Abstract 1. Evaluated the impact of a tutorial program on the type of interaction that occurred b... more Abstract 1. Evaluated the impact of a tutorial program on the type of interaction that occurred between teacher and student. Audiotapes were made of 26 tutorial sessions between 20 psychiatry faculty members who had been divided into 4 teaching style groups and 26 ...
As the University of Kentucky College of Medicine (UKCM) employs a rolling admission policy, this... more As the University of Kentucky College of Medicine (UKCM) employs a rolling admission policy, this study was designed to determine (1) whether the month during which applicants were considered by the UKCM admission committee was associated with admission status, (2) whether applicants considered early in the process differed in selected academic and noncognitive pre-admission characteristics in comparison with later applicants, and (3) what the importance of the month of the applicant's consideration was relative to other predictors of admission to UKCM. The application files and admission committee's minutes regarding 302 applicants who received interviews during the 1993-94 application cycle were examined. Data reviewed included each applicant's gender, age, geographic origin, undergraduate science and non-science grade-point averages, and Medical College Admission Test scores; the date of consideration by the committee; interviewers' ratings; the initial motion on the applicant; and the final admission status. The findings indicate that the applicants considered earlier were significantly more likely to gain admission. However, upon assigning the applicants to three groups according to the month of consideration, no difference in academic qualifications was found. Regression analyses revealed that despite the effect of time of consideration, noncognitive characteristics related to UKCM's mission also predicted admission decisions. This study provides useful information to admission committees reviewing the effect of a rolling admission policy, as well as to applicants and premedical advisors, who should be aware of the potential importance of submitting applications in a timely manner.
The admission interview is the primary means that medical schools use to determine whether applic... more The admission interview is the primary means that medical schools use to determine whether applicants possess the personal characteristics suitable for medical practice. In preparation for the interview, prospective students should be able to explain why they chose medicine as a profession and relate experiences that helped them confirm their interests. They should be aware of the economic and ethical atmosphere in which medicine is practiced and should recognize challenges that this environment presents to the profession. Applicants should display good communication skills in their interactions with the interviewers and convey interest in, familiarity with, and enthusiasm about the school where they are interviewing. have given some consideration to alternate sci
We sought to estimate the predictive value of admissions interviewers' impressions about student ... more We sought to estimate the predictive value of admissions interviewers' impressions about student interest in primary care at the University of Kentucky College of Medicine (UKCOM). We counted the number of UKCOM students considered by the admissions interviewers to be interested in primary care careers prior to matriculation. We then compared the interviewers' impressions with the same students' choices of residency programs at graduation. Analyses were restricted to students who entered UKCOM in 1995, 1996, and 1997, and graduated on time in 1999, 2000, and 2001. Each student completed two admissions interviews. Over the three-year study period, both admissions interviewers agreed that 107 (45%) of 237 graduating students demonstrated a clear preference at matriculation for entering a primary care career. Of these 107 graduates, 69 (64%) entered a primary care field. Of the 69 students labeled as not inclined toward primary care, 26 (39%) did enter a primary care field. Of the 61 students about whom the interviewers had split opinions, 30 (49%) entered a primary care field. All total, 125 (53%) of the 237 graduates entered a primary care field. Agreement by both interviewers on students' predilections toward (or away) from primary care were correct 64% of the time. A major limitation in our analysis was lack of information on how many primary carebound students would ultimately pursue subspecialty fellowships. We conclude that interviewers can help select medical students interested in primary care, that their performance might be improved by more meticulous application of known predictive factors, and that their performance could be more accurately measured if data on ultimate practice type at the end of all training were available.
