Publications by authors named "Ann T Behrmann"
Acknowledgements: This work was funded by HRSA grants D16HP00067 and D08PE50097.
Background: Evaluations of curricula to enhance ability to care for the underserved are often limited to short-term medical student outcomes.
Purpose: This study evaluates retention of short-term improvements in outcomes from post-curriculum to graduation.
Introduction: Because role models are crucial to training physicians to care for the underserved, we examined pediatric faculty's knowledge, attitudes, self-efficacy, skills, and precepting behaviors regarding care for this population.
Methods: Faculty knowledge, attitudes, self-efficacy, and skills/precepting behaviors were surveyed.
Results: Fifty-five (65%) of 85 faculty responded.
Background: Despite calls for medical school curricula that address care for the underserved, published evaluations of such curricula are few and often do not assess clinical skills. This study assesses the changes in self-efficacy and clinical skills resulting from faculty-led or web-based curricula on care for the underserved.
Methods: Third-year students on 6-week 2003-2004 pediatric clerkships were block-randomized to a curriculum on caring for the underserved in one of three formats: established (readings only), faculty-led, or web-based.
Background: Recognition of health disparities among underserved individuals, whose demographic, geographic, or economic characteristics impede access to health-related services, has led to calls for the development of medical school curricula that address care for the underserved, but reports of the development and evaluation of such curricula are limited.
Methods: Two formats of a curriculum addressing care for the underserved were developed and implemented during the 6-week pediatric clerkship for third-year medical students during the 2003-2004 academic year. One format was faculty-led; the other was web-based.