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11 results on '"Sox, Colin M."'

1. Effect of a Novel Mindfulness Curriculum on Burnout During Pediatric Internship: A Cluster Randomized Clinical Trial

Author

Fraiman, Yarden S., Cheston, Christine C., Cabral, Howard J., Allen, Celeste, Asnes, Andrea G., Barrett, Jefferson T., Batra, Maneesh, Bernstein, William, Bleeker, Tammy, Dietz, Pam M., Lewis, Joanna, Li, Su-Ting T., Ma, T. Marsha, Mahan, John D., Michelson, Catherine D., Poynter, Sue E., Vining, Mark A., Watson, Katherine, and Sox, Colin M.

Published
2022
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3. Effect of a Novel Mindfulness Curriculum on Burnout During Pediatric Internship

Author

Fraiman, Yarden S., primary, Cheston, Christine C., additional, Cabral, Howard J., additional, Allen, Celeste, additional, Asnes, Andrea G., additional, Barrett, Jefferson T., additional, Batra, Maneesh, additional, Bernstein, William, additional, Bleeker, Tammy, additional, Dietz, Pam M., additional, Lewis, Joanna, additional, Li, Su-Ting T., additional, Ma, T. Marsha, additional, Mahan, John D., additional, Michelson, Catherine D., additional, Poynter, Sue E., additional, Vining, Mark A., additional, Watson, Katherine, additional, and Sox, Colin M., additional

Published
2022
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4. 6. A MULTICENTER CLUSTER RANDOMIZED CONTROLLED TRIAL OF A NOVEL MINDFULNESS CURRICULUM DURING PEDIATRIC INTERNSHIP

Author

Fraiman, Yarden S., primary, Cheston, Christine C., additional, Cabral, Howard J., additional, Allen, Celeste, additional, Barrett, Jefferson T., additional, Batra, Maneesh, additional, Bernstein, William, additional, Bleeker, Tammy, additional, Dietz, Pamela, additional, Lewis, Joanna, additional, Li, Su-Ting T., additional, Ma, Tehui M., additional, Mahan, John D., additional, Michelson, Catherine D., additional, Poynter, Sue E., additional, Vining, Mark A., additional, Watson, Katherine, additional, and Sox, Colin M., additional

Published
2020
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7. 2. BURNOUT AND EMPATHY DURING THE FIRST QUARTER OF PEDIATRIC INTERNSHIP

Author

Sox, Colin M., primary, Cheston, Christine M., additional, Allen, Celeste, additional, Asnes, Andrea G., additional, Barrett, Jefferson M., additional, Batra, Maneesh, additional, Bernstein, William, additional, Bleeker, Tammy, additional, Dietz, Pam M., additional, Lewis, Joanna, additional, Li, Su-Ting, additional, Ma, T.M., additional, Mahan, John D., additional, Michelson, Catherine D., additional, Poynter, Sue E., additional, Vining, Mark A., additional, Watson, Katherine, additional, and Fraiman, Yarden S., additional

Published
2019
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9. Efficacy of a Web-Based Oral Case Presentation Instruction Module: Multicenter Randomized Controlled Trial

Author

Sox, Colin M., primary, Tenney-Soeiro, Rebecca, additional, Lewin, Linda O., additional, Ronan, Jeanine, additional, Brown, Mary, additional, King, Marta, additional, Thompson, Rachel, additional, Noelck, Michelle, additional, Sutherell, Jamie S., additional, Silverstein, Michael, additional, Cabral, Howard J., additional, and Dell, Michael, additional

Published
2018
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11. Feedback on Oral Presentations During Pediatric Clerkships: A Randomized Controlled Trial.

Author

Sox, Colin M., Dell, Michael, Phillipi, Carrie A., Cabral, Howard J., Vargas, Gabriela, and Lewin, Linda O.

Subjects
*CHI-squared test, *CONFIDENCE intervals, *EVALUATION, *MEDICAL students, *MULTIVARIATE analysis, *PEDIATRICS, *PUBLIC speaking, *REGRESSION analysis, *RESEARCH funding, *SCALE analysis (Psychology), *LOGISTIC regression analysis, *RANDOMIZED controlled trials, *BLIND experiment, *DESCRIPTIVE statistics, *ODDS ratio
Abstract

OBJECTIVE: To measure the effects of participating in structured oral presentation evaluation sessions early in pediatric clerkships on students' subsequent presentations. METHODS: We conducted a single-blind, 3-arm, cluster randomized controlled trial during pediatric clerkships at Boston University School of Medicine, University of Maryland School of Medicine, Oregon Health & Science University, and Case Western Reserve University School of Medicine. Blocks of students at each school were randomly assigned to experience either (1) no formal presentation feedback (control) or a small-group presentation feedback session early in pediatric clerkships in which students gave live presentations and received feedback from faculty who rated their presentations by using a (2) single-item (simple) or (3) 18-item (detailed) evaluation form. At the clerkship end, overall quality of subjects' presentations was rated by faculty blinded to randomization status, and subjects reported whether their presentations had improved. Analyses included multivariable linear and logistic regressions clustered on clerkship block that controlled for medical school. RESULTS: A total of 476 participants were evenly divided into the 3 arms, which had similar characteristics. Compared with controls, presentation quality was significantly associated with participating in detailed (coefficient: 0.38; 95% confidence interval [Cl]: 0.07-0.69) but not simple (coefficient: 0.16; 95% Cl: —0.12-0.43) feedback sessions. Similarly, student self-report of presentation improvement was significantly associated with participating in detailed (odds ratio: 2.16; 95% Cl: 1.11-4.18] but not simple (odds ratio: 1.89; 95% Cl: 0.91-3.93) feedback sessions. CONCLUSIONS: Small-group presentation feedback sessions led by faculty using a detailed evaluation form resulted in clerkship students delivering oral presentations of higher quality compared with controls. [ABSTRACT FROM AUTHOR]

Published
2014
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