Effects of Department Type and Disability Status on Medical School Faculty Wellbeing.

Purpose: Faculty wellbeing impacts student learning and is a priority among medical schools, especially as a counterbalance to growing burnout. Previous researchers found differences in burnout by sex and race among clinicians, but not for faculty with disabilities. Accordingly, the purpose was to test the association between faculty's wellbeing, burnout, and control over workload and investigate differences in wellbeing attributed to department type and ability status.

Implementing Core Entrustable Professional Activities in Undergraduate Medical Education: A Psychometric Study.

Purpose: This study examines the feasibility and psychometric results of an assessment of entrustable professional activities (EPAs) as a core component of the clinical program of assessment in undergraduate medical education, assesses the learning curves for each EPA, explores the time to entrustment, and investigates the dependability of the EPA data based on generalizability theory (G theory) analysis.

Method: Third-year medical students from the University of Minnesota Medical School in 7 required clerkships from May 2022 through April 2023 were assessed. Students were required to obtain at least 4 EPA assessments per week on average from clinical faculty, residents supervising the students, or assessment and coaching experts.

Nurturing Untapped Integration Expertise of MS4 Assessment Writers.

Creating original, integrated multiple-choice questions (MCQs) is time-consuming and onerous for basic science and clinical faculty. We demonstrate that medical students are co-experts to overcome assessment challenges of the faculty. We recruited, trained, and motivated medical students to write 10,000 high-quality MCQs for use in the foundational courses of medical education.

Assessing clinical competence: a multitrait-multimethod matrix construct validity study.

Education in Doctor of Medicine programs has moved towards an emphasis on clinical competency, with entrustable professional activities providing a framework of learning objectives and outcomes to be assessed within the clinical environment. While the identification and structured definition of objectives and outcomes have evolved, many methods employed to assess clerkship students' clinical skills remain relatively unchanged. There is a paucity of medical education research applying advanced statistical design and analytic techniques to investigate the validity of clinical skills assessment.

Race and Gender Bias in Clerkship Grading.

Existing literature, as well as anecdotal evidence, suggests that tiered clinical grading systems may display systematic demographic biases. This study aimed to investigate these potential inequities in-depth. Specifically, this study attempted to address the following gaps in the literature: (1) studying grades actually assigned to students (as opposed to self-reported ones), (2) using longitudinal data over an 8-year period, providing stability of data, (3) analyzing three important, potentially confounding covariates, (4) using a comprehensive multivariate statistical design, and (5) investigating not just the main effects of gender and race, but also their potential interaction.

Stability and Differences in Empathy Between Men and Women Medical Students: a Panel Design Study.

Phenomenon: Empathy is central to the physician-patient relationship, and affects clinical outcomes. There is uncertainty about the stability of empathy in medical students over the course of medical school, as well as differences in empathy between men and women.

Approach: A panel study design was used to follow first year through fourth year medical students (MS1-4) during the 2018-2019 school year.

Impact of the stringency of lockdown measures on covid-19: A theoretical model of a pandemic.

Background: How effective have lockdowns been at reducing the covid-19 infection and mortality rates? Lockdowns influence contact among persons within or between populations including restricting travel, closing schools, prohibiting public gatherings, requiring workplace closures, all designed to slow the contagion of the virus. The purpose of the present study was to assess the impact of lockdown measures on the spread of covid-19 and test a theoretical model of the covid-19 pandemic employing structural equation modelling.

Methods: Lockdown variables, population demographics, mortality rates, infection rates, and health were obtained for eight countries: Austria, Belgium, France, Germany, Italy, Netherlands, Spain, and the United Kingdom.

Validity Evidence for Assessing Entrustable Professional Activities During Undergraduate Medical Education.

Purpose: To explore validity evidence for the use of entrustable professional activities (EPAs) as an assessment framework in medical education.

Method: Formative assessments on the 13 Core EPAs for entering residency were collected for 4 cohorts of students over a 9- to 12-month longitudinal integrated clerkship as part of the Education in Pediatrics Across the Continuum pilot at the University of Minnesota Medical School. The students requested assessments from clinical supervisors based on direct observation while engaging in patient care together.

Assessing anaesthesiology and intensive care specialty physicians: An Italian language multisource feedback system.

Background: Physician professionalism, including anaesthesiologists and intensive care doctors, should be continuously assessed during training and subsequent clinical practice. Multi-source feedback (MSF) is an assessment system in which healthcare professionals are assessed on several constructs (e.g.

Cross-Cultural Validity Study of a Medical Education Leadership Competencies Instrument in Latin American Physicians: A Multinational Study.

Purpose: Physicians rarely receive formal training in leadership skills. Çitaku and colleagues have identified a set of leadership competencies (LCs) providing validity evidence in North American (NA) and European Union (EU) medical education institutions. We aim to apply this same survey to a sample of Latin American (LA) medical leaders from the oncology community and related areas, compare the results with those of the previous survey, and perform subgroup analyses within the LA cohort.

A Study of the Validity of the New MCAT Exam.

Purpose: To conduct a study of the validity of the new Medical College Admission Test (MCAT).

Method: Deidentified data for first- and second-year medical students (185 women, 54.3%; 156 men, 45.

Does Clerkship Rotation Sequence Affect Performance on National Board of Medical Examiners (NBME) Clinical Subject Examinations and United States Medical Licensing Examination (USMLE) Step 2 Clinical Knowledge (CK) Examination?

