المؤلفون: Brackmann, Melissa, Carballo, Erica, Uppal, Shitanshu, Torski, Julie, Reynolds, R. Kevin, McLean, Karen

المصدر: Gynecologic Oncology ; volume 157, issue 2, page 487-493 ; ISSN 0090-8258

مصطلحات موضوعية: Obstetrics and Gynecology, Oncology

الإتاحة: https://doi.org/10.1016/j.ygyno.2020.01.036Test
https://api.elsevier.com/content/article/PII:S0090825820300895?httpAccept=text/xmlTest
https://api.elsevier.com/content/article/PII:S0090825820300895?httpAccept=text/plainTest

المؤلفون: McLaughlin, Hannah D., Greco, Patricia, Straubhar, Alli M., Rolston, Aimee, McCool, Kevin, Brackmann, Melissa, Siedel, Jean H., McLean, Karen, Reynolds, R. Kevin, Uppal, Shitanshu

المصدر: Gynecologic Oncology ; volume 178, page 89-95 ; ISSN 0090-8258

مصطلحات موضوعية: Obstetrics and Gynecology, Oncology

الإتاحة: https://doi.org/10.1016/j.ygyno.2023.10.001Test
https://api.elsevier.com/content/article/PII:S0090825823014920?httpAccept=text/xmlTest
https://api.elsevier.com/content/article/PII:S0090825823014920?httpAccept=text/plainTest

المؤلفون: Brackmann, Melissa, Stasenko, Marina, Uppal, Shitanshu, Erba, Jake, Reynolds, R. Kevin, McLean, Karen

المساهمون: University of Michigan Department of Obstetrics and Gynecology Ansbacher Resident Research Fund

المصدر: BMC Cancer ; volume 18, issue 1 ; ISSN 1471-2407

مصطلحات موضوعية: Cancer Research, Genetics, Oncology

الإتاحة: https://doi.org/10.1186/s12885-018-4082-6Test

المؤلفون: Rolston, Aimee, Brackmann, Melissa, Mclean, Karen, Reynolds, R., Marzano, David, Malone, Anita

المصدر: Obstetrics & Gynecology ; volume 134, issue 1, page 49S-49S ; ISSN 0029-7844

الوصف: PURPOSE: This project sought to develop and assess a curriculum to improve resident knowledge of and comfort in managing common postoperative issues. BACKGROUND: Junior obstetrics/gynecology residents enter training with varied experience in post-operative management. They are often the first contact for surgical patients with little formal education on post-operative issues. METHODS: Eleven common post-operative issues were identified based on literature review, resident experience and gynecology/gynecologic oncology faculty input. Topic based curriculum included: example case, pathophysiology, differential diagnosis, next steps, and useful resources. It was presented at two educational sessions, involving lectures and small-group simulations. Residents completed a pre and post-assessment questionnaire assessing comfort level in managing (10-point Likert scale) and baseline knowledge about (content-specific questions) the topics. RESULTS: Twenty-three residents participated. Seventeen completed one or both pre-assessment surveys (nine junior residents). Ten completed one or both post-assessment surveys (five junior residents). All post-assessment respondents reported improved knowledge of issues covered. Average self-rated comfort level increased for ten of eleven topics amongst junior residents (average increase 1.6 points (range 0.5–3.2; p = 0.02)). Largest increase in score was for hypoxia and low urine output. Average scores maintained or improved for 80% of the content questions (not significant). Residents had no preference for lecture versus small group format. DISCUSSION: As a result of directed teaching, resident knowledge of post-operative issues showed measurable improvement. Resident comfort level in management increased significantly for 90% of topics covered, most noticeably amongst junior residents. A systematic, resident-led curriculum on post-operative management can improve resident knowledge and patient care.

الإتاحة: https://doi.org/10.1097/01.aog.0000585564.84430.36Test

المؤلفون: Kempner, Samantha, Brackmann, Melissa, Kobernik, Emily, Skinner, Bethany, Bollinger, Megan, Hammoud, Maya, Morgan, Helen

المصدر: Journal of Interprofessional Care ; volume 34, issue 3, page 373-379 ; ISSN 1356-1820 1469-9567

الإتاحة: https://doi.org/10.1080/13561820.2019.1681947Test

المؤلفون: Horner, Whitney, Peng, Katherine, Pleasant, Versha, Brackmann, Melissa, Ebott, Jasmine, Gutfreund, Rachel, McLean, Karen, Reynolds, R. Kevin, Uppal, Shitanshu

المصدر: Gynecologic Oncology ; volume 154, issue 2, page 283-289 ; ISSN 0090-8258

مصطلحات موضوعية: Obstetrics and Gynecology, Oncology

الإتاحة: https://doi.org/10.1016/j.ygyno.2019.05.023Test
https://api.elsevier.com/content/article/PII:S0090825819312673?httpAccept=text/xmlTest
https://api.elsevier.com/content/article/PII:S0090825819312673?httpAccept=text/plainTest

المؤلفون: Kempner, Samantha, Morgan, Helen, Kobernik, Emily, Brackmann, Melissa

المصدر: Obstetrics & Gynecology ; volume 130, issue 1, page 52S-52S ; ISSN 0029-7844

