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Pre/Post Comparison Of Medical Students' Self-Reported Competence Ratings For Content And Skill Areas Included In An End Of Third Year Assessment, Mary L. Zanetti, Eric J. Alper, Wendy L. Gammon, Michele P. Pugnaire, Michele M. Carlin, Urip Purwono, Susan V. Barrett, Laura A. Sefton Dec 2015

Pre/Post Comparison Of Medical Students' Self-Reported Competence Ratings For Content And Skill Areas Included In An End Of Third Year Assessment, Mary L. Zanetti, Eric J. Alper, Wendy L. Gammon, Michele P. Pugnaire, Michele M. Carlin, Urip Purwono, Susan V. Barrett, Laura A. Sefton

Mary L. Zanetti

The End of Third Year Assessment (EOTYA) evaluates medical students using multiple objective Structured Clinical Examinations (OSCE) and offers comprehensive feedback to students on their content knowledge and skills. This study measures the change in students' perceived level of competence before and after completing the EOTYA. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2004.


A Survey Study Of Evidence-Based Medicine Training In Us And Canadian Medical Schools, Maria A. Blanco, Carol F. Capello, Josephine L. Dorsch, Gerald (Jerry) Perry, Mary L. Zanetti Feb 2015

A Survey Study Of Evidence-Based Medicine Training In Us And Canadian Medical Schools, Maria A. Blanco, Carol F. Capello, Josephine L. Dorsch, Gerald (Jerry) Perry, Mary L. Zanetti

Mary L. Zanetti

PURPOSE: The authors conducted a survey examining (1) the current state of evidence-based medicine (EBM) curricula in US and Canadian medical schools and corresponding learning objectives, (2) medical educators' and librarians' participation in EBM training, and (3) barriers to EBM training. METHODS: A survey instrument with thirty-four closed and open-ended questions was sent to curricular deans at US and Canadian medical schools. The survey sought information on enrollment and class size; EBM learning objectives, curricular activities, and assessment approaches by year of training; EBM faculty; EBM tools; barriers to implementing EBM curricula and possible ways to overcome them; and innovative ...


A Longitudinal Study Of Multicultural Curriculum In Medical Education, Mary L. Zanetti, An Dinh, Laura Hunter, Michael A. Godkin, Warren J. Ferguson Feb 2015

A Longitudinal Study Of Multicultural Curriculum In Medical Education, Mary L. Zanetti, An Dinh, Laura Hunter, Michael A. Godkin, Warren J. Ferguson

Mary L. Zanetti

OBJECTIVE: To evaluate impact a multicultural interclerkship had on students' perception of knowledge, interview skills, and empathy towards serving culturally diverse populations and role student demographics played in learning. METHODS: Data extracted from students' self-reported course evaluations and pre/post questionnaires during multiculturalism interclerkship across 11 academic years. Inquired students' opinion about four areas: effectiveness, small group leaders, usefulness, and overall experience. Subscale and item ratings were compared using trend tests including multivariate analyses. RESULTS: During studied years, 883 students completed course evaluation with high overall mean rating of 3.08 (S = 0.45) and subscale mean scores ranging from ...


Setting The Standard For A High-Stakes End Of Third Year Assessment, Mary L. Zanetti, Michele M. Carlin, Laura A. Sefton, Wendy L. Gammon, Sarah M. Mcgee, Michele P. Pugnaire Jan 2010

Setting The Standard For A High-Stakes End Of Third Year Assessment, Mary L. Zanetti, Michele M. Carlin, Laura A. Sefton, Wendy L. Gammon, Sarah M. Mcgee, Michele P. Pugnaire

Mary L. Zanetti

Purpose: - Conduct modified Angoff standard setting procedure due to planned move to “high-stakes” End of Third Year Assessment (EOTYA) - Assess the result of applying cutoffs to EOTYA student performance data - Analyze judges’ perceptions and confidence in setting cutoffs for three skill areas across seven Objective Structured Clinical Examinations (OSCEs) Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2007.


