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Article ; Online: Changes in Gender and Racial/Ethnic Diversity in US Residency Program Applications From 2018 to 2022.

Huppert, Laura A / Santhosh, Lekshmi / Alba-Nguyen, Sarah / Lai, Cindy J / Babik, Jennifer M

2024 Volume 16, Issue 1, Page(s) 37–40

Abstract: ... ...

Abstract	Background
MeSH term(s)	Male ; Pregnancy ; Humans ; Child ; Female ; Internship and Residency ; Pandemics ; Anesthesiology ; Neurology ; Physical and Rehabilitation Medicine
Language	English
Publishing date	2024-02-17
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-23-00194.1
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Students receiving pages on their patients: A pilot.

Ow, Gregory M / Lai, Cindy J / Choi, Nancy / Khanna, Raman

Medical education

2022 Volume 56, Issue 5, Page(s) 570–571

MeSH term(s)	Humans ; Internet ; Internship and Residency ; Students
Language	English
Publishing date	2022-02-24
Publishing country	England
Document type	Journal Article
ZDB-ID	195274-2
ISSN	1365-2923 ; 0308-0110
ISSN (online)	1365-2923
ISSN	0308-0110
DOI	10.1111/medu.14765
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Article ; Online: Going from good to great: explicating norms through continuity in the clinical workplace.

Poncelet, Ann / Lai, Cindy J

Medical education

2017 Volume 51, Issue 8, Page(s) 777–779

Language	English
Publishing date	2017
Publishing country	England
Document type	Journal Article ; Comment
ZDB-ID	195274-2
ISSN	1365-2923 ; 0308-0110
ISSN (online)	1365-2923
ISSN	0308-0110
DOI	10.1111/medu.13365
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Article ; Online: Strategies for Advancing Equity in Frontline Clinical Assessment.

Onumah, Chavon M / Pincavage, Amber T / Lai, Cindy J / Levine, Diane L / Ismail, Nadia J / Alexandraki, Irene / Osman, Nora Y

Academic medicine : journal of the Association of American Medical Colleges

2023 Volume 98, Issue 8S, Page(s) S57–S63

Abstract: Educational equity in medicine cannot be achieved without addressing assessment bias. Assessment bias in health professions education is prevalent and has extensive implications for learners and, ultimately, the health care system. Medical schools and ... ...

Abstract	Educational equity in medicine cannot be achieved without addressing assessment bias. Assessment bias in health professions education is prevalent and has extensive implications for learners and, ultimately, the health care system. Medical schools and educators desire to minimize assessment bias, but there is no current consensus on effective approaches. Frontline teaching faculty have the opportunity to mitigate bias in clinical assessment in real time. Based on their experiences as educators, the authors created a case study about a student to illustrate ways bias affects learner assessment. In this paper, the authors use their case study to provide faculty with evidence-based approaches to mitigate bias and promote equity in clinical assessment. They focus on 3 components of equity in assessment: contextual equity, intrinsic equity, and instrumental equity. To address contextual equity, or the environment in which learners are assessed, the authors recommend building a learning environment that promotes equity and psychological safety, understanding the learners' contexts, and undertaking implicit bias training. Intrinsic equity, centered on the tools and practices used during assessment, can be promoted by using competency-based, structured assessment methods and employing frequent, direct observation to assess multiple domains. Instrumental equity, focused on communication and how assessments are used, includes specific, actionable feedback to support growth and use of competency-based narrative descriptors in assessments. Using these strategies, frontline clinical faculty members can actively promote equity in assessment and support the growth of a diverse health care workforce.
MeSH term(s)	Humans ; Learning ; Students ; Curriculum ; Educational Measurement/methods ; Delivery of Health Care
Language	English
Publishing date	2023-07-21
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.0000000000005246
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Article ; Online: Advocacy in action: Medical student reflections of an experiential curriculum.

