. University of Louisville; 2019. [cited 2020 Feb 16].
Available from: 10.18297/etd/3253 ; https://ir.library.louisville.edu/etd/3253.
Council of Science Editors:
Shreffler J. Predicting residency match outcomes for fourth-year medical students. [Doctoral Dissertation]. University of Louisville; 2019. Available from: 10.18297/etd/3253 ; https://ir.library.louisville.edu/etd/3253
Harvard University
6.
Robak, Magdalena.
Practicing What We’re Taught: An Analysis of Pre-Clinical and Clinical Medical Education of Compassionate Care at Harvard Medical School.
Degree: Doctor of Medicine, 2016, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620238
► In the Emergency Department, compassion in clinical practice is necessary not only to improve patient outcomes and physician satisfaction, but also to reduce suffering and…
(more)
▼ In the Emergency Department, compassion in clinical practice is necessary not only to improve patient outcomes and physician satisfaction, but also to reduce suffering and its causes. The purpose of this study was to identify the concepts and skills related to compassionate care taught to students in the pre-clinical courses at Harvard Medical School, and to compare this with actual training opportunities in the clinical setting. This study utilized qualitative methods of content analysis to extract themes related to compassionate care from online resources of the empathy-focused classes taught in the pre-clinical portion of the New Integrated Curriculum at Harvard Medical School. These themes were then further explored by surveying students on their experiences in the third and fourth years at Harvard Medical School. Student evaluations of their education on discharge planning (p=0.01), communication between specialties (p=0.04), and working within interdisciplinary teams (p=0.006) were significantly higher for clinical vs. pre-clinical education. Though limited by a small sample size, the other concepts and skills also trended towards a higher rating of the clinical education, suggesting that the medical culture is changing such that compassion and communication have become important skills on the wards.
Scholarly Project
Subjects/Keywords: Medical education; Compassion
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Manager
APA (6th Edition):
Robak, M. (2016). Practicing What We’re Taught: An Analysis of Pre-Clinical and Clinical Medical Education of Compassionate Care at Harvard Medical School. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620238
Chicago Manual of Style (16th Edition):
Robak, Magdalena. “Practicing What We’re Taught: An Analysis of Pre-Clinical and Clinical Medical Education of Compassionate Care at Harvard Medical School.” 2016. Doctoral Dissertation, Harvard University. Accessed February 16, 2020.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620238.
MLA Handbook (7th Edition):
Robak, Magdalena. “Practicing What We’re Taught: An Analysis of Pre-Clinical and Clinical Medical Education of Compassionate Care at Harvard Medical School.” 2016. Web. 16 Feb 2020.
Vancouver:
Robak M. Practicing What We’re Taught: An Analysis of Pre-Clinical and Clinical Medical Education of Compassionate Care at Harvard Medical School. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2020 Feb 16].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620238.
Council of Science Editors:
Robak M. Practicing What We’re Taught: An Analysis of Pre-Clinical and Clinical Medical Education of Compassionate Care at Harvard Medical School. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620238
University of Oklahoma
7.
Shukry, Mohanad.
APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/318589
Although this is the first study to report on the application of the learning cycle in medical education, the results of the study is encouraging and the learning cycle could improve medical students' learning.
Advisors/Committee Members: Marek, Edmund A (advisor).Subjects/Keywords: Medical education; Learning
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APA (6th Edition):
Shukry, M. (2013). APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318589
Chicago Manual of Style (16th Edition):
Shukry, Mohanad. “APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed February 16, 2020.
http://hdl.handle.net/11244/318589.
MLA Handbook (7th Edition):
Shukry, Mohanad. “APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.” 2013. Web. 16 Feb 2020.
Vancouver:
Shukry M. APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/11244/318589.
Council of Science Editors:
Shukry M. APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/318589
University of Oklahoma
8.
Shukry, Mohanad.
APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.
Degree: PhD, 2013, University of Oklahoma
URL: http://hdl.handle.net/11244/319538
Although this is the first study to report on the application of the learning cycle in medical education, the results of the study is encouraging and the learning cycle could improve medical students' learning.
Advisors/Committee Members: Marek, Edmund A (advisor).Subjects/Keywords: Medical education; Learning
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APA ·
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Manager
APA (6th Edition):
Shukry, M. (2013). APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319538
Chicago Manual of Style (16th Edition):
Shukry, Mohanad. “APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed February 16, 2020.
http://hdl.handle.net/11244/319538.
MLA Handbook (7th Edition):
Shukry, Mohanad. “APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION.” 2013. Web. 16 Feb 2020.
Vancouver:
Shukry M. APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/11244/319538.
Council of Science Editors:
Shukry M. APPLICATION OF THE LEARNING CYCLE IN MEDICAL EDUCATION. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319538
9.
Moniyung, Christine.
Academic and Non-academic Variables as Predictors of NCLEX-RN Success Among Traditional Associate Degree Students at Southern Adventist University.
Degree: PhD, Curriculum and Instruction EdD, 2015, Andrews University
URL: https://digitalcommons.andrews.edu/dissertations/1571
► Problem The School of Nursing at Southern Adventist University offers both Associate of Science and Bachelor of Science in nursing degrees. A majority of…
(more)
▼ Problem
The School of Nursing at Southern Adventist University offers both Associate of Science and Bachelor of Science in nursing degrees. A majority of the students who sit for the NCLEX-RN are associate of science in nursing graduates. The pass rate dropped from 94.9% in 2010 to 88.8% in 2011. The pass rate went up to 93.3% in 2012, but dropped again by almost 5% in the following year, and to an all-time low of 76.5% in 2014.
Unlike most AS nursing program student populations in the nation, the majority of SAU students are young and considered traditional-age college students. A greater understanding of nursing student characteristics that potentially influences NCLEX-RN outcomes for this unique population of traditional undergraduates could result in the attraction of younger students into the nursing profession and ultimately entering the nursing workforce. No specific and current peer-reviewed studies were found in the Review of Literature that correlate associate degree nursing program admission criteria among traditional-age college students, such as those at Southern Adventist University.
Purpose
The purpose of this study was to identify academic and non-academic factors that may predict NCLEX-RN success on first attempt among nursing graduates who completed the associate of science nursing program at Southern Adventist University.
Methodology
A total of 838 student records were entered into the final cohort in this study. Logistic regression and Chi-square test were utilized to answer research questions for this study. A descriptive statistical analysis of the demographic data was also performed evaluate the academic and non- academic variables of the sample population.
Results and Conclusions
The study identifies that predictors of NCLEX-RN success in this study sample are ethnicity and three of the eight core nursing courses: Adult Health III, Mental Health, and Adult Health I. Ethnicity is a substantive negative predictor variable in all models. The study demonstrates Hispanic and Black students are less likely to pass the NCLEX-RN than Caucasian students.
Successful NCLEX-RN outcomes among traditional students will not only add younger nurses to an increasingly older nursing workforce and help ease the anticipated RN shortage, but it will also provide additional information to the body of literature on these complex issues.
Advisors/Committee Members: Larry D. Burton, Jimmy Kijai, Cynthia Swafford.
Subjects/Keywords: Medical Education; Nursing
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APA (6th Edition):
Moniyung, C. (2015). Academic and Non-academic Variables as Predictors of NCLEX-RN Success Among Traditional Associate Degree Students at Southern Adventist University. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/1571
Chicago Manual of Style (16th Edition):
Moniyung, Christine. “Academic and Non-academic Variables as Predictors of NCLEX-RN Success Among Traditional Associate Degree Students at Southern Adventist University.” 2015. Doctoral Dissertation, Andrews University. Accessed February 16, 2020.
https://digitalcommons.andrews.edu/dissertations/1571.
MLA Handbook (7th Edition):
Moniyung, Christine. “Academic and Non-academic Variables as Predictors of NCLEX-RN Success Among Traditional Associate Degree Students at Southern Adventist University.” 2015. Web. 16 Feb 2020.
Vancouver:
Moniyung C. Academic and Non-academic Variables as Predictors of NCLEX-RN Success Among Traditional Associate Degree Students at Southern Adventist University. [Internet] [Doctoral dissertation]. Andrews University; 2015. [cited 2020 Feb 16].
Available from: https://digitalcommons.andrews.edu/dissertations/1571.
Council of Science Editors:
Moniyung C. Academic and Non-academic Variables as Predictors of NCLEX-RN Success Among Traditional Associate Degree Students at Southern Adventist University. [Doctoral Dissertation]. Andrews University; 2015. Available from: https://digitalcommons.andrews.edu/dissertations/1571
Harvard University
10.
Dzara, Kristina.
Implementing Milestones: A Qualitative Analysis of Impact.
Degree: Master of Medical Sciences, 2017, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42077947
► Background: Changes to programs of assessment following the shift to milestones-based assessment in the Next Accreditation System have not been fully characterized. Better understanding is…
(more)
▼ Background: Changes to programs of assessment following the shift to milestones-based assessment in the Next Accreditation System have not been fully characterized. Better understanding is critical to helping programs across all specialties capitalize on emerging best practices and overcome shared challenges to meaningful milestones implementation.
