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Item Best Practices From the APDR(Elsevier, 2018-06) Goldman, Daryl T.; Peters, Gail L.; Fischman, Aaron M.; Vatakencherry, George G.; Bream, Peter R., Jr.; Martin, Jonathan G.; Newsome, Janice M.; Bercu, Zachary L.; Schacht, Michael A.; Johnson, Karen S.; Milburn, James M.; Ong, Seng; Kalia, Vivek; England, Eric; Heitkamp, Darel E.; Radiology and Imaging Sciences, School of MedicineItem The Effect of Identity Dissonance and Consonance on Professional Identity Formation in Medical Students(2020-03-06) Byram, Jessica N.Professional identity formation (PIF) in medical students is often considered a straightforward process of professional socialization where students adopt the norms, values, knowledge, and skills required of physicians. However, no studies have examined the processes through which medical students’ identities are transformed during the professionalization process and how their developing professional identities blend with their existing identities. Nine medical students from Indiana University School of Medicine completed this study spanning the second (MS2) and third (MS3) years of medical school. Participants completed three semi-structured interviews at the start of MS2, end of MS2, and end of MS3, and submitted 10 audio diaries at two-month intervals between interviews. In audio diary recordings, participants discussed who they wanted to be as physicians and how their experiences transformed their developing professional identities. A thematic analysis of interviews and audio diaries were used to create a framework of PIF.This study found several processes of PIF that related to how consonant one considered his/her personal identity to be to the identity of a ‘typical’ medical student and physician, and the degree to which one’s experiences fulfilled his/her expectations and conceptions of medicine, medical students, and physicians. Medical students experiencing identity consonance utilized processes to adapt their personalities and found their experiences to confirm their commitment to medicine. Those experiencing positive identity dissonance used processes to accommodate their personality and had experiences that challenged their connection to medicine. While they found medical professionalization to be arduous, their negative experiences were often seen as necessary processes. Finally, several participants experienced negative identity dissonance, in which they refused to modify their personality to match that of the "typical" medical student and doubted their ability to make it through medical education. This study identified identity dissonance in medical students and the processes they used to cope with it. Doubt has only recently been described in medical students but this study established the impact doubt has on PIF in that it prevents medical students from seeing themselves as future physicians. Dissonance was also experienced by participants who felt they did not have the identity of a typical medical student or physician (e.g., they are female, non-white, lower socioeconomic status, or introverted) and they had experiences with patients and faculty that confirmed they did not meet this stereotyped identity. Students experiencing identity dissonance, particularly those with negative experiences, are at greatest risk of internalizing a professional identity that is inconsistent with members of the profession and may even leave professional education. Medical educators need to recognize and address identity dissonance and the sources that are creating it to assist the medical students in becoming the physicians they aspire to be.Item Medical Student Experiences With Accessing and Entering Patient Information in Electronic Health Records During the Ob/Gyn Clerkship(Elsevier, 2020-02) Hammoud, Maya M.; Foster, Lauren M.; Cuddy, Monica M.; Swanson, David B.; Wallach, Paul M.; School of EducationBackground Medical school graduates should be able to enter information from patient encounters and to write orders and prescriptions in the electronic health record. Studies have shown that, although students often can access electronic health records, some students may receive inadequate preparation for these skills. Greater understanding of student exposure to electronic health records during their obstetrics and gynecology clerkships can help to determine the extent to which students receive the educational experiences that may best prepare them for their future training and practice. Objective The purpose of this study was to examine medical student reporting of electronic health record use during the obstetrics and gynecology clerkship. Study Design A Step 2 Clinical Knowledge End-of-Examination Survey about electronic health record use was administered to medical students after they completed the Step 2 Clinical Knowledge component of the United States Medical Licensing Examination. For inpatient and outpatient rotations, students were asked if they accessed a record and if they entered notes or orders into it. Descriptive statistics for a sample of 16,366 medical students who graduated from Liaison Committee on Medical Education–accredited schools from 2012–2016 summarize student interactions with electronic health records by rotation type and graduation year. Chi-square techniques were used to examine mean differences in access and entry. Results The survey had an overall response rate of 70%. In 2016, most survey respondents (94%) accessed electronic health records during their obstetrics and gynecology clerkship, but 26% of them reported “read-only” access. On the inpatient service, <10% of students reported any order entry; 58% of them reported entering progress notes, and 47% of them reported entering an admitting history and physical. Conclusion Medical school graduates who are entering obstetrics and gynecology residencies are expected to be competent in documenting clinical encounters and entering orders, including those that are unique to obstetrics and gynecology. This study shows that some students may receive less experience with entering information into electronic health records during their obstetrics and gynecology clerkships than others, which could result in unequal levels of preparedness for graduate medical education.Item Pre-Clinical Medical Students' Attitudes Towards Psychiatry(2022-05) Opperman, Michael; Smith, Alyssa; McCann, Joseph; Chastain, Jonathan; Schiller, Brennan; Thomas, Alexander; Jivens, Morgan; Schargorodsky, David; Scofield, David; Grant, Larrilyn; Sweazey, Robert; Richardson, Jenelle; Plawecki, Martin