Purpose: To investigate whether starting the clerkship year in family medicine (FM), internal medicine (IM), pediatrics, or surgery influences NBME shelf and USMLE Step 2 CK examination performance.

Methods: USMLE Step 1, Step 2 CK, and shelf examination scores for FM, IM, pediatrics, and surgery were collected. Sequences were selected on the following assignment criteria: rotation 1 (either FM or IM), rotation 5 (pediatrics), rotation 8 (surgery), rotation 1 (either pediatrics or surgery), and rotation 8 (IM).

A longitudinal study in learning preferences and academic performance in first year medical school.

This is a longitudinal study of first year medical students that investigates the relationship between the pattern change of the learning preferences and academic performance. Using the visual, auditory, reading-writing, and kinesthetic inventory at the beginning of the first and second year for the same class, it was found that within the first year, 36% of the class remained unimodal (single) modality learners (SS), 14% changed from unimodal to multimodality learners (SM), 27% changed from multimodality to unimodal modality learners (MS) and 21% remained as multimodality learners (MM). Among the academic performance through subsequent didactic blocks from Clinical Anatomy, Cell and Subcellular Processes to Medical Neuroscience during first year, the SM group made more significant improvement compared to the SS group.

Identifying a parsimonious model for predicting academic achievement in undergraduate medical education: A confirmatory factor analysis.

Objectives: This study was conducted to adduce evidence of validity for admissions tests and processes and for identifying a parsimonious model that predicts students' academic achievement in Medical College.

Methods: Psychometric study done on admission data and assessment scores for five years of medical studies at Aga Khan University Medical College, Pakistan using confirmatory factor analysis (CFA) and structured equation modeling (SEM). Sample included 276 medical students admitted in 2003, 2004 and 2005.

How do physicians become medical experts? A test of three competing theories: distinct domains, independent influence and encapsulation models.

The distinction between basic sciences and clinical knowledge which has led to a theoretical debate on how medical expertise is developed has implications for medical school and lifelong medical education. This longitudinal, population based observational study was conducted to test the fit of three theories-knowledge encapsulation, independent influence, distinct domains-of the development of medical expertise employing structural equation modelling. Data were collected from 548 physicians (292 men-53.

Clinical teaching as part of continuing professional development: Does teaching enhance clinical performance?

Introduction: Physicians identify teaching as a factor that enhances performance, although existing data to support this relationship is limited.

Purpose: To determine whether there were differences in clinical performance scores as assessed through multisource feedback (MSF) data based on clinical teaching.

Methods: MSF data for 1831 family physicians, 1510 medical specialists, and 542 surgeons were collected from physicians' medical colleagues, co-workers (e.

Developing Professionalism via Multisource Feedback in Team-Based Learning.

Unlabelled: CGEA 2015 CONFERENCE ABSTRACT (EDITED). A Novel Approach to Assessing Professionalism in Preclinical Medical Students Using Paired Self- and Peer Evaluations. Amanda R.

The effectiveness of physical models in teaching anatomy: a meta-analysis of comparative studies.

There are various educational methods used in anatomy teaching. While three dimensional (3D) visualization technologies are gaining ground due to their ever-increasing realism, reports investigating physical models as a low-cost 3D traditional method are still the subject of considerable interest. The aim of this meta-analysis is to quantitatively assess the effectiveness of such models based on comparative studies.

Standard Setting Methods for Pass/Fail Decisions on High-Stakes Objective Structured Clinical Examinations: A Validity Study.

Unlabelled: CONSTRUCT: Authentic standard setting methods will demonstrate high convergent validity evidence of their outcomes, that is, cutoff scores and pass/fail decisions, with most other methods when compared with each other.

Background: The objective structured clinical examination (OSCE) was established for valid, reliable, and objective assessment of clinical skills in health professions education. Various standard setting methods have been proposed to identify objective, reliable, and valid cutoff scores on OSCEs.

A meta-analysis of the educational effectiveness of three-dimensional visualization technologies in teaching anatomy.

Many medical graduates are deficient in anatomy knowledge and perhaps below the standards for safe medical practice. Three-dimensional visualization technology (3DVT) has been advanced as a promising tool to enhance anatomy knowledge. The purpose of this review is to conduct a meta-analysis of the effectiveness of 3DVT in teaching and learning anatomy compared to all teaching methods.

Correlates of emotional intelligence: results from a multi-institutional study among undergraduate medical students.

Background: Emotional Intelligence (EI) is the ability to deal with your own and others emotions. Medical students are inducted into medical schools on the basis of their academic achievement. Professionally, however, their success rate is variable and may depend on their interpersonal relationships.

The construct and criterion validity of the multi-source feedback process to assess physician performance: a meta-analysis.

Background: The purpose of this study was to conduct a meta-analysis on the construct and criterion validity of multi-source feedback (MSF) to assess physicians and surgeons in practice.

Methods: In this study, we followed the guidelines for the reporting of observational studies included in a meta-analysis. In addition to PubMed and MEDLINE databases, the CINAHL, EMBASE, and PsycINFO databases were searched from January 1975 to November 2012.

The reliability, validity, and feasibility of multisource feedback physician assessment: a systematic review.

Purpose: The use of multisource feedback (MSF) or 360-degree evaluation has become a recognized method of assessing physician performance in practice. The purpose of the present systematic review was to investigate the reliability, generalizability, validity, and feasibility of MSF for the assessment of physicians.

Method: The authors searched the EMBASE, PsycINFO, MEDLINE, PubMed, and CINAHL databases for peer-reviewed, English-language articles published from 1975 to January, 2013.