الوصف: BACKGROUND: Interprofessional education is often part of early medical school curricula; however, as learners progress through their training, there is often less instruction in this important area. Little is known of the impact of clinical exposure on medical students' and residents' attitudes toward physician–nurse collaboration. METHODS: Third-year medical students and residents completed the validated Jefferson Survey of Attitudes Toward Physician–Nurse Collaboration. This instrument has 20 questions in which trainees indicate their level of agreement with statements regarding physician–nurse collaboration. All items were scored on a 4-point Likert scale (1=strongly disagree to 4=strongly agree). Student and resident scores were compared using Student's t tests. RESULTS: The survey was completed by 129 medical students and 260 residents. The response rate for medical students was 75% and for residents was 16.5%. Resident respondents agreed more strongly with the notion of physician as dominant authority, “the primary function of the nurse is to carry out the physician's orders” (students: 2.02±0.72 versus residents: 2.45±0.82; P =.0001) and “doctors should be the dominant authority in all health care matters” (students: 2.36±0.84 versus residents: 2.67±0.89; P =.0011). DISCUSSION: Resident physicians' perceptions of the physician–nurse relationship are significantly less favorable than the views of 3rd-year medical students, particularly in the area of authority. There may be some aspects of the hidden curriculum which contribute to the development of these interprofessional attitudes.

الإتاحة: https://doi.org/10.1097/01.aog.0000525779.60358.c2Test
https://journals.lww.com/00006250-201710001-00045Test

المؤلفون: Kempner, Samantha¹ skempner@med.umich.edu, Brackmann, Melissa¹, Kobernik, Emily¹, Skinner, Bethany¹, Bollinger, Megan¹, Hammoud, Maya¹, Morgan, Helen¹

المصدر: Journal of Interprofessional Care. May/Jun2020, Vol. 34 Issue 3, p373-379. 7p. 3 Charts, 2 Graphs.

مصطلحات موضوعية: *AUTHORITY, *INTERNSHIP programs, *INTERPROFESSIONAL relations, *MEDICAL schools, *PSYCHOLOGY of medical students, *MEDICAL specialties & specialists, *NURSE-physician relationships, *RESPONSIBILITY, *T-test (Statistics), *UNIVERSITIES & colleges, *DESCRIPTIVE statistics

مستخلص: While interprofessional collaboration is a critical aspect of optimal patient care, practicing physicians often have sub-optimal attitudes regarding the importance of collaboration with their nursing colleagues. The impact of clinical training on medical students' and residents' attitudes toward physician-nurse collaboration has not been investigated. The primary goal of our study was to examine if learners at different stages in their medical training had more or less favorable attitudes regarding interprofessional collaboration (IPC). A secondary goal was to compare residents in procedural versus non-procedural specialties to determine if attitudes toward IPC varied by specialty type. Third-year medical students and residents at a large public university completed the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration. Student (n = 129) and resident (n = 292) scores were compared using Student's t-tests. Resident responses were further analyzed by specialty type. Students' perceptions of the physician-nurse relationship were significantly more favorable than the views of residents, particularly in the "Authority" and "Responsibility" domains. Residents in procedural specialties had less favorable attitudes toward physician-nurse collaboration than those in non-procedural specialties. Our findings highlight the importance of developing effective interventions for improving interprofessional collaboration during medical training. [ABSTRACT FROM AUTHOR]

المؤلفون: Brackmann, Melissa W., Andreatta, Pamela, McLean, Karen, Reynolds, R. Kevin

المصدر: Surgical Endoscopy ; volume 31, issue 7, page 3033-3039 ; ISSN 0930-2794 1432-2218

مصطلحات موضوعية: Surgery

الإتاحة: https://doi.org/10.1007/s00464-016-5323-xTest

المؤلفون: Brackmann, Melissa, Reynolds, R. Kevin, Uppal, Shitanshu, McLean, Karen

المصدر: Obstetrics & Gynecology ; volume 128, issue 3, page 617-620 ; ISSN 0029-7844

الوصف: Almost all residency programs require a resident research project, yet teaching and mentoring of the required skills are often lacking. We established an every-other-week gynecologic oncology research workgroup at our institution for obstetrics and gynecology faculty, fellows, and residents with the goal of increasing resident research education, involvement, and productivity. An informal, discussion-style format was adopted as a forum for brainstorming research ideas, formulating study protocols, and collaborating on institutional review board submissions. Additional aims included editorial feedback on abstracts and manuscripts as well as oral presentation preparation. The academic productivity of trainees mentored by the gynecologic oncology division was queried for 27 months before and 27 months after workgroup initiation, specifically assessing resident involvement in institutional review board submission, abstract presentation, and manuscript preparation. Institution of our workgroup was associated with a dramatic increase in resident research output, including manuscript preparation and presentations at national meetings. We describe our experience because it may benefit other residency programs wishing to improve both resident research education and productivity.

الإتاحة: https://doi.org/10.1097/aog.0000000000001574Test
https://journals.lww.com/00006250-201609000-00027Test