Zobrazeno 1 - 10
of 70
pro vyhledávání: '"Stefanie S, Sebok-Syer"'
Autor:
Ashley C. Rider, Sarah R. Williams, Vivien Jones, Daniel Rebagliati, Kimberly Schertzer, Michael A. Gisondi, Stefanie S. Sebok-Syer
Publikováno v:
Western Journal of Emergency Medicine, Vol 25, Iss 4, Pp 557-564 (2024)
Introduction: Optimizing the performance of emergency department (ED) teams impacts patient care, but the utility of current, team-based performance assessment tools to comprehensively measure this impact is underexplored. In this study we aimed to 1
Externí odkaz:
https://doaj.org/article/4acdf590813047a99a97078a42e9cab3
Autor:
Kimberly L. Moulton, Samantha A. Izuno, Nicole Prendergast, Nicole Battaglioli, Stefanie S. Sebok‐Syer
Publikováno v:
Journal of the American College of Emergency Physicians Open, Vol 5, Iss 4, Pp n/a-n/a (2024)
Abstract Objectives Women remain underrepresented in the emergency medicine (EM) workforce, academic EM, and institutional leadership. In order to support women physicians in EM, we must explore factors that contribute to attrition and workplace sati
Externí odkaz:
https://doaj.org/article/97144fefebf844f893c11bfd6dd7a449
Autor:
Sarah R. Williams, Stefanie S. Sebok-Syer, Holly Caretta-Weyer, Laurence Katznelson, Ann M. Dohn, Yoon Soo Park, Michael A. Gisondi, Ara Tekian
Publikováno v:
BMC Medical Education, Vol 23, Iss 1, Pp 1-13 (2023)
Abstract Background Safe and effective physician-to-physician patient handoffs are integral to patient safety. Unfortunately, poor handoffs continue to be a major cause of medical errors. Developing a better understanding of challenges faced by healt
Externí odkaz:
https://doaj.org/article/8973b77db00c4627bd9463247e3cfa47
Autor:
Joseph B. Zwischenberger, MD, Sarah P. Hatchett, Naveed A. Rahman, MD, Priyal Chadha, BA, Stefanie S. Sebok-Syer, PhD, Brian C. George, MD, MEd
Publikováno v:
Annals of Surgery Open, Vol 4, Iss 4, p e353 (2023)
Over the past decade, medical education has shifted from a time-based approach to a competency-based approach for surgical training. This transition presents many new systemic challenges. The Society for Improving Medical Professional Learning (SIMPL
Externí odkaz:
https://doaj.org/article/52dd84e7b17a4a47ae8e4e40bb8adf25
Autor:
Patricia A. Carney, Stefanie S. Sebok-Syer, Martin V. Pusic, Colleen C. Gillespie, Marjorie Westervelt, Mary Ellen J. Goldhamer
Publikováno v:
Medical Education Online, Vol 28, Iss 1 (2023)
ABSTRACTGraduate medical education (GME) and Clinical Competency Committees (CCC) have been evolving to monitor trainee progression using competency-based medical education principles and outcomes, though evidence suggests CCCs fall short of this goa
Externí odkaz:
https://doaj.org/article/394d39fd135f45c2a6f89ea62f71015a
Autor:
Stefanie S. Sebok-Syer, Sean Dowling, Adrian C. Delgado, Michael A. Gisondi, Mijiza Sanchez-Guzman
Publikováno v:
MedEdPublish, Vol 13 (2023)
Background Nationally, underrepresented minorities represent a significant proportion of the first-generation student population. These students also tend to report lower levels of belongingness compared to their peers, which may impact their wellnes
Externí odkaz:
https://doaj.org/article/dd80847c70974c2aa0a8ebe2139dd674
Autor:
Shashank Ravi, Anna Graber‐Naidich, Stefanie S. Sebok‐Syer, Ian Brown, Patrice Callagy, Karen Stuart, Ryan Ribeira, Laleh Gharahbaghian, Sam Shen, Vandana Sundaram, Maame Yaa A. B. Yiadom
Publikováno v:
Journal of the American College of Emergency Physicians Open, Vol 3, Iss 6, Pp n/a-n/a (2022)
Abstract Objectives Here we report the clinical performance of COVID‐19 curbside screening with triage to a drive‐through care pathway versus main emergency department (ED) care for ambulatory COVID‐19 testing during a pandemic. Patients were e
Externí odkaz:
https://doaj.org/article/3a98421640024ab4a657584bea9ab776
Autor:
Cynthia R Peng, Kimberly A Schertzer, Holly A Caretta-Weyer, Stefanie S Sebok-Syer, William Lu, Charissa Tansomboon, Michael A Gisondi
Publikováno v:
JMIR Medical Education, Vol 7, Iss 4, p e32356 (2021)
BackgroundThe 13 core entrustable professional activities (EPAs) are key competency-based learning outcomes in the transition from undergraduate to graduate medical education in the United States. Five of these EPAs (EPA2: prioritizing differentials,
Externí odkaz:
https://doaj.org/article/d6af50ed72a445cda5a3fb4da58336cf
Publikováno v:
Teaching and Learning in Medicine. :1-9
Autor:
Jesse Burk-Rafel, Stefanie S. Sebok-Syer, Sally A. Santen, Joshua Jiang, Holly A. Caretta-Weyer, Eduardo Iturrate, Matthew Kelleher, Eric J. Warm, Daniel J. Schumacher, Benjamin Kinnear
Publikováno v:
Perspectives on Medical Education. 12:149-159