Research Topics
| Arianne TeheraniSummaryAffiliation: University of California Country: USA Publications
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Detail Information
Publications
Categorization of unprofessional behaviours identified during administration of and remediation after a comprehensive clinical performance examination using a validated professionalism frameworkArianne Teherani
University of California, San Francisco, CA 94143 3202, USA
Med Teach 31:1007-12. 2009..Comprehensive clinical performance examinations (CPXs) that are commonly employed to evaluate learners may provide an opportunity to identify unprofessional behaviours...- Can simulations measure empathy? Considerations on how to assess behavioral empathy via simulationsArianne Teherani
Department of Medicine, School of Medicine, University of California, San Francisco 94143 0410, USA
Patient Educ Couns 71:148-52. 2008.... - 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... 
Student perceptions of the one minute preceptor and traditional preceptor modelsArianne Teherani
Department of Medicine and Office of Medical Education, University of California School of Medicine, San Francisco, CA 94143 0410, USA
Med Teach 29:323-7. 2007..This study was conducted to determine if third- and fourth-year medical students prefer the OMP model over the traditional precepting model and what teaching points they needed from the clinical encounters...- What training is needed in the fourth year of medical school? Views of residency program directorsPamela Lyss-Lerman
University of California, San Francisco, San Francisco, California, USA
Acad Med 84:823-9. 2009.... - Impact of the United States Medical Licensing Examination Step 2 Clinical Skills exam on medical school clinical skills assessmentKaren E Hauer
University of California, San Francisco, 533 Parnassus Ave, Box 0131, U137, San Francisco, CA 94143 0131, USA
Acad Med 81:S13-6. 2006..Medical schools face a new responsibility to prepare students for the United States Medical Licensing Exam Step 2 Clinical Skills (CS) exam... - Outcomes of different clerkship models: longitudinal integrated, hybrid, and blockArianne Teherani
Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California 94107 1751, USA
Acad Med 88:35-43. 2013.... - Student performance problems in medical school clinical skills assessmentsKaren E Hauer
University of California, San Francisco, 533 Parnassus Ave, Box 0131, U137, San Francisco, CA 94143 0131, USA
Acad Med 82:S69-72. 2007..Though most medical schools administer comprehensive clinical skills assessments to identify students who have not achieved competence, the types of problems uncovered by these exams have not been characterized... - Teaching points identified by preceptors observing one-minute preceptor and traditional preceptor encountersDavid M Irby
Division of General Internal Medicine, Department of Medicine, University of California, San Francisco 94143 0410, USA
Acad Med 79:50-5. 2004.... - Consequences within medical schools for students with poor performance on a medical school standardized patient comprehensive assessmentKaren E Hauer
Department of Medicine, School of Medicine, University of California, San Francisco, San Francisco, California 94143 0131, USA
Acad Med 84:663-8. 2009..The consequences of poor performance on the assessment and the institutional factors associated with imposing consequences are unknown... - Disciplinary action by medical boards and prior behavior in medical schoolMaxine A Papadakis
School of Medicine, University of California, San Francisco, San Francisco, USA
N Engl J Med 353:2673-82. 2005..We also examined the specific types of behavior that are most predictive of disciplinary action against practicing physicians with unprofessional behavior in medical school... - Domains of unprofessional behavior during medical school associated with future disciplinary action by a state medical boardArianne Teherani
University of California, San Francisco, School of Medicine, Office of Medical Education, 521 Parnassus Avenue Room C 254, San Francisco, CA 94143 0410, USA
Acad Med 80:S17-20. 2005..This study expands on that work by identifying the domains of unprofessional behavior that are most problematic... - A national study of medical student clinical skills assessmentKaren E Hauer
University of California, San Francisco, 533 Parnassus Ave, Box 0131, U137, San Francisco, CA 94143 0131, USA
Acad Med 80:S25-9. 2005..This study describes comprehensive standardized patient examinations in medical schools nationally... - Third-year medical students' experiences with dying patients during the internal medicine clerkship: a qualitative study of the informal curriculumNeda Ratanawongsa
University of California, San Francisco, School of Medicine, USA
Acad Med 80:641-7. 2005..To explore third-year medical students' experiences with death and dying patients during the first internal medicine clerkship... - 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... - A "safe space" for learning and reflection: one school's design for continuity with a peer group across clinical clerkshipsCalvin 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... - Effectiveness of the one-minute preceptor model for diagnosing the patient and the learner: proof of conceptEva Aagaard
Division of General Internal Medicine, Department of Medicine, University of California, San Francisco 94143-0410, USA
Acad Med 79:42-9. 2004.... - Approaches to medical student remediation after a comprehensive clinical skills examinationKaren E Hauer
Department of Medicine, University of California San Francisco, 533 Parnassus Avenue, San Francisco, CA 94143, USA
Med Educ 42:104-12. 2008..Most US medical schools conduct comprehensive clinical skills assessments during Years 3 and 4. This study explores strategies used to identify and remediate students who perform poorly on these assessments... - Clinical skills-related learning goals of senior medical students after performance feedbackAnna 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... - Remediation techniques for student performance problems after a comprehensive clinical skills assessmentVarun Saxena
University of California, San Francisco, School of Medicine, San Francisco, California 94143 0131, USA
Acad Med 84:669-76. 2009..Little is known about techniques used to remedy students' skills deficits and their effectiveness. The authors identified remediation strategies used at U.S. medical schools and determined instructors' confidence in remediation... - The relationship between medical students' knowledge, confidence, experience, and skills related to colorectal cancer screeningKaren E Hauer
University of California, San Francisco, CA 94143 0131, USA
J Cancer Educ 23:209-13. 2008..Medical student colorectal cancer prevention education is crucial to improving cancer screening rates... 