Methods: Semi structured interviews were conducted with 15 residency program directors or associate program directors in 6 medical specialties at 8 academic medical centers. Questions explored four areas: 1) reviews of pre-milestones assessment programs to prepare for milestones-based assessment and reporting; 2) what programs retained from previous assessment efforts; 3) what programs added or changed from previous assessment efforts; and 4) what was the impact of the shift to milestones-based assessment on the program. Thematic analysis was used to identify codes, sub-themes, and themes.
Results: Four themes were defined in the data: 1) challenges to effective implementation; 2) adaptability and making milestones work; 3) value and utility of assessment changes; and 4) accountability and transparency to society, program, and residents.
Conclusions: Three of the four themes identified elaborated the impact of the shift to milestones, such as identification of gaps in curricula or the ability to obtain previously lacking objective performance data. Program leaders desired more guidance and support in redesigning programs of assessment but are resourceful in adapting milestones to their context. This underscores the importance of supporting programs with practical strategies and resources to support success in milestones-based assessment.
Master of Medical Sciences in Medical Education
Advisors/Committee Members: Farrell, Susan (committee member), Holmboe, Eric (committee member), Luff, Donna (committee member).
Subjects/Keywords: Medical Education; Graduate Medical Education; Competency-Based Medical Education; Milestones; Residency
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APA (6th Edition):
Dzara, K. (2017). Implementing Milestones: A Qualitative Analysis of Impact. (Masters Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42077947
Chicago Manual of Style (16th Edition):
Dzara, Kristina. “Implementing Milestones: A Qualitative Analysis of Impact.” 2017. Masters Thesis, Harvard University. Accessed February 16, 2020.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:42077947.
MLA Handbook (7th Edition):
Dzara, Kristina. “Implementing Milestones: A Qualitative Analysis of Impact.” 2017. Web. 16 Feb 2020.
Vancouver:
Dzara K. Implementing Milestones: A Qualitative Analysis of Impact. [Internet] [Masters thesis]. Harvard University; 2017. [cited 2020 Feb 16].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42077947.
Council of Science Editors:
Dzara K. Implementing Milestones: A Qualitative Analysis of Impact. [Masters Thesis]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42077947
11.
Chuong, Hana.
Educating Nurses to Improve Patient Care.
Degree: MSN, 2015, University of San Francisco
URL: https://repository.usfca.edu/capstone/230
► Placer County Medical Clinic is a rural county primary care clinic serving veterans and low-income patients with chronic illnesses, especially diabetes mellitus. As a…
(more)
▼ Placer County Medical Clinic is a rural county primary care clinic serving veterans and low-income patients with chronic illnesses, especially diabetes mellitus. As a CNL educator for Health Promotion and Disease Prevention Management, this project focused on on best practice diabetes management education, training nurses to properly prep patients for their visits. The goal is to improve patients’ expressed satisfaction in their care from nurses through individualized care in this manner.
Pre-assessment surveys were administered to all nursing staff to obtain baseline of their knowledge in diabetes care. The education training included information on diabetes care management and nurses’ roles in prepping patients for their clinic visits. Nurses completed a post assessment survey following the training. Informal surveys were offered to all diabetes patients. Post assessment surveys revealed increase in diabetes knowledge, progression from baseline. In addition, patient surveys demonstrated expressed agreement in diabetes education to be beneficial to improving their care from nurses.
In conclusion, majority of patients surveyed expressed increased satisfaction in their care from nurses and found it beneficial for nursing staff to received up-to-date education on diabetes management. Improvements were seen in pre and post assessment scores from nurses, indicating effectiveness of the education training.
Subjects/Keywords: Education; Diabetes; Nurse; Medical Education
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APA (6th Edition):
Chuong, H. (2015). Educating Nurses to Improve Patient Care. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/230
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Chuong, Hana. “Educating Nurses to Improve Patient Care.” 2015. Thesis, University of San Francisco. Accessed February 16, 2020.
https://repository.usfca.edu/capstone/230.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chuong, Hana. “Educating Nurses to Improve Patient Care.” 2015. Web. 16 Feb 2020.
Vancouver:
Chuong H. Educating Nurses to Improve Patient Care. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2020 Feb 16].
Available from: https://repository.usfca.edu/capstone/230.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chuong H. Educating Nurses to Improve Patient Care. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/capstone/230
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12.
Camarena, RN, BSN, CNL, CPN, PHN, Lucy.
Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit.
Degree: MSN, 2017, University of San Francisco
URL: https://repository.usfca.edu/capstone/584
► Delirium has historically been under studied, more so in the pediatric population, despite its long term effects on patients’ health. The deficit in knowledge…
(more)
▼ Delirium has historically been under studied, more so in the pediatric population, despite its long term effects on patients’ health. The deficit in knowledge of delirium leads to an increase in hospital stays and unnecessary unit expenses. My intention with this change project is to increase the awareness of delirium in the pediatric delirium by providing an educational intervention to the PICU nurses. After conducting a root cause, SWOT and cost analysis, I determined that successful education of the PICU nurses about delirium could substantially decrease its incidence. Using Ronald Lippitt’s Change Theory and the CNL competencies as guides I formulated a change project. 75% of staff nurses attend a mandatory delirium class and have one-on-one education of delirium by the end of summer 2017. This goal will also include the proper understanding and implementation of a delirium assessment tool to be used every shift by 85% of PICU nurses. When nurses are aware of the risk factors that contribute to the development of delirium, they are more empowered to advocate for their patients from the start, proving their relevance in preventing delirium.
Subjects/Keywords: Delirium; Pediatric; Education; Medical Education
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APA (6th Edition):
Camarena, RN, BSN, CNL, CPN, PHN, L. (2017). Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/584
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Camarena, RN, BSN, CNL, CPN, PHN, Lucy. “Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit.” 2017. Thesis, University of San Francisco. Accessed February 16, 2020.
https://repository.usfca.edu/capstone/584.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Camarena, RN, BSN, CNL, CPN, PHN, Lucy. “Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit.” 2017. Web. 16 Feb 2020.
Vancouver:
Camarena, RN, BSN, CNL, CPN, PHN L. Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2020 Feb 16].
Available from: https://repository.usfca.edu/capstone/584.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Camarena, RN, BSN, CNL, CPN, PHN L. Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/584
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
The Ohio State University
13.
Tschirner, Andrea Carol.
Perceptions Toward Research Among Undergraduates in an
Imaging Sciences Baccalaureate Program: A Secondary
Analysis.
Degree: MS, Allied Medical Professions, 2011, The Ohio State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1293567728
► The need for medical imaging professionals to become more prolific in critical thinking and knowledgeable in evidence-based practice increases as innovations in the field continue…
(more)
▼ The need for
medical imaging professionals to become
more prolific in critical thinking and knowledgeable in
evidence-based practice increases as innovations in the field
continue to increase, both technically and in terms of advanced
career options. This descriptive study explores the perceptions and
attitudes among two classes of undergraduate students as they
progress through a four-year baccalaureate degree program in
medical imaging. It delves into the exposure to research
education
the participants undergo and considers 5 factors prior to admission
into the program and during their graduating quarter in the
program. Quantitative results (survey) reveal a significant
increase in research exposure, identifying faculty as the most
turned to resource and a significant change on one of five factors.
Supplemental qualitative results (interviews) provide insight to
perceptions and attitudes toward research among
participants.
Advisors/Committee Members: Evans, Kevin (Committee Chair).
Subjects/Keywords: Adult Education; Medical Imaging; Education
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APA (6th Edition):
Tschirner, A. C. (2011). Perceptions Toward Research Among Undergraduates in an
Imaging Sciences Baccalaureate Program: A Secondary
Analysis. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1293567728
Chicago Manual of Style (16th Edition):
Tschirner, Andrea Carol. “Perceptions Toward Research Among Undergraduates in an
Imaging Sciences Baccalaureate Program: A Secondary
Analysis.” 2011. Masters Thesis, The Ohio State University. Accessed February 16, 2020.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1293567728.
MLA Handbook (7th Edition):
Tschirner, Andrea Carol. “Perceptions Toward Research Among Undergraduates in an
Imaging Sciences Baccalaureate Program: A Secondary
Analysis.” 2011. Web. 16 Feb 2020.
Vancouver:
Tschirner AC. Perceptions Toward Research Among Undergraduates in an
Imaging Sciences Baccalaureate Program: A Secondary
Analysis. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2020 Feb 16].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1293567728.
Council of Science Editors:
Tschirner AC. Perceptions Toward Research Among Undergraduates in an
Imaging Sciences Baccalaureate Program: A Secondary
Analysis. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1293567728
14.
Dottin, Raiza Lee.
The Effects of Simulation-Based Training on Critical Thinking.
