Rachel Yudkowsky

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BACKGROUND Over years, surgical training is changing and years of tradition are being challenged by legal and ethical concerns for patient safety, work hour restrictions, and the cost of operating room time. Surgical simulation and skill training offer an opportunity to teach and practice advanced techniques before attempting them on patients. Simulation(More)
The authors used a many-faceted Rasch measurement model to analyze rating data from a clinical skills assessment of 173 fourth-year medical students to investigate four types of rater errors: leniency, inconsistency, the halo effect, and restriction of range. Students performed six clinical tasks with 6 standardized patients (SPs) selected from a pool of 17(More)
Standardized patients (SPs) were used in a 9-week Introduction to Psychodynamic Psychotherapy course for 11 first-year psychiatry residents. After 7 weeks of coursework, each resident conducted a simulated initial psychotherapy session. The SPs used were experienced in simulating psychiatric disorders and were free to use as much or as little personal(More)
Second-year medical students performed a head-to-toe screening physical examination on trained patient instructors (PIs) as a high-stakes examination before beginning clinical clerkships. PIs completed a 138-item checklist and instructed the students in the proper performance of any incorrectly executed or omitted items. To assess the accuracy of the PI(More)
Recent changes to the patient note (PN) format of the United States Medical Licensing Examination have challenged medical schools to improve the instruction and assessment of students taking the Step-2 clinical skills examination. The purpose of this study was to gather validity evidence regarding response process and internal structure, focusing on(More)
Central Venous Catheter (CVC) placement is a common surgical procedure, with an estimated 400,000 complications every year in the United States (Raad 1998). There are mechanical complications related to arterial puncture and pneumothorax derived from improper technique. The lack of correct and repetitive training on central line placement is considered a(More)
  • Lisa Doyle Howley, F Dianne, Simons, James A Murray, Mary Van Verst, Tamara Owens +4 others
  • 2005
PREFACE As Standardized Patient Trainers, you recognize that the feedback given to the medical student by the Standardized Patient following the interview is a vital component within this methodology. In order to maximize these sessions, Standardized Patients must give effective feedback to the medical student regarding their interpersonal communication(More)
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