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Karen hauer

Christy Boscardin, Kirkpatrick B Fergus, Bonnie Hellevig, Karen E Hauer
Easily accessible and interpretable performance data constitute critical feedback for learners that facilitate informed self-assessment and learning planning. To provide this feedback, there has been a proliferation of educational dashboards in recent years. An educational (learner) dashboard systematically delivers timely and continuous feedback on performance and can provide easily visualized and interpreted performance data. In this paper, we provide practical tips for developing a functional, user-friendly individual learner performance dashboard and literature review of dashboard development, assessment theory, and users' perspectives...
November 9, 2017: Medical Teacher
Karen E Hauer, Patricia S O'Sullivan, Kristen Fitzhenry, Christy Boscardin
PROBLEM: A program of assessment addresses challenges in learner assessment using a centrally planned, coordinated approach that emphasizes assessment for learning. This report describes the steps taken to implement a program of assessment framework within a medical school. APPROACH: A literature review on best practices in assessment highlighted six principles that guided implementation of the program of assessment in 2016-2017: (1) a centrally coordinated plan for assessment aligns with and supports a curricular vision; (2) multiple assessment tools used longitudinally generate multiple data points; (3) learners require ready access to information-rich feedback to promote reflection and informed self-assessment; (4) mentoring is essential to facilitate effective data use for reflection and learning planning; (5) the program of assessment fosters self-regulated learning behaviors; and (6) expert groups make summative decisions about grades and readiness for advancement...
November 7, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Karen E Hauer, Holly Nishimura, Diego Dubon, Arianne Teherani, Christy Boscardin
BACKGROUND: In-training evaluation reports are a commonly used assessment method for clinical learners that can characterise the development of competence in essential domains of practice. Strategies to increase the usefulness and specificity of written narrative comments about learner performance in these reports are needed to guide their learning. Soliciting narrative comments by competency domain from supervising doctors on in-training evaluation reports could improve the quality of written feedback to students...
October 18, 2017: Clinical Teacher
Jennifer R Kogan, Rose Hatala, Karen E Hauer, Eric Holmboe
INTRODUCTION: Direct observation of clinical skills is a key assessment strategy in competency-based medical education. The guidelines presented in this paper synthesize the literature on direct observation of clinical skills. The goal is to provide a practical list of Do's, Don'ts and Don't Knows about direct observation for supervisors who teach learners in the clinical setting and for educational leaders who are responsible for clinical training programs. METHODS: We built consensus through an iterative approach in which each author, based on their medical education and research knowledge and expertise, independently developed a list of Do's, Don'ts, and Don't Knows about direct observation of clinical skills...
October 2017: Perspectives on Medical Education
Sara B Fazio, Cynthia H Ledford, Paul B Aronowitz, Shobhina G Chheda, John H Choe, Stephanie A Call, Scott D Gitlin, Marty Muntz, L James Nixon, Anne G Pereira, John W Ragsdale, Emily A Stewart, Karen E Hauer
As medical educators continue to redefine learning and assessment across the continuum, implementation of competency-based medical education in the undergraduate setting has become a focus of many medical schools. While standards of competency have been defined for the graduating student, there is no uniform approach for defining competency expectations for students during their core clerkship year. The authors describe the process by which an Alliance for Academic Internal Medicine task force developed a paradigm for competency-based assessment of students during their inpatient internal medicine (IM) clerkship...
September 14, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Leslie Sheu, Jennifer R Kogan, Karen E Hauer
PURPOSE: Appropriate trust and supervision facilitate trainees' growth toward unsupervised practice. The authors investigated how supervisor experience influences trust, supervision, and subsequently trainee learning. METHOD: In a two-phase qualitative inductive content analysis, phase one entailed reviewing 44 internal medicine resident and attending supervisor interviews from two institutions (July 2013 to September 2014) for themes on how supervisor experience influences trust and supervision...
September 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Karen E Hauer, Jonathan Vandergrift, Brian Hess, Rebecca S Lipner, Eric S Holmboe, Sarah Hood, William Iobst, Stanley J Hamstra, Furman S McDonald
Importance: US internal medicine residency programs are now required to rate residents using milestones. Evidence of validity of milestone ratings is needed. Objective: To compare ratings of internal medicine residents using the pre-2015 resident annual evaluation summary (RAES), a nondevelopmental rating scale, with developmental milestone ratings. Design, Setting, and Participants: Cross-sectional study of US internal medicine residency programs in the 2013-2014 academic year, including 21 284 internal medicine residents (7048 postgraduate-year 1 [PGY-1], 7233 PGY-2, and 7003 PGY-3)...
December 6, 2016: JAMA: the Journal of the American Medical Association
Karen E Hauer
No abstract text is available yet for this article.
October 2016: Medical Education
Karen E Hauer, Olle Ten Cate, Christy K Boscardin, William Iobst, Eric S Holmboe, Benjamin Chesluk, Robert B Baron, Patricia S O'Sullivan
Background The expectation for graduate medical education programs to ensure that trainees are progressing toward competence for unsupervised practice prompted requirements for a committee to make decisions regarding residents' progress, termed a clinical competency committee (CCC). The literature on the composition of these committees and how they share information and render decisions can inform the work of CCCs by highlighting vulnerabilities and best practices. Objective We conducted a narrative review of the literature on group decision making that can help characterize the work of CCCs, including how they are populated and how they use information...
