ID Consecutivo : 1642

Titulo

serie

Editorial

 

ISBN

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill. The culture in surgical specialties does not always prioritize feedback regarding this skill. OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students about their medical documentation. STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com- pleted their 6-week obstetrics and gynecology clerkship. RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card. Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90% (P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference (P=.3) in outcomes between the simplified and detailed cards. CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ- ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes and increased faculty satisfaction.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 1642

Titulo

Editorial

 

Año de publicación Edición Primera Segunda Tercera Cuarta Quita Sexta Septima Octava Novena Decima Selecione una

Paginas Existencias 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Resumen
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill. The culture in surgical specialties does not always prioritize feedback regarding this skill. OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students about their medical documentation. STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com- pleted their 6-week obstetrics and gynecology clerkship. RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card. Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90% (P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference (P=.3) in outcomes between the simplified and detailed cards. CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ- ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes and increased faculty satisfaction.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

Signatura topografica:

ID Consecutivo : 1642

Titulo

Tipo : Ley Decreto Norma Resolucion Circular Directiva

 

Año de publicación

Resumen
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill. The culture in surgical specialties does not always prioritize feedback regarding this skill. OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students about their medical documentation. STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com- pleted their 6-week obstetrics and gynecology clerkship. RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card. Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90% (P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference (P=.3) in outcomes between the simplified and detailed cards. CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ- ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes and increased faculty satisfaction.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1642

Titulo

Autor como conferencia

Paginas

 

Año de publicación

Resumen
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill. The culture in surgical specialties does not always prioritize feedback regarding this skill. OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students about their medical documentation. STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com- pleted their 6-week obstetrics and gynecology clerkship. RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card. Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90% (P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference (P=.3) in outcomes between the simplified and detailed cards. CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ- ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes and increased faculty satisfaction.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1642

Titulo

 

Año de publicación

Producción de publicación

Volumen

ISBN

Frecuencia

Resumen
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill. The culture in surgical specialties does not always prioritize feedback regarding this skill. OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students about their medical documentation. STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com- pleted their 6-week obstetrics and gynecology clerkship. RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card. Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90% (P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference (P=.3) in outcomes between the simplified and detailed cards. CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ- ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes and increased faculty satisfaction.

 

Adjunte la portada del libro Si no tiene una imagen, descargue aqui la imagen de Ascofame

Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1642

Titulo videos

Año de publicación

Resumen
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill. The culture in surgical specialties does not always prioritize feedback regarding this skill. OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students about their medical documentation. STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com- pleted their 6-week obstetrics and gynecology clerkship. RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card. Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90% (P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference (P=.3) in outcomes between the simplified and detailed cards. CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ- ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes and increased faculty satisfaction.

 

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

https://www.sciencedirect.com/science/article/pii/S2666577822000661?via%3Dihub

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Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores

 

ID Consecutivo : 1642

Titulo

Titulo Revista

ISSN

Año de publicación Suplemento

Numero: Volumen

Pagina Inicial Pagina Final

Resumen
BACKGROUND: Students need feedback on written documentation to optimize their long-term development of this important clinical skill. The culture in surgical specialties does not always prioritize feedback regarding this skill. OBJECTIVE: This study aimed to examine the effectiveness of 2 specific forms to improve the quantity and quality of feedback to students about their medical documentation. STUDY DESIGN: In a multiphase quality improvement project, medical students were surveyed after the obstetrics and gynecology clerkship regarding their experience of receiving feedback on written notes. The proportions of students who received feedback on notes and those rating the feedback as meaningful were measured before and after the implementation of a required, formative feedback card. In phase 2, students were randomized to use a simplified feedback card or the original detailed card, and outcomes were compared. This study was conducted at the Medical University of South Carolina, a tertiary care academic medical center. The participants included third-year medical students that com- pleted their 6-week obstetrics and gynecology clerkship. RESULTS: Before the intervention, of 82 students, 70 (85%) and 55 (67%) received feedback on written notes in the inpatient and outpatient settings, respectively, which increased to 99.6% (254/255) and 98.5% (251/255) (P<.001) after the implementation of any feedback card. Moreover, the proportion of students who felt the feedback helped them improve their clinical documentation skills increased from 72% to 90% (P<.001) with the use of a feedback card. These improvements were noted in all clinical units within the clerkship. There was no difference (P=.3) in outcomes between the simplified and detailed cards. CONCLUSION: A formative card is a simple, cost-effective, low-resource intervention that can increase both the quantity and quality of writ- ten note feedback that students receive during their obstetrics and gynecology clerkship. A less detailed card achieved comparable outcomes and increased faculty satisfaction.

 

Base de datos bibliográfica Base de datos bibliográfica Seleccione una Access Medicine Biblioteca VirtualenSalud(BVS) Cochrane Central Dialnet Lilacs-Literatura Latinoamericana en Ciencias de la Salud Medline-PubMed Redalyc ScienceDirect SciELO-Scientific Electronic Library Online WHOLIS Otra

Imagen de portada

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Idioma Español Inglés Portugués Francés Alemán

 

Tipo de Acceso

Restringido(ASCOFAME)

Libre

Registrado

Palabras clave

Coleccion ASCOFAME: Desarrollo Profesional continuo Desarrollo Profesional continuo Gestion curricular Calidad y acreditacion Evaluacion Investigacion Desarrollo Profesional

Disponibilidad:	Digital	Físico	Físico y Digital	Link Externo

Cargue el Documento

Ingrese el Link: ejemplo: http://www.google.com.co

 

Publico	Pregrado	Posgrado	Decanatura
Objetivo:	Docentes	Médicos	Investigadores
	Clínicos	Educadores Médicos	Otros profesionales de la salud
	Evaluadores