2020
Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient Assessors
Talwalkar JS, Murtha TD, Prozora S, Fortin AH, Morrison LJ, Ellman MS. Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient Assessors. Teaching And Learning In Medicine 2020, 32: 294-307. PMID: 32141335, DOI: 10.1080/10401334.2019.1704763.Peer-Reviewed Original Research
2016
Implementing and Evaluating a Four-Year Integrated End-of-Life Care Curriculum for Medical Students
Ellman MS, Fortin AH, Putnam A, Bia M. Implementing and Evaluating a Four-Year Integrated End-of-Life Care Curriculum for Medical Students. Teaching And Learning In Medicine 2016, 28: 229-239. PMID: 27064725, DOI: 10.1080/10401334.2016.1146601.Peer-Reviewed Original ResearchConceptsObserved structured clinical examinationSelf-reported preparednessTeaching strategiesMedical studentsCare educationStudents' self-reported preparednessBlended learning strategyInterprofessional learning opportunitiesReviews of studentsLife care curriculaInteractive online modulesEOL care educationLife care educationStructured Clinical ExaminationSkill-building activitiesCurriculum purposesInterprofessional learningStudent competenciesStudents' skillsCurricular componentsCurricular structureLearning opportunitiesStudent surveysBasic competenciesFaculty resources
2007
Teaching brief motivational interviewing to Year three medical students
Martino S, Haeseler F, Belitsky R, Pantalon M, Fortin AH. Teaching brief motivational interviewing to Year three medical students. Medical Education 2007, 41: 160-167. PMID: 17269949, DOI: 10.1111/j.1365-2929.2006.02673.x.Peer-Reviewed Original ResearchConceptsMedical studentsYear 3 medical studentsFuture medical practiceUniversity medical studentsStudent learningStudentsPositive attitudesBrief motivational interviewingSkillsCurriculumBusy medical practiceLearningMedical practiceCounselling approachAttitudesBrief motivationalTime constraintsKnowledgePracticeStudy limitationsInstructorsMotivational interviewingFuture directionsPretestAuthors
2006
Not the Same Everywhere
Haidet P, Kelly PA, Bentley S, Blatt B, Chou CL, Fortin AH, Gordon G, Gracey C, Harrell H, Hatem DS, Helmer D, Paterniti DA, Wagner D, Inui TS, for the Communication C. Not the Same Everywhere. Journal Of General Internal Medicine 2006, 21: 405-409. PMID: 16704378, PMCID: PMC1484792, DOI: 10.1111/j.1525-1497.2006.00417.x.Peer-Reviewed Original ResearchConceptsContent areasMedical schoolsFourth-year medical studentsDifferent learning environmentsSingle medical schoolU.S. medical schoolsHidden curriculumLearning environmentOwn schoolsPatient-centered characteristicsMedical studentsC3 scoresSchoolsFurther multiinstitutional studiesPattern of characteristicsC3 instrumentCurriculumField of inquiryEthnographic methodsSurvey methodPatient-centered valuesPatient-centered carePattern of scoresCross-sectional Internet-based surveyAttitudinal informationSpirituality and Medicine
Barnett KG, Fortin AH. Spirituality and Medicine. Journal Of General Internal Medicine 2006, 21: 481-485. PMID: 16704392, PMCID: PMC1484787, DOI: 10.1111/j.1525-1497.2006.00431.x.Peer-Reviewed Original ResearchConceptsMedical studentsSecond-year medical studentsPrimary care internal medicine residency programPreclinical medical studentsMultiple educational strategiesPrivate medical schoolsInternal medicine residency programsEducational objectivesEducational strategiesMedical educationMedical schoolsInternal medicine residentsAnonymous preMedicine residency programsStudentsPilot workshopLearnersResidency programsMedicine residentsWorkshopCompetenceMedicine house staffInternal medicine house staffSpiritual historyHouse staff