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Article ; Online: Test Anxiety Among US Medical Students: A Review of the Current Literature.

Williamson, Clark / Wright, Sarah T / Beck Dallaghan, Gary L

Medical science educator

2024 Volume 34, Issue 2, Page(s) 491–499

Abstract: Purpose: Medical students experience anxiety at higher rates than the general public and many are uniquely affected by additional test anxiety throughout their medical education. Although test anxiety has been studied for decades, little evidence has ... ...

Abstract	Purpose: Medical students experience anxiety at higher rates than the general public and many are uniquely affected by additional test anxiety throughout their medical education. Although test anxiety has been studied for decades, little evidence has been published suggesting interventions improve examination performance in medical education. Therefore, we set out to review the current literature to elucidate efforts so far and establish trends in research. Methods: Databases searched included PubMed, EMBASE, PsychINFO, ERIC, SCOPUS, and CINAHL. English language articles published between 2010 and 2021 were loaded into a reference manager to screen out duplicate articles. During the full-text screen and data extraction phase, reference lists were also inspected to identify additional articles for inclusion in the study. Results: Of 883 studies identified, 860 were excluded resulting in 22 studies for extraction and analysis. First-year ( Conclusion: This review identifies a variety of measurement tools and interventions attempting to mitigate test anxiety. As far as improving examination performance, none of the interventions reported was successful. Further research addressing test anxiety that results in improved medical student academic performance should be conducted and also use established assessment tools.
Language	English
Publishing date	2024-02-14
Publishing country	United States
Document type	Journal Article ; Review
ISSN	2156-8650
ISSN (online)	2156-8650
DOI	10.1007/s40670-024-01999-w
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Rules of Engagement: Implementing Student-Centered Learning in Breast Imaging.

Jordan, Sheryl G / Deans, Elizabeth C / Johnson, Meredith / Lee, Sheila S / Beck Dallaghan, Gary L

Journal of breast imaging

2024 Volume 2, Issue 1, Page(s) 67–71

Abstract: In response to changing learner needs, our institution launched a new translational curriculum wherein basic sciences and clinical skills were integrated, longitudinal patient care experiences provided, and earlier opportunities in specialty fields ... ...

Abstract	In response to changing learner needs, our institution launched a new translational curriculum wherein basic sciences and clinical skills were integrated, longitudinal patient care experiences provided, and earlier opportunities in specialty fields introduced to better inform residency program decisions. Medical students taking the breast imaging elective were enrolled in a breast imaging immersive experience designed to meet the School of Medicine's core competencies. In focusing the elective on a narrow range of specialized topics and skills, we labeled this experience the Breast Imaging Boot Camp. Outcome data from March 6, 2017, to April 26, 2019, have been analyzed for this report. The modifications made to the elective include: e-mailing a detailed orientation document to students prior to the start of the rotation; assigning students to diagnostic, procedural, and screening roles; the attendance of students at introductory radiology symposia; students' weekly attendance at institutional multidisciplinary and divisional breast radiologic-pathologic correlation conferences; student self-study assignments using faculty-vetted resources; student participation in breast biopsy simulation and small parts ultrasound laboratories; the development of a student-centric radiology educational website; and student-directed publishing of digital case files. Medical student feedback and course analytics indicated superior course evaluation scores reinforced by narrative feedback. In website domain utilization data, the breast file domain is the most viewed subspecialty domain. The Breast Imaging Boot Camp is a successful curriculum. Its novelty lies in both its integrated approach to medical student core competencies and its clinician educators' use of today's student-favored teaching tools.
Language	English
Publishing date	2024-02-29
Publishing country	United States
Document type	Journal Article
ISSN	2631-6129
ISSN (online)	2631-6129
DOI	10.1093/jbi/wbz084
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Article ; Online: One-minute Preceptors in Action: Breast Radiologists and the Medical Student General Radiology Elective.

Lee, Sheila S / Beck Dallaghan, Gary L / Oldan, Jorge D / Jordan, Sheryl G

Journal of breast imaging

2024 Volume 3, Issue 1, Page(s) 106–112

Abstract: Breast imaging, with its unique patient-facing, multimodality, and multidisciplinary workflow, offers opportunities to engage medical students enrolled in a general radiology rotation and to highlight the role of the radiologist in patient care. At a ... ...

