Désirée Lie
Biographic Data
| ID | 7719727 |
|---|---|
| NAME | Désirée Lie |
| GIVEN NAMES | Désirée |
| FAMILY NAME | Lie |
| SIGNATURE | LIE D |
| AFFILIATIONS | University of Southern California |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 0 |
Inclusion of the homeless in health equity curricula
Exposure to homeless patients is a potential strategy to teach about social determinants of health and health inequities. Little is known about student attitudes and preferences for learning about the homeless in curricula addressing vulnerable populations. A needs assessment to determine student readiness may inform strategies for teaching. A mixed-methods study of one matriculating physician assistant student class, with a cross-sectional surve…
Complexities and Challenges of Singapore Nurses Providing Postacute Home Care in Multicultural Communities
Introduction: Studies are needed to inform the preparation of community nurses to address patient behavioral and social factors contributing to unnecessary readmissions to hospital. This study uses nurses’ input to understand challenges faced during home care, to derive a framework to address the challenges. Methods: Semistructured interviews were conducted to saturation with 16 community nurses in Singapore. Interviews were transcribed verbatim …
When less is more
IPE: Interprofessional education; SP: Standardized patient; TOSCE: Team objective structured clinical encounter
What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care
Interprofessional SRC participation promotes learning 'with, from, and about' each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications. Participation is associated with interest in serving the underserved and in primary care caree…
Adapting the McMaster-Ottawa scale and developing behavioral anchors for assessing performance in an interprofessional Team Observed Structured Clinical Encounter
The TOSCE can be administered as an evaluation method for interprofessional teams. However, faculty demonstrate a 'leniency error' in rating students, even with prior training using behavioral anchors. To improve consistency, we recommend two trained faculty raters per station
A comparison of two scales for assessing health professional students’ attitude toward interprofessional learning
Neither the RIPLS nor the IEPS has greater discriminatory ability for detecting attitude differences among the student subgroups. Reason for differences may be explained by slightly different scale constructs. The RIPLS is designed to assess students' own attitude toward interprofessional learning, while the IEPS discerns perceived attitudes about team collaboration for students' own professions and may be more appropriate for more advanced stude…
What do medical students learn when they follow patients from hospital to community? A longitudinal qualitative study
Longitudinal community-based interaction with patients resulted in learning about chronic disease management, patient centredness and health care systems over time. Students shifted from learning biomedical knowledge during the acute hospitalization, to focus on better understanding of long-term care and patient centredness, at the end of the module
Revising the Tool for Assessing Cultural Competence Training (TACCT) for curriculum evaluation
BACKGROUND: The 67-item TACCT currently used for needs assessment has potential for evaluating evolving cultural competence (CC) curricula. PURPOSE: To validate a shortened, more practical TACCT measure. METHODS: The 67-item TACCT was administered to students and course directors at 7 US schools. Course directors and students reported which of 67 TACCT items were taught. Intraclass correlation coefficients (ICC) examined faculty-student agreement…
A focus Group Study of Medical Students’ Views of an Integrated Complementary and Alternative Medicine (CAM) Curriculum
Background: Student views of new curricula can shape training outcomes. This qualitative study elicited student opinions of CAM instruction to examine and distill best strategies.Methods: 49 second, third and fourth year students participated in focus groups using a predefined question route. Interviews were audio taped and transcribed.Results: Students successfully differentiated CAM curricula from other academic content and were supportive of a…
Revising the Tool for Assessing Cultural Competence Training (TACCT) for curriculum evaluation
Background: The 67-item TACCT currently used for needs assessment has potential for evaluating evolving cultural competence (CC) curricula.Purpose: To validate a shortened, more practical TACCT measure.Methods: The 67-item TACCT was administered to students and course directors at US schools. Course directors and students reported which of 67 TACCT items were taught. Intraclass correlation coefficients (ICC) examined faculty-student agreement. Un…
A focus Group Study of Medical Students’ Views of an Integrated Complementary and Alternative Medicine (CAM) Curriculum
BACKGROUND: Student views of new curricula can shape training outcomes. This qualitative study elicited student opinions of CAM instruction to examine and distill best strategies. METHODS: 49 second, third and fourth year students participated in focus groups using a predefined question route. Interviews were audio taped and transcribed. RESULTS: Students successfully differentiated CAM curricula from other academic content and were supportive of…
No prominent works on this page.
