National Healthcare Quality and Disparities Report
Latest available findings on quality of and access to health care
Data
- Data Infographics
- Data Visualizations
- Data Tools
- Data Innovations
- All-Payer Claims Database
- Healthcare Cost and Utilization Project (HCUP)
- Medical Expenditure Panel Survey (MEPS)
- AHRQ Quality Indicator Tools for Data Analytics
- State Snapshots
- United States Health Information Knowledgebase (USHIK)
- Data Sources Available from AHRQ
Search All Research Studies
Topics
- Clinician-Patient Communication (1)
- Cultural Competence (1)
- Diagnostic Safety and Quality (1)
- (-) Education: Academic (10)
- (-) Education: Continuing Medical Education (10)
- Education: Curriculum (2)
- Health Services Research (HSR) (1)
- Nursing (1)
- Patient-Centered Healthcare (1)
- Provider: Nurse (1)
- Provider: Pharmacist (2)
- Social Media (1)
- Training (1)
AHRQ Research Studies
Sign up: AHRQ Research Studies Email updates
Research Studies is a compilation of published research articles funded by AHRQ or authored by AHRQ researchers.
Results
1 to 10 of 10 Research Studies DisplayedGonzalez CM, Walker SA, Rodriguez N
It can be done! A skills-based elective in implicit bias recognition and management for preclinical medical students.
This paper describes a skill-based elective designed to recognize and manage implicit bias for preclinical medical students. From 2017 to 2019, nine 1.5-hour sessions were delivered to 15 first-year medical students. A program evaluation based on focus groups with students and data from notes taken by the investigative team was conducted. Three themes were identified from the program evaluation: 1) Student engagement can be enhanced, 2) Instruction is empowering, and 3) Addressing bias in one’s own and witnessed encounters can be done.
AHRQ-funded; HS023199.
Citation: Gonzalez CM, Walker SA, Rodriguez N .
It can be done! A skills-based elective in implicit bias recognition and management for preclinical medical students.
Acad Med 2020 Dec;95(12S):S150-s55. doi: 10.1097/acm.0000000000003697..
Keywords: Education: Continuing Medical Education, Education: Academic
McDaniel CE, Rooholamini SN, Desai AD
A qualitative evaluation of a clinical faculty mentorship program using a realist evaluation approach.
The objectives of this study were to test and refine a program theory for an institutional mentorship program for junior clinically-focused faculty and to understand the facilitators and barriers of sustained participation. The authors identified 4 contextual themes, 3 mechanisms, and 3 outcomes, which they organized into a programmatic theory representing the program's impact on participants. They found that a mentorship program that provided junior faculty with opportunities to connect, share ideas and strategies, and self-reflect led to improvement in meaningful outcomes for clinically focused faculty. They concluded that their program theory provided a basis for institutions seeking to build a mentorship program targeted towards this increasing proportion of junior faculty.
AHRQ-funded; HS024299.
Citation: McDaniel CE, Rooholamini SN, Desai AD .
A qualitative evaluation of a clinical faculty mentorship program using a realist evaluation approach.
Acad Pediatr 2020 Jan-Feb;20(1):104-12. doi: 10.1016/j.acap.2019.08.008..
Keywords: Education: Continuing Medical Education, Education: Academic
Hande K, Christenbery T, Phillippi J
Appreciative advising pilot study: an innovative approach to advising doctor of nursing practice students.
The purpose of this pilot study was to determine the feasibility of a doctor of nursing practice (DNP) appreciative advising model to advise students through the rigors of DNP education and improve student and faculty satisfaction. Faculty were provided with comprehensive guidebooks and received orientation on the model; qualitative responses were analyzed using content analysis. Results showed that the student and faculty participants reported satisfaction with the model and commented that the model allowed for early identification of needs and was helpful and worthwhile. These results suggest that the model may hold promise as a solution to assist students in adjusting to DNP education.
AHRQ-funded; HS024733.
Citation: Hande K, Christenbery T, Phillippi J .
Appreciative advising pilot study: an innovative approach to advising doctor of nursing practice students.
Nurse Educ 2019 Jul/Aug;44(4):187-91. doi: 10.1097/nne.0000000000000593..
Keywords: Provider: Nurse, Nursing, Education: Academic, Education: Continuing Medical Education
Gonzalez CM, Deno ML, Kintzer E
A qualitative study of New York medical student views on implicit bias instruction: implications for curriculum development.
The purpose of this study was to explore student perceptions of challenges and opportunities when participating in implicit bias instruction. The authors indicated that their analysis suggested a range of attitudes toward implicit bias instruction and identified contextual factors that may have influenced these attitudes. The themes were (1) resistance; (2) shame; (3) the negative role of the hidden curriculum; and (4) structural barriers to student engagement.
AHRQ-funded; HS023199.
Citation: Gonzalez CM, Deno ML, Kintzer E .
A qualitative study of New York medical student views on implicit bias instruction: implications for curriculum development.
J Gen Intern Med 2019 May;34(5):692-98. doi: 10.1007/s11606-019-04891-1..
Keywords: Education: Curriculum, Education: Continuing Medical Education, Education: Academic
Chopra V, Harrod M, Winter S
Focused ethnography of diagnosis in academic medical centers.