Degree: Education, EdD, Education, 2018, University of Portland
URL: https://pilotscholars.up.edu/etd/45
► The purpose of this study was to examine the effects of a simulation-based training on the critical thinking skills of 10 graduate medical education…
(more)
▼ The purpose of this study was to examine the effects of a simulation-based training on the critical thinking skills of 10 graduate
medical education trainees to understand the potential of simulation-based training as an innovative tool to improve
medical competencies among trainees in a graduate
medical training program. The theoretical framework incorporated in this study focused on the Five-Stage Model of Adult Skill Acquisition by Dreyfus and Dreyfus and the Theory of Andragogy by Malcolm Knowles to examine how adults learn in a
medical simulation-based training setting. This study utilized a pre-and posttest, the AAC&U VALUE Critical Thinking Rubric, and individual interviews with trainees after the simulation. In analyzing pre/posttest scores, a paired samples t-test revealed that all 10 trainees showed a small growth in critical thinking regarding the management of a patient with cardiogenic shock based on hemodynamics by 0.30. A summary of the rubric study findings reported that third-year trainees received the highest critical thinking scores, while first-year trainees received the lowest critical thinking scores. Participant mean scores on the rubric also showed a correlation in the progression of training year to increased critical thinking in their use of hemodynamics to manage patient with cardiogenic shock. Post-simulation interviews with study participants reflected four major themes that included: (a) discrepancies in frequency and classification of simulation training, (b) the simulation learning environment, (c) from theory to practice, and (d) the impact of simulation training on clinical practice. The results of this study indicated the amount of prior exposure a trainee has to the
medical competency that is being addressed in the simulation may have an influence on how the trainee perceives the value of the training. This study also found the amount of interaction that a rater has with the trainee may cultivate a bias in how they evaluate the trainee’s procedural and theoretical knowledge. The researcher recommends the implementation of a cohesive simulation curriculum for graduate
medical education training programs. The researcher also recommends providing trainees with adequate exposure to simulation that is meaningful, practical, and relevant to their training to elevate the trainees overall learning experience
Advisors/Committee Members: Sally Hood, Ellyn Arwood, Eric Anctil.
Subjects/Keywords: Education; Educational Methods; Medical Education
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APA (6th Edition):
Dottin, R. L. (2018). The Effects of Simulation-Based Training on Critical Thinking. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/45
Chicago Manual of Style (16th Edition):
Dottin, Raiza Lee. “The Effects of Simulation-Based Training on Critical Thinking.” 2018. Doctoral Dissertation, University of Portland. Accessed February 16, 2020.
https://pilotscholars.up.edu/etd/45.
MLA Handbook (7th Edition):
Dottin, Raiza Lee. “The Effects of Simulation-Based Training on Critical Thinking.” 2018. Web. 16 Feb 2020.
Vancouver:
Dottin RL. The Effects of Simulation-Based Training on Critical Thinking. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2020 Feb 16].
Available from: https://pilotscholars.up.edu/etd/45.
Council of Science Editors:
Dottin RL. The Effects of Simulation-Based Training on Critical Thinking. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/45
University of Texas Southwestern Medical Center
15.
Shah, Sachin.
Identifying Predictors of Performance on USMLE® Step 1.
Degree: 2017, University of Texas Southwestern Medical Center
URL: http://hdl.handle.net/2152.5/6601
► BACKGROUND: USMLE® Step 1 is considered by residency program directors to be one of the most important factors in selecting medical students for interviews, so…
(more)
▼ BACKGROUND: USMLE® Step 1 is considered by residency program directors to be one of the most important factors in selecting
medical students for interviews, so it is important for both students and
medical schools to maximize scores. However, despite its importance, very little has been studied to determine indicators of performance on the exam.
OBJECTIVE: The goals of this study are: 1) to determine if data available prior to admission can predict Step 1 performance, 2) to evaluate if success in pre-clinical courses at UT Southwestern correlates to success on Step 1, 3) to analyze survey data and determine correlations between studying resources/strategies and Step 1 scores, and 4) to develop a mathematical model to flag students at risk of scoring poorly on Step 1.
METHODS: This study utilized data from the UT Southwestern
Medical School Class of 2018 (n=238). First, Undergraduate GPA, MCAT® scores, and demographic information were correlated with Step 1 scores and
medical school grades to determine if pre-admissions factors could predict Step 1 or
medical school performance. Second,
medical school exam scores from the second pre-clinical year and NBME® Comprehensive Basic Science Self-Assessment (CBSSA) scores were analyzed to determine their correlation with Step 1 scores. Third, the class was surveyed during a dedicated six-week study period before the exam as well as after the exam, and results were analyzed to determine how students prepared. Each question from the surveys was correlated with exam scores to identify which factors led to higher test scores. Finally, the factors with the highest correlations to Step 1 scores were used to develop a mathematical model to predict Step 1 scores using multiple linear regression. This model was then tested to determine its effectiveness at identifying at-risk students.
RESULTS: MCAT® biological and physical sciences scores and undergraduate GPA had moderate correlation with Step 1 scores (both R2 = 0.10) and weak correlation with
medical school grades (R2 = 0.060 and 0.058, respectively). Of all factors studied, the initial CBSSA scores had the highest predictive value of Step 1 scores (R2 = 0.60). Cumulative
medical school grades were also highly correlated with Step 1 scores (R2 = 0.52). The weekly pre-exam surveys indicate that each successive week of study produced smaller gains in points on Step 1, and most students did not see significant point increases after 6 weeks of study. The post-exam survey shows that students who answered greater than 4000 practice questions scored an average of 254 ± 5.3 (95% CI), whereas those who answered fewer than 1700 questions scored an average of 230 ± 10.6 (95% CI). There was no significant difference between those who studied 4 versus 7 dedicated weeks, or those who studied fewer than 250 hours versus more than 600 hours during the dedicated study time. However, students who started to study 6 months prior to the exam scored 252 ± 6.9 (95% CI), whereas students who waited until the dedicated preparation time scored 237 ± 3.6…
Advisors/Committee Members: Sendelbach, Dorothy, Mihalic, Angela, Sachs, Arlene.
Subjects/Keywords: Education, Medical, Undergraduate; Educational Measurement; Licensure, Medical; Schools, Medical; Students, Medical
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APA (6th Edition):
Shah, S. (2017). Identifying Predictors of Performance on USMLE® Step 1. (Thesis). University of Texas Southwestern Medical Center. Retrieved from http://hdl.handle.net/2152.5/6601
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Shah, Sachin. “Identifying Predictors of Performance on USMLE® Step 1.” 2017. Thesis, University of Texas Southwestern Medical Center. Accessed February 16, 2020.
http://hdl.handle.net/2152.5/6601.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Shah, Sachin. “Identifying Predictors of Performance on USMLE® Step 1.” 2017. Web. 16 Feb 2020.
Vancouver:
Shah S. Identifying Predictors of Performance on USMLE® Step 1. [Internet] [Thesis]. University of Texas Southwestern Medical Center; 2017. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/2152.5/6601.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Shah S. Identifying Predictors of Performance on USMLE® Step 1. [Thesis]. University of Texas Southwestern Medical Center; 2017. Available from: http://hdl.handle.net/2152.5/6601
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Temple University
16.
van Zanten, Marta.
THE ASSOCIATION BETWEEN MEDICAL EDUCATION ACCREDITATION AND THE EXAMINATION PERFORMANCE OF INTERNATIONALLY EDUCATED PHYSICIANS SEEKING CERTIFICATION IN THE UNITED STATES.
Degree: PhD, 2012, Temple University
URL: http://digital.library.temple.edu/u?/p245801coll10,171108
► Public Health
Background: Physicians do not always provide appropriate patient care, due in part to inadequacy in their education and training. Performance outcomes, such as…
(more)
▼ Public Health
Background: Physicians do not always provide appropriate patient care, due in part to inadequacy in their education and training. Performance outcomes, such as individuals' examination scores have been linked to future performance as physicians, accentuating the need for high-quality educational institutions. While the medical school accreditation process in the United States assures a uniform standard of quality, approximately one quarter of physicians in training and in practice in the United States graduated from medical schools located outside of the United States or Canada. These graduates of international medical schools (IMGs) have been more likely than domestically educated doctors to practice primary care and treat underserved and minority populations. An increasing proportion of IMGs who seek to enter post-graduate training programs and subsequent licensure in the United States graduated from medical schools located in the Caribbean. The quality of medical education at some of these schools has been questioned. Accreditation systems are frequently viewed as a way to ensure the quality of medical education, although currently there is limited data linking an educational oversight mechanism to better performance of the graduates. In addition, accreditation systems vary in the methodology, standards, and procedures used to evaluate educational programs. The purpose of the first phase of the present research was to examine medical education accreditation practices around the world, with special focus on the Caribbean region, to determine the association of accreditation of medical schools with student/graduate performance on examinations. The aim of the second phase of this research was to evaluate the quality of a select group of accrediting agencies and the association of quality with student/graduate outcomes. Methods All IMGs seeking to enter graduate training positions in the United States must first be certified by the Educational Commission for Foreign Medical Graduates (ECFMG). In addition to other requirements, ECFMG certification includes passing scores on the United States Medical Licensing Examination (USMLE) Step 1 (basic science), Step 2 Clinical Knowledge (CK), and Step 2 Clinical Skills (CS). In the first phase, all IMGs taking one or more examinations leading to ECFMG certification during the five-year study period (January 1, 2006 through December 31, 2010), and who graduated from, or attended at the time of testing, a school located in a country that met the accreditation inclusion criteria, were included in the study population. First-attempt pass rates for each examination were calculated based on personal variables (gender, years elapsed since graduation at the time the individual took an examination [<3 years versus ≥ years], native language [English versus all others]), and on accreditation status of an individual's medical school. Next, separately for each examination, a generalized estimating equations model was used to investigate the effect of accreditation after…
Advisors/Committee Members: Greaves, Ian, Komaroff, Eugene, Sterling, Gerald H., Aschenbrener, Carol A..
