Melissa Dominicé Dao
Biographic Data
| ID | 6172494 |
|---|---|
| NAME | Melissa Dominicé Dao |
| GIVEN NAMES | Melissa Dominicé |
| FAMILY NAME | Dao |
| SIGNATURE | DAO M D |
| AFFILIATIONS | Department of Community Medicine, Primary Care and Emergency Medicine, Geneva University Hospitals and Geneva University, Geneva, Switzerland |
| ORCID | 0000-0002-0839-277X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Expériences de difficultés culturelles et linguistiques à la consultation transculturelle des Hôpitaux Universitaires de Genève (HUG)
LE BUT DE CETTE CONTRIBUTION EST DE PRESENTER, à travers une situation clinique, les difficultés expérimentées par les cliniciens de notre institution pour lesquelles ils font appel à la consultation transculturelle. Bien que notre consultation ait été initialement prévue pour répondre au questionnement transculturel des soignants, nous allons démontrer que c’est davantage l’imbrication de différentes problématiques qui amène les soignants à fair…
Medical students as feedback assessors in a faculty development program
Background: Little is known about simulated students’ ability in assessing feedback received in Objective Structured Teaching Encounters (OSTEs). We aimed to assess to which extent students’ perceptions matched objective analysis regarding quality of received feedback, to explore what elements of feedback they emphasized and what they learned about feedback.Methods: In this mixed-method study, 43 medical students participated as simulated residen…
Training junior faculty to become clinical teachers
Background: Junior clinical faculty require institutional support in the acquisition of feedback and clinical supervision skills of trainees. We tested the effectiveness of a personalized coaching versus guided self-reflection format of a faculty development program at improving faculty skills and self-efficacy.Methods: Participants were evaluated both before and after the program using a four-station Objective Structured Teaching Exercise (OSTE)…
Text-messaging to reduce missed appointment in a youth clinic
BACKGROUND: To assess the effectiveness of text-messages in reducing the proportion of non-attendance in a youth clinic of a University Hospital. METHODS: Patients who registered for an appointment and provided a mobile phone number were randomly selected to receive or not a text-message reminder before the planned appointment. A 10% reduction in the proportion of missed appointments was considered clinically and economically useful and the study…
Text-messaging to reduce missed appointment in a youth clinic
BACKGROUND: To assess the effectiveness of text-messages in reducing the proportion of non-attendance in a youth clinic of a University Hospital. METHODS: Patients who registered for an appointment and provided a mobile phone number were randomly selected to receive or not a text-message reminder before the planned appointment. A 10% reduction in the proportion of missed appointments was considered clinically and economically useful and the study…
Text-messaging to reduce missed appointment in a youth clinic
BACKGROUND: To assess the effectiveness of text-messages in reducing the proportion of non-attendance in a youth clinic of a University Hospital. METHODS: Patients who registered for an appointment and provided a mobile phone number were randomly selected to receive or not a text-message reminder before the planned appointment. A 10% reduction in the proportion of missed appointments was considered clinically and economically useful and the study…
Medical students as feedback assessors in a faculty development program
Background: Little is known about simulated students’ ability in assessing feedback received in Objective Structured Teaching Encounters (OSTEs). We aimed to assess to which extent students’ perceptions matched objective analysis regarding quality of received feedback, to explore what elements of feedback they emphasized and what they learned about feedback.Methods: In this mixed-method study, 43 medical students participated as simulated residen…
Training junior faculty to become clinical teachers
Background: Junior clinical faculty require institutional support in the acquisition of feedback and clinical supervision skills of trainees. We tested the effectiveness of a personalized coaching versus guided self-reflection format of a faculty development program at improving faculty skills and self-efficacy.Methods: Participants were evaluated both before and after the program using a four-station Objective Structured Teaching Exercise (OSTE)…
Expériences de difficultés culturelles et linguistiques à la consultation transculturelle des Hôpitaux Universitaires de Genève (HUG)
LE BUT DE CETTE CONTRIBUTION EST DE PRESENTER, à travers une situation clinique, les difficultés expérimentées par les cliniciens de notre institution pour lesquelles ils font appel à la consultation transculturelle. Bien que notre consultation ait été initialement prévue pour répondre au questionnement transculturel des soignants, nous allons démontrer que c’est davantage l’imbrication de différentes problématiques qui amène les soignants à fair…
Medicine (3 works) · Innovations in Medical Education (2 works) · Medical education (2 works) · Psychology (2 works) · Attendance (1 works) · Clinical Reasoning and Diagnostic Skills (1 works) · Coaching (1 works) · Emergency and Acute Care Studies (1 works) · Empathy (1 works) · Faculty Development (1 works)