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  1. Article ; Online: In Reply to Rodgers.

    Dzara, Kristina / Gooding, Holly C

    Academic medicine : journal of the Association of American Medical Colleges

    2023  Volume 98, Issue 3, Page(s) 294

    Language English
    Publishing date 2023-02-17
    Publishing country United States
    Document type Letter ; Comment
    ZDB-ID 96192-9
    ISSN 1938-808X ; 1040-2446
    ISSN (online) 1938-808X
    ISSN 1040-2446
    DOI 10.1097/ACM.0000000000005109
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.A 112: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
    Jg. 1995 - 2021: Lesesall (1.OG)
    ab Jg. 2022: Lesesaal (EG)

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  2. Article ; Online: How Male Allies Can Support the Advancement of Women in Academic Medicine.

    Sinha, Michael S / Dzara, Kristina / Mueller, Stephanie K

    Academic medicine : journal of the Association of American Medical Colleges

    2023  Volume 98, Issue 8, Page(s) 969

    MeSH term(s) Humans ; Male ; Female ; Academic Medical Centers ; Medicine ; Career Mobility ; Physicians, Women ; Faculty, Medical
    Language English
    Publishing date 2023-09-27
    Publishing country United States
    Document type Journal Article
    ZDB-ID 96192-9
    ISSN 1938-808X ; 1040-2446
    ISSN (online) 1938-808X
    ISSN 1040-2446
    DOI 10.1097/ACM.0000000000004994
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.A 112: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
    Jg. 1995 - 2021: Lesesall (1.OG)
    ab Jg. 2022: Lesesaal (EG)

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  3. Article: Engaging Health Professions Educators in an Initiative to Create and Disseminate Micro Virtual Asynchronous Educator Development Content During COVID-19.

    Dzara, Kristina / DePaula, Caitlyn R / Alexander, Erik K

    Journal of medical education and curricular development

    2023  Volume 10, Page(s) 23821205231201120

    Abstract: Objectives: Most teaching activities pivoted to virtual during COVID-19. Demanding schedules necessitated brief, asynchronous, and widely disseminated professional development to encourage connection and reinforce educator identity. We created and ... ...

    Abstract Objectives: Most teaching activities pivoted to virtual during COVID-19. Demanding schedules necessitated brief, asynchronous, and widely disseminated professional development to encourage connection and reinforce educator identity. We created and disseminated micro virtual asynchronous educator development while engaging educators from interprofessional backgrounds to co-create teaching tips. We undertook educational evaluation to understand the impact of our educational initiative, measured along 2 professional development dimensions offering contexts for learning-the individual or independent experience, and the group or collective experience-which served as an organizing framework from which to interpret our results.
    Methods: Between June 2020 and July 2021, 74 educators at our institution were asked to participate in our "One Minute Teaching Tips" initiative by providing a brief tip or pearl. Each tip was edited, prepared as a high-quality infographic, and shared via: (1) website; (2) digital monitors; (3) newsletter; and (4) Twitter (now X). Quantitative metrics measuring website and Twitter engagement were analyzed descriptively and to determine distinctions among key variables. Participants answered a brief survey and directed content analysis was utilized to analyze the open-ended responses.
    Results: Fifty educators (67.5%) participated. Among those, 45 (90%) completed the survey. Tips were accessed via website 1447 times, averaging 28.9/week. The average tweet garnered 43.2 engagements. Six categories aligned with the individual dimension: participants engaged meaningfully, considered prior experience, relied on educational principles, focused on interest or passion, reflected on teaching practices, and experienced reinforced professional identity. Six categories aligned with the collective dimension: participants felt the initiative supported institutional need, was visible to the community, encouraged engagement with other tips, supported inclusive participation, brought value within the community, and showcased education.
    Conclusion: Our initiative aligns with a contemporary understanding of professional development and was impactful along individual and collective dimensions. Similar initiatives could be developed in alignment with accreditation requirements.
    Language English
    Publishing date 2023-10-11
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2798123-X
    ISSN 2382-1205
    ISSN 2382-1205
    DOI 10.1177/23821205231201120
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article ; Online: A Guide to Educational Pyramids Commonly Used in Medical Education Programs.