Simulated Basic Skills Training: Graduate Nursing Students Teaching Medical Students: A Work In Progress, Janet Hale, Sarah M. Mcgee, Mary L. Zanetti, Mai-Lan Rogoff, Melinda F. Taylor, Carolyn Kelly, Mitchell Cahan, Robin Toft Klar, Carol A. Jaffarian, Sheldon L. Hollins, Linda Chellali, Steven Degurski, Melissa Plourde, Susan Lattanzi, Ann Defosse, Nancy Bettez, Joan Morrison, Stella Quartey Jan 2010

Simulated Basic Skills Training: Graduate Nursing Students Teaching Medical Students: A Work In Progress, Janet Hale, Sarah M. Mcgee, Mary L. Zanetti, Mai-Lan Rogoff, Melinda F. Taylor, Carolyn Kelly, Mitchell Cahan, Robin Toft Klar, Carol A. Jaffarian, Sheldon L. Hollins, Linda Chellali, Steven Degurski, Melissa Plourde, Susan Lattanzi, Ann Defosse, Nancy Bettez, Joan Morrison, Stella Quartey

Mary L. Zanetti

For a number of years, Advanced Practice Nursing (APN) students have taught interested 1st year medical students to perform intramuscular injections prior to their participation in community flu clinics. When several 4th year medical students needed documentation of competency in intravenous (IV) cannulation prior to participating in an elective rotation at another institution, the Medical School's Dean of Students called the Director of Interdisciplinary Partnerships in the Graduate School of Nursing to request assistance. In fact, all medical students need IV therapy training prior to graduation, not just those who seek out visiting clerkships at other medical schools. Integration ...


Residents Report On The Importance Of An Undergraduate End Of Life Interclerkship, Stacey J. Kadish, Mary L. Zanetti, Laura A. Sefton, Susan V. Barrett, Marjorie Clay, David M. Clive, Julie A. Jonassen, Michele P. Pugnaire Jan 2010

Residents Report On The Importance Of An Undergraduate End Of Life Interclerkship, Stacey J. Kadish, Mary L. Zanetti, Laura A. Sefton, Susan V. Barrett, Marjorie Clay, David M. Clive, Julie A. Jonassen, Michele P. Pugnaire

Mary L. Zanetti

Does the perceived value of a third year End of Life (EOL) Interclerkship change after medical students complete their first year of residency? Several research studies indicate students’ perceptions about specific learning experiences change after graduating from medical school.

The value that medical students put on their education of end of life issues increases after they leave medical school. This finding highlights the importance of teaching end of life issues to undergraduate medical students.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006.


Pre/Post Comparison Of Medical Students' Self-Reported Competence Ratings For Content And Skill Areas Included In An End Of Third Year Assessment, Mary L. Zanetti, Eric J. Alper, Wendy L. Gammon, Michele P. Pugnaire, Michele M. Carlin, Urip Purwono, Susan V. Barrett, Laura A. Sefton Jan 2010

Pre/Post Comparison Of Medical Students' Self-Reported Competence Ratings For Content And Skill Areas Included In An End Of Third Year Assessment, Mary L. Zanetti, Eric J. Alper, Wendy L. Gammon, Michele P. Pugnaire, Michele M. Carlin, Urip Purwono, Susan V. Barrett, Laura A. Sefton

Mary L. Zanetti

The End of Third Year Assessment (EOTYA) evaluates medical students using multiple objective Structured Clinical Examinations (OSCE) and offers comprehensive feedback to students on their content knowledge and skills. This study measures the change in students' perceived level of competence before and after completing the EOTYA.

Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2004.


Diversity Climate Survey Results: Changing Institutional Culture, Mary L. Zanetti, Marian V. Wilson, Michele M. Carlin, Susan V. Barrett, Stacey J. Kadish Jan 2010

Diversity Climate Survey Results: Changing Institutional Culture, Mary L. Zanetti, Marian V. Wilson, Michele M. Carlin, Susan V. Barrett, Stacey J. Kadish

Mary L. Zanetti

 Purpose: To gather and analyze data at two points in time on perceptions of institutional values connected to a wide range of diversity issues. This study gauges student, faculty, and staff views on institutional support of diversity with results guiding future inclusion and training efforts within the organization. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2008.


Increasing The Depth Of The Recruitment Pool For Future Women Academic Leaders: Should We Begin With Medical School Electives?, Stacey J. Kadish, Susan V. Barrett, Michele M. Carlin, Laura A. Sefton, Mary L. Zanetti, Michele P. Pugnaire Jan 2010

Increasing The Depth Of The Recruitment Pool For Future Women Academic Leaders: Should We Begin With Medical School Electives?, Stacey J. Kadish, Susan V. Barrett, Michele M. Carlin, Laura A. Sefton, Mary L. Zanetti, Michele P. Pugnaire

Mary L. Zanetti

A 2002 report from the AAMC Project Implementation Committee indicated, “The pool from which to recruit women academic leaders remains shallow” (Bickel, et al., 2002). Since hen, much attention has been focused on improving conditions for women at the faculty level. Yet, few studies address the possibility that the medical school experience could impact the initial depth in this recruitment pool. Is there a trend in medical school that may be negatively impacting women’s success in pursuing a career in academia? Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006.