J Hosp Med 2018 Oct;13(10):668-72. doi: 10.12788/jhm.2966.
This ethnographic study focused on the progress of teaching diagnosis to trainees in academic teaching hospitals. Trainees at 2 academic medical centers were observed to understand the barriers and facilitators to diagnosis. A total of 4 teaching teams between January and May 2016 were observed. Four key themes were identified and can be used to inform future interventions.
This ethnographic study focused on the progress of teaching diagnosis to trainees in academic teaching hospitals. Trainees at 2 academic medical centers were observed to understand the barriers and facilitators to diagnosis. A total of 4 teaching teams between January and May 2016 were observed. Four key themes were identified and can be used to inform future interventions.
AHRQ-funded; HS024385; HS022835.
Citation: Chopra V, Harrod M, Winter S .
Focused ethnography of diagnosis in academic medical centers.
J Hosp Med 2018 Oct;13(10):668-72. doi: 10.12788/jhm.2966..
Keywords: Education: Continuing Medical Education, Education: Academic, Diagnostic Safety and Quality, Cultural Competence
Burgess JF, Menachemi N, Maciejewski ML
Update on the health services research doctoral core competencies.
The purpose of this study was to present revised core competencies for doctoral programs in health services research (HSR), modalities to deliver these competencies, and suggested methods for assessing mastery of these competencies. The study concluded that core competencies in HSR are a continually evolving work in progress because new research questions arise, new methods are developed, and the trans-disciplinary nature of the field leads to new multidisciplinary and team building needs.
AHRQ-funded.
Citation: Burgess JF, Menachemi N, Maciejewski ML .
Update on the health services research doctoral core competencies.
Health Serv Res 2018 Oct;53(Suppl 2):3985-4003. doi: 10.1111/1475-6773.12851..
Keywords: Education: Academic, Education: Continuing Medical Education, Health Services Research (HSR), Training
Roy B, Gottlieb AS
The career advising program: a strategy to achieve gender equity in academic medicine.
This paper discusses the significant gender disparities in academic rank which exist at US medical schools, even after controlling for age, time since training, specialty, and measures of productivity, and despite increasing numbers of women entering medicine over the past 30 years. They highlight the Society of General Internal Medicine’s Women and Medicine Task Force and the model they launched in 2013 to address these disparities- the Career Advising Program (CAP).
AHRQ-funded; HS023000.
Citation: Roy B, Gottlieb AS .
The career advising program: a strategy to achieve gender equity in academic medicine.
J Gen Intern Med 2017 Jun;32(6):601-02. doi: 10.1007/s11606-016-3969-7..
Keywords: Education: Academic, Education: Continuing Medical Education, Provider: Pharmacist
Sulzer SH, Feinstein NW, Wendland CL
Assessing empathy development in medical education: a systematic review.
The authors examined how researchers define the central construct of empathy and what they choose to measure. They found that the majority of studies were characterised by internal inconsistencies and vagueness in both the conceptualization and operationalization of empathy, constraining the validity and usefulness of the research. They suggested that future research follow the lead of basic scientific research that conceptualizes empathy as relational rather than as a personal quality that may be modified wholesale through appropriate training.
AHRQ-funded; HS000032.
Citation: Sulzer SH, Feinstein NW, Wendland CL .
Assessing empathy development in medical education: a systematic review.
Med Educ 2016 Mar;50(3):300-10. doi: 10.1111/medu.12806.
.
.
Keywords: Education: Academic, Education: Continuing Medical Education, Patient-Centered Healthcare, Clinician-Patient Communication
Ness GL, Sheehan AH, Snyder ME
Graduating student pharmacists' perspectives on e-professionalism and social media: qualitative findings.
The researchers conducted a cross-sectional survey of 212 graduating student pharmacists to characterize their views of professionalism on popular social media sites. The themes identified in the analysis were separation of personal and professional lives, how accountability for actions should vary by severity, and the extent of representation of the students’ character on social media.
AHRQ-funded; HS022119.
Citation: Ness GL, Sheehan AH, Snyder ME .
Graduating student pharmacists' perspectives on e-professionalism and social media: qualitative findings.
J Am Pharm Assoc 2014 Mar-Apr;54(2):138-43. doi: 10.1331/JAPhA.2014.13188..
Keywords: Education: Academic, Education: Continuing Medical Education, Provider: Pharmacist, Social Media
Pershing S, Fuchs VR
Restructuring medical education to meet current and future health care needs.
The authors ask whether the duration, sequencing, and requirements of medical education are appropriate to meet current and future challenges to medical care. They conclude that a much more agile system that prepares physicians to practice in a changing environment is needed. This will require change at both the macro regulatory level (e.g., accreditation bodies and specialty boards) as well as the micro level of individual programs taking initiative in innovation.
AHRQ-funded; HS000028.
Citation: Pershing S, Fuchs VR .
Restructuring medical education to meet current and future health care needs.
Acad Med 2013 Dec;88(12):1798-801. doi: 10.1097/acm.0000000000000020..
Keywords: Education: Academic, Education: Continuing Medical Education, Education: Curriculum