Daya, Sneha / Choi, Nancy / Harrison, James D / Lai, Cindy J

The clinical teacher

2020 Volume 18, Issue 2, Page(s) 168–173

Abstract: Introduction: Patient advocacy is a core value in medical education. Although students learn about social determinants of health (SDH) in the pre-clinical years, applying this knowledge to patients during clerkship rotations is not prioritized. ... ...

Abstract	Introduction: Patient advocacy is a core value in medical education. Although students learn about social determinants of health (SDH) in the pre-clinical years, applying this knowledge to patients during clerkship rotations is not prioritized. Physicians must be equipped to address social factors that affect health and recognize their roles as patient advocates to improve care and promote health equity. We created an experience-based learning curriculum called Advocacy in Action (AiA) to promote the development and application of health advocacy knowledge and skills during an Internal Medicine (IM) clerkship rotation. Methods: Sixty-six students completed a mandatory curriculum, including an introductory workshop on SDH and patient advocacy using tools for communication, counselling and collaboration skills. They then actively participated in patient advocacy activities, wrote about their experience and joined a small group debriefing about it. Forty-nine written reflections were reviewed for analysis of the impact of this curriculum on student perspectives. Results: Written reflections had prominent themes surrounding advocacy skills development, meaningful personal experiences, interprofessional dynamics in patient advocacy and discovery of barriers to optimal patient care. Discussion: AiA is a novel method to apply classroom knowledge of SDH to the clinical setting in order to incorporate advocacy in daily patient care. Students learned about communication with patients, working with interprofessional team members to create better health outcomes and empathy/compassion from this curriculum. It is important to utilize experiential models of individual patient-level advocacy during clerkships so that students can continuously reflect on and integrate advocacy into their future careers.
MeSH term(s)	Clinical Clerkship ; Curriculum ; Health Promotion ; Humans ; Learning ; Problem-Based Learning ; Students, Medical
Language	English
Publishing date	2020-10-15
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.13283
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Article ; Online: Designing and Implementing a Novel Virtual Rounds Curriculum for Medical Students' Internal Medicine Clerkship During the COVID-19 Pandemic.

Sukumar, Smrithi / Zakaria, Adam / Lai, Cindy J / Sakumoto, Matthew / Khanna, Raman / Choi, Nancy

MedEdPORTAL : the journal of teaching and learning resources

2021 Volume 17, Page(s) 11106

Abstract: Introduction: During the COVID-19 pandemic, third-year medical students were temporarily unable to participate in onsite clinical activities. We identified the curricular components of an internal medicine (IM) clerkship that would be compromised if ... ...

Abstract	Introduction: During the COVID-19 pandemic, third-year medical students were temporarily unable to participate in onsite clinical activities. We identified the curricular components of an internal medicine (IM) clerkship that would be compromised if students learned solely from online didactics, case studies, and simulations (i.e., prerounding, oral presentations, diagnostic reasoning, and medical management discussions). Using these guiding principles, we created a virtual rounds (VR) curriculum to provide IM clerkship students with clinical exposure during a virtual learning period. Methods: Held three times a week for 2 weeks, VR consisted of three curricular components. First, clerkship students prerounded on an assigned hospitalized patient by remotely accessing the electronic health record and calling into hospital rounds. Second, each student prepared an oral presentation on their assigned patient. Third, using videoconferencing, students delivered these oral presentations to telemedicine VR small groups consisting of three to four students and three tele-instructors. Tele-instructors then provided feedback on oral presentations and taught clinical concepts. We assessed the effectiveness of VR by anonymously surveying students and tele-instructors. Results: Twenty-nine students and 34 volunteer tele-instructors participated in VR over four blocks. A majority of students felt VR improved their prerounding abilities (86%), oral presentation abilities (93%), and clinical reasoning skills (62%). All students found small group to be useful. Discussion: VR allowed students to practice rounding skills in a supportive team-based setting. The lessons learned from its implementation could facilitate education during future pandemics and could also supplement in-person clerkship education.
MeSH term(s)	COVID-19/epidemiology ; COVID-19/prevention & control ; Clinical Clerkship/methods ; Clinical Competence ; Curriculum ; Education, Distance/methods ; Education, Medical, Undergraduate/methods ; Hospital Medicine/education ; Hospital Medicine/trends ; Humans ; Internal Medicine/education ; Personal Satisfaction ; SARS-CoV-2 ; Students, Medical/psychology ; Teaching Rounds/methods ; Telemedicine/methods
Language	English
Publishing date	2021-03-02
Publishing country	United States
Document type	Journal Article
ISSN	2374-8265
ISSN (online)	2374-8265
DOI	10.15766/mep_2374-8265.11106
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Article ; Online: Aiming for Equity in Clerkship Grading: Recommendations for Reducing the Effects of Structural and Individual Bias.

