Research Topics
| C D HobgoodSummaryAffiliation: University of North Carolina Country: USA Publications
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Publications
Emergency medicine resident errors: identification and educational utilizationC D Hobgood
Department of Emergency Medicine, University of North Carolina School of Medicine, Chapel Hill, NC 27599 7594, USA
Acad Emerg Med 7:1317-20. 2000..To evaluate the error management systems emergency medicine residency directors (EMRDs) use to identify and report clinical errors made by emergency medicine residents and their satisfaction with error-based teaching as an educational tool...- Griev_Ing: death notification skills and applications for fourth-year medical studentsCherri D Hobgood
Department of Emergency Medicine, UNC School of Medicine, Chapel Hill, North Carolina 27599, USA
Teach Learn Med 21:207-19. 2009.... - International Federation for Emergency Medicine model curriculum for medical student education in emergency medicineCherri Hobgood
University of North Carolina, Department of Emergency Medicine, UNC School of Medicine, CB 7594, UNC Hospitals, Chapel Hill, NC 27599, USA
Emerg Med Australas 21:367-72. 2009..We anticipate that there will be wide variability in how this curriculum is implemented and taught, reflecting the existing educational milieu, the resources available, and the goals of the institutions' educational leadership... - Outcome assessment in emergency medicine--a beginning: results of the Council of Emergency Medicine Residency Directors (CORD) emergency medicine consensus workgroup on outcome assessmentCherri Hobgood
School of Medicine, University of North Carolina, Chapel Hill, NC, USA
Acad Emerg Med 15:267-77. 2008.... - Patient race/ethnicity, age, gender and education are not related to preference for or response to disclosureC Hobgood
Department of Emergency Medicine, University of North Carolina Chapel Hill, 101 Manning Drive, Chapel Hill, North Carolina 27599, USA
Qual Saf Health Care 17:65-70. 2008.... - Medical error identification, disclosure, and reporting: do emergency medicine provider groups differ?Cherri Hobgood
Department of Emergency Medicine, University of North Carolina School of Medicine, Chapel Hill, NC, USA
Acad Emerg Med 13:443-51. 2006..To determine if the three types of emergency medicine providers--physicians, nurses, and out-of-hospital providers (emergency medical technicians [EMTs])--differ in their identification, disclosure, and reporting of medical error... - Do EMS personnel identify, report, and disclose medical errors?Cherri Hobgood
Department of Emergency Medicine, UNC School of Medicine, Chapel Hill, NC 27599, USA
Prehosp Emerg Care 10:21-7. 2006..To evaluate self-reports of prehospital providers' error frequency, disclosure, and reporting in their actual practice and in hypothetical scenarios... - Parental preferences for error disclosure, reporting, and legal action after medical error in the care of their childrenCherri Hobgood
Department of Emergency Medicine, University of North Carolina School of Medicine, Chapel Hill, North Carolina, USA
Pediatrics 116:1276-86. 2005..This study examined parental preferences for error disclosure and reporting; responses to error disclosure; and preferences and responses by race/ethnicity, gender, age, and insurance... - The influence of the causes and contexts of medical errors on emergency medicine residents' responses to their errors: an explorationCherri Hobgood
Department of Emergency Medicine, School of Medicine, University of North Carolina at Chapel Hill, 101 Manning Drive, Chapel Hill, NC 27599, USA
Acad Med 80:758-64. 2005..To determine emergency medicine residents' emotional and behavioral responses to their medical errors and examine associations between residents' responses to medical error and perceptions of their training... - The educational intervention "GRIEV_ING" improves the death notification skills of residentsCherri Hobgood
University of North Carolina Chapel Hill, Office of Educational Development, School of Medicine, CB 7530, 322 MacNider Bldg, Chapel Hill, NC 27599, USA
Acad Emerg Med 12:296-301. 2005..To accomplish this task, educators need practical, proven teaching and assessment tools focused on death notification skills... - Medical errors-what and when: what do patients want to know?Cherri Hobgood
Department of Emergency Medicine, UNC School of Medicine, Chapel Hill, NC 27599, USA
Acad Emerg Med 9:1156-61. 2002..3) To evaluate the role patients and families believe medical educators should play in this process... - Assessment of communication and interpersonal skills competenciesCherri D Hobgood
Department of Emergency Medicine, UNC School of Medicine, Chapel Hill, NC 27599 7495, USA
Acad Emerg Med 9:1257-69. 2002..Standardized patients and direct observation were identified as the criterion standard assessment methods of C-IP skills; however, other methods for assessment are also discussed... - Teamwork training with nursing and medical students: does the method matter? Results of an interinstitutional, interdisciplinary collaborationCherri Hobgood
Department of Emergency Medicine, UNC School of Medicine, CB 7594, UNC Hospitals, Chapel Hill, NC 27599, USA
Qual Saf Health Care 19:e25. 2010..The authors conducted a randomised controlled trial of four pedagogical methods commonly used to deliver teamwork training and measured the effects of each method on the acquisition of student teamwork knowledge, skills, and attitudes... - Error identification, disclosure, and reporting: practice patterns of three emergency medicine provider typesCherri Hobgood