Subjects/Keywords: Public health; Accreditation; International Medical Education; International Medical Graduates; Medical Education
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Manager
APA (6th Edition):
van Zanten, M. (2012). THE ASSOCIATION BETWEEN MEDICAL EDUCATION ACCREDITATION AND THE EXAMINATION PERFORMANCE OF INTERNATIONALLY EDUCATED PHYSICIANS SEEKING CERTIFICATION IN THE UNITED STATES. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,171108
Chicago Manual of Style (16th Edition):
van Zanten, Marta. “THE ASSOCIATION BETWEEN MEDICAL EDUCATION ACCREDITATION AND THE EXAMINATION PERFORMANCE OF INTERNATIONALLY EDUCATED PHYSICIANS SEEKING CERTIFICATION IN THE UNITED STATES.” 2012. Doctoral Dissertation, Temple University. Accessed February 16, 2020.
http://digital.library.temple.edu/u?/p245801coll10,171108.
MLA Handbook (7th Edition):
van Zanten, Marta. “THE ASSOCIATION BETWEEN MEDICAL EDUCATION ACCREDITATION AND THE EXAMINATION PERFORMANCE OF INTERNATIONALLY EDUCATED PHYSICIANS SEEKING CERTIFICATION IN THE UNITED STATES.” 2012. Web. 16 Feb 2020.
Vancouver:
van Zanten M. THE ASSOCIATION BETWEEN MEDICAL EDUCATION ACCREDITATION AND THE EXAMINATION PERFORMANCE OF INTERNATIONALLY EDUCATED PHYSICIANS SEEKING CERTIFICATION IN THE UNITED STATES. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2020 Feb 16].
Available from: http://digital.library.temple.edu/u?/p245801coll10,171108.
Council of Science Editors:
van Zanten M. THE ASSOCIATION BETWEEN MEDICAL EDUCATION ACCREDITATION AND THE EXAMINATION PERFORMANCE OF INTERNATIONALLY EDUCATED PHYSICIANS SEEKING CERTIFICATION IN THE UNITED STATES. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,171108
National University of Ireland – Galway
17.
Fischer, Markus Andreas.
Development and evaluation of an assessment tool for identification of elements of situation awareness in OSCEs in undergraduate medical curricula
.
Degree: 2018, National University of Ireland – Galway
URL: http://hdl.handle.net/10379/7424
► Situation awareness (SA) is recognised as an important factor in patient safety and clinical decision making in conjunction with diagnostic and therapeutic reasoning. Missed diagnosis…
(more)
▼ Situation awareness (SA) is recognised as an important factor in patient safety and clinical decision making in conjunction with diagnostic and therapeutic reasoning. Missed diagnosis and treatment errors have been identified as intensely influenced by cognitive abilities of clinical physicians.
Medical education aims to qualify physicians for diagnostic accuracy and the ability to select the most appropriate treatment. Research accentuated that
medical students have little insight into cognitive processing and SA in clinical scenarios. Furthermore, literature does not suggest a methodology to quantify students´ cognitive processing in a clinical encounter. SA is described as having the proficiency to obtain awareness of the surrounding and to integrate this consciousness into the situational context and potential future development.
The reduction of fatal outcomes and critical incidents in high-risk environments such as aviation, was attributed to an acknowledgement of the impact of SA on task performance. Pilots undergo practical simulation exercises mirroring critical scenarios during their training and subsequent professional careers. Endsley`s model explains SA as an interdependent three-levelled concept, which enables one to distinguish the individual processes and the product of these processes when evaluating the cognitive abilities of examinees. The model has been used amongst multiple
medical disciplines for training clinicians utilising simulation scenarios. However, the educational benefit has not achieved an overall integration of the concept of SA into
medical curricula. Objective Structured Clinical Examinations (OSCEs) have been suggested to facilitate the assessment of certain elements of SA similar to high-risk simulation. Though, the underlying cognitive processing to obtain and maintain SA is difficult to measure and to quantify.
Medical educators and clinical tutors might not be aware of essential steps in collecting, interpreting and incorporating necessary information during patient encounters.
The initial purpose of this thesis was to review the literature with a view to identifying whether levels of SA based on Endsley’s model can be assessed utilising OSCEs during undergraduate
medical training. Therefore, a systematic search was performed pertaining to SA and OSCEs, to identify studies published between January 1975 (first paper describing an OSCE) and February 2017, in peer reviewed international journals published in English. Selected databases were searched for papers that described the assessment of SA using OSCEs among undergraduate
medical students. Findings suggested that whole-task OSCEs enable the evaluation of SA associated with clinical reasoning skills. Furthermore, if these assessments address the levels of SA, these OSCEs can provide supportive feedback and strengthen educational measures associated with higher diagnostic accuracy and reasoning abilities. This suggests an early exposure of
medical students to OSCEs mirroring clinical practice to evaluate and facilitate…
Advisors/Committee Members: Kropmans, Thomas (advisor), Kennedy, Kieran (advisor).
Subjects/Keywords: OSCE;
Medicine;
Medical informatics;
Medical education;
Undergraduate medical education;
Situation awareness
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Manager
APA (6th Edition):
Fischer, M. A. (2018). Development and evaluation of an assessment tool for identification of elements of situation awareness in OSCEs in undergraduate medical curricula
. (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/7424
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Fischer, Markus Andreas. “Development and evaluation of an assessment tool for identification of elements of situation awareness in OSCEs in undergraduate medical curricula
.” 2018. Thesis, National University of Ireland – Galway. Accessed February 16, 2020.
http://hdl.handle.net/10379/7424.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Fischer, Markus Andreas. “Development and evaluation of an assessment tool for identification of elements of situation awareness in OSCEs in undergraduate medical curricula
.” 2018. Web. 16 Feb 2020.
Vancouver:
Fischer MA. Development and evaluation of an assessment tool for identification of elements of situation awareness in OSCEs in undergraduate medical curricula
. [Internet] [Thesis]. National University of Ireland – Galway; 2018. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/10379/7424.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Fischer MA. Development and evaluation of an assessment tool for identification of elements of situation awareness in OSCEs in undergraduate medical curricula
. [Thesis]. National University of Ireland – Galway; 2018. Available from: http://hdl.handle.net/10379/7424
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Liberty University
18.
West, Deborah Fawn.
A Case Study Exploring the Role of Faculty in Providing Academic Support to First- and Second-Year Medical Students.
Degree: 2019, Liberty University
URL: https://digitalcommons.liberty.edu/doctoral/1977
► The purpose of this instrumental case study is to understand what role faculty play in providing academic support to first- and second-year medical students at…
(more)
▼ The purpose of this instrumental case study is to understand what role faculty play in providing academic support to first- and second-year medical students at an osteopathic medical college in the United States. Academic support is defined as instructional methods or educational services provided to students in an effort to help them meet learning standards, The theory guiding this study is andragogy, developed by Malcolm Knowles (1913- 1997), as faculty’s beliefs about the needs of adult learners may affect how they provide academic support to students demonstrating poor academic performance. One central question and three sub-questions guided this study. The central research question for this study is: How do faculty provide academic support to first- and second-year medical students? Participants included six faculty and six students from the research site who met selection criteria. The researcher explored the phenomenon of interest using individual interviews, a group interview, and observations. Data analysis included reading and memoing, detailed descriptions, emergent coding, classification and development of themes, interpretation, naturalistic generalizations, representation of data, and member checking. An analysis of the data revealed three themes: responsibility, willingness, and effectiveness. The major finding of this study was that the academic support provided by faculty to first- and second-year medical students was extremely complex. A multitude of factors influenced the provision and access to academic support, some which were previously found by research and others not. Further research is recommended on the academic supports provided in medical education to aid policymakers, administrators and faculty in designing effective academic support initiatives.
Subjects/Keywords: Academic Support; Andragogy; Medical Education; Education; Higher Education; Medical Education
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APA (6th Edition):
West, D. F. (2019). A Case Study Exploring the Role of Faculty in Providing Academic Support to First- and Second-Year Medical Students. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1977
Chicago Manual of Style (16th Edition):
West, Deborah Fawn. “A Case Study Exploring the Role of Faculty in Providing Academic Support to First- and Second-Year Medical Students.” 2019. Doctoral Dissertation, Liberty University. Accessed February 16, 2020.
https://digitalcommons.liberty.edu/doctoral/1977.
MLA Handbook (7th Edition):
West, Deborah Fawn. “A Case Study Exploring the Role of Faculty in Providing Academic Support to First- and Second-Year Medical Students.” 2019. Web. 16 Feb 2020.
Vancouver:
West DF. A Case Study Exploring the Role of Faculty in Providing Academic Support to First- and Second-Year Medical Students. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Feb 16].
Available from: https://digitalcommons.liberty.edu/doctoral/1977.
Council of Science Editors:
West DF. A Case Study Exploring the Role of Faculty in Providing Academic Support to First- and Second-Year Medical Students. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/1977
McMaster University
19.
Kim, Hee-Jin.
The Process of Creative Resilience: Experiences of Medical Students with Disabilities and Accessibility.