    Dzara, Kristina / Gooding, Holly

    Academic medicine : journal of the Association of American Medical Colleges

    2020  Volume 97, Issue 2, Page(s) 313

    Language English
    Publishing date 2020-08-08
    Publishing country United States
    Document type Journal Article
    ZDB-ID 96192-9
    ISSN 1938-808X ; 1040-2446
    ISSN (online) 1938-808X
    ISSN 1040-2446
    DOI 10.1097/ACM.0000000000003816
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.A 112: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
    Jg. 1995 - 2021: Lesesall (1.OG)
    ab Jg. 2022: Lesesaal (EG)

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  5. Article ; Online: The Acceptability of Avatar Patients for Teaching and Assessing Pediatric Residents in Communicating Medical Ambiguity.

    Frey-Vogel, Ariel S / Ching, Kevin / Dzara, Kristina / Mallory, Leah

    Journal of graduate medical education

    2023  Volume 14, Issue 6, Page(s) 696–703

    Abstract: Background: Simulation offers a means to assess resident competence in communication, but pediatric standardized patient simulation has limitations. A novel educational technology, avatar patients (APs), holds promise, but its acceptability to residents, ...

    Abstract Background: Simulation offers a means to assess resident competence in communication, but pediatric standardized patient simulation has limitations. A novel educational technology, avatar patients (APs), holds promise, but its acceptability to residents, educational relevance, and perception of realism have not been determined.
    Objective: To determine if APs are acceptable, provide a relevant educational experience, and are realistic for teaching and assessment of a complex communication topic.
    Methods: Pediatric residents at one academic institution participated in an AP experience from 2019 to 2021 consisting of 2 scenarios representing issues of medical ambiguity. After the experience, residents completed a survey on the emotional relevance, realism, and acceptability of the technology for assessment of their communication competence.
    Results: AP actor training required approximately 3 hours. Software and training was provided free of charge. Actors were paid $30/hour; the total estimated curricular cost is $50,000. Sixty-five of 89 (73%) pediatric residents participated in the AP experience; 61 (93.8%) completed the survey. Forty-eight (78.7%) were emotionally invested in the scenarios. The most cited emotions evoked were anxiety, uncertainty, concern, and empathy. The conversations were rated by 49 (80.3%) as realistic. APs were rated as beneficial for learning to communicate about medical ambiguity by 40 (65.5%), and 41 (66.7%) felt comfortable having APs used to assess their competence in this area.
    Conclusions: Pediatric residents were emotionally invested in the AP experience and found it to be realistic. The experience was rated as beneficial for learning and acceptable to be used for assessment of how to communicate medical ambiguity.
    MeSH term(s) Humans ; Child ; Internship and Residency ; Education, Medical, Graduate ; Patient Simulation ; Communication ; Learning ; Clinical Competence ; Teaching
    Language English
    Publishing date 2023-01-02
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2578612-X
    ISSN 1949-8357 ; 1949-8357
    ISSN (online) 1949-8357
    ISSN 1949-8357
    DOI 10.4300/JGME-D-22-00088.1
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  6. Article ; Online: A Nurse/Intern Partnership Program Accelerates Positive Relationship Formation Between Pediatric Interns and Pediatric Nurses.

    Frey-Vogel, Ariel S / Pugsley, Lori / Dzara, Kristina

    Academic pediatrics

    2022  Volume 23, Issue 2, Page(s) 225–232

    Abstract: Background: The relationship between nurses and interns affects the quality of patient care; efforts to improve this relationship are necessary for optimal care. Previously, relationship formation was found to depend on mutual trust, respect, effective ... ...