Tracking The Longitudinal Stability Of Medical Students’ Perceptions Using The Aamc Graduation Questionnaire And Serial Evaluation Surveys, Michele P. Pugnaire, Mary L. Zanetti, Urip Purwono, Michele M. Carlin Jan 2010

Tracking The Longitudinal Stability Of Medical Students’ Perceptions Using The Aamc Graduation Questionnaire And Serial Evaluation Surveys, Michele P. Pugnaire, Mary L. Zanetti, Urip Purwono, Michele M. Carlin

Mary L. Zanetti

Reports on a study that examined the longitudinal stability of student perceptions of their medical education over time, as measured by the AAMC Graduation Questionnaire survey and other satisfaction surveys. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2004.


Weaving The Threads Of Multiculturalism Throughout Medical Education, Susan V. Barrett, Gina M. Gentile, Mary L. Zanetti, Warren J. Ferguson, Michael A. Godkin, Julie A. Jonassen, Michele P. Pugnaire Jan 2010

Weaving The Threads Of Multiculturalism Throughout Medical Education, Susan V. Barrett, Gina M. Gentile, Mary L. Zanetti, Warren J. Ferguson, Michael A. Godkin, Julie A. Jonassen, Michele P. Pugnaire

Mary L. Zanetti

How do medical students learn about the healthcare impact of essential multiculturalism issues in an increasingly diverse population? This study gauges student participation in a variety of multiculturalism curricula and student assessment of curriculum time devoted to multiculturalism at school versus national levels.


Using A Targeted Osce Station To Measure Unprofessional Behavior, Mary L. Zanetti, Eric J. Alper, Wendy L. Gammon, Kathleen M. Mazor, David S. Hatem, Sarah M. Mcgee, Michele P. Pugnaire Jan 2010

Using A Targeted Osce Station To Measure Unprofessional Behavior, Mary L. Zanetti, Eric J. Alper, Wendy L. Gammon, Kathleen M. Mazor, David S. Hatem, Sarah M. Mcgee, Michele P. Pugnaire

Mary L. Zanetti

Standardized patients are widely used in medical education but their use to assess professionalism is limited. With grant support from the Edward J. Stemmler, MD Medical Education Research Fund (“Stemmler Fund”) of the National Board of Medical Examiners (NBME), the usefulness of standardized patients (SPs) in the assessment of professional behavior was investigated. A targeted professionalism OSCE station featuring a values conflict was written. A professionalism instrument was developed and subsequently revised during the course of the study, with the final version containing various components of American Board of Internal Medicine (ABIM) core set of eight professionalism attributes and several ...


Measuring Unprofessional Behavior During An 8-Station Osce, Mary L. Zanetti, Sarah M. Mcgee, Michele M. Carlin, Laura A. Sefton, Wendy L. Gammon, Eric J. Alper, Michele P. Pugnaire Jan 2010

Measuring Unprofessional Behavior During An 8-Station Osce, Mary L. Zanetti, Sarah M. Mcgee, Michele M. Carlin, Laura A. Sefton, Wendy L. Gammon, Eric J. Alper, Michele P. Pugnaire

Mary L. Zanetti

 Standardized patients (SPs) are widely used in medical education but their use to assess professionalism is limited. This study investigated the utility of SPs assessing unprofessional behavior during an annual end of third year Objective Structured Clinical Examination (OSCE). Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2006.


Rolling Out A State-Of-The-Art Simulation Center: Early Experiences, Mary L. Zanetti, Laura A. Sefton, Lisa D. Atwell, Sarah M. Mcgee, Melinda F. Taylor, Susan J. Pasquale, Michele P. Pugnaire Jan 2010

Rolling Out A State-Of-The-Art Simulation Center: Early Experiences, Mary L. Zanetti, Laura A. Sefton, Lisa D. Atwell, Sarah M. Mcgee, Melinda F. Taylor, Susan J. Pasquale, Michele P. Pugnaire

Mary L. Zanetti

The Simulation Center, opened in the Fall 2006, contains state-of-the-art simulation technology (e.g., high-fidelity adult and pediatric mannequins, task trainers, and real-time/recorded observation and scenario review via audio-visual equipment) that provides an interactive learning environment designed to replicate the clinical setting. It is available to the School of Medicine, Graduate Medical Education, the School of Nursing, and the Graduate School of Biomedical Sciences. Event facilitators (i.e., faculty or residents) were asked to assess their initial perception and utilization of the center.

