Kevin Lohenry
Biographic Data
| ID | 7720497 |
|---|---|
| NAME | Kevin Lohenry |
| GIVEN NAMES | Kevin |
| FAMILY NAME | Lohenry |
| SIGNATURE | LOHENRY K |
| AFFILIATIONS | University of Southern California |
| ORCID | 0000-0003-3938-506X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 0 |
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…
No prominent works on this page.
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
Innovations in Medical Education (4 works) · Interprofessional Education and Collaboration (4 works) · Medical education (4 works) · Medicine (4 works) · Psychology (4 works) · Scale (ratio (3 works) · Applied Psychology (2 works) · Applied Psychology (2 works) · Health care (2 works) · Interprofessional education (2 works)