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The importance of the premedical experience in diversifying the health care workforce

pipeline programs

Lypson ML, Morgan HK.
GSID: WAdYvL5apuYJ
HK Morgan, A Haggins, ML Lypson… - Academic …, 2016 - ingentaconnect.com

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 …

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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, 91(11), 1488-1491.
Morgan, Helen K., et al. "The importance of the premedical experience in diversifying the health care workforce." Academic Medicine 91.11 (2016): 1488-1491.
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Beyond cultural competence: critical consciousness, social justice, and multicultural education.

Academic medicine : journal of the Association of American Medical Colleges

Kumagai AK, Lypson ML.
PMID: 19474560
Acad Med. 2009 Jun;84(6):782-7. 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...

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Kumagai AK, Lypson ML. Beyond cultural competence: critical consciousness, social justice, and multicultural education. Acad Med. 2009;84(6):782-7doi: 10.1097/ACM.0b013e3181a42398.
Kumagai, A. K., & Lypson, M. L. (2009). Beyond cultural competence: critical consciousness, social justice, and multicultural education. Academic medicine : journal of the Association of American Medical Colleges, 84(6), 782-7. https://doi.org/10.1097/ACM.0b013e3181a42398
Kumagai, Arno K, and Lypson, Monica L. "Beyond cultural competence: critical consciousness, social justice, and multicultural education." Academic medicine : journal of the Association of American Medical Colleges vol. 84,6 (2009): 782-7. doi: https://doi.org/10.1097/ACM.0b013e3181a42398
Kumagai AK, Lypson ML. Beyond cultural competence: critical consciousness, social justice, and multicultural education. Acad Med. 2009 Jun;84(6):782-7. doi: 10.1097/ACM.0b013e3181a42398. PMID: 19474560.
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Understanding the medical marriage: physicians and their partners share strategies for success.

Academic medicine : journal of the Association of American Medical Colleges

Perlman RL, Ross PT, Lypson ML.
PMID: 25099240
Acad Med. 2015 Jan;90(1):63-8. doi: 10.1097/ACM.0000000000000449.

PURPOSE: Physicians and their spouses experience challenges to their relationships, some of which are shared with the general population and others of which are unique to the field of medicine. Trainees and junior faculty members remain curious about how...

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Perlman RL, Ross PT, Lypson ML. Understanding the medical marriage: physicians and their partners share strategies for success. Acad Med. 2015;90(1):63-8doi: 10.1097/ACM.0000000000000449.
Perlman, R. L., Ross, P. T., & Lypson, M. L. (2015). Understanding the medical marriage: physicians and their partners share strategies for success. Academic medicine : journal of the Association of American Medical Colleges, 90(1), 63-8. https://doi.org/10.1097/ACM.0000000000000449
Perlman, Rachel L, et al. "Understanding the medical marriage: physicians and their partners share strategies for success." Academic medicine : journal of the Association of American Medical Colleges vol. 90,1 (2015): 63-8. doi: https://doi.org/10.1097/ACM.0000000000000449
Perlman RL, Ross PT, Lypson ML. Understanding the medical marriage: physicians and their partners share strategies for success. Acad Med. 2015 Jan;90(1):63-8. doi: 10.1097/ACM.0000000000000449. PMID: 25099240.
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How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development.

Academic medicine : journal of the Association of American Medical Colleges

Gonzalez CM, Garba RJ, Liguori A, Marantz PR, McKee MD, Lypson ML.
PMID: 30365433
Acad Med. 2018 Nov;93(11):S74-S81. doi: 10.1097/ACM.0000000000002386.

PURPOSE: To analyze faculty experiences regarding facilitating discussions as part of the institution's curriculum on racial and ethnic implicit bias recognition and management.METHOD: Between July 2014 and September 2016, the authors conducted 21 in-depth interviews with faculty who had...

