Advanced Search
Display options
Filter resources
Text Availability
Article type
Publication date
Species
Language
Sex
Age
Showing 37 to 47 of 47 entries
Sorted by: Best Match Show Resources per page
Medical school handoff education improves postgraduate trainee performance and confidence.

Medical teacher

Stojan JN, Schiller JH, Mullan P, Fitzgerald JT, Christner J, Ross PT, Middlemas S, Haftel H, Stansfield RB, Lypson ML.
PMID: 25155969
Med Teach. 2015 Mar;37(3):281-8. doi: 10.3109/0142159X.2014.947939. Epub 2014 Aug 26.

OBJECTIVES: Determine postgraduate first-year (PGY-1) trainees ability to perform patient care handoffs and associated medical school training.METHODS: About 173 incoming PGY-1 trainees completed an OSCE handoff station and a survey eliciting their training and confidence in conducting handoffs. Independent...

Cite
Stojan JN, Schiller JH, Mullan P, et al. Medical school handoff education improves postgraduate trainee performance and confidence. Med Teach. 2014;37(3):281-8doi: 10.3109/0142159X.2014.947939.
Stojan, J. N., Schiller, J. H., Mullan, P., Fitzgerald, J. T., Christner, J., Ross, P. T., Middlemas, S., Haftel, H., Stansfield, R. B., & Lypson, M. L. (2015). Medical school handoff education improves postgraduate trainee performance and confidence. Medical teacher, 37(3), 281-8. https://doi.org/10.3109/0142159X.2014.947939
Stojan, Jennifer N, et al. "Medical school handoff education improves postgraduate trainee performance and confidence." Medical teacher vol. 37,3 (2015): 281-8. doi: https://doi.org/10.3109/0142159X.2014.947939
Stojan JN, Schiller JH, Mullan P, Fitzgerald JT, Christner J, Ross PT, Middlemas S, Haftel H, Stansfield RB, Lypson ML. Medical school handoff education improves postgraduate trainee performance and confidence. Med Teach. 2015 Mar;37(3):281-8. doi: 10.3109/0142159X.2014.947939. Epub 2014 Aug 26. PMID: 25155969.
Copy Download .nbib Format: NLM
Mainstreaming risk management education into new resident and fellow orientation.

Journal of graduate medical education

McMyler ET, Ross PT, Saran KA, Urteaga-Fuentes A, Anderson SG, Boothman RC, Lypson ML.
PMID: 22942971
J Grad Med Educ. 2011 Sep;3(3):395-9. doi: 10.4300/JGME-D-10-00143.1.

INTRODUCTION: Understanding patient safety events and causative factors is an important step in reducing preventable adverse events. The University of Michigan's Graduate Medical Education (GME) Office, Department of Risk Management (DRM), and Office of Clinical Affairs (OCA) collaborated to...

Cite
McMyler ET, Ross PT, Saran KA, et al. Mainstreaming risk management education into new resident and fellow orientation. J Grad Med Educ. 2011;3(3):395-9doi: 10.4300/JGME-D-10-00143.1.
McMyler, E. T., Ross, P. T., Saran, K. A., Urteaga-Fuentes, A., Anderson, S. G., Boothman, R. C., & Lypson, M. L. (2011). Mainstreaming risk management education into new resident and fellow orientation. Journal of graduate medical education, 3(3), 395-9. https://doi.org/10.4300/JGME-D-10-00143.1
McMyler, Eileen T, et al. "Mainstreaming risk management education into new resident and fellow orientation." Journal of graduate medical education vol. 3,3 (2011): 395-9. doi: https://doi.org/10.4300/JGME-D-10-00143.1
McMyler ET, Ross PT, Saran KA, Urteaga-Fuentes A, Anderson SG, Boothman RC, Lypson ML. Mainstreaming risk management education into new resident and fellow orientation. J Grad Med Educ. 2011 Sep;3(3):395-9. doi: 10.4300/JGME-D-10-00143.1. PMID: 22942971; PMCID: PMC3179220.
Copy Download .nbib Format: NLM
Twelve tips for teaching implicit bias recognition and management.

Medical teacher

Gonzalez CM, Lypson ML, Sukhera J.
PMID: 33556288
Med Teach. 2021 Dec;43(12):1368-1373. doi: 10.1080/0142159X.2021.1879378. Epub 2021 Feb 08.

Implicit biases describe mental associations that affect our actions in an unconscious manner. We can hold certain implicit biases regarding members of certain social groups. Such biases can perpetuate health disparities by widening inequity and decreasing trust in both...

