The Departmental Advisor's Effect on Medical Students' Confidence When the Advisor Evaluates or Recruits for Their Own Program During the Match

Miller, John Bernard; Koehn, Nerissa; Schaad, Douglas C.; Crittenden, Robert; Oriol, Nancy E.

doi:10.1207/s15328015tlm1603_13

Cited by 3 publications

(3 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…4 The limited evidence from learners' perspective shows that learners are less comfortable with advisors who have a role in assessment than those who do not and that such an assessment role can influence a learner's willingness to be open and honest in an advising relationship. 2 This is the first study we are aware of that examines opinions of faculty leaders on the perceived COIs among medical educator roles and the acceptability of assessing students within the context of learning communities.…”

Section: Discussionmentioning

confidence: 99%

“…In one study, students with advisors in clinical specialties who also served on a residency selection committee expressed discomfort with the advising relationship and admitted to being more likely to make misleading statements about training program preferences than if the advisor had no role in resident selection. 2 Likewise, some have argued that student affairs officers should not oversee the preparation of the Medical Student Performance Evaluation (MSPE) document that compiles assessment data for graduating students. The concern raised is that such an arrangement may discourage students from seeking out “sensitive health services” if the student affairs office is the conduit by which students access those resources.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Too Many Hats? Conflicts of Interest in Learning Community Faculty Roles

Gliatto

Colbert-Getz

Bhutiani

et al. 2019

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

Purpose:Many US medical schools have adopted learning communities to provide a framework for advising and teaching functions. Faculty who participate in learning communities often have additional educator roles. Defining potential conflicts of interest (COIs) among these roles is an important consideration for schools with existing learning communities and those looking to develop them, both for transparency with students and also to comply with regulatory requirements.Methods:A survey was sent to the institutional contact for each of the 42 Learning Communities Institute (LCI) member medical schools to assess faculty opinions about what roles potentially conflict. The survey asked the role of learning community faculty in summative and formative assessment of students and whether schools had existing policies around COIs in medical education.Results:In all, 35 (85%) LCI representatives responded; 30 (86%) respondents agreed or strongly agreed that learning community faculty should be permitted to evaluate their students for formative purposes, while 19 (54%) strongly agreed or agreed that learning community faculty should be permitted to evaluate their students in a way that contributes to a grade; 31 (89%) reported awareness of the accreditation standard ensuring “that medical students can obtain academic counseling from individuals who have no role in making assessment or promotion decisions about them,” but only 10 (29%) had a school policy about COIs in education. There was a wide range of responses about what roles potentially conflict with being a learning community faculty.Conclusion:The potential for COIs between learning community faculty and other educator roles concerns faculty at schools with learning communities, but most schools have not formally addressed these concerns.

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Too Many Hats? Conflicts of Interest in Learning Community Faculty Roles

Gliatto

Colbert-Getz

Bhutiani

et al. 2019

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

“…This can, however, create an inherent internal conflict of the program director in the process of advising. A study by Miller in 2004 demonstrated less confidence in the student when the advisor sat on the residency selection committee ( 7 ). If a dual advisor system is instead employed (program director and medical student advisor), studies have shown low levels of congruity of opinions between these two groups ( 8 ).…”

Section: Discussionmentioning

confidence: 99%

‘Speed advising’ for medical students applying to residency programs: an efficient supplement to traditional advising

McGrath

Bischof

Greenberger

et al. 2016

Medical Education Online

View full text Add to dashboard Cite

BackgroundOver time, Residency Match dynamics fluctuate with some specialties experiencing increases in medical student popularity. Academic departments with limited resources must devise methods for coping with increased demand for their specialty. Students perceive traditional programs on Match mechanics as inadequate. Subsequently, faculty are confronted with demands for more personal attention from more students.ObjectivesWe developed a strategy for providing specialty-specific residency match advising to large numbers of students.MethodsThe ‘speed-advising’ session (SAS) was developed to address the common questions and concerns that medical students pose during the Match process and to provide advisees with a breadth of faculty perspectives. Two SASs were offered over a 2-week period. After the sessions, students and faculty were surveyed regarding their experience.ResultsTwenty-six students pursued our specialty in the 2015 Match (26 of 234, 11.1%). Twenty-three (89%) participated in the SAS. Seventy-four percent of students (17 of 23) and all faculty completed the post-session survey. Students found the SAS to be informative, helpful and an efficient use of time. Common discussion topics included: career goals, to which programs and how many to apply, and how academic record impacts their likelihood of matching in our specialty. Students would have preferred more time with each faculty; however, most (77%) conceded that their questions were adequately answered. Faculty-favored speed advising over traditional advising (86%), primarily due to estimated time savings of 7.3 h per faculty member.ConclusionsIn preparing students for the Match, specialty-specific speed advising offers an efficient supplement to traditional advising.

show abstract

Advising Medical Students for the Match: A National Survey of Pediatrics Clerkship Directors

Ryan

Levine

Colbert-Getz

et al. 2015

Academic Pediatrics

View full text Add to dashboard Cite

The Departmental Advisor's Effect on Medical Students' Confidence When the Advisor Evaluates or Recruits for Their Own Program During the Match

Abstract: Applicants whose departmental advisors serve on a residency selection committee have less confidence in the advising relationship. These interactions may have adverse effects on the clinical and professional development of medical students.

Cited by 3 publications

References 5 publications

Too Many Hats? Conflicts of Interest in Learning Community Faculty Roles

Too Many Hats? Conflicts of Interest in Learning Community Faculty Roles

‘Speed advising’ for medical students applying to residency programs: an efficient supplement to traditional advising

Advising Medical Students for the Match: A National Survey of Pediatrics Clerkship Directors

Contact Info

Product

Resources

About