Onumah, Chavon M / Lai, Cindy J / Levine, Diane / Ismail, Nadia / Pincavage, Amber T / Osman, Nora Y

The American journal of medicine

2021 Volume 134, Issue 9, Page(s) 1175–1183.e4

MeSH term(s)	Clinical Clerkship/methods ; Education, Medical, Undergraduate/methods ; Education, Medical, Undergraduate/organization & administration ; Educational Measurement/methods ; Educational Measurement/standards ; Faculty, Medical/organization & administration ; Humans ; Needs Assessment ; Reference Standards ; Social Environment
Language	English
Publishing date	2021-06-16
Publishing country	United States
Document type	Journal Article
ZDB-ID	80015-6
ISSN	1555-7162 ; 1873-2178 ; 0002-9343 ; 1548-2766
ISSN (online)	1555-7162 ; 1873-2178
ISSN	0002-9343 ; 1548-2766
DOI	10.1016/j.amjmed.2021.06.001
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Article ; Online: Moving toward Mastery: Changes in Student Perceptions of Clerkship Assessment with Pass/Fail Grading and Enhanced Feedback.

Bullock, Justin L / Seligman, Lee / Lai, Cindy J / O'Sullivan, Patricia S / Hauer, Karen E

Teaching and learning in medicine

2021 Volume 34, Issue 2, Page(s) 198–208

Abstract: ... ...

Abstract	Problem
MeSH term(s)	Clinical Clerkship ; Cross-Sectional Studies ; Educational Measurement/methods ; Feedback ; Humans ; Students, Medical
Language	English
Publishing date	2021-05-20
Publishing country	United States
Document type	Case Reports ; Journal Article
ZDB-ID	1038640-3
ISSN	1532-8015 ; 1040-1334
ISSN (online)	1532-8015
ISSN	1040-1334
DOI	10.1080/10401334.2021.1922285
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Article ; Online: Medical student advising during virtual residency recruitment: results of a national survey of internal medicine clerkship and sub-internship directors.

Alexandraki, Irene / Ismail, Nadia / Lai, Cindy J / Duca, Nicholas S / Ratcliffe, Temple / Kisielewski, Michael / Pincavage, Amber T

Medical education online

2022 Volume 28, Issue 1, Page(s) 2143926

Abstract: Introduction: The residency application process is a critical time for medical students. The COVID-19 pandemic prompted changes to the residency recruitment procedures with the conversion of interviews to a virtual format. For medical school advisors ... ...