Department of Emergency Medicine CH, The University of North Carolina School of Medicine, Chapel Hill, NC 27599, USA
Acad Emerg Med 11:196-9. 2004..To gather preliminary data on how the three major types of emergency medicine (EM) providers, physicians, nurses (RNs), and out-of-hospital personnel (EMTs), differ in error identification, disclosure, and reporting... - Profiles in patient safety: when an error occursCherri Hobgood
Department of Emergency Medicine, University of North Carolina School of Medicine, Chapel Hill, NC 27599, USA
Acad Emerg Med 11:766-70. 2004..Using a case-based format, this article focuses on the communication of error with patients, families, and colleagues and grounds error disclosure in the cultural milieu of medial ethics... - The meaning of justice in safety incident reportingBryan Jeffrey Weiner
Department of Health Policy and Administration, University of North Carolina at Chapel Hill, 1102 C McGavran Greenberg Hall, Chapel Hill, NC 27510, USA
Soc Sci Med 66:403-13. 2008..This model could assist those healthcare leaders interested in creating a just culture by clarifying the multiple meanings, antecedents, and consequences of justice... - Impact of the Liaison Committee on Medical Education requirements for emergency medicine education at U.S. schools of medicineSteven A McLaughlin
Department of Emergency Medicine, University of New Mexico, Albuquerque, NM 87131, USA
Acad Emerg Med 12:1003-9. 2005..The leadership of EM should recognize their increasingly important role within the school of medicine and be sensitive to additional requirements for faculty development and scholarship... - Using screen-based simulation to improve performance during pediatric resuscitationKevin J Biese
Department of Emergency Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Acad Emerg Med 16:S71-5. 2009..To assess the ability of a screen-based simulation-training program to improve emergency medicine and pediatric resident performance in critical pediatric resuscitation knowledge, confidence, and skills... - Teaching culturally appropriate care: a review of educational models and methodsCherri Hobgood
Office of Educational Development, University of North Carolina School of Medicine, Chapel Hill, NC, USA
Acad Emerg Med 13:1288-95. 2006..However, the literature addressing the true efficacy of such programs in leading to long-lasting change and improvement in minority patients' clinical outcomes remains insufficient... - Impact of emergency department volume on registered nurse time at the bedsideCherri Hobgood
Department of Emergency Medicine, University of North Carolina School of Medicine, Chapel Hill, NC 27414 7594, USA
Ann Emerg Med 46:481-9. 2005..We determine how emergency department (ED) registered nurses (RNs) allocate their time between various tasks and describe how RN task distribution changes as a function of various measures of ED patient volume and patient acuity... - Clinical assessment in emergency medicineNicholas Jouriles
Department of Emergency Medicine, Case Western Reserve University, MetroHealth Medical Center, and Cleveland Clinic Foundation Emergency Medicine Residency, Cleveland, OH 44109, USA
Acad Emerg Med 9:1289-94. 2002..Standardized patients and direct observation are the most promising for emergency medicine educators to use to assess this competency. There is much room for research and national standardization of methods... - Medical error during residency: to tell or not to tellArmando Hevia
Department of Emergency Medicine, University Hospital, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599, USA
Ann Emerg Med 42:565-70. 2003 - Industry relations with emergency medicine graduate medical education programsTerry Kowalenko
Department of Emergency Medicine, University of Michigan, Ann Arbor, MI, USA
Acad Emerg Med 16:1025-30. 2009..In addition, the team used a question-answer format to provide educators and residents with a practical approach to these interactions. The SAEM Board of Directors endorsed the guidelines in June 2009... - Emergency physicians and disclosure of medical errorsJohn C Moskop
Department of Medical Humanities, The Brody School of Medicine at East Carolina University, Greenville, NC 27834, USA
Ann Emerg Med 48:523-31. 2006.... - Resident-as-teacher: a suggested curriculum for emergency medicineSusan E Farrell
Department of Emergency Medicine, Brigham and Women s Hospital, Boston, MA 02115, USA
Acad Emerg Med 13:677-9. 2006..Many of these skills are adaptable to residents' interactions with each other and with students, other healthcare professionals, and patients. Each module and corresponding teaching exercises can be found at http://www.saem.org... - Clinical policy: critical issues in the evaluation and management of adult patients presenting to the emergency department with acute headacheJonathan A Edlow
Ann Emerg Med 52:407-36. 2008.... - Faculty development: academic opportunities for emergency medicine faculty on education career tracksWendy C Coates
Harbor UCLA Medical Center, Department of Emergency Medicine, Torrance, CA 90509 2910, USA
Acad Emerg Med 10:1113-7. 2003..The teaching portfolio is an effective means to document performance. Ongoing faculty development and sound mentoring relationships facilitate the academic advancement of clinician-educators...