Abstract	Breast imaging, with its unique patient-facing, multimodality, and multidisciplinary workflow, offers opportunities to engage medical students enrolled in a general radiology rotation and to highlight the role of the radiologist in patient care. At a time when breast radiologists face unprecedented challenges in delivering safe and efficient imaging services, however, accommodating larger numbers of medical students can overwhelm reading rooms, dilute meaningful learning experiences for the student, and place further demands on faculty. In order to meet the students' and clinician educators' needs, Neher's one-minute preceptor teaching strategy is used to create a high-yield learning environment in a short amount of time. In this model, the breast radiologist weaves together multiple impactful and varied learning experiences in only 8 to 12 total hours of structured student exposure during the 160-hour general radiology course. We describe our adaptation of this technique and the positive impact that a short breast imaging component had on our general radiology medical student rotation. This standardized curriculum is easily adaptable to a variety of learning styles. It contributes to medical students' understanding of the various facets of radiology through direct participation and exceeds education goals set forth by the Alliance of Medical Student Educators in Radiology. Students' evaluations of the general radiology rotation demonstrated a sharp uptick in the year following the adoption of the technique, and students' rotation final examination mean scores on the breast questions were higher for students who participated at least eight hours on service in the breast radiology clinic.
Language	English
Publishing date	2024-02-29
Publishing country	United States
Document type	Journal Article
ISSN	2631-6129
ISSN (online)	2631-6129
DOI	10.1093/jbi/wbaa058
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Article: Eight-Year Investigation of the Impact of the Clerkship Administrator Certificate Program.

Ricker, Alison D / Pelser, Donnita / Beck Dallaghan, Gary L

Cureus

2022 Volume 14, Issue 4, Page(s) e24024

Abstract: Introduction: The roles and responsibilities of the administrative staff supporting required clinical medical student experiences have evolved. In 2004, the Association of American Medical Colleges Central Group on Educational Affairs (CGEA) offered ... ...

Abstract	Introduction: The roles and responsibilities of the administrative staff supporting required clinical medical student experiences have evolved. In 2004, the Association of American Medical Colleges Central Group on Educational Affairs (CGEA) offered for the first time the Clerkship Administrator Certificate Program. This program requires the completion of a series of workshops and a project and results in a certificate. Research related to long-term outcomes of professional development programs such as this is limited. The purpose of our study was to explore the impact this professional development program had on the careers of participants. Methods: We conducted a survey of those who completed the qualifying workshops from 2010 to 2018. The survey was based on program content, including questions to explore the self-described impact on their careers. Categorical and scaled data were summarized using descriptive statistics. The realistic evaluation framework was used to guide inductive and deductive content analysis, allowing respondent interpretations and context to define outcomes. Results: Out of 244 invitations, 50 (20.5%) responded. Of the respondents, 40 still work in medical education. Scaled responses (strongly disagree to strongly agree) were positive. The individual's motivation, departmental climate, and other contextual factors (experience, collaborators, time) impacted workshop participants' ability to complete the certificate program. Those who completed certification noted various forms of recognition locally, ranging from special recognition by the chair, raises, and promotions. Additionally, participants felt more confident and accomplished in their careers. Conclusions: Although positively rated, the success of this program had differential outcomes depending on participant contexts. Unintended results for participants completing the program resulted in promotions. Applying the realistic evaluation framework provided insights to improve the program.
Language	English
Publishing date	2022-04-11
Publishing country	United States
Document type	Journal Article
ZDB-ID	2747273-5
ISSN	2168-8184
ISSN	2168-8184
DOI	10.7759/cureus.24024
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Article ; Online: Teaching social determinants through geographic information system mapping.

Boggs, Zachary / Beck Dallaghan, Gary L / Smithson, Sarah / Lam, Yee

The clinical teacher

2022 Volume 20, Issue 1, Page(s) e13553

Abstract: Background: Many institutions in undergraduate medical education have developed unique curricula to teach social determinants of health (SDOH). Geographic information system (GIS) mapping is one tool that learners could use to understand our built ... ...

Abstract	Background: Many institutions in undergraduate medical education have developed unique curricula to teach social determinants of health (SDOH). Geographic information system (GIS) mapping is one tool that learners could use to understand our built environment and its correlation with health outcomes through data analysis, visualization and active learning. Approach: At the University of North Carolina School of Medicine, medical students participate in a 4-year longitudinal curriculum on social and health systems science with the final year dedicated to self-directed learning. This final year course incorporates a GIS-based online module to help students apply their understanding of the health impacts of SDOH. Students create online maps with simulated patient data and identify 'hotspots' with map overlays using ArcGIS software. Students write reflections on their maps based on the implications of SDOH. Thematic analysis of these reflections identified patterns within the narrative data. Evaluation: From March 2020 to February 2021, 148 fourth-year medical students participated in the GIS learning module. Five major themes were identified: Explored Social Determinant Topics, Inclusion of Geo-mapping in Curriculum, Utility of Geo-mapping in Healthcare, Future Application of ArcGIS for Personal Use, Impressions of ArcGIS Software. Students showed engagement and interest in the exercise, and responses were overall positive. Responses showed understanding of the application of ArcGIS and demonstrated knowledge of social determinants of health. Implications: A self-directed, active learning online module using GIS mapping offers a generally popular, eye-opening and unique method for teaching SDOH in undergraduate medical education.
MeSH term(s)	Humans ; Geographic Information Systems ; Social Determinants of Health ; Curriculum ; Problem-Based Learning ; Education, Medical, Undergraduate/methods ; Students, Medical ; Teaching
Language	English
Publishing date	2022-12-04
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.13553
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Article ; Online: Enhanced Learning and Retention of Medical Knowledge Using the Mobile Flash card Application Anki.