Presented at the 2008 Society on Simulation in Healthcare Conference.


Listening To The New Student Voice: How They Learn, Stacey J. Kadish, Gina M. Gentile, Susan V. Barrett, Mary L. Zanetti, Thomas W. Smith, Michele P. Pugnaire Jan 2010

Listening To The New Student Voice: How They Learn, Stacey J. Kadish, Gina M. Gentile, Susan V. Barrett, Mary L. Zanetti, Thomas W. Smith, Michele P. Pugnaire

Mary L. Zanetti

In 2003 it was forecasted that medical students’preclinical learning would mostly consist of large portions of educational training and instruction provided on the internet and other technology tools, while the traditional lecture format would become more infrequent. Five years later many medical schools have adapted to this new technological-enhanced learning environment. No one can argue that today’s millennial generation of medical students is more familiar with technology than their predecessors. However, does this technology savvy generation report that these new tools are indeed superior when compared to the traditional tools of facilitating learning and understanding in the preclinical ...


Independent Learning: Emerging Themes, Stacey J. Kadish, Gina M. Gentile, Susan V. Barrett, Michele M. Carlin, Mary L. Zanetti, Michele P. Pugnaire Jan 2010

Independent Learning: Emerging Themes, Stacey J. Kadish, Gina M. Gentile, Susan V. Barrett, Michele M. Carlin, Mary L. Zanetti, Michele P. Pugnaire

Mary L. Zanetti

Previous research findings suggest “independent learning” appeared to be the single most useful method for helping students facilitate learning in their preclinical years. This study extends upon our prior work exploring students’ definition of independent learning. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2009.


Advisor/Mentor Role In Guiding Future Primary Care Physicians, Stacey J. Kadish, Gina M. Gentile, Laura A. Sefton, Mary L. Zanetti, Michele P. Pugnaire Jan 2010

Advisor/Mentor Role In Guiding Future Primary Care Physicians, Stacey J. Kadish, Gina M. Gentile, Laura A. Sefton, Mary L. Zanetti, Michele P. Pugnaire

Mary L. Zanetti

One component of UMMS’s mission is to provide affordable, high-quality medical education to state residents and to increase the number of PCPs practicing in underserved areas of the state. This study responds to our growing need to recruit future PCPs by investigating differences in relationships with advisors/mentors between those students who pursue a primary care residency and those who do not. Presented at the AAMC (Association of American Colleges) Annual Meeting, RIME (Research in Medical Education) Program, November 2009.


Stemtec Evaluation Report For Year 4 (Fall 2000/Spring 2001), Stephen G. Sireci, Mary L. Zanetti, Sharon Cadman Slater, Joseph B. Berger Oct 2009

Stemtec Evaluation Report For Year 4 (Fall 2000/Spring 2001), Stephen G. Sireci, Mary L. Zanetti, Sharon Cadman Slater, Joseph B. Berger

Mary L. Zanetti

The Year 4 evaluation of the Science, Technology, Engineering, and Mathematics Teacher Education Collaborative (STEMTEC) project. STEMTEC is a project funded by the National Science Foundation (NSF). The STEMTEC project is collaborative, involving eight colleges and Universities in Western Massachusetts, as well as several K-12 public school districts. The Collaborative officially began as a five-year project, with NSF funding, beginning in the fall of 1997.


Diversity Among Equals: Educational Opportunity And The State Of Affirmative Admissions In New England, Stephen P. Coelen, Joseph B. Berger, Patricia H. Crosson, Suzanne M. Smith, Stephanie A. Eckman, Kathryn A. Mcdermott, Stephen G. Sireci, Preston C. Green, Mary L. Zanetti Oct 2009

Diversity Among Equals: Educational Opportunity And The State Of Affirmative Admissions In New England, Stephen P. Coelen, Joseph B. Berger, Patricia H. Crosson, Suzanne M. Smith, Stephanie A. Eckman, Kathryn A. Mcdermott, Stephen G. Sireci, Preston C. Green, Mary L. Zanetti

Mary L. Zanetti

This report reviews the practice of Affirmative Admissions as a strategy for achieving diversity within New England colleges and universities. It shows how educational leaders perceive Affirmative Admissions, the nature of regional Affirmative Admissions policies, and the numbers of student affected by current enrollment strategies. This report is part of a larger series on educational access and opportunity in New England. Research was organized into five components: (1) analysis of pertinent legal issues related to postsecondary access and equity; (2) interviews with postsecondary campus and state leaders (n=104); (3) interviews with K-12 leaders and educators at state, district, and ...