Revising the Tool for Assessing Cultural Competence Training (TACCT) for curriculum evaluation
BACKGROUND: The 67-item TACCT currently used for needs assessment has potential for evaluating evolving cultural competence (CC) curricula. PURPOSE: To validate a shortened, more practical TACCT measure. METHODS: The 67-item TACCT was administered to students and course directors at 7 US schools. Course directors and students reported which of 67 TACCT items were taught. Intraclass correlation coefficients (ICC) examined faculty-student agreement…
A focus Group Study of Medical Students’ Views of an Integrated Complementary and Alternative Medicine (CAM) Curriculum
Background: Student views of new curricula can shape training outcomes. This qualitative study elicited student opinions of CAM instruction to examine and distill best strategies.Methods: 49 second, third and fourth year students participated in focus groups using a predefined question route. Interviews were audio taped and transcribed.Results: Students successfully differentiated CAM curricula from other academic content and were supportive of a…
Revising the Tool for Assessing Cultural Competence Training (TACCT) for curriculum evaluation
Background: The 67-item TACCT currently used for needs assessment has potential for evaluating evolving cultural competence (CC) curricula.Purpose: To validate a shortened, more practical TACCT measure.Methods: The 67-item TACCT was administered to students and course directors at US schools. Course directors and students reported which of 67 TACCT items were taught. Intraclass correlation coefficients (ICC) examined faculty-student agreement. Un…
A focus Group Study of Medical Students’ Views of an Integrated Complementary and Alternative Medicine (CAM) Curriculum
BACKGROUND: Student views of new curricula can shape training outcomes. This qualitative study elicited student opinions of CAM instruction to examine and distill best strategies. METHODS: 49 second, third and fourth year students participated in focus groups using a predefined question route. Interviews were audio taped and transcribed. RESULTS: Students successfully differentiated CAM curricula from other academic content and were supportive of…
What do medical students learn when they follow patients from hospital to community? A longitudinal qualitative study
Longitudinal community-based interaction with patients resulted in learning about chronic disease management, patient centredness and health care systems over time. Students shifted from learning biomedical knowledge during the acute hospitalization, to focus on better understanding of long-term care and patient centredness, at the end of the module
A comparison of two scales for assessing health professional students’ attitude toward interprofessional learning
Neither the RIPLS nor the IEPS has greater discriminatory ability for detecting attitude differences among the student subgroups. Reason for differences may be explained by slightly different scale constructs. The RIPLS is designed to assess students' own attitude toward interprofessional learning, while the IEPS discerns perceived attitudes about team collaboration for students' own professions and may be more appropriate for more advanced stude…
Adapting the McMaster-Ottawa scale and developing behavioral anchors for assessing performance in an interprofessional Team Observed Structured Clinical Encounter
The TOSCE can be administered as an evaluation method for interprofessional teams. However, faculty demonstrate a 'leniency error' in rating students, even with prior training using behavioral anchors. To improve consistency, we recommend two trained faculty raters per station
What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care
Interprofessional SRC participation promotes learning 'with, from, and about' each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications. Participation is associated with interest in serving the underserved and in primary care caree…
When less is more
IPE: Interprofessional education; SP: Standardized patient; TOSCE: Team objective structured clinical encounter
Complexities and Challenges of Singapore Nurses Providing Postacute Home Care in Multicultural Communities
Introduction: Studies are needed to inform the preparation of community nurses to address patient behavioral and social factors contributing to unnecessary readmissions to hospital. This study uses nurses’ input to understand challenges faced during home care, to derive a framework to address the challenges. Methods: Semistructured interviews were conducted to saturation with 16 community nurses in Singapore. Interviews were transcribed verbatim …
Inclusion of the homeless in health equity curricula
Exposure to homeless patients is a potential strategy to teach about social determinants of health and health inequities. Little is known about student attitudes and preferences for learning about the homeless in curricula addressing vulnerable populations. A needs assessment to determine student readiness may inform strategies for teaching. A mixed-methods study of one matriculating physician assistant student class, with a cross-sectional surve…
Medicine (11 works) · Psychology (11 works) · Medical education (9 works) · Pedagogy (6 works) · Curriculum (5 works) · Focus group (5 works) · Health care (5 works) · Innovations in Medical Education (5 works) · Clinical Psychology (4 works) · Clinical Psychology (4 works)