Teaching and learning in medicine
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Women are underrepresented in the higher levels of appointment in academic medicine, despite the so-called feminization of medicine. ⋯ More women are applying, enrolling and graduating from the University of Split School of Medicine. Women also perform statistically better on entrance exam and have better graduation grades, yet they remain a minority in faculty and leadership positions. A review of county-wise employment statistics revealed that women were more frequently unemployed and less likely to specialize in this study.
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Teaching and evaluating professionalism is part of the Accreditation Council for Graduate Medical Education's training requirements for postgraduate education. Defining what constitutes professional behavior is the first step in this endeavor. Difficulty in teaching and evaluating professionalism may stem from generational differences between teachers and trainees in their definition of professional behavior. ⋯ There is little consensus for determining the severity of unprofessional behaviors among faculty and trainees at one urban university training program. However, this lack of consensus does not appear to have a generational basis. Attributing difficulties in teaching and assessing professionalism cannot be blamed on differences between the generations.
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Comparative Study
Medical subinternship: student experience on a resident uncovered hospitalist service.
Studies demonstrating the value of hospitalists to medical student education have been performed in traditional resident covered ward service settings (RCWS). ⋯ The RCWS provided a superior learning experience for subinterns. Academic medical centers should take these findings into consideration before placing medical students on an RUHS.
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Physicians are required to provide safe, effective, and high-quality care that is patient-centered. Continuing to meet the educational needs of residents and medical students in the setting of patient-centered care will require developing new models for hospital "work rounds." Family-centered rounds is a model of communicating and learning between the patient, family, medical professionals, and students on an academic, inpatient ward setting. Unfortunately, in the medical literature, there is no consensus on the definition of family-centered rounds. ⋯ Family-centered rounds hold potential to create a patient-centered environment, enhance medical education, and improve patient outcomes. The model is a planned, purposeful interaction that requires the permission of patients and families as well as the cooperation of physicians, nurses, and ancillary staff.
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Assessment of faculty teaching and clinical skills is often based on learners' ratings. It is not clear that differences between the constructs are detectable in the results. ⋯ The moderate correlations between teaching and clinical domain scores suggests more thought be given about how to use both types of data for identifying the lowest and highest performing faculty.