Cite
Gonzalez CM, Lypson ML, Sukhera J. Twelve tips for teaching implicit bias recognition and management. Med Teach. 2021;43(12):1368-1373doi: 10.1080/0142159X.2021.1879378.
Gonzalez, C. M., Lypson, M. L., & Sukhera, J. (2021). Twelve tips for teaching implicit bias recognition and management. Medical teacher, 43(12), 1368-1373. https://doi.org/10.1080/0142159X.2021.1879378
Gonzalez, Cristina M, et al. "Twelve tips for teaching implicit bias recognition and management." Medical teacher vol. 43,12 (2021): 1368-1373. doi: https://doi.org/10.1080/0142159X.2021.1879378
Gonzalez CM, Lypson ML, Sukhera J. Twelve tips for teaching implicit bias recognition and management. Med Teach. 2021 Dec;43(12):1368-1373. doi: 10.1080/0142159X.2021.1879378. Epub 2021 Feb 08. PMID: 33556288; PMCID: PMC8349376.
Copy Download .nbib Format: NLM
The Importance of the Premedical Experience in Diversifying the Health Care Workforce.

Academic medicine : journal of the Association of American Medical Colleges

Morgan HK, Haggins A, Lypson ML, Ross P.
PMID: 27603037
Acad Med. 2016 Nov;91(11):1488-1491. doi: 10.1097/ACM.0000000000001404.

In light of national calls for increased diversity in medicine, it is critical for academic medicine to remain actively engaged in the conversation about the value of diversity in higher education, specifically for students from underrepresented backgrounds. Too often,...

Cite
Morgan HK, Haggins A, Lypson ML, et al. The Importance of the Premedical Experience in Diversifying the Health Care Workforce. Acad Med. 2016;91(11):1488-1491doi: 10.1097/ACM.0000000000001404.
Morgan, H. K., Haggins, A., Lypson, M. L., & Ross, P. (2016). The Importance of the Premedical Experience in Diversifying the Health Care Workforce. Academic medicine : journal of the Association of American Medical Colleges, 91(11), 1488-1491. https://doi.org/10.1097/ACM.0000000000001404
Morgan, Helen K, et al. "The Importance of the Premedical Experience in Diversifying the Health Care Workforce." Academic medicine : journal of the Association of American Medical Colleges vol. 91,11 (2016): 1488-1491. doi: https://doi.org/10.1097/ACM.0000000000001404
Morgan HK, Haggins A, Lypson ML, Ross P. The Importance of the Premedical Experience in Diversifying the Health Care Workforce. Acad Med. 2016 Nov;91(11):1488-1491. doi: 10.1097/ACM.0000000000001404. PMID: 27603037.
Copy Download .nbib Format: NLM
Learning From the Past and Working in the Present to Create an Antiracist Future for Academic Medicine.

Academic medicine : journal of the Association of American Medical Colleges

Ross PT, Lypson ML, Byington CL, Sánchez JP, Wong BM, Kumagai AK.
PMID: 33031120
Acad Med. 2020 Dec;95(12):1781-1786. doi: 10.1097/ACM.0000000000003756.

No abstract available.

Cite
Ross PT, Lypson ML, Byington CL, et al. Learning From the Past and Working in the Present to Create an Antiracist Future for Academic Medicine. Acad Med. 2020;95(12):1781-1786doi: 10.1097/ACM.0000000000003756.
Ross, P. T., Lypson, M. L., Byington, C. L., Sánchez, J. P., Wong, B. M., & Kumagai, A. K. (2020). Learning From the Past and Working in the Present to Create an Antiracist Future for Academic Medicine. Academic medicine : journal of the Association of American Medical Colleges, 95(12), 1781-1786. https://doi.org/10.1097/ACM.0000000000003756
Ross, Paula T, et al. "Learning From the Past and Working in the Present to Create an Antiracist Future for Academic Medicine." Academic medicine : journal of the Association of American Medical Colleges vol. 95,12 (2020): 1781-1786. doi: https://doi.org/10.1097/ACM.0000000000003756
Ross PT, Lypson ML, Byington CL, Sánchez JP, Wong BM, Kumagai AK. Learning From the Past and Working in the Present to Create an Antiracist Future for Academic Medicine. Acad Med. 2020 Dec;95(12):1781-1786. doi: 10.1097/ACM.0000000000003756. PMID: 33031120.
Copy Download .nbib Format: NLM
Bricolage in medical education, an approach with potential to address complex problems.

Medical education

Gonzalez CM, Lypson ML.
PMID: 34902884
Med Educ. 2021 Dec 13; doi: 10.1111/medu.14714. Epub 2021 Dec 13.

No abstract available.