This article presents results of a survey of African-American students enrolled in the colleges o... more This article presents results of a survey of African-American students enrolled in the colleges of medicine, dentistry, allied health, pharmacy, and nursing at the University of Kentucky. The survey was designed to determine the students' perceptions of factors that affect recruitment, enrollment, and academic progress of African-American students. Fifty-three of seventy students responded to survey questions addressing recruitment; admissions; and financial, social, personal, and academic support. Over 50% of medical students decided by junior high to enter a health career; only 15% of other students decided that early. The influence of a family member was more important in student decisions to enter nursing or medicine than in decisions by other students. Only 17% of medical students reported difficulty in locating sources of financial aid compared to 48% of those from other colleges. Perceptions regarding lack of social outlets were consistent among respondents from all colleges. Findings emphasize the importance of early exposure to the health professions, early outreach strategies, ongoing financial assistance, and the importance of establishing social networks for African-American students enrolled in a majority institution. The survey results were used to develop an action plan for the offices of minority affairs, student services, and academic affairs to address identified problems and concerns.
Objective: Throughout the medical curriculum are opportunities to introduce professionalism topic... more Objective: Throughout the medical curriculum are opportunities to introduce professionalism topics relevant to the students' current levels of experience. Although much of the focus on teaching medical professionalism is in the patient care environment, we contend that the ...
Purpose To assess students' perceptions of the extent of diversity in their classes, the role... more Purpose To assess students' perceptions of the extent of diversity in their classes, the role of diversity in their first-year curriculum, and their predictions of the amount of diversity in their future patient populations. Method In 1998, students at four southeastern U.S. medical schools that had distinct demographics and differing institutional missions completed a questionnaire on diversity at the end of the first year. In the instrument, diversity was defined according to nine population characteristics: age, sex, race, ethnic background, physical disability, religious affiliation, sexual orientation, socioeconomic status, and rural background (growing up in a community of less than 5,000). Responses were compared according to students' institution, sex, and race. Results Questionnaires were returned by 349 of 474 students (74%). Students at the school with the most diverse first-year class placed the greatest value on the contributions of diversity to the learning environment. Women students placed more value on the inclusion of diversity issues in the curriculum than did men students, and they placed greater value on understanding diversity issues in their future medical practices than did men. Compared with Asian American, Hispanic, and white students, African American students were the least likely to think that the curriculum contained adequate information about diversity. Conclusions The results indicate that perceptions of diversity were influenced by the students' own demographic characteristics and those of their medical school. The more diverse the class, the more comfortable the students were with diversity and the more they valued its contribution to their medical education.
OBJECTIVES Three domains comprise the field of human assessment: ability, motive and personality.... more OBJECTIVES Three domains comprise the field of human assessment: ability, motive and personality. Differences in personality and cognitive abilities between generations have been documented, but differences in motive between generations have not been explored. This study explored generational differences in medical students regarding motives using the Thematic Apperception Test (TAT). METHODS Four hundred and twenty six students (97% response rate) at one medical school (Generation X = 229, Millennials = 197) who matriculated in 1995 & 1996 (Generation X) or in 2003 & 2004 (Millennials) wrote a story after being shown two TAT picture cards. Student stories for each TAT card were scored for different aspects of motives: Achievement, Affiliation, and Power. RESULTS A multiple analysis of variance (p < 0.05) showed significant differences between Millennials' and Generation X-ers' needs for Power on both TAT cards and needs for Achievement and Affiliation on one TAT card. The main effect for gender was significant for both TAT cards regarding Achievement. No main effect for ethnicity was noted. CONCLUSIONS Differences in needs for Achievement, Affiliation and Power exist between Millennial and Generation X medical students. Generation X-ers scored higher on the motive of Power, whereas Millennials scored higher on the motives of Achievement and Affiliation.
A number of events, conditions, and interventions have contributed to the productivity of medical... more A number of events, conditions, and interventions have contributed to the productivity of medical education research at the University of Kentucky College of Medicine (UKCOM): a history of medical education innovation; curricular reform in the 1990s; merging the offices of admissions, academic affairs, student affairs, and curriculum and evaluation into the Office of Education; establishing the Center of Excellence in Medical Education that provides opportunities for faculty development in medical education research; assigning trained educators to work with course and clerkship directors on medical education projects; and developing and sustaining an institutional culture that supports and values the medical education research enterprise.