Lu, Matthew / Farhat, John H / Beck Dallaghan, Gary L

Medical science educator

2021 Volume 31, Issue 6, Page(s) 1975–1981

Abstract: Introduction: As medical schools condense the basic science phase of undergraduate medical education, it has become increasingly important to identify methods and tools that facilitate learning, mastery, and application of medical knowledge. One ... ...

Abstract	Introduction: As medical schools condense the basic science phase of undergraduate medical education, it has become increasingly important to identify methods and tools that facilitate learning, mastery, and application of medical knowledge. One increasingly popular tool that promotes engagement with content is Anki, a web-based flash card system. Using Anki, medical students can access pre-made flash cards specifically tailored to prepare students for the United States Medical Licensing Exam (USMLE) Step 1 exam. The objective of this study was to identify Anki use and its association to USMLE Step 1 performance. Methods: In March 2020, medical students in years 2, 3, and 4 who had completed USMLE Step 1 were administered a survey to measure Anki usage. The survey was locally developed and was reviewed by survey experts on campus. Survey responses were paired with USMLE Step 1 results for analyses. Descriptive and inferential statistics were used for analysis. Results: Anki usage was associated with higher USMLE Step 1 scores. Additionally, amongst those who used Anki, those with more consistent use had higher USMLE Step 1 scores and higher perceived levels of knowledge retention. Conclusions: This research suggests that Anki is an effective educational tool that should be recommended to medical students alongside other evidenced-based study tools, such as the popular question bank USMLE World. Future research should attempt to identify a relationship between Anki usage and future clinical performance to demonstrate the implications that Anki has on clinical skills. Supplementary information: The online version contains supplementary material available at 10.1007/s40670-021-01386-9.
Language	English
Publishing date	2021-09-01
Publishing country	United States
Document type	Journal Article
ISSN	2156-8650
ISSN (online)	2156-8650
DOI	10.1007/s40670-021-01386-9
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Article ; Online: Medical Students Learning to Take a Complete Military History.

Koonce, Thomas / Moore, Zach / Beck Dallaghan, Gary L

Family medicine

2021 Volume 53, Issue 9, Page(s) 800–802

Abstract: Background and objectives: Many United States military personnel are not full-time service members. Because of their part-time service, these veterans may not self-report their military service during medical visits. Consequently, past military service ... ...

Abstract	Background and objectives: Many United States military personnel are not full-time service members. Because of their part-time service, these veterans may not self-report their military service during medical visits. Consequently, past military service can be overlooked when taking a social history. We developed a case to provide preclinical medical students patient interview experience wherein the diagnosis relied on identifying past military service. Our objective was to determine if medical record write-ups included social history details about occupational information after this innovation. Methods: We conducted this case discussion in small groups during year 1 of medical school. We analyzed clinical skills examination write-ups before and after the case discussion to determine if the social history included occupational issues. Results: Initial results showed increased occupational issues as potential diagnoses or contributing factors. Conclusions: This case methodology specifically raised awareness of health issues related to military service and generally increased students' likelihood of identifying occupational risk factors when conducting the social history. The template for this military case will allow us to develop additional cases focusing on different occupational health issues to complement other organ systems blocks.
MeSH term(s)	Clinical Competence ; Humans ; Military Personnel ; Risk Factors ; Students, Medical ; United States ; Veterans
Language	English
Publishing date	2021-10-08
Publishing country	United States
Document type	Journal Article
ZDB-ID	639374-3
ISSN	1938-3800 ; 0742-3225
ISSN (online)	1938-3800
ISSN	0742-3225
DOI	10.22454/FamMed.2021.201979
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Article ; Online: A Qualitative Study of Resident Physician and Health Care Worker Experiences of Verbal and Physical Abuse in the Emergency Department.

Querin, Lauren B / Beck Dallaghan, Gary L / Shenvi, Christina

Annals of emergency medicine

2021 Volume 79, Issue 4, Page(s) 391–396

MeSH term(s)	Emergency Service, Hospital ; Health Personnel ; Humans ; Physical Abuse ; Physicians ; Qualitative Research
Language	English
Publishing date	2021-06-23
Publishing country	United States
Document type	Journal Article
ZDB-ID	603080-4
ISSN	1097-6760 ; 0196-0644
ISSN (online)	1097-6760
ISSN	0196-0644
DOI	10.1016/j.annemergmed.2021.04.019
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Article: Educational Relative Value Units as a Measure of Academic Productivity: A Systematic Review.