May 2016: Journal of Graduate Medical Education
Karen E Hauer, Jerome Clauser, Rebecca S Lipner, Eric S Holmboe, Kelly Caverzagie, Stanley J Hamstra, Sarah Hood, William Iobst, Eric Warm, Furman S McDonald
BACKGROUND: High-quality assessment of resident performance is needed to guide individual residents' development and ensure their preparedness to provide patient care. To facilitate this aim, reporting milestones are now required across all internal medicine (IM) residency programs. OBJECTIVE: To describe initial milestone ratings for the population of IM residents by IM residency programs. DESIGN: Cross-sectional study. SETTING: IM residency programs...
September 6, 2016: Annals of Internal Medicine
Leslie Sheu, Patricia S O'Sullivan, Eva M Aagaard, Darlene Tad-Y, Heather E Harrell, Jennifer R Kogan, James Nixon, Harry Hollander, Karen E Hauer
PURPOSE: Although residents trust interns to provide patient care, little is known about how trust forms. METHOD: Using a multi-institutional mixed-methods study design, the authors interviewed (March-September 2014) internal medicine (IM) residents in their second or third postgraduate year at a single institution to address how they develop trust in interns. Transcript analysis using grounded theory yielded a model for resident trust. Authors tested (January-March 2015) the model with residents from five IM programs using a two-section quantitative survey (38 items; 31 rated 0 = not at all to 100 = very much; 7 rated 0 = strongly disagree to 100 = strongly agree) to identify influences on how residents form trust...
October 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Esme B Cullen, Karen E Hauer, Leo Eisenstein, Christy K Boscardin, Steven A Schroeder
No abstract text is available yet for this article.
February 2016: JAMA Internal Medicine
Walter N Kernan, D Michael Elnicki, Karen E Hauer
The role of undergraduate medical education in creating, perpetuating, and potentially solving the physician shortage in adult primary care has been debated for years, but often the discussions revolve around overly simplistic notions of supply and demand. The supply is curtailed, it is said, because the work is hard and the pay is low relative to other career options. Missing is a recognition that medical schools make choices in developing primary care learning environments that profoundly affect student perceptions of this career...
September 2015: Journal of General Internal Medicine
Karen E Hauer, Christy Boscardin, Tracy B Fulton, Catherine Lucey, Sandra Oza, Arianne Teherani
BACKGROUND: The new UCSF Bridges Curriculum aims to prepare students to succeed in today's health care system while simultaneously improving it. Curriculum redesign requires assessment strategies that ensure that graduates achieve competence in enduring and emerging skills for clinical practice. AIM: To design entrustable professional activities (EPAs) for assessment in a new curriculum and gather evidence of content validity. SETTING: University of California, San Francisco, School of Medicine...
September 2015: Journal of General Internal Medicine
Karen E Hauer, Sandra K Oza, Jennifer R Kogan, Corrie A Stankiewicz, Terese Stenfors-Hayes, Olle Ten Cate, Joanne Batt, Patricia S O'Sullivan
CONTEXT: Clinical supervisors oversee trainees' performance while granting them increasing opportunities to work independently. Although the factors contributing to supervisors' trust in their trainees to conduct clinical work have been identified, how the development of trust is shaped by these factors remains less clear. OBJECTIVES: This study was designed to determine how supervisors develop and experience trust in resident (postgraduate years 2 and 3) trainees in the clinical workplace...
August 2015: Medical Education
David A Williams, Jennifer R Kogan, Karen E Hauer, Traci Yamashita, Eva M Aagaard
BACKGROUND: With new resident duty-hour regulations, resident work schedules have progressively transitioned towards shift-based systems, sometimes resulting in increased team fragmentation. We hypothesized that exposure to shift-based schedules and subsequent team fragmentation would negatively affect medical student experiences during their third-year internal medicine clerkship. DESIGN: As part of a larger national study on duty-hour reform, 67 of 150 eligible third-year medical students completed surveys about career choice, teaching and supervision, assessment, patient care, well-being, and attractiveness of a career in internal medicine after completing their internal medicine clerkship...
2015: Medical Education Online
Eric Low, Robert Tessler, Karen E Hauer, Andrew D Leavitt, Bernie Miller, John Maa
BACKGROUND: Although an Observed Structured Clinical Examination (OSCE) has been used to evaluate patient interaction and general knowledge competencies of third-year students during their required surgical clerkships, whether surgical clerkship experience predicts satisfactory performance with a surgical patient in an OSCE environment has not been investigated. OBJECTIVE: We hypothesized that completion of the third-year surgery clerkship would improve student ability to diagnose acute cholecystitis and recognize the further need for hospital admission and treatment...
September 2015: Journal of Surgical Education
Colin P West, Karen E Hauer
No abstract text is available yet for this article.
August 2015: Journal of General Internal Medicine
Karen E Hauer, Benjamin Chesluk, William Iobst, Eric Holmboe, Robert B Baron, Christy K Boscardin, Olle Ten Cate, Patricia S O'Sullivan
PURPOSE: Clinical competency committees (CCCs) are now required in graduate medical education. This study examined how residency programs understand and operationalize this mandate for resident performance review. METHOD: In 2013, the investigators conducted semistructured interviews with 34 residency program directors at five public institutions in California, asking about each institution's CCCs and resident performance review processes. They used conventional content analysis to identify major themes from the verbatim interview transcripts...
August 2015: Academic Medicine: Journal of the Association of American Medical Colleges
Bridget C O'Brien, David Hirsh, Edward Krupat, Joanne Batt, Lori A Hansen, Ann N Poncelet, Barbara Ogur, Karen E Hauer
BACKGROUND: Hidden curriculum literature suggests that different learning environments and curricular designs reinforce disparate values and behaviors. AIM: This study explores potential differences in learning environments afforded by two clerkship models through perceptions of the ideal student. METHODS: In this qualitative study, research assistants interviewed 48 third-year students and 26 clinical supervisors from three US medical schools...
2016: Medical Teacher
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