Cite
Gonzalez CM, Lypson ML. Bricolage in medical education, an approach with potential to address complex problems. Med Educ. 2021;doi: 10.1111/medu.14714.
Gonzalez, C. M., & Lypson, M. L. (2021). Bricolage in medical education, an approach with potential to address complex problems. Medical education, . https://doi.org/10.1111/medu.14714
Gonzalez, Cristina M, and Lypson, Monica L. "Bricolage in medical education, an approach with potential to address complex problems." Medical education vol. (2021). doi: https://doi.org/10.1111/medu.14714
Gonzalez CM, Lypson ML. Bricolage in medical education, an approach with potential to address complex problems. Med Educ. 2021 Dec 13; doi: 10.1111/medu.14714. Epub 2021 Dec 13. PMID: 34902884.
Copy Download .nbib Format: NLM
Variables associated with full-time faculty appointment among contemporary U.S. Medical school graduates: implications for academic medicine workforce diversity.

Andriole DA, Jeffe DB, Hageman HL, Ephgrave K, Lypson ML, Mavis B, McDougle L, Roberts NK.
UIID-AD: 4551
2010;1250-7. doi: 10.1097/ACM.0b013e3181e10159.

PURPOSE: The authors sought to identify variables independently associated with full-time faculty appointment among recent medical graduates. METHOD: With institutional review board approval, the authors developed a database of individualized records for six midwestern medical schools' 1997-2002 graduates. Using...

Cite
Andriole DA, Jeffe DB, Hageman HL, et al. Variables associated with full-time faculty appointment among contemporary U.S. Medical school graduates: implications for academic medicine workforce diversity. 2010;1250-7doi: 10.1097/ACM.0b013e3181e10159.
Andriole, D. A., Jeffe, D. B., Hageman, H. L., Ephgrave, K., Lypson, M. L., Mavis, B., McDougle, L., & Roberts, N. K. (2010). Variables associated with full-time faculty appointment among contemporary U.S. Medical school graduates: implications for academic medicine workforce diversity. 1250-7. https://doi.org/10.1097/ACM.0b013e3181e10159
Andriole, D A, et al. "Variables associated with full-time faculty appointment among contemporary U.S. Medical school graduates: implications for academic medicine workforce diversity." vol. (2010): 1250-7. doi: https://doi.org/10.1097/ACM.0b013e3181e10159
Andriole DA, Jeffe DB, Hageman HL, Ephgrave K, Lypson ML, Mavis B, McDougle L, Roberts NK. Variables associated with full-time faculty appointment among contemporary U.S. Medical school graduates: implications for academic medicine workforce diversity. 2010;1250-7. doi: 10.1097/ACM.0b013e3181e10159. UIID-AD: 4551.
Copy Download .nbib Format: NLM
The Importance of the Premedical Experience in Diversifying the Health Care Workforce.

Lypson ML, Morgan HK, Haggins A, Ross P.
UIID-AD: 3716
2016;1488-1491. doi: 10.1097/ACM.0000000000001404.

In light of national calls for increased diversity in medicine, it is critical for academic medicine to remain actively engaged in the conversation about the value of diversity in higher education, specifically for students from underrepresented backgrounds. Too often,...

Cite
Lypson ML, Morgan HK, Haggins A, et al. The Importance of the Premedical Experience in Diversifying the Health Care Workforce. 2016;1488-1491doi: 10.1097/ACM.0000000000001404.
Lypson, M. L., Morgan, H. K., Haggins, A., & Ross, P. (2016). The Importance of the Premedical Experience in Diversifying the Health Care Workforce. 1488-1491. https://doi.org/10.1097/ACM.0000000000001404
Lypson, M L, et al. "The Importance of the Premedical Experience in Diversifying the Health Care Workforce." vol. (2016): 1488-1491. doi: https://doi.org/10.1097/ACM.0000000000001404
Lypson ML, Morgan HK, Haggins A, Ross P. The Importance of the Premedical Experience in Diversifying the Health Care Workforce. 2016;1488-1491. doi: 10.1097/ACM.0000000000001404. UIID-AD: 3716.
Copy Download .nbib Format: NLM
Academic and professional career outcomes of medical school graduates who failed USMLE Step 1 on the first attempt.

Andriole DA, Jeffe DB, Hageman HL, Ephgrave K, Lypson ML, McDougle L, Roberts NK, Mavis BE, Thomas L.
UIID-AD: 556
2013;18:279-289. doi: 10.1007/s10459-012-9371-2.

This study sought to determine the academic and professional outcomes of medical school graduates who failed the United States Licensing Examination Step 1 on the first attempt. This retrospective cohort study was based on pooled data from 2,003 graduates...