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Gonzalez CM, Garba RJ, Liguori A, et al. How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development. Acad Med. 2018;93(11):S74-S81doi: 10.1097/ACM.0000000000002386.
Gonzalez, C. M., Garba, R. J., Liguori, A., Marantz, P. R., McKee, M. D., & Lypson, M. L. (2018). How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development. Academic medicine : journal of the Association of American Medical Colleges, 93(11), S74-S81. https://doi.org/10.1097/ACM.0000000000002386
Gonzalez, Cristina M, et al. "How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development." Academic medicine : journal of the Association of American Medical Colleges vol. 93,11 (2018): S74-S81. doi: https://doi.org/10.1097/ACM.0000000000002386
Gonzalez CM, Garba RJ, Liguori A, Marantz PR, McKee MD, Lypson ML. How to Make or Break Implicit Bias Instruction: Implications for Curriculum Development. Acad Med. 2018 Nov;93(11):S74-S81. doi: 10.1097/ACM.0000000000002386. PMID: 30365433; PMCID: PMC6211195.
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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...

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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.
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Toward Defining the Foundation of the MD Degree: Core Entrustable Professional Activities for Entering Residency.

Academic medicine : journal of the Association of American Medical Colleges

Englander R, Flynn T, Call S, Carraccio C, Cleary L, Fulton TB, Garrity MJ, Lieberman SA, Lindeman B, Lypson ML, Minter RM, Rosenfield J, Thomas J, Wilson MC, Aschenbrener CA.
PMID: 27097053
Acad Med. 2016 Oct;91(10):1352-1358. doi: 10.1097/ACM.0000000000001204.

Currently, no standard defines the clinical skills that medical students must demonstrate upon graduation. The Liaison Committee on Medical Education bases its standards on required subject matter and student experiences rather than on observable educational outcomes. The absence of...

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Englander R, Flynn T, Call S, et al. Toward Defining the Foundation of the MD Degree: Core Entrustable Professional Activities for Entering Residency. Acad Med. 2016;91(10):1352-1358doi: 10.1097/ACM.0000000000001204.
Englander, R., Flynn, T., Call, S., Carraccio, C., Cleary, L., Fulton, T. B., Garrity, M. J., Lieberman, S. A., Lindeman, B., Lypson, M. L., Minter, R. M., Rosenfield, J., Thomas, J., Wilson, M. C., & Aschenbrener, C. A. (2016). Toward Defining the Foundation of the MD Degree: Core Entrustable Professional Activities for Entering Residency. Academic medicine : journal of the Association of American Medical Colleges, 91(10), 1352-1358. https://doi.org/10.1097/ACM.0000000000001204
Englander, Robert, et al. "Toward Defining the Foundation of the MD Degree: Core Entrustable Professional Activities for Entering Residency." Academic medicine : journal of the Association of American Medical Colleges vol. 91,10 (2016): 1352-1358. doi: https://doi.org/10.1097/ACM.0000000000001204
Englander R, Flynn T, Call S, Carraccio C, Cleary L, Fulton TB, Garrity MJ, Lieberman SA, Lindeman B, Lypson ML, Minter RM, Rosenfield J, Thomas J, Wilson MC, Aschenbrener CA. Toward Defining the Foundation of the MD Degree: Core Entrustable Professional Activities for Entering Residency. Acad Med. 2016 Oct;91(10):1352-1358. doi: 10.1097/ACM.0000000000001204. PMID: 27097053.
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Providing Informed Consent: A Standardized Case.

MedEdPORTAL : the journal of teaching and learning resources

Kempner S, Morgan H, Stern D, Colletti L, Goold S, Lypson ML, Hopson L, Ross P.
PMID: 31008207
MedEdPORTAL. 2016 Jul 21;12:10427. doi: 10.15766/mep_2374-8265.10427.

INTRODUCTION: From the first day of residency, residents may be required to consent patients for interventions, procedures, or tests. The ability to perform an informed consent is considered one of the Association of American Medical College's Core Entrustable Professional...

