Journal of Educational Evaluation for Health Professions

Research articles

Self-care perspective taking and empathy in a student-faculty book club in the United States: Rebecca Henderson, Melanie Gross Hagen, Zareen Zaidi, Valentina Dunder, Edlira Maska, Ying Nagoshi; J Educ Eval Health Prof. 2020;17:22. Published online July 31, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.22

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Purpose
We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States.
Methods
Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington, MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based on these preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes.
Results
Four main themes were identified from interviews: The first theme, the importance of literature to the development and maintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship, personal relationships and professional development, were important to both student and faculty participants. The third and fourth themes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school were discussed by student book club members.
Conclusion
Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to foster meaningful relationships between students and faculty.

Citations

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Student-faculty dialogue: meaningful perspective taking on campus
Tee R. Tyler
Social Work With Groups.2024; 47(2): 165. CrossRef
Clubes de lectura: una revisión sistemática internacional de estudios (2010-2022)
Carmen Álvarez-Álvarez, Julián Pascual Díez
Literatura: teoría, historia, crítica.2024;[Epub] CrossRef
An open book: A virtual book club designed to connect advanced practice registered nurses through quality improvement
Cassandra Faye Newell, Catherine Woods
Journal of the American Association of Nurse Practitioners.2024; 36(8): 431. CrossRef
Students’ informal learning interactions in health professions education: insights from a qualitative synthesis
Sarah Barradell, Amani Bell, Kate Thomson, Jessica Hughes
Higher Education Research & Development.2024; : 1. CrossRef
The implementation of a required book club for medical students and faculty
David B. Ney, Nethra Ankam, Anita Wilson, John Spandorfer
Medical Education Online.2023;[Epub] CrossRef
Cultivating critical consciousness through a Global Health Book Club
Sarah L. Collins, Stuart J. Case, Alexandra K. Rodriguez, Acquel C. Allen, Elizabeth A. Wood
Frontiers in Education.2023;[Epub] CrossRef
Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations
Robin S Grenier, Jamie L Callahan, Kristi Kaeppel, Carole Elliott
Management Learning.2022; 53(3): 483. CrossRef
Not Just for Patrons: Book Club Participation as Professional Development for Librarians
Laila M. Brown, Valerie Brett Shaindlin
The Library Quarterly.2021; 91(4): 420. CrossRef
Medical Students’ Creation of Original Poetry, Comics, and Masks to Explore Professional Identity Formation
Johanna Shapiro, Juliet McMullin, Gabriella Miotto, Tan Nguyen, Anju Hurria, Minh Anh Nguyen
Journal of Medical Humanities.2021; 42(4): 603. CrossRef

Peer-assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States: Kira Nagoshi, Zareen Zaidi, Ashleigh Wright, Carolyn Stalvey; J Educ Eval Health Prof. 2019;16:29. Published online October 8, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.29

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Abstract PDF Supplementary Material

Purpose
Peer-assisted learning (PAL) promotes the development of communication, facilitates improvements in clinical skills, and is a way to provide feedback to learners. We utilized PAL as a conceptual framework to explore the feasibility of peer-assisted feedback (PAF) to improve note-writing skills without requiring faculty time. The aim was to assess whether PAL was a successful method to provide feedback on the United States Medical Licensing Exams (USMLE)-style clinical skills exam notes by using student feedback on a survey in the United States.
Methods
The University of Florida College of Medicine administers clinical skills examination (CSEs) that include USMLE-like note-writing. PAL, in which students support the learning of their peers, was utilized as an alternative to faculty feedback. Second-year (MS2) and third-year (MS3) medical students taking CSEs participated in faculty-run note-grading sessions immediately after testing, which included explanations of grading rubrics and the feedback process. Students graded an anonymized peer’s notes. The graded material was then forwarded anonymously to its student author to review. Students were surveyed on their perceived ability to provide feedback and the benefits derived from PAF using a Likert scale (1–6) and open-ended comments during the 2017–2018 academic year.
Results
Students felt generally positively about the activity, with mean scores for items related to educational value of 4.49 for MS2s and 5.11 for MS3s (out of 6). MS3s perceived peer feedback as constructive, felt that evaluating each other’s notes was beneficial, and felt that the exercise would improve their future notes. While still positive, MS2 students gave lower scores than the MS3 students.
Conclusion
PAF was a successful method of providing feedback on student CSE notes, especially for MS3s. MS2s commented that although they learned during the process, they might be more invested in improving their note-writing as they approach their own USMLE exam.

Citations

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How Do Learners Receive Feedback on Note Writing? A Scoping Review
Allison Hansen, Ryan M. Klute, Manajyoti Yadav, Saurabh Bansal, William F. Bond
Academic Medicine.2024; 99(6): 683. CrossRef
Teaching feedback skills to veterinary students by peer-assisted learning
Aytaç ÜNSAL ADACA
Ankara Üniversitesi Veteriner Fakültesi Dergisi.2023; 70(3): 237. CrossRef
Pedagogic Exploration Into Adapting Automated Writing Evaluation and Peer Review Integrated Feedback Into Large-Sized University Writing Classes
Wei-Yan Li, Kevin Kau, Yi-Jiun Shiung
SAGE Open.2023;[Epub] CrossRef
Benefits of semiology taught using near-peer tutoring are sustainable
Benjamin Gripay, Thomas André, Marie De Laval, Brice Peneau, Alexandre Secourgeon, Nicolas Lerolle, Cédric Annweiler, Grégoire Justeau, Laurent Connan, Ludovic Martin, Loïc Bière
BMC Medical Education.2022;[Epub] CrossRef