    Abstract Background: The relationship between nurses and interns affects the quality of patient care; efforts to improve this relationship are necessary for optimal care. Previously, relationship formation was found to depend on mutual trust, respect, effective communication, and undergoing the process of role formation, all of which require time. This led to the hypothesis that instituting a Nurse/Intern Partnership Program (NIPP) would accelerate relationship formation.
    Methods: Using a semi-structured interview guide, prior to NIPP implementation, one nurse (n = 5) and 2 second-year resident (total n = 6) focus groups were held. After implementation, one nurse (n = 6) and one intern (n = 9) focus group were held. The focus group data were analyzed using the 5 stages of qualitative research framework.
    Results: Thematic data analysis with 3 independent coders supported the previously developed model of relationship formation; the NIPP accelerated relationship formation between nurses and interns through creating an early ally, improving communication, and increasing role understanding. The program may have improved the culture of the pediatric unit. The interns reported more of a positive impact of the NIPP on nurse/intern relationship than the nurses.
    Conclusions: The NIPP was positively received by pediatric residents and nurses and successfully accelerated relationship formation between the 2 groups.
    MeSH term(s) Humans ; Child ; Focus Groups ; Qualitative Research ; Communication ; Nurses, Pediatric
    Language English
    Publishing date 2022-05-07
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2483385-X
    ISSN 1876-2867 ; 1876-2859
    ISSN (online) 1876-2867
    ISSN 1876-2859
    DOI 10.1016/j.acap.2022.05.001
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.A 5914: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
    Jg. 1995 - 2021: Lesesall (2.OG)
    ab Jg. 2022: Lesesaal (EG)

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  7. Article ; Online: Effectively Planning a Journal Club in Academic Medicine.

    Zagury-Orly, Ivry / Campos-Zamora, Melissa / Cadieux, Magalie / Dzara, Kristina

    Academic medicine : journal of the Association of American Medical Colleges

    2022  Volume 97, Issue 9, Page(s) 1425

    MeSH term(s) Humans ; Medicine ; Organizations
    Language English
    Publishing date 2022-04-12
    Publishing country United States
    Document type Journal Article
    ZDB-ID 96192-9
    ISSN 1938-808X ; 1040-2446
    ISSN (online) 1938-808X
    ISSN 1040-2446
    DOI 10.1097/ACM.0000000000004689
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.A 112: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
    Jg. 1995 - 2021: Lesesall (1.OG)
    ab Jg. 2022: Lesesaal (EG)

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  8. Article: An Educational Evaluation of a Journal Club Approach to Teaching Undergraduate Health Care Research.

    Friesth, Michaela / Dzara, Kristina

    Journal of medical education and curricular development

    2020  Volume 7, Page(s) 2382120520940662

    Abstract: Background: Health care research is a common undergraduate health sciences requirement. There is limited literature regarding course structure, content, or learning outcomes; most courses have traditionally been taught through didactic lecture. This is ... ...

    Abstract Background: Health care research is a common undergraduate health sciences requirement. There is limited literature regarding course structure, content, or learning outcomes; most courses have traditionally been taught through didactic lecture. This is misaligned with Generation Y learner values, as they desire guided learning, real-world examples, active engagement, learning through doing, and psychological safety.
    Methods: A "journal club" approach to teaching health care research was implemented at Northeastern University in Fall 2018. Each session involved (1) a moment of reflection; (2) an introduction to the topic; (3) 1 student methods report presentation; (4) 2 student "journal club" self-directed structured article summary presentations; (5) large-group discussion; (6) plus/delta feedback to instructor. Each student completed 2 "journal club" and 1 methods presentations, 6 peer reviews, CITI research training, a quality improvement survey, and a final course reflection. We utilized a convergent mixed-methods educational evaluation, integrating data from 3 distinct sources-a quality improvement survey, final student course reflections, and Plus/Delta feedback-which were analyzed via thematic analysis. The Northeastern University Institutional Review Board exempted the study.
    Results: Students appreciated the course structure and reported confidence in their critical appraisal abilities. Four qualitative themes emerged: (1) enabled a high degree of growth as students and scholars; (2) designed in thoughtful and unique format; (3) initially intimidated students and was academically challenging; and (4) prioritized and enabled psychological safety.
    Conclusions: Although initially intimidating and admittedly challenging, undergraduate health sciences students applauded the course's curricular design and enabling of psychological safety, which aligned with Generation Y learner values, ultimately leading to growth in perceived and realized confidence and ability to critically review research articles.
    Language English
    Publishing date 2020-07-22
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2798123-X
    ISSN 2382-1205
    ISSN 2382-1205
    DOI 10.1177/2382120520940662
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  9. Article ; Online: Medical Students' Intention to Change After Receiving Formative Feedback: Employing Social Cognitive Theories of Behavior.

