Publications by authors named "Jensen Fisher"
Article Synopsis
- The study aimed to assess if a survey measuring prospective medical students' attitudes toward service-learning in an Immunology course was reliable and valid, with only eight survey items.
- Fifty-eight students in Colorado and fifteen in Utah participated, completing the same course and critical reflections on team service-learning before taking the survey.
- Results showed high reliability (Cronbach's alpha values of 0.84 and 0.85) and a strong positive attitude towards service-learning in Colorado students, while Utah students had a more neutral attitude, indicating the survey’s effectiveness in capturing these differences.
Introduction: The main objective of this study is to evaluate the effectiveness of a newly designed vaginal speculum, the , in-vitro. The setting of this study was at Florida International University and involved four senior students in the Department of Biomedical Engineering.
Methods: A phantom vaginal model was used to test three variables of the (Visibility, Pressure and Gynecologic Tools tests).
Calcific aortic valve disease (CAVD) is a debilitating condition for which there are limited therapeutic options aside from valve replacement. As such, it is crucial to explore alternative management strategies for CAVD. Non-steroidal anti-inflammatory drugs (NSAIDs), particularly celecoxib, have been the subject of debate in the literature regarding their potential impact on CAVD.
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- - The study found that prospective medical students who participated in mandatory service-learning with critical reflection exhibited significantly higher scores in cognitive empathy and reflective capacity compared to those who took a similar course without service requirements.
- - Out of 75 students surveyed, those involved in service-learning saw a crucial practical increase in cognitive empathy (effect size 0.50) and a moderate increase in reflective capacity (effect size 0.34) after completing their courses.
- - The results indicate that incorporating critical reflection on service-learning into healthcare training can enhance essential interpersonal skills, suggesting a model for including such experiences in all healthcare education.
Introduction: We reported previously that when teams of students reflect on readings about communication, unconscious bias, and service-learning, their critical reflection, implicit bias mitigation, empathy, and compassionate behavior all increase. However, would these gains occur when intimate classroom settings, in-person team meetings, and direct interactions with people served were lost owing to the COVID-19 pandemic and remote learning?
Methods: Before an online Medical Humanities course began in August 2020 and following the course in December 2020, 61 prospective medical students (54.1% female) completed reliable surveys of their reflective capacity (RC) and cognitive empathy (compassion).