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Biomedical subjects

Robert J Bulik

Publications and source records attributed to Robert J Bulik.

8 recordsLinked to original sources
PubMed2006

Measuring what medical students think about complementary and alternative medicine (CAM): a pilot study of the complementary and alternative medicine survey.

With increasing national and international support for the development of Complementary and Alternative Medicine (CAM) curricula in American medical schools, it is essential to measure what learners know and believe about CAM in order to assess outcomes of new teaching efforts. This paper describes the development and initial results of a survey designed for those purposes. The survey is constructed so that earlier single-institution studies of students' attitudes toward CAM topics, preferred ways of learning about CAM, and students' use of CAM therapies for self-care might be replicated and extended. A pilot test of the Complementary and Alternative Medicine ( CAM) Survey was conducted with third-year medical students at the University of Texas Medical Branch. Validity and reliability studies of the survey were conducted. Findings were compared to those of previously published studies. Interpretable subscales were constructed from survey questions. Students' attitudes toward CAM-related topics were generally favorable. More students were familiar with biological-based therapies than with other CAM therapies. The majority of respondents listed lectures as their preferred way to learn about CAM. Respondents' own CAM use varied; minority and economically-disadvantaged students were more likely to use CAM therapies than other students. The survey is a promising assessment of student attitudes toward and knowledge of CAM therapies.

Adult↗
PubMed2005

Student perspectives on the integration of interactive Web-based cases into a family medicine clerkship.

BACKGROUND: Web-based methods are increasingly used to educate medical students; several clerkships now use Web-based cases to supplement students' clinical experiences. However, few studies have reported on students' responses to specific features of interactive Web-based cases. DESCRIPTION: We developed an online template to author Web cases and created eight cases. We evaluated the usefulness of case-based learning for students at the end of each clerkship period, using a 9-item questionnaire with a 6-point scale, written student comments on the Web cases, and student focus groups. EVALUATION: We report a 95% response rate, with 85% of students completing all 3 Web cases. Students were most enthusiastic about feedback from faculty after completing each module. They also liked the user-friendly Web design and linear format of the Web cases. CONCLUSION: Students were enthusiastic about the interactive Web-based cases and thought that the cases reinforced knowledge on common medical problems seen in the clinical setting.

Clinical Clerkship↗
PubMed2005

Relating student performance on a family medicine clerkship with completion of Web cases.

BACKGROUND AND OBJECTIVES: This study's goal was to determine if completing Web cases improved students' performance on clerkship assessments. METHODS: We compared scores on preceptor evaluations, National Board of Medical Examiners (NBME) Subject Exam, and a standardized patient (SP)-based exam using ANCOVA for students choosing to complete assigned cases versus students not completing the assignment. We controlled for prior academic performance and clerkship timing using US Medical Licensing Exam (USMLE) Step 1 scores and rotation order. RESULTS: Students completing the case assignment scored higher on the NBME subject exam and the SP-based exam. CONCLUSION: Web-based learning was associated with improved student performance on clerkship assessments.

Clinical Clerkship↗
PubMed2004

Perspectives on the patient-provider relationship in primary-care telemedicine.

This discussion outlines the rationale for considering the importance of the patient-provider relationship in primary care telemedicine. Although connectivity issues and cost effectiveness will continue to be necessary areas of discussion in the delivery of telemedicine, the patient- provider relationship, "filtered" by distance and technology, is equally important. Enhancing patient-provider communication in a telemedicine encounter should be at the center of the next set of research questions, and the focus of this discussion.

Communication↗
PubMed2002

Clinical performance assessment and interactive video teleconferencing: an iterative exploration.

BACKGROUND: The direct observation of students in authentic settings by faculty provides valuable feedback on performance and helps ensure mastery of clinical skills. DESCRIPTION: We explored the use of interactive video technology (IVT) as a way of involving community preceptors as raters on a clinical performance exam for 3rd-year students after their family medicine clerkship. Family medicine preceptors, from locations in their communities, observed students on campus conduct interviews and physical exams of standardized patients and then interacted with them during their case presentations. EVALUATION: We chose an action research approach to this project and conducted four independent trials. Interviews and observations were structured around three areas of concern: human, technical, and institutional. CONCLUSIONS: We feel confident in recommending IVT as a viable option for involving community preceptors in high-stakes testing and with other campus-based activities. We also report on the value of IVT in faculty development activities.

Behavior↗
PubMed2002

Self-directed learning: looking at outcomes with medical students.

BACKGROUND AND OBJECTIVES: Self-directed learning (SDL) skills are thought to be associated with lifelong learning. This study assessed the degree of readiness for SDL in third-year medical students who participated in a problem-based learning (PBL) curriculum during thefirst 2 years of medical school. METHODS: A total of 182 third-year medical students at the University of Texas Medical Branch at Galveston were given the Self-directed Learning Readiness Scale (SDLRS). RESULTS: The observed mean (235.81 [range 183-284]) for the combined group was significantly higher than the mean reported for general adult learners (214), though slightly lower than scores reported in studies of other medical students and professionals. Ratings of students by clinical preceptors correlated with SDLRS scores. CONCLUSIONS: Students in our integrated medical curriculum had scores on the SDLRS that correlated with clinical performance and probably represented a readiness for SDL.

Adult↗