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Your search keyword '"Joel J. Heidelbaugh"' showing total 2 results
Start Over Author "Joel J. Heidelbaugh" Publisher society of teachers of family medicine
2 results on '"Joel J. Heidelbaugh"'

1. Examining an Evidence-Based Medicine Culture in Residency Education

Author

Donald Woolever, Gregory Castelli, Christopher P. Morley, John W. Epling, Misa Mi, Joel J. Heidelbaugh, and Emily M. Mader

Subjects
Time Factors, 020205 medical informatics, health care facilities, manpower, and services, education, MEDLINE, Organizational culture, 02 engineering and technology, 03 medical and health sciences, 0302 clinical medicine, health services administration, 0202 electrical engineering, electronic engineering, information engineering, Humans, Learning, 030212 general & internal medicine, Curriculum, health care economics and organizations, Medical education, Evidence-Based Medicine, Medical school, Internship and Residency, Residency program, Evidence-based medicine, Organizational Culture, United States, humanities, Socioeconomic Factors, Scale (social sciences), Sufficient time, Family Practice, Psychology
Abstract

Background and Objectives: Reports of innovations in evidence-based medicine (EBM) training have focused on curriculum design and knowledge gained. Little is known about the educational culture and environment for EBM training and the extent to which those environments exist in family medicine residencies in the United States. Methods: A literature review on this topic identified a validated EBM environment scale intended for learner use. This scale was adapted for completion by family medicine residency program directors (PDs) and administered through an omnibus survey. Responses to this scale were analyzed descriptively with program and PD demographics. An EBM culture score was calculated for each program and the results were regressed with the correlated demographics. Results: In our adapted survey, family medicine PDs generally rated their residencies high on the EBM culture scale, but admitted to challenges with faculty feedback to residents about EBM skills, ability to protect time for EBM instruction, and clinician skepticism about EBM. In linear regression analysis, the mean summary score on the EBM scale was lower for female PDs and in programs with a higher proportion of international medical school graduates. Conclusions: To improve the culture for EBM teaching, family medicine residency programs should focus on faculty engagement and support and the allocation of sufficient time for EBM education.

Published
2018

2. Opportunities for medical student engagement with family medicine.

Author

Heidelbaugh J, Cooke J, and Wimsatt L

Subjects
Career Choice, Clinical Clerkship organization & administration, Curriculum, Data Collection, Humans, Mentors, Schools, Medical statistics & numerical data, United States, Education, Medical, Undergraduate organization & administration, Faculty, Medical organization & administration, Family Practice education, Schools, Medical organization & administration
Abstract

Background and Objectives: Several factors have been linked to the decline in medical student choice of a career in primary care (eg, gender, race, family income, student debt), yet understanding remains limited regarding the availability of curricular and co-curricular experiences for medical students within family medicine that may play a role, particularly one-on-one opportunities such as faculty mentoring and advising. Our study sought to collect baseline data on family medicine learning experiences during predoctoral training., Methods: An online 21-question survey was sent to family medicine departments at US allopathic medical schools between January and March 2012 (84.6% response rate) to capture institutional representation and experiences within family medicine., Results: Most institutions reported offering family medicine interest groups (98.1%), electives (97.1%), and clerkships (90.4%). Career advising as an elective course component was available at 53.8% of schools and as part of a required course at 46.2%. Comparison of public versus private institutions revealed differences in rural medicine experiences, admissions preferences, and residency director involvement in hands-on and small- group teaching. Additional differences were noted by total enrollment, number of family medicine faculty in senior leadership positions, and proportion of full-time clinical faculty teaching family medicine., Conclusions: Availability of family medicine curricular programming, formal advising/mentoring opportunities, and full-time faculty as teachers and senior administrators differed across various characteristics of medical schools. Results can be used to direct future research on medical student engagement with family medicine educational experiences relative to recruitment.

Published
2013

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