Medical students' use of the stages of change model in tobacco cessation counselingJudith J Prochaska
Department of Psychiatry, University of California, San Francisco, CA 94143 0984, USA
J Gen Intern Med 22:223-7. 2007..Many medical schools have incorporated the Stages of Change Model into their curricula with specific application to tobacco cessation...- Medical students' perceptions of mentoring: a focus-group analysisKaren E Hauer
Department of Medicine, University of California, San Francisco, 94143 0131, USA
Med Teach 27:732-4. 2005..Educating and empowering students along with faculty education regarding students' needs may improve mentoring... - Understanding the experience of being taught by peers: the value of social and cognitive congruenceTai M Lockspeiser
School of Medicine, Office of Medical Education, University of California, 521 Parnassus Ave, Box 0410, San Francisco, CA 94143 0410, USA
Adv Health Sci Educ Theory Pract 13:361-72. 2008..Medical schools use supplemental peer-teaching programs even though there is little research on students' actual experiences with this form of instruction... - A strategy to standardize the learning of core clerkship objectivesKaren E Hauer
Division of General Internal Medicine, University of California at San Francisco, 400 Parnassus Ave, 4th Floor, Box 0320, San Francisco, California 94143 0320, USA
Adv Health Sci Educ Theory Pract 8:213-21. 2003.... - Assessment of medical students' shared decision-making in standardized patient encountersKaren E Hauer
Department of Medicine, University of California, San Francisco, 505 Parnassus Ave, M1078, Box 0120, San Francisco, CA 94143 0120, USA
J Gen Intern Med 26:367-72. 2011..There are currently no universally accepted methods to assess medical students' competence in shared decision-making... - How does a comprehensive clinical performance examination relate to ratings on the medical school student performance evaluation?Huiju Carrie Chen
Department of Pediatrics, University of California, San Francisco, California 94143, USA
Teach Learn Med 23:12-4. 2011.... - The relationship between student anonymity and responses from two medical schools on the association of American Medical Colleges' graduation questionnaireCarol S Hodgson
University of California, San Francisco School of Medicine, 521 Parnassus Avenue, San Francisco, CA 94143, USA
Acad Med 77:S48-50. 2002 - Wound closure: an instructional DVDMichelle Lin
Department of Emergency Services, SFGH, San Francisco, CA 94110, USA
Med Educ 39:1149-50. 2005 - Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical boardMaxine A Papadakis
Department of Medicine, University of California, San Francisco 94143, USA
Acad Med 79:244-9. 2004..To determine if medical students who demonstrate unprofessional behavior in medical school are more likely to have subsequent state board disciplinary action... - Practicing effectively in today's health system: teaching systems-based careMarc L Rivo
AvMed Health Plans, Miami, FL 33156, USA
Fam Med 36:S63-7. 2004..The purpose of this article is to define the undergraduate clinical content and experiences in systems-based care offered by the eight UME-21 partner schools... - The relationship between measures of unprofessional behavior during medical school and indices on the California Psychological InventoryCarol S Hodgson
University of Colorado at Denver and Health Sciences, Denver, CO 80262, USA
Acad Med 82:S4-7. 2007..Similarly, law enforcement officers who received disciplinary action scored lower on certain scales of the California Psychological Inventory (CPI)...