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Research Studies is a compilation of published research articles funded by AHRQ or authored by AHRQ researchers.
Results
1 to 7 of 7 Research Studies DisplayedRodriguez N, Kintzer E, List J
Implicit bias recognition and management: tailored instruction for faculty.
This study assessed the impact and feasibility of single seminars on implicit bias and the approach to its management in clinical settings. The authors delivered five department/divisional grand rounds across three different medical centers in New York between September 2016 and November 2017. The instruction provided background information on implicit bias, highlighted its relevance to clinical care, and discussed proposed interventions. Participants completed a twelve-item retrospective pre-intervention/post-intervention survey. The authors received 116 completed surveys from 203 participants. Participants self-reported confidence and increased comfort levels for all questions. Three themes resulted from qualitative analysis: looking inward, looking outward, and taking action at individual and institutional levels.
AHRQ-funded; HS023199.
Citation: Rodriguez N, Kintzer E, List J .
Implicit bias recognition and management: tailored instruction for faculty.
J Natl Med Assoc 2021 Oct;113(5):566-75. doi: 10.1016/j.jnma.2021.05.003..
Keywords: Education: Curriculum
Gleason K, Harkless G, Stanley J
The critical need for nursing education to address the diagnostic process.
In this paper, the authors reviewed the history and current state of diagnostic education in pre-licensure registered nurse preparation, introduced interprofessional individual- and team-based competencies to improve diagnostic safety, and discussed the next steps for nursing education.
AHRQ-funded; HS027198.
Citation: Gleason K, Harkless G, Stanley J .
The critical need for nursing education to address the diagnostic process.
Nurs Outlook 2021 May-Jun;69(3):362-69. doi: 10.1016/j.outlook.2020.12.005..
Keywords: Diagnostic Safety and Quality, Provider: Nurse, Education: Curriculum
Daya S, Choi N, Harrison JD
Advocacy in action: medical student reflections of an experiential curriculum.
Researchers 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. They found that 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. They concluded that AiA is a novel method to apply classroom knowledge of social determinants of health to the clinical setting in order to incorporate advocacy in daily patient care.
AHRQ-funded; HS026383.
Citation: Daya S, Choi N, Harrison JD .
Advocacy in action: medical student reflections of an experiential curriculum.
Clin Teach 2021 Apr;18(2):168-73. doi: 10.1111/tct.13283..
Keywords: Education: Curriculum
Williams C, Familusi OO, Ziemba J
Adapting to the educational challenges of a pandemic: development of a novel virtual urology subinternship during the time of COVID-19.
The purpose of this study was to design, implement, and evaluate learner attitudes of a virtual urologic surgery clinical rotation for medical students. The investigators concluded that virtual medical student rotations were scalable and effective at delivering surgical material and could approximate the interpersonal teaching found in clinical learning environments. The investigators suggested that they may be a useful tool to supplement or augment clinical learning in select situations.
AHRQ-funded; HS026372.
Citation: Williams C, Familusi OO, Ziemba J .
Adapting to the educational challenges of a pandemic: development of a novel virtual urology subinternship during the time of COVID-19.
Urology 2021 Feb;148:70-76. doi: 10.1016/j.urology.2020.08.071..
Keywords: Education: Curriculum, COVID-19, Surgery, Education: Continuing Medical Education
Hanley K, Zabar S, Altshuler L
Opioid vs nonopioid prescribers: variations in care for a standardized acute back pain case.
This paper describes the design and use of an opioid-related unannounced standardized patient case (USP) used in a residency curriculum. Researchers designed and fielded an unannounced standardized patient case involving a patient with acute back pain who requested Vicodin (5/325 mg). They described residents' case management and examined whether their management decisions, including opioid prescribing, were related to their core clinical skills. The case designers found that most Vicodin prescribers did not follow prescribing guidelines, and demonstrated better communication and assessment skills than the nonprescribers. Results suggest the need to guide residents in using a systematic approach to prescribing opioids safely and to develop an acceptable alternative pain management plan when they decide against prescribing.
AHRQ-funded; HS021176.
Citation: Hanley K, Zabar S, Altshuler L .
Opioid vs nonopioid prescribers: variations in care for a standardized acute back pain case.
Subst Abus 2017 Jul-Sep;38(3):324-29. doi: 10.1080/08897077.2017.1319894..
Keywords: Back Health and Pain, Education: Curriculum, Opioids, Practice Patterns
Sterling M, Leung P, Wright D
The use of social media in graduate medical education: a systematic review.
The authors conducted a systematic review of the peer-reviewed literature to understand the effect of social media on resident (1) education, (2) recruitment, and (3) professionalism. Their review of 29 studies concluded that the effect of social media platforms on residency education, recruitment, and professionalism is mixed, and the quality of existing studies is modest at best.
AHRQ-funded; HS000066.
Citation: Sterling M, Leung P, Wright D .
The use of social media in graduate medical education: a systematic review.
Acad Med 2017 Jul;92(7):1043-56. doi: 10.1097/acm.0000000000001617.
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Keywords: Education: Continuing Medical Education, Education: Curriculum, Provider, Social Media
Washington DM, Paasche-Orlow MK, Liebschutz JM
Promoting progress or propagating problems: strategic plans and the advancement of academic faculty diversity in U.S. medical schools.
The aim of this study was to investigate whether academic institutions that have engaged in strategic planning for faculty diversity, as exhibited by plan presence on their websites, had a higher rate of underrepresented minorities in medicine (URM) faculty growth than institutions who do not have evidence of such planning.
AHRQ-funded; HS022242.
Citation: Washington DM, Paasche-Orlow MK, Liebschutz JM .
Promoting progress or propagating problems: strategic plans and the advancement of academic faculty diversity in U.S. medical schools.
J Natl Med Assoc 2017 Summer;109(2):72-78. doi: 10.1016/j.jnma.2016.10.001..
Keywords: Education: Curriculum, Racial and Ethnic Minorities, Workforce