Abstract 1. Evaluated the impact of a tutorial program on the type of interaction that occurred b... more Abstract 1. Evaluated the impact of a tutorial program on the type of interaction that occurred between teacher and student. Audiotapes were made of 26 tutorial sessions between 20 psychiatry faculty members who had been divided into 4 teaching style groups and 26 ...
As the University of Kentucky College of Medicine (UKCM) employs a rolling admission policy, this... more As the University of Kentucky College of Medicine (UKCM) employs a rolling admission policy, this study was designed to determine (1) whether the month during which applicants were considered by the UKCM admission committee was associated with admission status, (2) whether applicants considered early in the process differed in selected academic and noncognitive pre-admission characteristics in comparison with later applicants, and (3) what the importance of the month of the applicant&#39;s consideration was relative to other predictors of admission to UKCM. The application files and admission committee&#39;s minutes regarding 302 applicants who received interviews during the 1993-94 application cycle were examined. Data reviewed included each applicant&#39;s gender, age, geographic origin, undergraduate science and non-science grade-point averages, and Medical College Admission Test scores; the date of consideration by the committee; interviewers&#39; ratings; the initial motion on the applicant; and the final admission status. The findings indicate that the applicants considered earlier were significantly more likely to gain admission. However, upon assigning the applicants to three groups according to the month of consideration, no difference in academic qualifications was found. Regression analyses revealed that despite the effect of time of consideration, noncognitive characteristics related to UKCM&#39;s mission also predicted admission decisions. This study provides useful information to admission committees reviewing the effect of a rolling admission policy, as well as to applicants and premedical advisors, who should be aware of the potential importance of submitting applications in a timely manner.
The admission interview is the primary means that medical schools use to determine whether applic... more The admission interview is the primary means that medical schools use to determine whether applicants possess the personal characteristics suitable for medical practice. In preparation for the interview, prospective students should be able to explain why they chose medicine as a profession and relate experiences that helped them confirm their interests. They should be aware of the economic and ethical atmosphere in which medicine is practiced and should recognize challenges that this environment presents to the profession. Applicants should display good communication skills in their interactions with the interviewers and convey interest in, familiarity with, and enthusiasm about the school where they are interviewing. have given some consideration to alternate sci
We sought to estimate the predictive value of admissions interviewers' impressions about student ... more We sought to estimate the predictive value of admissions interviewers' impressions about student interest in primary care at the University of Kentucky College of Medicine (UKCOM). We counted the number of UKCOM students considered by the admissions interviewers to be interested in primary care careers prior to matriculation. We then compared the interviewers' impressions with the same students' choices of residency programs at graduation. Analyses were restricted to students who entered UKCOM in 1995, 1996, and 1997, and graduated on time in 1999, 2000, and 2001. Each student completed two admissions interviews. Over the three-year study period, both admissions interviewers agreed that 107 (45%) of 237 graduating students demonstrated a clear preference at matriculation for entering a primary care career. Of these 107 graduates, 69 (64%) entered a primary care field. Of the 69 students labeled as not inclined toward primary care, 26 (39%) did enter a primary care field. Of the 61 students about whom the interviewers had split opinions, 30 (49%) entered a primary care field. All total, 125 (53%) of the 237 graduates entered a primary care field. Agreement by both interviewers on students' predilections toward (or away) from primary care were correct 64% of the time. A major limitation in our analysis was lack of information on how many primary carebound students would ultimately pursue subspecialty fellowships. We conclude that interviewers can help select medical students interested in primary care, that their performance might be improved by more meticulous application of known predictive factors, and that their performance could be more accurately measured if data on ultimate practice type at the end of all training were available.