    Johnson, Natasha R / Dzara, Kristina / Pelletier, Andrea / Goldfarb, Ilona Telefus

    Medical science educator

    2022  Volume 32, Issue 6, Page(s) 1447–1454

    Abstract: Introduction: We applied Azjen's theory of planned behavior (TPB) and Triandis' theory of interpersonal behavior (TIB) to understand medical students' intention to change behavior based on feedback received during an obstetrics and gynecology clerkship. ...

    Abstract Introduction: We applied Azjen's theory of planned behavior (TPB) and Triandis' theory of interpersonal behavior (TIB) to understand medical students' intention to change behavior based on feedback received during an obstetrics and gynecology clerkship. Both models presume that behavioral intention is strongly related to actual behavior.
    Materials and methods: We collected free-text responses from students during a year-long
    Results: We reviewed 1,443 feedback entries from 122 students between July 2, 2018, and May 31, 2019.
    Conclusions: While
    Language English
    Publishing date 2022-11-09
    Publishing country United States
    Document type Journal Article
    ISSN 2156-8650
    ISSN (online) 2156-8650
    DOI 10.1007/s40670-022-01668-w
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  10. Article ; Online: Needs Assessment of Residents and Nurses for Interprofessional Cross-Cultural Curriculum.

    Torres, Carlos / James, Aisha / Lamour, Karen / Dzara, Kristina / Frey-Vogel, Ariel

    The clinical teacher

    2023  , Page(s) e13709

    Abstract: Background: Clinicians must learn to care for patients from different cultures. They must also work in teams for optimal outcomes. Few studies have analysed the intersection of cross-cultural care and interprofessional education. We completed a needs ... ...

    Abstract Background: Clinicians must learn to care for patients from different cultures. They must also work in teams for optimal outcomes. Few studies have analysed the intersection of cross-cultural care and interprofessional education. We completed a needs assessment to determine what paediatric residents and nurses view as essential cross-cultural components.
    Methods: We led a sequential mixed-methods study of residents and nurses at an urban tertiary care centre. We administered the 'Residency Training in Cross Cultural Care' instrument. Survey results informed focus group interview guide development. Thematic analysis of qualitative data was conducted following the five stages to qualitative research framework.
    Findings: Thirty-five residents (70%) and 46 nurses (66%) completed the survey. Five residents and six nurses attended a focus group. Five themes resulted: 1) lack of clinician diversity and cross-cultural training, 2) effective cross-cultural care not always delivered, 3) multiple challenges for delivery of effective cross-cultural care, 4) call to action for enhanced cross-cultural education and 5) different cross-cultural educational needs between nurses and residents.
    Discussion: Residents and nurses conveyed that meaningful cross-cultural care education is imperative, lacking, and must offer skills to improve patient care. They call for a robust cross-cultural curriculum that is up to date and teaches about intersectionality.
    Conclusion: We have used this data to implement interprofessional interventions to meet their unique learning needs and enhance upstander skills by using facilitated discussions of techniques, case studies and role plays. Ultimately, teaching all clinicians to care for patients of other cultures may lead to more equitable care.
    Language English
    Publishing date 2023-12-15
    Publishing country England
    Document type Journal Article
    ZDB-ID 2151518-9
    ISSN 1743-498X ; 1743-4971
    ISSN (online) 1743-498X
    ISSN 1743-4971
    DOI 10.1111/tct.13709
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    Zs.A 6678: Show issues Location:
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