Listy Thomas
Biographic Data
| ID | 7719925 |
|---|---|
| NAME | Listy Thomas |
| GIVEN NAMES | Listy |
| FAMILY NAME | Thomas |
| SIGNATURE | THOMAS L |
| AFFILIATIONS | Frank H. Netter MD School of Medicine at Quinnipiac, Hamden, CT, USA |
| ORCID | 0000-0001-5793-7812 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Trauma-informed care in the emergency department: Concepts and recommendations for integrating practices into emergency medicine
The experience of psychological trauma is common and has become even more prevalent during the COVID-19 pandemic for both health care workers and the general population [1-3]. Traumatic experiences can have varied and lasting physical and mental health effects on patients, beyond what we are privy to in the acute environment of the emergency department. The effects of these prior traumatic experiences can be exacerbated by interaction with the he…
Implementation and Inter-Rater Reliability of a Comprehensive Scoring Rubric for Preclerkship Medical Documentation
Purpose: With the end of the United States Medical Licensing Examination Step 2 Clinical Skills exam, there is increased need for new assessment measures for various aspects of competency-based clinical skills curricula in undergraduate medical education. One area of opportunity that was identified as requiring more standardization and structure within our institution is the assessment of medical documentation. Currently, there are no validated s…
Early identification of struggling pre-clerkship learners using formative clinical skills OSCEs: An assessment for learning program.’
Multiple experts in clinical skills remediation recommend early identification to support struggling learners, but there is minimal documentation on implementation of these programs. We share one school's outcomes-based research utilizing the formative assessment for learning model to early-identify pre-clerkship students struggling with clinical skills using formative OSCEs (F-OSCE). Student scores were monitored over longitudinal F-OSCE experie…
Self-efficacy and confidence of medical students with prior scribing experience: A mixed methods study
Medical students with scribing experience did not demonstrate greater clinical self-efficacy than their peers without scribing experience. However, medical students with scribing experience have a perceived value of their pre-medical scribing experience on their success in medical school
Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings
Medical students review F-OSCE checklists and video recordings less than 50% of the time when not prompted. Student-faculty debriefing meetings increased student data reviews. First-year student's review of checklists on F-OSCEs was associated with increases in performance on subsequent F-OSCEs, however this outcome was not observed among second-year students
No prominent works on this page.
Medical students review of formative OSCE scores, checklists, and videos improves with student-faculty debriefing meetings
Medical students review F-OSCE checklists and video recordings less than 50% of the time when not prompted. Student-faculty debriefing meetings increased student data reviews. First-year student's review of checklists on F-OSCEs was associated with increases in performance on subsequent F-OSCEs, however this outcome was not observed among second-year students
Implementation and Inter-Rater Reliability of a Comprehensive Scoring Rubric for Preclerkship Medical Documentation
Purpose: With the end of the United States Medical Licensing Examination Step 2 Clinical Skills exam, there is increased need for new assessment measures for various aspects of competency-based clinical skills curricula in undergraduate medical education. One area of opportunity that was identified as requiring more standardization and structure within our institution is the assessment of medical documentation. Currently, there are no validated s…
Early identification of struggling pre-clerkship learners using formative clinical skills OSCEs: An assessment for learning program.’
Multiple experts in clinical skills remediation recommend early identification to support struggling learners, but there is minimal documentation on implementation of these programs. We share one school's outcomes-based research utilizing the formative assessment for learning model to early-identify pre-clerkship students struggling with clinical skills using formative OSCEs (F-OSCE). Student scores were monitored over longitudinal F-OSCE experie…
Self-efficacy and confidence of medical students with prior scribing experience: A mixed methods study
Medical students with scribing experience did not demonstrate greater clinical self-efficacy than their peers without scribing experience. However, medical students with scribing experience have a perceived value of their pre-medical scribing experience on their success in medical school
Trauma-informed care in the emergency department: Concepts and recommendations for integrating practices into emergency medicine
The experience of psychological trauma is common and has become even more prevalent during the COVID-19 pandemic for both health care workers and the general population [1-3]. Traumatic experiences can have varied and lasting physical and mental health effects on patients, beyond what we are privy to in the acute environment of the emergency department. The effects of these prior traumatic experiences can be exacerbated by interaction with the he…
Medicine (5 works) · Innovations in Medical Education (4 works) · Medical education (4 works) · Psychology (4 works) · Clinical Reasoning and Diagnostic Skills (3 works) · Family medicine (3 works) · Formative assessment (3 works) · Computer Science (2 works) · Documentation (2 works) · Health Sciences Research and Education (2 works)