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Kempner S, Morgan H, Stern D, et al. Providing Informed Consent: A Standardized Case. MedEdPORTAL. 2016;12:10427doi: 10.15766/mep_2374-8265.10427.
Kempner, S., Morgan, H., Stern, D., Colletti, L., Goold, S., Lypson, M. L., Hopson, L., & Ross, P. (2016). Providing Informed Consent: A Standardized Case. MedEdPORTAL : the journal of teaching and learning resources, 1210427. https://doi.org/10.15766/mep_2374-8265.10427
Kempner, Samantha, et al. "Providing Informed Consent: A Standardized Case." MedEdPORTAL : the journal of teaching and learning resources vol. 12 (2016): 10427. doi: https://doi.org/10.15766/mep_2374-8265.10427
Kempner S, Morgan H, Stern D, Colletti L, Goold S, Lypson ML, Hopson L, Ross P. Providing Informed Consent: A Standardized Case. MedEdPORTAL. 2016 Jul 21;12:10427. doi: 10.15766/mep_2374-8265.10427. PMID: 31008207; PMCID: PMC6464558.
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Monitoring resident progress through mentored portfolios.

Journal of graduate medical education

Dougherty P, Ross PT, Lypson ML.
PMID: 24455028
J Grad Med Educ. 2013 Dec;5(4):701-2. doi: 10.4300/JGME-D-13-00309.1.

No abstract available.

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Dougherty P, Ross PT, Lypson ML. Monitoring resident progress through mentored portfolios. J Grad Med Educ. 2013;5(4):701-2doi: 10.4300/JGME-D-13-00309.1.
Dougherty, P., Ross, P. T., & Lypson, M. L. (2013). Monitoring resident progress through mentored portfolios. Journal of graduate medical education, 5(4), 701-2. https://doi.org/10.4300/JGME-D-13-00309.1
Dougherty, Paul, et al. "Monitoring resident progress through mentored portfolios." Journal of graduate medical education vol. 5,4 (2013): 701-2. doi: https://doi.org/10.4300/JGME-D-13-00309.1
Dougherty P, Ross PT, Lypson ML. Monitoring resident progress through mentored portfolios. J Grad Med Educ. 2013 Dec;5(4):701-2. doi: 10.4300/JGME-D-13-00309.1. PMID: 24455028; PMCID: PMC3886478.
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Heightening residents' awareness of hand hygiene guidelines.

Journal of graduate medical education

Middlemas SJ, Lypson ML.
PMID: 22132265
J Grad Med Educ. 2010 Dec;2(4):498. doi: 10.4300/JGME-D-10-00189.1.

No abstract available.

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Middlemas SJ, Lypson ML. Heightening residents' awareness of hand hygiene guidelines. J Grad Med Educ. 2010;2(4):498doi: 10.4300/JGME-D-10-00189.1.
Middlemas, S. J., & Lypson, M. L. (2010). Heightening residents' awareness of hand hygiene guidelines. Journal of graduate medical education, 2(4), 498. https://doi.org/10.4300/JGME-D-10-00189.1
Middlemas, Sarah J, and Lypson, Monica L. "Heightening residents' awareness of hand hygiene guidelines." Journal of graduate medical education vol. 2,4 (2010): 498. doi: https://doi.org/10.4300/JGME-D-10-00189.1
Middlemas SJ, Lypson ML. Heightening residents' awareness of hand hygiene guidelines. J Grad Med Educ. 2010 Dec;2(4):498. doi: 10.4300/JGME-D-10-00189.1. PMID: 22132265; PMCID: PMC3010927.
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Evidence for increasing diversity in graduate medical education: the competence of underrepresented minority residents measured by an intern objective structured clinical examination.

Journal of graduate medical education

Lypson ML, Ross PT, Hamstra SJ, Haftel HM, Gruppen LD, Colletti LM.
PMID: 21976083
J Grad Med Educ. 2010 Sep;2(3):354-9. doi: 10.4300/JGME-D-10-00050.1.

OBJECTIVE: Some have commented that the limited number of underrepresented minorities (URMs) in United States' residency programs is due to a lack of qualified candidates. At the University of Michigan, an objective structured clinical examination is administered to incoming...

