2018
A Neurology Clerkship Curriculum Using Video-Based Lectures and Just-in-Time Teaching (JiTT)
Dominguez M, DiCapua D, Leydon G, Loomis C, Longbrake EE, Schaefer SM, Becker KP, Detyniecki K, Gottschalk C, Salardini A, Encandela JA, Moeller JJ. A Neurology Clerkship Curriculum Using Video-Based Lectures and Just-in-Time Teaching (JiTT). MedEdPORTAL 2018, 14: 10691. PMID: 30800891, PMCID: PMC6342385, DOI: 10.15766/mep_2374-8265.10691.Peer-Reviewed Original ResearchConceptsVideo-based lecturesTime teachingStudent performanceMost studentsNeurology clerkshipClerkship examinationStudent focus groupsSurvey of studentsFocus groupsMultiple-choice questionsSense of responsibilityClerkship curriculumLearning activitiesNew curriculumTeaching activitiesClinical clerkshipsPerson lecturesFaculty lecturersEducational strategiesLong lecturesStudentsKnowledge assessmentTeachingCurriculumClerkship
2014
Mental Health Self-Care in Medical Students: a Comprehensive Look at Help-Seeking
Gold JA, Johnson B, Leydon G, Rohrbaugh RM, Wilkins KM. Mental Health Self-Care in Medical Students: a Comprehensive Look at Help-Seeking. Academic Psychiatry 2014, 39: 37-46. PMID: 25082721, DOI: 10.1007/s40596-014-0202-z.Peer-Reviewed Original ResearchConceptsMental health needsHelp-seeking behaviorAcademic helpPersonal health behaviorsStudents' help-seeking behaviorsMaslach Burnout InventoryMental health stigmaMental health treatmentMental health providersHealth behaviorsMental Health QuestionnaireUnmet mental health needsBurnout reductionBurnout InventoryHealth stigmaHealth needsBurnoutHealth treatmentMental health careQuestionnaire-2ConclusionsMedical studentsPercent of studentsHealth QuestionnaireStudentsTargeted interventionsCharacteristics of test anxiety among medical students and congruence of strategies to address it
Encandela J, Gibson C, Angoff N, Leydon G, Green M. Characteristics of test anxiety among medical students and congruence of strategies to address it. Medical Education Online 2014, 19: 25211. PMID: 25128804, PMCID: PMC4134671, DOI: 10.3402/meo.v19.25211.Peer-Reviewed Original ResearchConceptsTest anxietyEffects of anxietyCognitive functioningTypes of strategiesEmotional wellAnxietyMedical studentsIndividual strategiesSuch interventionsStudents' adoptionHigh-stakes examsEvidence-based strategiesSecond-year medical studentsQualitative responsesUnited States Medical Licensing ExaminationStudentsMedical Licensing ExaminationEducator supportMedical educatorsCongruenceInterventionLicensing ExaminationSubstantial incongruenceFunctioningStep 1