Maria Wamsley

Datos Biográficos

ID7719720
NOMBREMaria Wamsley
NOMBRESMaria
APELLIDOWamsley
FIRMAWAMSLEY M
AFILIACIONESUniversity of California, San Francisco
ORCID0000-0002-9588-7622
VERIFICADOSí
TOTAL DE OBRAS6
TOTAL DE CITAS0
TOTAL COMO AUTOR6
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2007
AÑO MÁS RECIENTE DE PUBLICACIÓN2022
ÍNDICE H0

  • A is for advocacy

    Tali Ziv, Maria Wamsley et al.ARTICLEMedical Teacher2022

    To improve health, physicians are increasingly called to advocate. Yet medical schools have only recently focused on health advocacy skill-building. Limited work to date addresses assessing medical student advocacy on behalf of patients. We describe how students and clinical supervisors (CS) in two urban longitudinal integrated clerkships (LIC) experience patient advocacy and how introducing a new advocacy assessment impacts them. Using a themati…

  • “Getting Out of That Siloed Mentality Early”

    Josette Rivera, Bridget C OʼBrien et al.ARTICLEAcademic Medicine2020

    PURPOSE: Although descriptions of interprofessional education often focus on interactions among students from multiple professions, embedding students from 1 profession in clinical settings may also provide rich opportunities for interprofessional learning (IPL). This study examines affordances and barriers to medical students' interactions with and opportunities to learn from health care professionals while learning health systems science in cli…

  • Workplace learning through peer groups in medical school clerkships

    Open AccessCalvin L Chou, Arianne Teherani et al.ARTICLEMedical Education Online2014

    Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main…

  • Using tablets to support self-regulated learning in a longitudinal integrated clerkship

    Open AccessDylan Archbold Hufty Alegría, Christy Boscardin et al.ARTICLEMedical Education Online2014

    LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context

  • Development of a longitudinal integrated clerkship at an academic medical center

    Open AccessAnn Poncelet, Seth Bokser et al.ARTICLEMedical Education Online2011

    In 2005, medical educators at the University of California, San Francisco (UCSF), began developing the Parnassus Integrated Student Clinical Experiences (PISCES) program, a year-long longitudinal integrated clerkship at its academic medical center. The principles guiding this new clerkship were continuity with faculty preceptors, patients, and peers; a developmentally progressive curriculum with an emphasis on interdisciplinary teaching; and expo…

  • Teaching Residents to Teach

    Open AccessKatherine A Julian, Patricia O’sullivan et al.ARTICLEMedical Education Online2007

    Residents are eager to improve their teaching skills and benefit from a multidisciplinary learning group. A successful teaching curriculum increases resident interest in teaching and impacts self-efficacy and self-assessed teaching skills