Download full-text PDF |
Source |
|---|
Publication Analysis
Top Keywords
Similar Publications
Reimagining Physician Assistant Education: Championing Cognitive Diversity to Promote Inclusivity, Neurodiversity Awareness, and a Sense of Belonging.
J Physician Assist Educ
January 2025
Tonya C. George, PhD, MSHS, MSPH, PA-C, DFAAP, is a assistant professor, Doctor of Medical Science Program, School of Health and Rehabilitation Sciences, University of Pittsburgh, Pittsburgh, Philadelphia.
Neurodiversity, encompassing conditions such as autism spectrum disorder, attention-deficit/hyperactivity disorder, and dyslexia, represents a significant and often under-recognized segment of the population, including within science, technology, engineering, mathematics, and medicine fields like medicine. Neurodiverse individuals possess unique skills, including enhanced creativity, analytical thinking, and meticulous attention to detail, which are valuable in health care professions. However, failure to recognize and support these individuals can result in missed opportunities, social isolation, and mental health challenges.
View Article and Find Full Text PDFBridging the Gap: Implementing an Adjunct Faculty as a Remediation Specialist in a Physician Assistant/Associate Program.
J Physician Assist Educ
January 2025
Erin E. Chalmers, DMSc, MSPAS, PA-C, DFAAPA, is an associate professor and associate program director of Department of Physician Assistant Studies, Sullivan University College of Pharmacy and Health Sciences, Louisville, Kentucky.
Introduction: Creating a successful remediation plan for physician assistant/associate students comes with its challenges, particularly because of the limited time available for both faculty and students. In an accelerated 24-month program, the pace of the curriculum leaves little time to fall behind in mastering knowledge and skills. One possible solution is appointing an adjunct faculty member to serve as a dedicated Remediation Specialist (RS) to focus solely on student remediation.
View Article and Find Full Text PDFUse of ChatGPT Large Language Models to Extract Details of Recommendations for Additional Imaging From Free-Text Impressions of Radiology Reports.
AJR Am J Roentgenol
January 2025
Center for Evidence-Based Imaging, Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, 1620 Tremont Street, Boston, MA 02120 Phone: 617-525-9702.
Automated extraction of actionable details of recommendations for additional imaging (RAIs) from radiology reports could facilitate tracking and timely completion of clinically necessary RAIs and thereby potentially reduce diagnostic delays. To assess the performance of large-language models (LLMs) in extracting actionable details of RAIs from radiology reports. This retrospective single-center study evaluated reports of diagnostic radiology examinations performed across modalities and care settings within five subspecialties (abdominal imaging, musculoskeletal imaging, neuroradiology, nuclear medicine, thoracic imaging) in August 2023.
View Article and Find Full Text PDFAvoidant Automatic Thoughts Are Associated With Task Avoidance and Inattention in the Moment: Replication in a Community Sample.
J Atten Disord
January 2025
Trinity University, San Antonio, TX, USA.
Purpose: Avoidant automatic thoughts (AAT) are thoughts that precede or accompany a delay in the starting or ending of a task. In a prior study of college students using Ecological Momentary Assessment (EMA), AATs were frequent daily occurrences and participants with more severe ADHD symptoms at baseline reported more frequent AAT. Importantly, momentary presence of AAT was associated with greater task avoidance and inattentive symptoms.
View Article and Find Full Text PDFCharacteristics and outcomes of communities of practice in allied health educators: rapid review.
J Interprof Care
January 2025
University of South Australia Allied Health and Human Performance, South Australia, Australia.
Allied health clinical educators (AHCEs) are vital to health professional student education and clinical education is often expected in a job role. Communities of practice (CoPs) may be a strategy to meet educator learning needs. A rapid review was conducted to determine the structures, purposes, and outcomes of AHCE CoPs, and barriers or enablers of participation in CoPs.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!