Beck Dallaghan, Gary L / Wright, Sarah T / Plant, Jennifer / Butani, Lavjay / Morgenstern, Bruce Z

Cureus

2023 Volume 15, Issue 4, Page(s) e36995

Abstract: Introduction: Academic Health Centers (AHCs) have complex, often competing missions. Many have developed mission-based management (MBM) systems to support their clinical and non-clinical missions. There are limited data on MBM use for their educational ... ...

Abstract	Introduction: Academic Health Centers (AHCs) have complex, often competing missions. Many have developed mission-based management (MBM) systems to support their clinical and non-clinical missions. There are limited data on MBM use for their educational missions. Our scoping review explored how AHCs employed such systems. Materials and methods: Arksey and O'Malley's six-stage framework guided our review. Based on pre-defined criteria, English language articles from PubMed, EMBASE, SCOPUS, and the Healthcare Administration Database published between 2010 and 2020 were loaded into a reference manager. The search included all health professions education schools. Articles were excluded if they were review articles, commentaries, or clearly did not involve funding for education. From the final list of selected articles, data were extracted using a data extraction sheet we developed. Two researchers reviewed each article again to ensure extracted data were reported consistently and with sufficient detail. Results: Of the 1729 manuscripts identified, 35 met inclusion criteria. Sixteen (46%) contained data in some form but did not have a formal methods section describing the specific approach to data collection and analysis. Moreover, there was marked variability in how educational effort was quantified, what counted as educational effort (educational scholarship versus teaching) and the impacts of such quantification (departmental funding versus individual faculty incentives). None of the studies reported on the impact on faculty promotion. Faculty satisfaction with the system was reported in seven studies (20%) and was generally positive. Conclusions: A systematic description of how systems were developed to support the educational mission was lacking. Clear goals, methods of development, uniform data on educational productivity and quality, and program evaluation were not defined by most articles. This lack of process clarity presents a challenge, but more importantly an opportunity for academic health centers to unify efforts and continue to further their educational mission.
Language	English
Publishing date	2023-04-01
Publishing country	United States
Document type	Journal Article ; Review
ZDB-ID	2747273-5
ISSN	2168-8184
ISSN	2168-8184
DOI	10.7759/cureus.36995
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Article ; Online: Faculty Development for Community Preceptors: a Narrative Review of the Literature.

Alexandraki, Irene / Baker, Russell / Kern, Anne / Beck Dallaghan, Gary L / Seegmiller, Jeffrey

Journal of general internal medicine

2023 Volume 38, Issue 6, Page(s) 1501–1515

Abstract: Community teaching physicians (i.e., community preceptors) have assumed an important role in medical education. More than half of medical schools use community settings to train medical students. Whether community preceptors are well prepared for their ... ...

Abstract	Community teaching physicians (i.e., community preceptors) have assumed an important role in medical education. More than half of medical schools use community settings to train medical students. Whether community preceptors are well prepared for their teaching responsibilities is unknown. In addition, best practice for faculty development (FD) of this population of preceptors has not been defined. The authors conducted a narrative review of the literature to describe FD programs for community preceptors that may be helpful to medical schools for future planning. Many databases were searched from their establishment to May 2022. Studies that described FD programs for community preceptors were included. Data were organized according to program aim, duration, setting, participants, content, and outcomes. The Communities of Practice theoretical framework was used to present findings. From a total of 6308 articles, 326 were eligible for full review, 21 met inclusion criteria. Sixty-seven percent (14/21) conducted a needs assessment; 57% (12/21) were developed by the medical school; 81% (17/21) included only community preceptors. Number of participants ranged from six to 1728. Workshops were often (24%, 5/21) used and supplemented by role-play, online modules, or instructional videos. Few programs offered opportunities to practice with standardized learners. Content focused primarily on teaching skills. Five programs offered CME credits as an incentive for engagement. Participant surveys were most often used for program evaluation. Learner evaluations and focus groups were used less often. Participants reported satisfaction and improvement in teaching skills after attending the program. Faculty development for community preceptors is primarily delivered through workshops and online materials, although direct observations of teaching with feedback from FD faculty and learners may be more helpful for training. Future studies need to focus on the long-term impact of FD on community preceptors' teaching skills, identity formation as medical educators, and student learning.
MeSH term(s)	Humans ; Faculty ; Education, Medical ; Preceptorship ; Focus Groups ; Students, Medical ; Faculty, Medical
Language	English
Publishing date	2023-01-26
Publishing country	United States
Document type	Journal Article ; Review
ZDB-ID	639008-0
ISSN	1525-1497 ; 0884-8734
ISSN (online)	1525-1497
ISSN	0884-8734
DOI	10.1007/s11606-023-08026-5
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