Degree: MSc, 2015, McMaster University
URL: http://hdl.handle.net/11375/17233
► In light of Accessibility for Ontarians with Disabilities Act, 2005, medical schools witnessed increased number of students with disabilities matriculating in their program. However, the…
(more)
▼ In light of Accessibility for Ontarians with Disabilities Act, 2005, medical schools witnessed increased number of students with disabilities matriculating in their program. However, the administrators face challenges because ensuring accessibility in dynamic clinical settings may not always be feasible or ideal while considering the resource implication and patient safety. There is little consensus and established guidance on how to provide responsible accommodations for otherwise-qualified medical students with disabilities.
To understand the development of resilience in medical students with disabilities as they confront potential institutional barriers and social or self-imposed stigma, we asked: how do medical students with disabilities identify and communicate their learning needs to negotiate necessary accommodations with the Student Accessibility Services and/or the MD program?
The Constructivist Grounded Theory approach by Charmaz (2006) served as the methodological guide. In-depth individual interviews were conducted capturing the students’ perspective on accommodations arranged by the program, inclusion challenges in medical education and their recommendations on how to enhance program accessibility.
Three major themes emerged: 1) creating a dialogue to devise learner-centered accommodation strategies, 2) recognizing available extrinsic and intrinsic resources, and 3) optimizing available extrinsic and intrinsic resources. Self-reflection was the key underlying ingredient driving students’ resilience development in partnership with inclusive learning environment and supportive faculty.
Student diversity present in the medical schools merits further research. Diminishing stigma towards health professionals with disabilities is imperative. Endorsement of cross-departmental and institutional collaboration that enables dissemination of cost-effective and comprehensive accommodation strategies is recommended.
Thesis
Master of Science (MSc)
Advisors/Committee Members: Jung, Bonny, Dore, Kelly, Health Science Education.
Subjects/Keywords: Disability; Accessibility; Resilience; Medical Students; Medical Education
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APA (6th Edition):
Kim, H. (2015). The Process of Creative Resilience: Experiences of Medical Students with Disabilities and Accessibility. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/17233
Chicago Manual of Style (16th Edition):
Kim, Hee-Jin. “The Process of Creative Resilience: Experiences of Medical Students with Disabilities and Accessibility.” 2015. Masters Thesis, McMaster University. Accessed February 16, 2020.
http://hdl.handle.net/11375/17233.
MLA Handbook (7th Edition):
Kim, Hee-Jin. “The Process of Creative Resilience: Experiences of Medical Students with Disabilities and Accessibility.” 2015. Web. 16 Feb 2020.
Vancouver:
Kim H. The Process of Creative Resilience: Experiences of Medical Students with Disabilities and Accessibility. [Internet] [Masters thesis]. McMaster University; 2015. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/11375/17233.
Council of Science Editors:
Kim H. The Process of Creative Resilience: Experiences of Medical Students with Disabilities and Accessibility. [Masters Thesis]. McMaster University; 2015. Available from: http://hdl.handle.net/11375/17233
Harvard University
20.
Cromartie, Devin.
Resilience and Wellness in Medical Training: A Master of Public Health Practicum Report.
Degree: Doctor of Medicine, 2017, Harvard University
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620300
► The wellness and resilience of the medical trainee (medical students and resident physicians) should be prioritized, because of the association between training, burnout and depressive…
(more)
▼ The wellness and resilience of the medical trainee (medical students and resident physicians) should be prioritized, because of the association between training, burnout and depressive symptoms. To address this problem, a group of medical trainees, along with the Benson Henry Institute of Mind-Body Medicine, adapted a Resiliency Curriculum for resident physicians. To help address physician burnout on a wider scale, this curriculum can be disseminated widely, to benefit any residency program that understands the need to address the mental well-being of their trainees. I helped to draft an Implementation Toolkit document for the curriculum to facilitate this dissemination. In addition to the project with the Benson Henry Institute, I was given the opportunity to address wellness at the medical student level at Harvard Medical School (HMS). The movement to begin the current HMS Wellness and Mental Health Initiative had begun in 2016, and it was important for the perspectives of the students to be elicited, as they are the key stakeholders of the initiative. In order to collect those perspectives, I created a design for student focus groups. These projects, and the original version of this report, were completed as a requirement for my Masters in Public Health (MPH) Practicum requirement in 2016, but the work for these projects continues today.
Scholarly Project
Subjects/Keywords: Wellness; resilience; medical training; medical education; residency
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APA (6th Edition):
Cromartie, D. (2017). Resilience and Wellness in Medical Training: A Master of Public Health Practicum Report. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620300
Chicago Manual of Style (16th Edition):
Cromartie, Devin. “Resilience and Wellness in Medical Training: A Master of Public Health Practicum Report.” 2017. Doctoral Dissertation, Harvard University. Accessed February 16, 2020.
http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620300.
MLA Handbook (7th Edition):
Cromartie, Devin. “Resilience and Wellness in Medical Training: A Master of Public Health Practicum Report.” 2017. Web. 16 Feb 2020.
Vancouver:
Cromartie D. Resilience and Wellness in Medical Training: A Master of Public Health Practicum Report. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2020 Feb 16].
Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620300.
Council of Science Editors:
Cromartie D. Resilience and Wellness in Medical Training: A Master of Public Health Practicum Report. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620300
University of Texas Southwestern Medical Center
21.
Gove, Mollie.
Histology of the Female Reproductive System: An Interactive Educational Module.
Degree: 2013, University of Texas Southwestern Medical Center
URL: http://hdl.handle.net/2152.5/1351
► The file named "thesis_gove1.pdf" is the primary dissertation file. To access the supplemental tutorial, click on the file named "slides_gove12.pdf".
"Histology of the Female Reproductive…
(more)
▼ The file named "thesis_gove1.pdf" is the primary dissertation file. To access the supplemental tutorial, click on the file named "slides_gove12.pdf".
"Histology of the Female Reproductive System: An Interactive Learning Module" is an interactive animated video project designed to address the need for a complete educational exploration of female reproductive histology for medical students and residents in Obstetrics and Gynecology. The content was developed by Dr. Barbara Hoffman and Dr. Kelley Carrick, and was designed to accompany the existing histology literature in McGraw-Hill’s Williams Gynecology textbook. The project features 18 video animations that present normal and pathological histology features set in an interactive interface. This interface offers primary and secondary menus, as well as an interactive illustration showing the complete female reproductive system. The module was evaluated by current UT Southwestern medical students and residents for its perceived educational value. After using the module, surveys on the efficacy of the project were completed by eleven students. Analysis showed that the project was considered a useful resource for understanding female reproductive histology.
Advisors/Committee Members: Calver, Lewis E., Diehl, Angela Marie, Hoffman, Barbara L..
Subjects/Keywords: Genitalia, Female; Education, Medical; Students, Medical
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APA (6th Edition):
Gove, M. (2013). Histology of the Female Reproductive System: An Interactive Educational Module. (Thesis). University of Texas Southwestern Medical Center. Retrieved from http://hdl.handle.net/2152.5/1351
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gove, Mollie. “Histology of the Female Reproductive System: An Interactive Educational Module.” 2013. Thesis, University of Texas Southwestern Medical Center. Accessed February 16, 2020.
http://hdl.handle.net/2152.5/1351.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gove, Mollie. “Histology of the Female Reproductive System: An Interactive Educational Module.” 2013. Web. 16 Feb 2020.
Vancouver:
Gove M. Histology of the Female Reproductive System: An Interactive Educational Module. [Internet] [Thesis]. University of Texas Southwestern Medical Center; 2013. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/2152.5/1351.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gove M. Histology of the Female Reproductive System: An Interactive Educational Module. [Thesis]. University of Texas Southwestern Medical Center; 2013. Available from: http://hdl.handle.net/2152.5/1351
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Texas Southwestern Medical Center
22.
Sotman, Timothy.
Biomedical Innovation Manual for Medical Students.
Degree: 2018, University of Texas Southwestern Medical Center
URL: http://hdl.handle.net/2152.5/5314
► BACKGROUND: The UT Southwestern Biomedical Innovation program is modeled to a large degree after the Stanford Biodesign program. The program is based on the hypothesis…
(more)
▼ BACKGROUND: The UT Southwestern Biomedical Innovation program is modeled to a large degree after the Stanford Biodesign program. The program is based on the hypothesis that innovation can be learned, and it offers a step-by-step process which has been shown to result in successful new biomedical technologies. From a high level, the process involves starting with a broad list of needs in the healthcare sector, selecting a smaller number of these needs to focus on based upon criteria such as group capability, resources, and strategic fitness, devising a number of solutions to these needs, narrowing the number of solutions based upon feasibility, and then iteratively prototyping and testing the leading solution to develop a final working solution. Other academic institutions such as Johns Hopkins Center for Bioengineering and Design, Dukes Institute for Health Innovation, and University of Utah's Bench to Bedside have devised similar but distinct methodologies for teaching the skills involved in innovating new healthcare solutions and bringing those solutions to market. Since the passage of the Bayh-Dole Act in 1980, US universities have become increasingly involved in the business of technology transfer. Entire departments, such as UT Southwestern's Office of Technology Development have been formed for the purpose of protecting intellectual property and licensing it to existing companies or startup ventures. This has the benefit of increasing the chances that a technology with the potential to improve the lives of others will come to fruition while also serving as a source of revenue for universities. The financial and strategic importance of encouraging innovation and pursuing intellectual property and licensing agreements for US universities has become clear. The UT Southwestern Biomedical Innovation program hopes to encourage innovation at UT Southwestern
Medical Center through the continued development of the Biomedical Innovation curriculum and organization.
