Biomedical subjects

Linda A Deloney

Publications and source records attributed to Linda A Deloney.

6 recordsLinked to original sources

PubMed2006

Interdepartmental problem-solving as a method for teaching and learning systems-based practice.

RATIONALE AND OBJECTIVES: Systems-based practice (SBP) has been the most difficult competency to implement in radiology residency programs, and methods for teaching and learning SBP concepts are needed. Because systems problems are usually multifactorial, a multidisciplinary approach is required. In our institution, survey data indicated patient dissatisfaction with emergency care. Prolonged wait times for radiology procedures were identified as a systems problem. When hospital administration asked the emergency medicine and radiology departments to work together to improve patient care, residents had a "real-world" opportunity to achieve the SBP competency. MATERIALS AND METHODS: Systems problems were identified and categorized. Data on patient transport were collected. Accurate time logs documenting when studies were ordered, performed, and interpreted were maintained. Data were analyzed at interdepartmental meetings and three improvements were planned and implemented. RESULTS: A direct line of communication was established between radiology and emergency medicine via a dedicated cellular telephone. A joint emergency medicine/radiology teaching conference was established. Additional transport personnel were employed. Residents in both departments increased their understanding of their role in the health care system, demonstrated an ability to identify systems problems and appropriately implement improvements, and enhanced their professional relationships. CONCLUSION: This innovative method integrated educational goals with patient care goals, was grounded in "real-life" experience, and held residents accountable for results. Competence in SBP, patient care, professionalism, and interpersonal and communication skills were demonstrated. We recommend this approach as an efficient and effective way to integrate SBP into everyday clinical practice.

Arkansas↗

PubMed2006

The POD: a new model for mentoring underrepresented minority faculty.

Mentoring, long recognized as a catalyst for successful careers, is particularly important to the career development of underrepresented minority (URM) faculty. In academic medicine, mentor-protégé relationships are seriously threatened by increased clinical, research, and administrative demands and an emphasis on scholarship over citizenship. New mentoring models are needed, and they should be adaptable to a medical school's unique structure and mission. The Peer-Onsite-Distance (POD) model, developed in 2002 by the authors and introduced at the College of Medicine at the University of Arkansas for Medical Sciences, is a targeted, multilevel mentoring prototype that is built on a solid research foundation and tailored to the unique needs of URM medical school faculty. The mentee's individual needs for guidance related to career goals, resources, and the content and interaction skills that are known to be critical to successful academic careers are targeted for development. The multilevel approach provides a unique network of peer and faculty mentors who provide site-specific career guidance. Also in the network are leaders in their fields who can provide access to accurate information, cautions, predictions, and announcements of future resources or potential restrictions in academic medicine. Mentor commitments are clearly defined and time contributions are maximized. The POD model aims to promote retention and advance the careers of URM faculty by wrapping them in a protective cushion of interpersonal and intrapersonal support. The flexibility of the design allows for adaptation to any institution's unique structure and mission.

Career Mobility↗

PubMed2003

The ICM pin: a symbol of professional development during medical education.

PURPOSE: A project to reinforce the professional values that our medical students pledged to uphold at orientation, during their White Coat Ceremony, was undertaken at the University of Arkansas for Medical Sciences. SUMMARY: An Introduction to Clinical Medicine (ICM) pin was designed and awarded to students at the end of their 1st year. Three words beginning with the letters ICM were chosen to portray the essential elements of professionalism. The words overlay the symbol of Asclepius, representing "healing," on a red background, which is associated with love, respect, joy, passion, health, and energy. To date, three classes of students and their faculty have received ICM pins. CONCLUSIONS: Much concern has been expressed about desirable attributes for medical students and physicians, and medical educators have been challenged to help students acquire or change their attitudes related to these attributes. The ICM pin serves as a tangible reminder of this professional development

Arkansas↗

PubMed2003

Wit: using drama to teach first-year medical students about empathy and compassion.