An innovative resident-driven mortality case review curriculum to teach and drive system-based practice improvements in the United States: Nila S. Radhakrishnan, Margaret C. Lo, Rohit Bishnoi, Subhankar Samal, Robert Leverence, Eric Rosenberg, Zareen Zaidi; J Educ Eval Health Prof. 2018;15:31. Published online December 26, 2018; DOI: https://doi.org/10.3352/jeehp.2018.15.31

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Abstract PDF Supplementary Material

Purpose
Traditionally, the morbidity and mortality conference (M&MC) is a forum where possible medical errors are discussed. Although M&MCs can facilitate identification of opportunities for systemwide improvements, few studies have described their use for this purpose, particularly in residency training programs. This paper describes the use of M&MC case review as a quality improvement activity that teaches system-based practice and can engage residents in improving systems of care.
Methods
Internal medicine residents at a tertiary care academic medical center reviewed 347 consecutive mortalities from March 2014 to September 2017. The residents used case review worksheets to categorize and track causes of mortality, and then debriefed with a faculty member. Selected cases were then presented at a larger interdepartmental meeting and action items were implemented. Descriptive statistics and thematic analysis were used to analyze the results.
Results
The residents identified a possible diagnostic mismatch at some point from admission to death in 54.5% of cases (n= 189) and a possible need for improved management in 48.0% of cases. Three possible management failure themes were identified, including failure to plan, failure to communicate, and failure to rescue, which accounted for 21.9%, 10.7 %, and 10.1% of cases, respectively. Following these reviews, quality improvement initiatives proposed by residents led to system-based changes.
Conclusion
A resident-driven mortality review curriculum can lead to improvements in systems of care. This novel type of curriculum can be used to teach system-based practice. The recruitment of teaching faculty with expertise in quality improvement and mortality case analyses is essential for such a project.

Citations

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Implementation of Hospital Mortality Reviews: A Systematic Review
Moritz Sebastian Schönfeld, Martin Härter, Ann Sophie Schröder, Katrin Kokartis, Hans-Jürgen Bartz, Levente Kriston
Journal of Patient Safety.2024; 20(2): 138. CrossRef
One health system’s morbidity and mortality conference survey: a step on the journey to organizational high reliability
Steven E. Raper, Patricia G. Sullivan, Lawrence S. Levin
International Journal of Surgery: Global Health.2023;[Epub] CrossRef
Defining a High-Quality and Effective Morbidity and Mortality Conference
Brendin R. Beaulieu-Jones, Spencer Wilson, Daniel S. Howard, Gordana Rasic, Ben Rembetski, Erica A. Brotschi, Luise I. Pernar
JAMA Surgery.2023; 158(12): 1336. CrossRef
Implementation of morbidity and mortality conference in a community hospital NICU and narrative review
Christina Chan, Christine Pazandak, Dimitrios Angelis
Frontiers in Pediatrics.2023;[Epub] CrossRef

Research Article

Hands in medicine: understanding the impact of competency-based education on the formation of medical students’ identities in the United States: Catherine Gonsalves, Zareen Zaidi; J Educ Eval Health Prof. 2016;13:31. Published online August 31, 2016; DOI: https://doi.org/10.3352/jeehp.2016.13.31

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290 Download
5 Web of Science
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Abstract PDF

Purpose
There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on ‘doing the work of a physician’ rather than identity formation and ‘being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity. Methods: Three ceramic models representing three core competencies ‘medical knowledge,’ ‘patient care,’ and ‘professionalism’ were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Results: Students across all four years of medical school related to the ‘professionalism’ competency domain (50%). They reflected that ‘being an empathetic physician’ was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized ‘professionalism’ as a competency. Conclusion: Students perceive ‘professionalism’ as a competency that impacts their identity formation in the social role of ‘being a doctor,’ albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception.

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Toward proficiency in telebehavioral health: applying interprofessional competencies in couple and family therapy
Katherine M. Hertlein, Kenneth P. Drude, Donald M. Hilty, Marlene M. Maheu
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The Condensed MFT Core Competencies: A Streamlined Approach for Measuring Student and Supervisee Learning Using the MFT Core Competencies
William F. Northey, Diane R. Gehart
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Understanding the Needs and Preferences of Domestic and Sexual Violence Education for Health Profession Students
Jessica N. Semin, Alena Skrundevskiy-Coburn, Lynette M. Smith, Shireen S. Rajaram
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How does medical education affect empathy and compassion in medical students? A meta-ethnography: BEME Guide No. 57
Charmaine Krishnasamy, Sik Yin Ong, May Eng Loo, Jill Thistlethwaite
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Identification and evaluation of the core elements of character education for medical students in Korea
Yera Hur, Keumho Lee
Journal of Educational Evaluation for Health Professions.2019; 16: 21. CrossRef
Clinical communication skills and professionalism education are required from the beginning of medical training - a point of view of family physicians
Camila Ament Giuliani dos Santos Franco, Renato Soleiman Franco, José Mauro Ceratti Lopes, Milton Severo, Maria Amélia Ferreira
BMC Medical Education.2018;[Epub] CrossRef

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