OBJECTIVE: Writing and distributing a primer on Biomedical Innovation to first year
medical students will increase their confidence and competence as they embark on their first Biomedical Innovation projects.
METHODS: Using Biodesign: The Process of Innovating
Medical Technologies as a primary resource, an outline for a 10 chapter primer on
medical device design for
medical students was developed. Information from several primary resources and from local experts in
medical technology development was collected and compiled into a short, accessible manual. Approaches and curricula from other
medical schools were also incorporated. Efforts were made to introduce everything a
medical student would need to know when embarking on her first
medical technology design and development project.
RESULTS AND CONCLUSIONS: A 45 page introductory manual targeted at first year
medical students learning how to perform their first biomedical innovation program was written. The manual covers topics such as clinical observation, project management, brainstorming, prototyping,…
Advisors/Committee Members: Rege, Robert, Beres, Alana, Barker, Blake.
Subjects/Keywords: Biomedical Engineering; Education, Medical; Students, Medical
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APA (6th Edition):
Sotman, T. (2018). Biomedical Innovation Manual for Medical Students. (Thesis). University of Texas Southwestern Medical Center. Retrieved from http://hdl.handle.net/2152.5/5314
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Sotman, Timothy. “Biomedical Innovation Manual for Medical Students.” 2018. Thesis, University of Texas Southwestern Medical Center. Accessed February 16, 2020.
http://hdl.handle.net/2152.5/5314.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sotman, Timothy. “Biomedical Innovation Manual for Medical Students.” 2018. Web. 16 Feb 2020.
Vancouver:
Sotman T. Biomedical Innovation Manual for Medical Students. [Internet] [Thesis]. University of Texas Southwestern Medical Center; 2018. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/2152.5/5314.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sotman T. Biomedical Innovation Manual for Medical Students. [Thesis]. University of Texas Southwestern Medical Center; 2018. Available from: http://hdl.handle.net/2152.5/5314
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Western Ontario
23.
Pendergast, Amanda L.
Knowledge and Attitudes Towards Breastfeeding Among Medical Students at Memorial University.
Degree: 2019, University of Western Ontario
URL: https://ir.lib.uwo.ca/etd/6305
► Breastfeeding has many short term and long term health benefits to mothers and children, yet not all mothers in Canada initiate breastfeeding. Physicians’ support has…
(more)
▼ Breastfeeding has many short term and long term health benefits to mothers and children, yet not all mothers in Canada initiate breastfeeding. Physicians’ support has been shown to improve breastfeeding rates, yet many physicians have poor knowledge and skills about breastfeeding. Improving breastfeeding education at an undergraduate level in medical school may lead to improved breastfeeding knowledge amongst physicians.
This thesis explores medical students’ knowledge and attitudes towards breastfeeding at Memorial University. A previously validated questionaire was administered to first and second year medical students at Memorial University to examine their knowledge and attitudes towards breastfeeding. A descriptive qualitative study was conducted with breastfeeding educators at Memorial University to examine knowledge gaps within the breastfeeding curriculum.
Medical students were found to have positive attitudes towards breastfeeding, yet limited knowledge. Students from rural areas had the highest attitude scores, whereas second year students had the highest knowledge scores. Breastfeeding educators noted many curriculum gaps in breastfeeding education, and provided suggestions to improve the curriculum. This study was the first to examine medical students’ knowledge and attitudes towards breastfeeding in Canada. The study was conducted in the Province of Newfoundland and Labrador, which has the lowest breastfeeding initiation rate in Canada. During the time of this study, undergraduate curriculum refinement was occurring at the medical school of Memorial University. Thus the findings of this study may lead to potential curricular improvements at Memorial University.
Subjects/Keywords: breastfeeding; medical students; medical education; descriptive qualitative
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APA (6th Edition):
Pendergast, A. L. (2019). Knowledge and Attitudes Towards Breastfeeding Among Medical Students at Memorial University. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6305
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Pendergast, Amanda L. “Knowledge and Attitudes Towards Breastfeeding Among Medical Students at Memorial University.” 2019. Thesis, University of Western Ontario. Accessed February 16, 2020.
https://ir.lib.uwo.ca/etd/6305.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Pendergast, Amanda L. “Knowledge and Attitudes Towards Breastfeeding Among Medical Students at Memorial University.” 2019. Web. 16 Feb 2020.
Vancouver:
Pendergast AL. Knowledge and Attitudes Towards Breastfeeding Among Medical Students at Memorial University. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2020 Feb 16].
Available from: https://ir.lib.uwo.ca/etd/6305.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Pendergast AL. Knowledge and Attitudes Towards Breastfeeding Among Medical Students at Memorial University. [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6305
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Sydney
24.
Birden, Hudson H.
Professionalism in medicine. What is it and how can it be taught?
.
Degree: 2012, University of Sydney
URL: http://hdl.handle.net/2123/8665
► This study examines the conceptual framework and teaching of medical professionalism from the perspectives of the literature on the subject, clinicians engaged in clinical teaching…
(more)
▼ This study examines the conceptual framework and teaching of medical professionalism from the perspectives of the literature on the subject, clinicians engaged in clinical teaching regarding professionalism, and medical students.
I begin with a brief history and overview of the concepts of professionalism in medicine. I follow that with a Best Evidence in Medical Education (BEME) systematic review of the literature to identify the best evidence for how professionalism should be defined and taught. This review found that there is as yet no overarching conceptual context that is universally agreed upon. The development of ways to teach and assess professionalism has been encumbered, and failed to progress, in large part because of this amorphous nature of the various definitions promoted.
The review also found no unifying accepted theory or set of accepted practice criteria for teaching professionalism. Evident themes in the literature are that role modelling and personal reflections, ideally guided by faculty, are the important elements in current teaching programs, and are widely believed to be the most effective techniques for developing professionalism. While it is generally agreed that professionalism should be part of the whole of a medical curriculum, the specifics of sequence, depth, detail, and the nature of how to integrate professionalism with other curriculum elements remain matters of evolving theory. No teaching methodology has been demonstrated in the literature to be effective or accepted for use across a wide range of medical schools.
I next developed and carried out qualitative studies to discover what conceptual understanding (mental models) of professionalism medical students and clinical educators held, how these two groups view current professionalism training as a component of medical education, and how they think it should be taught.
I found that medical students achieve professionalism through the influence of their exposure to seasoned professionals and through informal peer reflection. The doctors in my study group achieved professionalism not through any formal training they received, but as a result of the actions and attitudes they witnessed during their training, which created a path to reflective practice that they have sustained.
I conclude by proposing a conceptual model for instilling professionalism through medical education. This model captures the formative influences on professionalism and provides a framework for understanding professional performance. The teaching of professionalism should be integrated into all years of the medical curriculum, and across all disciplines included in the curriculum. Some attributes of professionalism, such as ethics and communication skills, can be introduced in early years. Mentoring and exposure to positive role models hold the most promise as effective teaching methods. Guided reflection turns transient incidents and experiences into true learning moments, solidifying and honing professionalism.
Ultimately…
Subjects/Keywords: professionalism;
medical education;
curriculum development, medical;
humanism
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APA (6th Edition):
Birden, H. H. (2012). Professionalism in medicine. What is it and how can it be taught?
. (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/8665
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Birden, Hudson H. “Professionalism in medicine. What is it and how can it be taught?
.” 2012. Thesis, University of Sydney. Accessed February 16, 2020.
http://hdl.handle.net/2123/8665.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Birden, Hudson H. “Professionalism in medicine. What is it and how can it be taught?
.” 2012. Web. 16 Feb 2020.
Vancouver:
Birden HH. Professionalism in medicine. What is it and how can it be taught?
. [Internet] [Thesis]. University of Sydney; 2012. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/2123/8665.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Birden HH. Professionalism in medicine. What is it and how can it be taught?
. [Thesis]. University of Sydney; 2012. Available from: http://hdl.handle.net/2123/8665
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Newcastle
25.
Dabson, Andra Maree.
Medical students, gender and patient-centredness.
Degree: PhD, 2018, University of Newcastle
URL: http://hdl.handle.net/1959.13/1383638
► Research Doctorate - Doctor of Philosophy (PhD)
Introduction: Changes are occurring in medical education, including increasing numbers of female students and a drive to include…
(more)
▼ Research Doctorate - Doctor of Philosophy (PhD)
Introduction: Changes are occurring in medical education, including increasing numbers of female students and a drive to include patient-centred medicine as an important principle of health care. Methodology: This project comprises two studies investigating these aspects of medical education. The first was a qualitative study exploring medical students’ experience of gender in medicine (individual semi-structured interviews with sixteen medical students and three graduates of varying experience and backgrounds, using an iterative process of concurrent data collection and analysis). The second was a quantitative study of medical students’ attitudes to patient-centredness (using an online survey of the student population based on an existing measure, the Patient-Physician Orientation Scale). Results: Differences in experience of gender in medicine were found between male and female students, though this was generally overtly denied. Female students experience more difficulties fitting into the medical culture, and have more concerns about future careers. There were two competing gendered discourses of medical practice revealed during data analysis, “real” medicine (congruent with doctor-centred medicine) and “nice” medicine (congruent with patient-centred medicine). “Nice” medicine (patient-centredness) is seen as inherently feminine, “real” medicine as masculine, and this was part of the conflict between the discourses. This conflict was also partly maintained by differences between university teaching and hospital-based medical culture. The conflict between discourses was a cause of stress for students. Significant associations with patient-centredness were found for gender and cultural background. Female students were more patient-centred, as were domestic (compared to international) students and students of rural (compared to urban) origin. Patient-centredness was associated with preferring a community practice setting and expecting to enjoy a medical career. Discussion: Gender impacts the experience of medical education, and the level of medical student patient-centredness. A new discourse combining the strengths of the masculine “real” and the feminine “nice” medicines is needed.
