Calvin L Chou

Summary

Affiliation: University of California
Country: USA

Publications

  1. doi request reprint Twelve tips for facilitating successful teleconferences
    Calvin L Chou
    University of California, San Francisco, USA
    Med Teach 34:445-9. 2012
  2. doi request reprint A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkships
    Calvin L Chou
    Department of Medicine, University of California, San Francisco, School of Medicine, and Veterans Affairs Medical Center, San Francisco, California 94121, USA
    Acad Med 86:1560-5. 2011
  3. doi request reprint Remediation workshop for medical students in patient-doctor interaction skills
    Calvin L Chou
    San Francisco VA Medical Center 111, 4150 Clement Street, San Francisco, CA 94121, USA
    Med Educ 42:537. 2008
  4. ncbi request reprint Multidisciplinary teaching of the musculoskeletal physical examination
    Calvin L Chou
    Department of Medicine, Veterans Affairs Medical Center, CA 94121, USA
    Med Educ 40:481-2. 2006
  5. doi request reprint Impact of an in-person versus web-based practice standardized patient examination on student performance on a subsequent high-stakes standardized patient examination
    Karen E Hauer
    Department of Medicine, University of California, San Francisco, California 94143 0131, USA
    Teach Learn Med 21:284-90. 2009
  6. pmc Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment
    Marieke Kruidering-Hall
    Department of Cellular and Molecular Pharmacology, University of California, S 1210D, Box 0450, 513 Parnassus Avenue, San Francisco, CA 94143 0450, USA
    J Gen Intern Med 24:721-6. 2009
  7. doi request reprint Clinical skills-related learning goals of senior medical students after performance feedback
    Anna Chang
    Division of Geriatrics, Department of Medicine, School of Medicine, University of California San Francisco, 4150 Clement Street, San Francisco, CA 94121, USA
    Med Educ 45:878-85. 2011
  8. ncbi request reprint Near-peer teaching in a formative clinical skills examination
    Shanthi M Colaco
    University of California at San Francisco, San Francisco, CA 94143 0131, USA
    Med Educ 40:1129-30. 2006
  9. doi request reprint Predicting failing performance on a standardized patient clinical performance examination: the importance of communication and professionalism skills deficits
    Anna Chang
    Acad Med 84:S101-4. 2009
  10. ncbi request reprint Physical examination teaching curriculum for senior medical students
    Calvin L Chou
    Department of Medicine, VA Medical Center, San Francisco, CA 94121, USA
    Med Educ 39:1151. 2005

Detail Information

Publications15

  1. doi request reprint Twelve tips for facilitating successful teleconferences
    Calvin L Chou
    University of California, San Francisco, USA
    Med Teach 34:445-9. 2012
    ..However, we found no medical literature to assist with developing best practices in telecommunication...
  2. doi request reprint A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkships
    Calvin L Chou
    Department of Medicine, University of California, San Francisco, School of Medicine, and Veterans Affairs Medical Center, San Francisco, California 94121, USA
    Acad Med 86:1560-5. 2011
    ..Student communication around patient care was also feasible and highly valued...
  3. doi request reprint Remediation workshop for medical students in patient-doctor interaction skills
    Calvin L Chou
    San Francisco VA Medical Center 111, 4150 Clement Street, San Francisco, CA 94121, USA
    Med Educ 42:537. 2008
  4. ncbi request reprint Multidisciplinary teaching of the musculoskeletal physical examination
    Calvin L Chou
    Department of Medicine, Veterans Affairs Medical Center, CA 94121, USA
    Med Educ 40:481-2. 2006
  5. doi request reprint Impact of an in-person versus web-based practice standardized patient examination on student performance on a subsequent high-stakes standardized patient examination
    Karen E Hauer
    Department of Medicine, University of California, San Francisco, California 94143 0131, USA
    Teach Learn Med 21:284-90. 2009
    ..Optimal methods of preparing students for high-stakes standardized patient (SP) examinations are unknown...
  6. pmc Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment
    Marieke Kruidering-Hall
    Department of Cellular and Molecular Pharmacology, University of California, S 1210D, Box 0450, 513 Parnassus Avenue, San Francisco, CA 94143 0450, USA
    J Gen Intern Med 24:721-6. 2009
    ..Giving and receiving feedback are critical skills and should be taught early in the process of medical education, yet few studies discuss the effect of feedback curricula for first-year medical students...
  7. doi request reprint Clinical skills-related learning goals of senior medical students after performance feedback
    Anna Chang
    Division of Geriatrics, Department of Medicine, School of Medicine, University of California San Francisco, 4150 Clement Street, San Francisco, CA 94121, USA
    Med Educ 45:878-85. 2011
    ..Lifelong learning is essential for doctors to maintain competence in clinical skills. With performance feedback, learners should be able to formulate specific and achievable learning goals in areas of need...
  8. ncbi request reprint Near-peer teaching in a formative clinical skills examination
    Shanthi M Colaco
    University of California at San Francisco, San Francisco, CA 94143 0131, USA
    Med Educ 40:1129-30. 2006
  9. doi request reprint Predicting failing performance on a standardized patient clinical performance examination: the importance of communication and professionalism skills deficits
    Anna Chang
    Acad Med 84:S101-4. 2009
    ..The purpose is to determine which assessment measures identify medical students at risk of failing a clinical performance examination (CPX)...
  10. ncbi request reprint Physical examination teaching curriculum for senior medical students
    Calvin L Chou
    Department of Medicine, VA Medical Center, San Francisco, CA 94121, USA
    Med Educ 39:1151. 2005
  11. doi request reprint A critical intervention in lesbian, gay, bisexual, and transgender health: knowledge and attitude outcomes among second-year medical students
    Leah Kelley
    Department of Obstetrics, Gynecology, and Reproductive Sciences, University of California, San Francisco, California, USA
    Teach Learn Med 20:248-53. 2008
    ..Lesbian, gay, bisexual, and transgender (LGBT) persons represent an underserved population susceptible to health care disparities...
  12. pmc A brief educational intervention in personal finance for medical residents
    Gurpreet Dhaliwal
    Department of Medicine, San Francisco Veterans Affairs Medical Center, San Francisco, CA 94131, USA
    J Gen Intern Med 22:374-7. 2007
    ..Although medical educational debt continues to escalate, residents receive little guidance in financial planning...
  13. ncbi request reprint A curriculum in medical economics for residents
    R Jeffrey Kohlwes
    UCSF VA PRIME Residency Program, VAMC, University of California, San Francisco, 94121, USA
    Acad Med 77:465-6. 2002
  14. pmc Caring attitudes in medical education: perceptions of deans and curriculum leaders
    Beth A Lown
    Harvard Medical School, Boston, MA, USA
    J Gen Intern Med 22:1514-22. 2007
    ..Systems of undergraduate medical education and patient care can create barriers to fostering caring attitudes...
  15. pmc Not the same everywhere. Patient-centered learning environments at nine medical schools
    Paul Haidet
    the Michael E DeBakey Veterans Affairs Medical Center, Baylor College of Medicine, Houston, TX, USA
    J Gen Intern Med 21:405-9. 2006
    ..However, many of these studies occurred at single medical schools and used time-intensive ethnographic methods. This field of inquiry lacks survey methods and information about how learning environments differ across medical schools...