This article presents results of a survey of African-American students enrolled in the colleges o... more This article presents results of a survey of African-American students enrolled in the colleges of medicine, dentistry, allied health, pharmacy, and nursing at the University of Kentucky. The survey was designed to determine the students' perceptions of factors that affect recruitment, enrollment, and academic progress of African-American students. Fifty-three of seventy students responded to survey questions addressing recruitment; admissions; and financial, social, personal, and academic support. Over 50% of medical students decided by junior high to enter a health career; only 15% of other students decided that early. The influence of a family member was more important in student decisions to enter nursing or medicine than in decisions by other students. Only 17% of medical students reported difficulty in locating sources of financial aid compared to 48% of those from other colleges. Perceptions regarding lack of social outlets were consistent among respondents from all colleges. Findings emphasize the importance of early exposure to the health professions, early outreach strategies, ongoing financial assistance, and the importance of establishing social networks for African-American students enrolled in a majority institution. The survey results were used to develop an action plan for the offices of minority affairs, student services, and academic affairs to address identified problems and concerns.
Objective: Throughout the medical curriculum are opportunities to introduce professionalism topic... more Objective: Throughout the medical curriculum are opportunities to introduce professionalism topics relevant to the students' current levels of experience. Although much of the focus on teaching medical professionalism is in the patient care environment, we contend that the ...
Purpose To assess students' perceptions of the extent of diversity in their classes, the role... more Purpose To assess students' perceptions of the extent of diversity in their classes, the role of diversity in their first-year curriculum, and their predictions of the amount of diversity in their future patient populations. Method In 1998, students at four southeastern U.S. medical schools that had distinct demographics and differing institutional missions completed a questionnaire on diversity at the end of the first year. In the instrument, diversity was defined according to nine population characteristics: age, sex, race, ethnic background, physical disability, religious affiliation, sexual orientation, socioeconomic status, and rural background (growing up in a community of less than 5,000). Responses were compared according to students' institution, sex, and race. Results Questionnaires were returned by 349 of 474 students (74%). Students at the school with the most diverse first-year class placed the greatest value on the contributions of diversity to the learning environment. Women students placed more value on the inclusion of diversity issues in the curriculum than did men students, and they placed greater value on understanding diversity issues in their future medical practices than did men. Compared with Asian American, Hispanic, and white students, African American students were the least likely to think that the curriculum contained adequate information about diversity. Conclusions The results indicate that perceptions of diversity were influenced by the students' own demographic characteristics and those of their medical school. The more diverse the class, the more comfortable the students were with diversity and the more they valued its contribution to their medical education.
OBJECTIVES Three domains comprise the field of human assessment: ability, motive and personality.... more OBJECTIVES Three domains comprise the field of human assessment: ability, motive and personality. Differences in personality and cognitive abilities between generations have been documented, but differences in motive between generations have not been explored. This study explored generational differences in medical students regarding motives using the Thematic Apperception Test (TAT). METHODS Four hundred and twenty six students (97% response rate) at one medical school (Generation X = 229, Millennials = 197) who matriculated in 1995 & 1996 (Generation X) or in 2003 & 2004 (Millennials) wrote a story after being shown two TAT picture cards. Student stories for each TAT card were scored for different aspects of motives: Achievement, Affiliation, and Power. RESULTS A multiple analysis of variance (p < 0.05) showed significant differences between Millennials' and Generation X-ers' needs for Power on both TAT cards and needs for Achievement and Affiliation on one TAT card. The main effect for gender was significant for both TAT cards regarding Achievement. No main effect for ethnicity was noted. CONCLUSIONS Differences in needs for Achievement, Affiliation and Power exist between Millennial and Generation X medical students. Generation X-ers scored higher on the motive of Power, whereas Millennials scored higher on the motives of Achievement and Affiliation.
A number of events, conditions, and interventions have contributed to the productivity of medical... more A number of events, conditions, and interventions have contributed to the productivity of medical education research at the University of Kentucky College of Medicine (UKCOM): a history of medical education innovation; curricular reform in the 1990s; merging the offices of admissions, academic affairs, student affairs, and curriculum and evaluation into the Office of Education; establishing the Center of Excellence in Medical Education that provides opportunities for faculty development in medical education research; assigning trained educators to work with course and clerkship directors on medical education projects; and developing and sustaining an institutional culture that supports and values the medical education research enterprise.
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Papers by Carol Elam