Zobrazeno 1 - 10
of 13
pro vyhledávání: '"Elza Mylona"'
Autor:
Meenakshi Singh, Valerie Dandar, Elza Mylona, Archana Chatterjee, Cheryl Welch, Kimberly A. Skarupski
Publikováno v:
Academic Medicine. 95:234-240
Purpose Individuals 55 or older constitute 28.5% of the U.S. population but 32% of full-time faculty at U.S. medical schools accredited by the Liaison Committee on Medical Education (LCME). The academic medicine community knows little about the polic
Autor:
Elza Mylona, Archana Chatterjee, Kimberly A. Skarupski, Meenakshi Singh, Valerie Dandar, Cheryl Welch
Publikováno v:
Academic Medicine. 95:226-233
PURPOSE The average age of full-time faculty members at U.S. medical schools accredited by the Liaison Committee on Medical Education was 49.5 in 2017, yet the academic medicine community knows little about late-career faculty. The authors sought to
Autor:
Jennifer G. Christner, Sarah K. Wood, Elza Mylona, Greg Briscoe, David V. Power, Scott Graziano, Gary L. Beck Dallaghan
Publikováno v:
Teaching and learning in medicine. 31(3)
Phenomenon: Pairing medical students with community-based preceptors has provided unique medical education advantages. However, due to an increase in the number of M.D.-granting medical schools and medical school class sizes, academic medical institu
Autor:
William C. Wadland, Carol S. Weisman, Roberta E. Sonnino, Page S. Morahan, Elza Mylona, Luanne A. Thorndyke, Kathleen G. Nelson, Carlos F. Ríos-Bedoya, Vivian Reznik, Archana Chatterjee
Publikováno v:
Academic Medicine. 88:1368-1375
To determine how U.S. MD-granting medical schools manage, fund, and evaluate faculty affairs/development functions and to determine the evolution of these offices between 2000 and 2010.In December 2010, the authors invited faculty affairs designees a
Autor:
Sarah A. Bunton, April Corrice, Elza Mylona, Karen D. Novielli, Susan M. Pollart, Valerie N. Williams, Leslie Morrison, Shannon Fox
Publikováno v:
Academic Medicine. 87:574-581
Purpose To examine the current state of satisfaction with the academic medicine workplace among U.S. medical school faculty and the workplace factors that have the greatest influence on global satisfaction. Method The authors used data from the 2009
Publikováno v:
Teaching and Learning in Medicine. 22:307-311
In 2001, the Keck School of Medicine of the University of Southern California initiated a major curriculum reform with fully integrated teaching of the basic sciences.The new curriculum integrated a set of selected clinical cases called the student p
Autor:
Linda Brubaker, Elza Mylona, Jeffrey M. Lyness, Valerie Dandar, Karen D. Novielli, Valerie N. Williams, Susan M. Pollart, Sarah A. Bunton
Publikováno v:
Medical education. 50(6)
Background Mentoring relationships, for all medical school faculty members, are an important component of lifelong development and education, yet an understanding of mentoring among medical school clinical faculty members is incomplete. This study ex
Autor:
Elza Mylona, Shannon Fox, Susan M. Pollart, Linda H. Chaudron, Sarah A. Bunton, Leslie Morrison, Valerie Dandar, Linda Brubaker
Publikováno v:
Academic medicine : journal of the Association of American Medical Colleges. 90(3)
PURPOSE To describe the demographics of part-time faculty at U.S. medical schools and to examine their satisfaction with and perceptions of their workplace. METHOD Faculty from 14 Liaison Committee on Medical Education-accredited U.S. medical schools
Autor:
Perrilynn Baldelli, Elza Mylona, Wei-Hsin Lu, Peter C. Williams, Susan Lane, William Wertheim
Publikováno v:
Medical teacher. 36(10)
As students are expected to develop competency in professionalism and medical ethics, faculty are also expected to facilitate medical students' learning and understanding of these areas. One of the main challenges to success in this domain has been u
Publikováno v:
Teaching and Learning in Medicine. 12:52-57
This article is aimed at those who undertake a transition to problem-based learning (PBL) and focuses on 3 questions that seem most pertinent to the effort: (a) what is known from past research about training faculty in the skills of PBL?, (b) what s