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Nadine T Katz

Publications and source records attributed to Nadine T Katz.

7 recordsLinked to original sources
PubMed2006

The effect of the obstetrics and gynecology clerkship on students' interest in a career in obstetrics and gynecology.

OBJECTIVE: The goal of this study was to determine the influence of the third-year obstetrics and gynecology (OB/GYN) clerkship on male and female medical students' interest in a career in OB/GYN. STUDY DESIGN: Third-year medical students were surveyed about anticipated career field before and at the completion of the OB/GYN clerkship. The percentage of students considering OB/GYN as a career was computed before and after the clerkship. A multiple regression analysis was performed to examine the influence of various demographic factors on interest in OB/GYN. A Chi-square test was performed to establish different effects on males and females. RESULTS: A total of 268 students (55%) completed both surveys. Eight percent (mostly females) considered an OB/GYN career pre-clerkship and 15% post-clerkship. Interest in OB/GYN pre-clerkship was the strongest predictor of interest post-clerkship. CONCLUSION: The OB/GYN clerkship increases students' interest in a career in OB/GYN. Most males are not considering OB/GYN as a career choice before the start of the clerkship.

Adult↗
PubMed2005

To the point: medical education reviews--dealing with student difficulties in the clinical setting.

Learners with cognitive and behavioral difficulties are particularly challenging in the clinical setting. Cognitive difficulties in the clinical realm may relate to knowledge deficits and/or weak problem solving skills. Behavioral difficulties resulting from attitudinal or motivational problems may manifest themselves as specific unprofessional acts either committed or omitted in the course of caring for patients as well as in unprofessional behavior. A disproportionate amount of time and energy can be expended addressing the needs of such students. This paper reviews several types of difficulties encountered by educators and suggests strategies for preventing, assessing, and working effectively with challenging students in the clinical setting. Specific attention is directed to impaired students.

Adult↗
PubMed2005

The essential elements of undergraduate medical education in obstetrics and gynecology: a comparison of the Association of Professors of Gynecology and Obstetrics Medical Student Educational Objectives and the National Board of Medical Examiners Subject Examination.

OBJECTIVE: The objective of this study was to investigate whether the essential elements of the Association of Professors of Gynecology and Obstetrics (APGO) Medical Student Educational Objectives were adequately represented on the National Board of Medical Examiners (NBME) obstetrics and gynecology subject examination, and that the topics questioned on that examination were covered by the APGO objectives. STUDY DESIGN: The Undergraduate Medical Education Committee of APGO and the NBME staff separately reviewed the same 2 NBME obstetrics and gynecology subject examinations. The questions were mapped to the 15 essential elements of the APGO educational objectives and comparisons were made to check how well they matched. RESULTS: All the essential elements of the educational objectives were covered by the NBME subject examination. Of the questions on the examination, 99% were deemed appropriate for medical students with 70% of the questions mapping to "Priority 1" objectives. CONCLUSION: The NBME examination provides an appropriate assessment of mastery of what a medical student should learn, as represented by the APGO Medical Student Educational Objectives.

Education, Medical, Undergraduate↗
PubMed2003

Direct observation as a tool for needs assessment of resident teaching skills in the ambulatory setting.

OBJECTIVE: This study was undertaken to develop and test a tool for direct observation of resident clinical teaching skills as a needs assessment before designing programs to improve teaching. STUDY DESIGN: An 18-item checklist for a needs assessment of teaching skills was developed. Residents were observed teaching medical students while providing care in outpatient clinics. Teaching skills were documented by using the checklist, with each item assessed for performance only. Observations were compared across levels of resident education. RESULTS: Fifty-four encounters were observed and scored. There was no difference in frequency of skill performance with advancing level of training. Items relating to orientation and feedback were observed less frequently than other skills. CONCLUSION: The combination of the needs assessment tool and direct observations was used to evaluate teaching skill deficiencies. This study confirmed the findings of the AAMC Medical Student Graduation Questionnaire (MSGQ) of the nationwide need to improve specific resident teaching skills.

Ambulatory Care↗