Advisors/Committee Members: University of Newcastle. Faculty of Health & Medicine, School of Medicine and Public Health.
Subjects/Keywords: medical students; gender; patient-centredness; medical education
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APA (6th Edition):
Dabson, A. M. (2018). Medical students, gender and patient-centredness. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1383638
Chicago Manual of Style (16th Edition):
Dabson, Andra Maree. “Medical students, gender and patient-centredness.” 2018. Doctoral Dissertation, University of Newcastle. Accessed February 16, 2020.
http://hdl.handle.net/1959.13/1383638.
MLA Handbook (7th Edition):
Dabson, Andra Maree. “Medical students, gender and patient-centredness.” 2018. Web. 16 Feb 2020.
Vancouver:
Dabson AM. Medical students, gender and patient-centredness. [Internet] [Doctoral dissertation]. University of Newcastle; 2018. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/1959.13/1383638.
Council of Science Editors:
Dabson AM. Medical students, gender and patient-centredness. [Doctoral Dissertation]. University of Newcastle; 2018. Available from: http://hdl.handle.net/1959.13/1383638
University of Wisconsin – Milwaukee
26.
Almulhem, Jwaher Abdullah.
Importance of Medical Informatics in Medical Students' Curricula in Saudi Arabia.
Degree: MS, Health Care Informatics, 2015, University of Wisconsin – Milwaukee
URL: https://dc.uwm.edu/etd/488
► The main purpose of this research project is to determine the importance of Medical Informatics (MI) course inclusion in the curriculum studied by medical…
(more)
▼ The main purpose of this research project is to determine the importance of
Medical Informatics (MI) course inclusion in the curriculum studied by
medical students in Saudi Arabia. The healthcare environment has changed dramatically since last few decades. It has become an information- intensive environment and has shifted its focus on technological applications. As a result of such a shift in focus, efforts should be made that future healthcare professionals be prepared for such an environment through MI. This research project aims to determine the acceptance of MI applications by
medical students. The study will compare the acceptability of MI applications among
medical students who take MI course with
medical students who do not have such a MI course in their curriculum. In addition, the research project will assess MI knowledge among all the
medical students.
Advisors/Committee Members: Timothy B. Patrick.
Subjects/Keywords: Healthcare Informatics; Medical Education; Medical Informatics; Medical Students; Medical Students Curriculum; Saudi Arabia; Other Education
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APA (6th Edition):
Almulhem, J. A. (2015). Importance of Medical Informatics in Medical Students' Curricula in Saudi Arabia. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/488
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Almulhem, Jwaher Abdullah. “Importance of Medical Informatics in Medical Students' Curricula in Saudi Arabia.” 2015. Thesis, University of Wisconsin – Milwaukee. Accessed February 16, 2020.
https://dc.uwm.edu/etd/488.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Almulhem, Jwaher Abdullah. “Importance of Medical Informatics in Medical Students' Curricula in Saudi Arabia.” 2015. Web. 16 Feb 2020.
Vancouver:
Almulhem JA. Importance of Medical Informatics in Medical Students' Curricula in Saudi Arabia. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2015. [cited 2020 Feb 16].
Available from: https://dc.uwm.edu/etd/488.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Almulhem JA. Importance of Medical Informatics in Medical Students' Curricula in Saudi Arabia. [Thesis]. University of Wisconsin – Milwaukee; 2015. Available from: https://dc.uwm.edu/etd/488
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Harvard University
27.
McKinley, Sophia Kim.
The Emotional Intelligence of Resident Physicians.
Degree: Doctor of Medicine, 2014, Harvard University
URL: http://etds.lib.harvard.edu/hms/admin/view/50
;
http://nrs.harvard.edu/urn-3:HUL.InstRepos:12407610
► Since academic literature indicates that emotional intelligence (EI) is tied to work performance, there is increasing interest in understanding physician EI. We studied the EI…
(more)
▼ Since academic literature indicates that emotional intelligence (EI) is tied to work performance, there is increasing interest in understanding physician EI. We studied the EI of resident physicians in surgery, pediatric, and pathology residency programs at three academic centers to describe the EI profiles of residents in different specialties and determine whether gender differences in resident physician EI profiles mirror those in the general population. 325 residents were electronically invited to complete the validated Trait Emotional Intelligence Questionnaire (TEIQue), a tool comprised of 153 items that cluster to 15 independent facets, 4 composite factors, and 1 global EI score. The overall response rate was 42.8% (n=139, 84 women). Global EI of all residents (mean=101.0, SD=8.0) was comparable to the general population sample and was not statistically different between specialties or genders. EI profiling demonstrated distinct strengths and opportunities for development between specialty groups with an effect of specialty on sociability factor (p=0.005) and five TEIQue facets including optimism, stress management, emotion management, assertiveness, and social awareness (p=0.008-0.043). Women scored higher than men in emotionality factor (p=0.044) and the TEIQue facets impulse control, empathy, relationships, and self-motivation (p=0.004-0.049). Men scored higher than women in sociability factor (p=0.034) and 2 facets including stress management and emotion management (p=0.008-0.023). Linear regression demonstrated that age had a statistically significant predictive relationship with Global EI, though the effect was small (B=0.033, p=0.014). These findings suggest that similar to the general population, male and female residents may benefit from specific training of different EI domains to enhance well-rounded development. EI profiling may also inform future educational programming decisions for each specialty. Future research should focus on the functional relationship between educational interventions that promote targeted EI development and enhanced clinical performance.
Subjects/Keywords: medical education; surgical education; emotional intelligence; graduate medical education; gender differences
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APA (6th Edition):
McKinley, S. K. (2014). The Emotional Intelligence of Resident Physicians. (Doctoral Dissertation). Harvard University. Retrieved from http://etds.lib.harvard.edu/hms/admin/view/50 ; http://nrs.harvard.edu/urn-3:HUL.InstRepos:12407610
Chicago Manual of Style (16th Edition):
McKinley, Sophia Kim. “The Emotional Intelligence of Resident Physicians.” 2014. Doctoral Dissertation, Harvard University. Accessed February 16, 2020.
http://etds.lib.harvard.edu/hms/admin/view/50 ; http://nrs.harvard.edu/urn-3:HUL.InstRepos:12407610.
MLA Handbook (7th Edition):
McKinley, Sophia Kim. “The Emotional Intelligence of Resident Physicians.” 2014. Web. 16 Feb 2020.
Vancouver:
McKinley SK. The Emotional Intelligence of Resident Physicians. [Internet] [Doctoral dissertation]. Harvard University; 2014. [cited 2020 Feb 16].
Available from: http://etds.lib.harvard.edu/hms/admin/view/50 ; http://nrs.harvard.edu/urn-3:HUL.InstRepos:12407610.
Council of Science Editors:
McKinley SK. The Emotional Intelligence of Resident Physicians. [Doctoral Dissertation]. Harvard University; 2014. Available from: http://etds.lib.harvard.edu/hms/admin/view/50 ; http://nrs.harvard.edu/urn-3:HUL.InstRepos:12407610
McMaster University
28.
McQueen, Sydney.
Assessment and feedback in surgical training.
Degree: MSc, 2015, McMaster University
URL: http://hdl.handle.net/11375/17469
► This thesis investigates problems with current assessment and feedback practices in surgical training, and proposes ways to mediate some of these issues. In the first…
(more)
▼ This thesis investigates problems with current assessment and feedback practices in surgical training, and proposes ways to mediate some of these issues. In the first study, we report a number of barriers that might prevent supervisors from providing constructive feedback to medical trainees, including a fear of being labeled as intimidating or harassing. We also identify some barriers which make it challenging for supervisors to accurately report the progress of underperforming trainees including insufficient documentation, a perceived lack of support from program leadership, insufficient opportunities to observe performance, competing demands on time, fear of appeals or legal action, and fear of reciprocated poor staff evaluations. The second study examines the effectiveness of two new tools for assessing trainees’ performance and determines that these tools might be helpful in overcoming some of the barriers identified in the first study to help supervisors provide more meaningful feedback to trainees. Participants reported that the new tools were helpful for improving learning in six ways: by sparking a dialogue regarding performance; by promoting a structured, procedure-specific framework which could be used as a mechanism for providing high quality feedback; by providing a framework for directing future learning; by facilitating a systematic tracking of progress over time; by promoting an increased motivation to learn; and by introducing a learning focus to the intraoperative environment. Together, the data from this thesis provide us with a better understanding of how we might improve the use of assessments and feedback in surgical training. The hope is that our findings will improve the education of new physicians and ultimately improve patient care.