BACKGROUND: Training in empathy and compassion can foster altruism in medical students. DESCRIPTION: To use the drama Wit in an experiential learning module for first-year medical students. Students and faculty received tickets to a Wit performance. Students heard a pre-play lecture on end-of-life care and attended a post-play discussion with the cast. Each attendee completed an evaluation survey for the Wit Educational Initiative, and site-specific responses were computed. Students reflected on their experience in an e-mail dialogue with clinical faculty. Students could also earn extra credit by completing a written assignment. EVALUATION: Attendance was excellent--99% of the class and 59% of their preceptors. Most rated the performance as "excellent" or "very good" and reported they were moved emotionally. Reflecting on the performance, students admired the "science" of medicine but found the "art" of medicine lacking. CONCLUSION: When used effectively, theater can be used to promote attitude change.

Attitude of Health Personnel↗

PubMed2002

The medical student as patient navigator as an approach to teaching empathy.

BACKGROUND: When empathy was presented in a lecture, medical students did not appreciate the topic or have opportunities to practice empathic techniques. The Patient Navigator Project was designed to foster understanding of a patient's experiences and encourage empathic communication. METHODS: The project uses experiential learning in an outpatient setting in the first year of training. Each student was to "shadow" a patient during a visit to a surgical oncologist and could observe the patient throughout treatment. Patient consent was obtained. Assignments were made before the appointments. Afterward, students met in small groups to reflect on their experiences. RESULTS: Patients were willing to let medical students observe their care. Most students reported a positive learning experience and that they learned to see patients as people, not as numbers or diseases. CONCLUSIONS: Requiring individualized patient-centered activities in the preclinical curriculum is challenging owing to the large number of students and the unpredictable nature of patients.

Adult↗

PubMed2002

Clinical skills center attending: an innovative senior medical school elective.

OBJECTIVE: Although residents are expected to assume teaching responsibilities, the traditional medical school curriculum does not formally prepare students for the teaching role. In 1999 an elective was developed to provide senior medical students with opportunities to acquire instructional and leadership skills by participating in clinical education activities as a clinical skills center attending. This elective also allowed the senior student to explore academic medicine as a potential career choice. DESCRIPTION: During the four-week elective, a senior student acted as an attending in the clinical skills center (CSC), a state-of-the-art facility that is designed and equipped for teaching and testing medical skills. (The CSC has ten fully operational patient examining rooms for student-patient interaction, and each room is equipped with dual cameras and two-way audio response capability.) The participating student spent approximately 40 hours per week teaching clinical skills to freshmen, sophomore, and junior medical students and assisting with testing activities for the Colleges of Medicine, Pharmacy, and Nursing. A specific requirement for full credit was writing an objective standardized clinical examination (OSCE) case. The case format required development of a checklist for minimal competencies of the examinee and suggested techniques for evaluating those competencies. Another specific requirement was that the senior student participate in the training of standardized patients to portray one or more OSCE cases. Other activities were tailored to meet the needs of the senior student and/or users of the CSC. Two course co-directors provided guidance for all students. Evaluation was on a "pass/fail" basis. There were no written or oral exams. The purpose of the elective was achieved through individual research and completion of the assigned activities. DISCUSSION: This elective was first offered to senior medical students at during 1999-2000. Each student participated in an average of ten teaching sessions or assessments. To date, six senior students, five women and one man, have completed the elective. These students entered family medicine, pediatrics, internal medicine, psychiatry, and surgery residencies. Participants were asked to rate the elective using a five-point Likert-type scale with 5 signifying "strong agreement." The response rate was 67%. These students felt the requirements were adequate (4.75) and said they would recommend it to other senior students (4.75). They agreed that the objectives were clear and attainable (4.5) and that it better prepared them to teach as resident (4.25). Areas of weakness identified were the elective's ability to increase the student's understanding of medical education (3.75) and meet the student's expectations (4.0). The organization of the elective (4.0) could be improved as well. Most participants were interested in academic medicine before (4.25) and after (4.75) the experience. We plan to follow these students over time to see what careers they eventually pursue. Although our experience is limited and the student population is small, we believe the elective is an effective method for developing teaching skills and helping the upper-level medical student who is interested in education to better understand the nature and function of academic clinical medicine.

Clinical Competence↗