Bridget C O'Brien
Affiliation: University of California
- Students' workplace learning in two clerkship models: a multi-site observational studyBridget C O'Brien
Department of Medicine, University of California San Francisco UCSF, San Francisco, CA, USA
Med Educ 46:613-24. 2012..This study is the first to report data from direct observations of workplace learning experiences of students on LICs and traditional block clerkships (BCs), respectively...
- Transition to clerkship courses: preparing students to enter the workplaceBridget C O'Brien
Department of Medicine and Office of Medical Education, University of California, San Francisco, San Francisco, California 94143 3202, USA
Acad Med 85:1862-9. 2010..Transition courses are a curricular intervention to mitigate the challenges of entering clinical workplaces. The authors examine the objectives, content, educational strategies, and resources associated with transition courses...
- Understanding the educational value of first-year medical students' patient encounter dataBridget C O'Brien
University of California, San Francisco, School of Medicine, CA, USA
Med Teach 33:e218-26. 2011..Many medical schools use patient-encounter logs to track students' clinical experiences, but few have investigated the student-user perspective to understand how students enter, review, and use patient-encounter information...
- More is better: students describe successful and unsuccessful experiences with teachers differently in brief and longitudinal relationshipsKaren E Hauer
Department of Medicine, School of Medicine, University of California, San Francisco, California 94143 0120, USA
Acad Med 87:1389-96. 2012..The authors compared students' successful and unsuccessful teaching experiences in brief and longitudinal relationships...
- The role of role: learning in longitudinal integrated and traditional block clerkshipsKaren E Hauer
Department of Medicine, School of Medicine, University of California San Francisco, San Francisco, CA, USA
Med Educ 46:698-710. 2012..Understanding the ways in which these two clerkship models influence students' roles and responsibilities can inform clinical learning programme design...
- Peripheral neuropathy in sclerodermaAnn N Poncelet
Department of Neurology, Box 0114, University of California, San Francisco, San Francisco, California 94143, USA
Muscle Nerve 28:330-5. 2003..Larger, prospective studies using the more sensitive QST as well as pathologic studies of nerve, including cutaneous innervation, are needed to further assess the characteristics and etiology of the neuropathy...
- Continuity in a longitudinal out-patient attachment for Year 3 medical studentsMaria A Wamsley
Department of Medicine, University of California San Francisco, San Francisco, California 94143 0320, USA
Med Educ 43:895-906. 2009..This study describes students' perceptions of the types of continuity experienced in longitudinal attachments and the learning associated with continuity...
- Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated clerkshipArianne Teherani
University of California, San Francisco, School of Medicine, Office of Medical Education, 185 Berry St, Suite 5350, Box 3202, San Francisco, CA 94143 3202, USA
Acad Med 84:S50-3. 2009..Yet, little is known about how continuity in teaching impacts clinical teachers. Experiences of clinical teachers who precept students during a longitudinal integrated clerkship (LIC) must be examined...
- Learning through service: student perceptions on volunteering at interprofessional hepatitis B student-run clinicsLeslie C Sheu
School of Medicine, University of California, 505 Parnassus, M1078, Box 0120, San Francisco, CA 94143, USA
J Cancer Educ 26:228-33. 2011..Students who participated in clinic reported enhanced skills compared to those who did not attend. SRCs play a valuable role in instilling positive attitudes and improving skills...
- Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010David M Irby
Department of Medicine, UCSF School of Medicine, San Francisco, California 94143 0410, USA
Acad Med 85:220-7. 2010..The authors hope that the new report will generate the same excitement about educational innovation and reform of undergraduate and graduate medical education as the Flexner Report did a century ago...