Abstract	Introduction: The residency application process is a critical time for medical students. The COVID-19 pandemic prompted changes to the residency recruitment procedures with the conversion of interviews to a virtual format. For medical school advisors guiding students on an all-virtual residency application process brought uncertainty to their advising practices. Thus, this study aimed to identify advising practices during the 2021 virtual application cycle. Methods: We administered an IRB-exempt national survey through the Clerkship Directors in Internal Medicine to 186 internal medicine core/co-/associate/assistant clerkship directors and sub-internship directors representing 140 Liaison Committee on Medical Education-accredited U.S./U.S.-territory-based medical schools in spring 2021. The 23-question survey was designed and pilot-tested by faculty-educators and leaders with expertise in undergraduate medical education. Data analysis included paired t- and z-tests and thematic analysis of open-ended questions. Results: The institutional response rate was 67% (93/140) and individual rate 55% (103/186). Half of the respondents felt prepared/very prepared (40% and 13% respectively) for their advising roles. Compared to pre-pandemic cycles, respondents advised a typical student in the middle-third of their class at their institution to apply to more residency programs (mean 24 programs vs 20, Conclusion: The transition to virtual residency recruitment due to COVID-19 prompted advising practices that may have contributed to application inflation and increased advising workload. Future studies should explore longitudinal outcomes of virtual interviews on student success to guide best practices in how to advise students during residency recruitment.
MeSH term(s)	Humans ; Students, Medical ; Internship and Residency ; Clinical Clerkship ; Pandemics ; COVID-19/epidemiology ; Surveys and Questionnaires
Language	English
Publishing date	2022-11-09
Publishing country	United States
Document type	Journal Article
ZDB-ID	2052877-2
ISSN	1087-2981 ; 1087-2981
ISSN (online)	1087-2981
ISSN	1087-2981
DOI	10.1080/10872981.2022.2143926
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Article ; Online: Patient Advocacy Assessment in the Medicine Clerkship: A Qualitative Study of Definition, Context, and Impact.

Griffiths, Elizabeth P / Lai, Cindy J / Ziv, Tali / Dawson, Deanna / Dhaliwal, Gurpreet / Wheeler, Margaret / Teherani, Arianne

Journal of general internal medicine

2022 Volume 37, Issue 10, Page(s) 2489–2495

Abstract: Background: Advocacy is a core value of the medical profession. However, patient advocacy (advocacy) is not uniformly assessed and there are no studies of the behaviors clinical supervisors consider when assessing advocacy.: Objective: To explore how ...

Abstract	Background: Advocacy is a core value of the medical profession. However, patient advocacy (advocacy) is not uniformly assessed and there are no studies of the behaviors clinical supervisors consider when assessing advocacy. Objective: To explore how medical students and supervisors characterize advocacy during an internal medicine clerkship, how assessment of advocacy impacted students and supervisors, and elements that support effective implementation of advocacy assessment. Design: A constructivist qualitative paradigm was used to understand advocacy assessment from the perspectives of students and supervisors. Participants: Medical students who completed the internal medicine clerkship at UCSF during the 2018 and 2019 academic years and supervisors who evaluated students during this period. Approach: Supervisor comments from an advocacy assessment item in the medicine clerkship and transcripts of focus groups were used to explore which behaviors students and supervisors deem to be advocacy. Separate focus groups with both students and supervisors examined the impact that advocacy assessment had on students' and supervisors' perceptions of advocacy and what additional context was necessary to effectively implement advocacy assessment. Key results: Students and supervisors define advocacy as identifying and addressing social determinants of health, recognizing and addressing patient wishes and concerns, navigating the health care system, conducting appropriate evaluation and treatment, and creating exceptional therapeutic alliances. Effective implementation of advocacy assessment requires the creation of non-hierarchical team environments, supervisor role modeling, and pairing assessment with teaching of advocacy skills. Inclusion of advocacy assessment reflects and dictates institutional priorities, shapes professional identity formation, and enhances advocacy skill development for students and their supervisors. Conclusions: Students and supervisors consider advocacy to be a variety of behaviors beyond identifying and addressing social determinants of health. Effectively implementing advocacy assessment shapes students' professional identity formation, underscoring the critical importance of formally focusing on this competency in the health professions education.
MeSH term(s)	Clinical Clerkship ; Clinical Competence ; Education, Medical, Undergraduate ; Humans ; Patient Advocacy ; Students, Medical
Language	English
Publishing date	2022-02-07
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	639008-0
ISSN	1525-1497 ; 0884-8734
ISSN (online)	1525-1497
ISSN	0884-8734
DOI	10.1007/s11606-021-07359-3
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