Cite
Andriole DA, Jeffe DB, Hageman HL, et al. Academic and professional career outcomes of medical school graduates who failed USMLE Step 1 on the first attempt. 2013;18:279-289doi: 10.1007/s10459-012-9371-2.
Andriole, D. A., Jeffe, D. B., Hageman, H. L., Ephgrave, K., Lypson, M. L., McDougle, L., Roberts, N. K., Mavis, B. E., & Thomas, L. (2013). Academic and professional career outcomes of medical school graduates who failed USMLE Step 1 on the first attempt. 18279-289. https://doi.org/10.1007/s10459-012-9371-2
Andriole, D A, et al. "Academic and professional career outcomes of medical school graduates who failed USMLE Step 1 on the first attempt." vol. 18 (2013): 279-289. doi: https://doi.org/10.1007/s10459-012-9371-2
Andriole DA, Jeffe DB, Hageman HL, Ephgrave K, Lypson ML, McDougle L, Roberts NK, Mavis BE, Thomas L. Academic and professional career outcomes of medical school graduates who failed USMLE Step 1 on the first attempt. 2013;18:279-289. doi: 10.1007/s10459-012-9371-2. UIID-AD: 556.
Copy Download .nbib Format: NLM
Variables Associated With Full-Time Faculty Appointment Among Contemporary US Medical School Graduates: Implications for Academic Medicine Workforce Diversity.

Andriole DA, Jeffe DB, Hageman HL, Ephgrave K, Lypson ML, Mavis B, McDougle L, Roberts NK.
UIID-AD: 333
2010;85:1250-1257. doi: 10.1097/ACM.0b013e3181e10159.

Purpose The authors sought to identify variables independently associated with full-time faculty appointment among recent medical graduates. Method With institutional review board approval, the authors developed a database of individualized records for six midwestern medical schools' 1997-2002 graduates. Using...

Cite
Andriole DA, Jeffe DB, Hageman HL, et al. Variables Associated With Full-Time Faculty Appointment Among Contemporary US Medical School Graduates: Implications for Academic Medicine Workforce Diversity. 2010;85:1250-1257doi: 10.1097/ACM.0b013e3181e10159.
Andriole, D. A., Jeffe, D. B., Hageman, H. L., Ephgrave, K., Lypson, M. L., Mavis, B., McDougle, L., & Roberts, N. K. (2010). Variables Associated With Full-Time Faculty Appointment Among Contemporary US Medical School Graduates: Implications for Academic Medicine Workforce Diversity. 851250-1257. https://doi.org/10.1097/ACM.0b013e3181e10159
Andriole, D A, et al. "Variables Associated With Full-Time Faculty Appointment Among Contemporary US Medical School Graduates: Implications for Academic Medicine Workforce Diversity." vol. 85 (2010): 1250-1257. doi: https://doi.org/10.1097/ACM.0b013e3181e10159
Andriole DA, Jeffe DB, Hageman HL, Ephgrave K, Lypson ML, Mavis B, McDougle L, Roberts NK. Variables Associated With Full-Time Faculty Appointment Among Contemporary US Medical School Graduates: Implications for Academic Medicine Workforce Diversity. 2010;85:1250-1257. doi: 10.1097/ACM.0b013e3181e10159. UIID-AD: 333.
Copy Download .nbib Format: NLM
Beyond cultural competence: Critical consciousness, social justice, and multicultural education.

Academic Medicine

Kumagai A.K., Lypson M.L..
UIID-AC: 23
2009;84:782-787. doi: 10.1097/ACM.0b013e3181a42398.

In response to the Liaison Committee on Medical Education mandate that medical education must address both the needs of an increasingly diverse society and disparities in health care, medical schools have implemented a wide variety of programs in cultural...

Cite
Kumagai A.K., Lypson M.L.. Beyond cultural competence: Critical consciousness, social justice, and multicultural education. 2009;84:782-787doi: 10.1097/ACM.0b013e3181a42398.
Kumagai A.K., & Lypson M.L. (2009). Beyond cultural competence: Critical consciousness, social justice, and multicultural education. Academic Medicine, 84782-787. https://doi.org/10.1097/ACM.0b013e3181a42398
Kumagai A.K., and Lypson M.L.. "Beyond cultural competence: Critical consciousness, social justice, and multicultural education." Academic Medicine vol. 84 (2009): 782-787. doi: https://doi.org/10.1097/ACM.0b013e3181a42398
Kumagai A.K., Lypson M.L.. Beyond cultural competence: Critical consciousness, social justice, and multicultural education. 2009;84:782-787. doi: 10.1097/ACM.0b013e3181a42398. UIID-AC: 23.
Copy Download .nbib Format: NLM
Showing 37 to 47 of 47 entries