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Lypson ML, Ross PT, Hamstra SJ, et al. Evidence for increasing diversity in graduate medical education: the competence of underrepresented minority residents measured by an intern objective structured clinical examination. J Grad Med Educ. 2010;2(3):354-9doi: 10.4300/JGME-D-10-00050.1.
Lypson, M. L., Ross, P. T., Hamstra, S. J., Haftel, H. M., Gruppen, L. D., & Colletti, L. M. (2010). Evidence for increasing diversity in graduate medical education: the competence of underrepresented minority residents measured by an intern objective structured clinical examination. Journal of graduate medical education, 2(3), 354-9. https://doi.org/10.4300/JGME-D-10-00050.1
Lypson, Monica L, et al. "Evidence for increasing diversity in graduate medical education: the competence of underrepresented minority residents measured by an intern objective structured clinical examination." Journal of graduate medical education vol. 2,3 (2010): 354-9. doi: https://doi.org/10.4300/JGME-D-10-00050.1
Lypson ML, Ross PT, Hamstra SJ, Haftel HM, Gruppen LD, Colletti LM. Evidence for increasing diversity in graduate medical education: the competence of underrepresented minority residents measured by an intern objective structured clinical examination. J Grad Med Educ. 2010 Sep;2(3):354-9. doi: 10.4300/JGME-D-10-00050.1. PMID: 21976083; PMCID: PMC2951774.
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Advancing medical education by teaching health policy.

The New England journal of medicine

Patel MS, Davis MM, Lypson ML.
PMID: 21345098
N Engl J Med. 2011 Feb 24;364(8):695-7. doi: 10.1056/NEJMp1009202.

No abstract available.

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Patel MS, Davis MM, Lypson ML. Advancing medical education by teaching health policy. N Engl J Med. 2011;364(8):695-7doi: 10.1056/NEJMp1009202.
Patel, M. S., Davis, M. M., & Lypson, M. L. (2011). Advancing medical education by teaching health policy. The New England journal of medicine, 364(8), 695-7. https://doi.org/10.1056/NEJMp1009202
Patel, Mitesh S, et al. "Advancing medical education by teaching health policy." The New England journal of medicine vol. 364,8 (2011): 695-7. doi: https://doi.org/10.1056/NEJMp1009202
Patel MS, Davis MM, Lypson ML. Advancing medical education by teaching health policy. N Engl J Med. 2011 Feb 24;364(8):695-7. doi: 10.1056/NEJMp1009202. PMID: 21345098.
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Incoming interns' perspectives on the institute of medicine recommendations for residents' duty hours.

Journal of graduate medical education

Arora VM, Farnan JM, Lypson ML, Anderson RA, Prochaska MH, Humphrey HJ.
PMID: 22132274
J Grad Med Educ. 2010 Dec;2(4):536-40. doi: 10.4300/JGME-D-10-00049.1.

BACKGROUND: The Accreditation Council for Graduate Medical Education (ACGME) has announced revisions to the resident duty hour standards in light of a 2008 Institute of Medicine report that recommended further limits. Soliciting resident input regarding the future of duty...

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Arora VM, Farnan JM, Lypson ML, et al. Incoming interns' perspectives on the institute of medicine recommendations for residents' duty hours. J Grad Med Educ. 2010;2(4):536-40doi: 10.4300/JGME-D-10-00049.1.
Arora, V. M., Farnan, J. M., Lypson, M. L., Anderson, R. A., Prochaska, M. H., & Humphrey, H. J. (2010). Incoming interns' perspectives on the institute of medicine recommendations for residents' duty hours. Journal of graduate medical education, 2(4), 536-40. https://doi.org/10.4300/JGME-D-10-00049.1
Arora, Vineet M, et al. "Incoming interns' perspectives on the institute of medicine recommendations for residents' duty hours." Journal of graduate medical education vol. 2,4 (2010): 536-40. doi: https://doi.org/10.4300/JGME-D-10-00049.1
Arora VM, Farnan JM, Lypson ML, Anderson RA, Prochaska MH, Humphrey HJ. Incoming interns' perspectives on the institute of medicine recommendations for residents' duty hours. J Grad Med Educ. 2010 Dec;2(4):536-40. doi: 10.4300/JGME-D-10-00049.1. PMID: 22132274; PMCID: PMC3010936.
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Showing 1 to 12 of 47 entries