Thesis
Master of Science (MSc)
This thesis investigates problems with current assessment and feedback practices in surgical training, and proposes ways to mediate some of these issues. We present two studies. In the first, we explore barriers that might prevent supervisors from providing constructive feedback to medical trainees. We also identify some barriers which make it challenging for supervisors to accurately report the progress of underperforming trainees. The second study examines the effectiveness of two new tools for assessing trainees’ performance and demonstrates that these tools might be helpful in overcoming some of the barriers identified in the first study to help supervisors provide more meaningful feedback to trainees. Together, the data from this thesis provide us with a better understanding of how we might improve the use of assessment and feedback in surgical training. The hope is that our findings will improve the education of new physicians and ultimately improve patient care.
Advisors/Committee Members: Sonnadara, Ranil, Health Science Education.
Subjects/Keywords: Surgical education; Medical education; Assessment; Feedback; Residency; Competency-based medical education
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APA (6th Edition):
McQueen, S. (2015). Assessment and feedback in surgical training. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/17469
Chicago Manual of Style (16th Edition):
McQueen, Sydney. “Assessment and feedback in surgical training.” 2015. Masters Thesis, McMaster University. Accessed February 16, 2020.
http://hdl.handle.net/11375/17469.
MLA Handbook (7th Edition):
McQueen, Sydney. “Assessment and feedback in surgical training.” 2015. Web. 16 Feb 2020.
Vancouver:
McQueen S. Assessment and feedback in surgical training. [Internet] [Masters thesis]. McMaster University; 2015. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/11375/17469.
Council of Science Editors:
McQueen S. Assessment and feedback in surgical training. [Masters Thesis]. McMaster University; 2015. Available from: http://hdl.handle.net/11375/17469
McMaster University
29.
Gavranic, Vanja.
An Evaluation of the Utility of a Hybrid Objective Structured Clinical Examination for the use of Assessing Residents Enrolled in McMaster University's Orthopaedic Surgery Residency Program.
Degree: MSc, 2014, McMaster University
URL: http://hdl.handle.net/11375/13859
► Introduction: McMaster University’s orthopaedic surgery residency program implemented the OSCE as an assessment tool in 2010; this study evaluates the first four OSCEs administered…
(more)
▼ Introduction: McMaster University’s orthopaedic surgery residency program implemented the OSCE as an assessment tool in 2010; this study evaluates the first four OSCEs administered to residents. The OSCEs were composed of knowledge-testing stations, which are normally not included in this testing format, and performance-testing stations. Recruiting enough faculty evaluators challenged the ability to feasibly implement this examination format. Knowledge-testing stations were incorporated since they do not require evaluators to be present. Reliability was assessed, and the correlation between knowledge-testing station scores and performance-testing station scores was determined. The ability of the OSCE to discriminate between residents in different post-graduate years (PGYs) was assessed. Residents’ acceptability of the OSCE was also assessed. Methods: Reliability was assessed using generalizability theory. The correlation of knowledge-testing and performance-testing station scores was measured with Pearson’s r. A two-way ANOVA was used to analyze whether the OSCE can discriminate between residents in different PGYs. An exit survey was administrated after each OSCE to assess acceptability. Results: The generalizability estimates of each OSCE ranged from 0.71 to 0.87. The disattenuated correlation between knowledge- and performance-testing stations for senior residents was 1.00, and 0.89 for junior residents. A significant effect of year of residency was found for the October 2010 OSCE in the ANOVA (F(1,30) = 11.027, p = 0.005), but the remaining OSCEs did not replicate this finding. In general, residents felt that they were able to present an accurate portrayal of themselves in the OSCEs and that the examination covered appropriate topics. Discussion: The OSCEs were reliable and acceptable to residents. The high correlations between knowledge- and performance-testing station scores suggest that the examination can be made more feasible by including knowledge-testing stations. The small sample sizes made significant differences difficult to detect between levels of training, resulting in inconclusive evidence for this construct validation measure.
Master of Science (MSc)
Advisors/Committee Members: Dore, Kelly, Health Research Methodology.
Subjects/Keywords: OSCE; reliability; validity; education; assessment; Medical Education; Medical Education
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APA ·
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Manager
APA (6th Edition):
Gavranic, V. (2014). An Evaluation of the Utility of a Hybrid Objective Structured Clinical Examination for the use of Assessing Residents Enrolled in McMaster University's Orthopaedic Surgery Residency Program. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/13859
Chicago Manual of Style (16th Edition):
Gavranic, Vanja. “An Evaluation of the Utility of a Hybrid Objective Structured Clinical Examination for the use of Assessing Residents Enrolled in McMaster University's Orthopaedic Surgery Residency Program.” 2014. Masters Thesis, McMaster University. Accessed February 16, 2020.
http://hdl.handle.net/11375/13859.
MLA Handbook (7th Edition):
Gavranic, Vanja. “An Evaluation of the Utility of a Hybrid Objective Structured Clinical Examination for the use of Assessing Residents Enrolled in McMaster University's Orthopaedic Surgery Residency Program.” 2014. Web. 16 Feb 2020.
Vancouver:
Gavranic V. An Evaluation of the Utility of a Hybrid Objective Structured Clinical Examination for the use of Assessing Residents Enrolled in McMaster University's Orthopaedic Surgery Residency Program. [Internet] [Masters thesis]. McMaster University; 2014. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/11375/13859.
Council of Science Editors:
Gavranic V. An Evaluation of the Utility of a Hybrid Objective Structured Clinical Examination for the use of Assessing Residents Enrolled in McMaster University's Orthopaedic Surgery Residency Program. [Masters Thesis]. McMaster University; 2014. Available from: http://hdl.handle.net/11375/13859
McMaster University
30.
Chen, Ruth.
CARDIAC AND RESPIRATORY AUSCULTATION SKILL DEVELOPMENT: EXPLORATION AND APPLICATION OF COGNITIVE LOAD THEORY IN HEALTH PROFESSIONS EDUCATION.
Degree: PhD, 2013, McMaster University
URL: http://hdl.handle.net/11375/13548
► This thesis explores the Cognitive Load Theory (CLT) framework with health professions education research, and applies the principles of CLT to one specific area…
(more)
▼ This thesis explores the Cognitive Load Theory (CLT) framework with health professions education research, and applies the principles of CLT to one specific area of health professions education: the acquisition of cardiac and respiratory auscultation and physical assessment skill in undergraduate nursing students. The first study evaluates context-based learning environments on the acquisition of auscultation skill and physical assessment performance. Results suggest that for novice level students, high-context-based learning environments may contribute to extraneous cognitive load and may not be beneficial for learning. The next cluster of studies evaluates auscultation test performance following manipulation of cognitive load variables. The interleaving approach instruction was found to be most helpful for auscultation test performance. The series of studies conducted in this thesis demonstrate a useful direction for health professions research and promotes the use of cognitive load theory as a framework for instructional design and evaluation.
Doctor of Philosophy (PhD)
Advisors/Committee Members: Norman, Geoffrey, Dore, Kelly, Grierson, Lawrence, Health Research Methodology.
Subjects/Keywords: Cognitive load; health professions education; auscultation skill; Medical Education; Medical Education
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APA ·
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MLA ·
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Export
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Manager
APA (6th Edition):
Chen, R. (2013). CARDIAC AND RESPIRATORY AUSCULTATION SKILL DEVELOPMENT: EXPLORATION AND APPLICATION OF COGNITIVE LOAD THEORY IN HEALTH PROFESSIONS EDUCATION. (Doctoral Dissertation). McMaster University. Retrieved from http://hdl.handle.net/11375/13548
Chicago Manual of Style (16th Edition):
Chen, Ruth. “CARDIAC AND RESPIRATORY AUSCULTATION SKILL DEVELOPMENT: EXPLORATION AND APPLICATION OF COGNITIVE LOAD THEORY IN HEALTH PROFESSIONS EDUCATION.” 2013. Doctoral Dissertation, McMaster University. Accessed February 16, 2020.
http://hdl.handle.net/11375/13548.
MLA Handbook (7th Edition):
Chen, Ruth. “CARDIAC AND RESPIRATORY AUSCULTATION SKILL DEVELOPMENT: EXPLORATION AND APPLICATION OF COGNITIVE LOAD THEORY IN HEALTH PROFESSIONS EDUCATION.” 2013. Web. 16 Feb 2020.
Vancouver:
Chen R. CARDIAC AND RESPIRATORY AUSCULTATION SKILL DEVELOPMENT: EXPLORATION AND APPLICATION OF COGNITIVE LOAD THEORY IN HEALTH PROFESSIONS EDUCATION. [Internet] [Doctoral dissertation]. McMaster University; 2013. [cited 2020 Feb 16].
Available from: http://hdl.handle.net/11375/13548.
Council of Science Editors:
Chen R. CARDIAC AND RESPIRATORY AUSCULTATION SKILL DEVELOPMENT: EXPLORATION AND APPLICATION OF COGNITIVE LOAD THEORY IN HEALTH PROFESSIONS EDUCATION. [Doctoral Dissertation]. McMaster University; 2013. Available from: http://hdl.handle.net/11375/13548
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Open Access Theses and Dissertations