Karen Szauter
Biographic Data
| ID | 7720544 |
|---|---|
| NAME | Karen Szauter |
| GIVEN NAMES | Karen |
| FAMILY NAME | Szauter |
| SIGNATURE | SZAUTER K |
| AFFILIATIONS | The University of Texas Medical Branch at Galveston |
| ORCID | 0000-0002-2064-3535 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Narrative comments in internal medicine clerkship evaluations
The use of narrative comments in medical education poses a unique challenge: comments are intended to provide formative feedback to learners while also being used for summative grades. Given student and internal medicine (IM) grading committee concerns about narrative comment quality, we offered an interactive IM Grand Rounds (GR) session aimed at improving comment quality. We undertook this study to determine the quality of comments submitted by…
Impact of a Regional Grant Program Through the Lens of Social Cognitive Career Theory
The MATCH as an Institutional Clinical Reasoning Assessment for Third-Year Students
Purpose: Following an 18-week block of either family medicine, internal medicine, neurology, and psychiatry (FINP) or obstetrics–gynecology, pediatrics, and surgery (OPS), students participate in a 2-week course comprising enrichment workshops and 3 assessment experiences, the content of which is mapped to clerkship objectives. Assessments include (1) a customized National Board of Medical Examiners (NBME) multiple-choice question exam, (2) a sta…
In Reply to Schattner
We thank Dr. Schattner for his comments on our article and share his concern regarding the unintended negative consequences that may follow on the discontinuation of the United States Medical Licensing Examination (USMLE) Step 2 Clinical Skills (CS). We maintain that these terrible outcomes are not inevitable. An explicit requirement from the Liaison Committee on Medical Education (LCME) and medical licensing bodies that medical schools conduct r…
Student response to reports of unprofessional behavior
Student reactions to reports of unprofessional behavior may be useful as a tool to help assess risk of recurrent lapses. Students with diminished capacity to recognize behaviors as unprofessional or accept responsibility for them appear to be at highest risk for additional adverse academic and professionalism events while in medical school
The Use of Station Time Allotments by Fourth Year Medical Students in a Standardized Patient-Based Clinical Skills Examination
Many factors are believed to influence the use of station time allotments in SP-based clinical skills assessment. Our findings have provided information helpful for case refinement, and may assist others when planning multi-station examinations
Student Perceptions of the Professional Behavior of Faculty Physicians
This study was conducted to obtain a baseline understanding of the professional behavior of clinical faculty physicians from the medical students' perspective. Students completed a professionalism evaluation of supervising faculty at the end of each required third-year clerkship over a one year period. Results were analyzed by specific behaviors and across clerkships. Differences were noted in the frequency of the types of problems seen, and vari…
No prominent works on this page.
Student Perceptions of the Professional Behavior of Faculty Physicians
This study was conducted to obtain a baseline understanding of the professional behavior of clinical faculty physicians from the medical students' perspective. Students completed a professionalism evaluation of supervising faculty at the end of each required third-year clerkship over a one year period. Results were analyzed by specific behaviors and across clerkships. Differences were noted in the frequency of the types of problems seen, and vari…
The Use of Station Time Allotments by Fourth Year Medical Students in a Standardized Patient-Based Clinical Skills Examination
Many factors are believed to influence the use of station time allotments in SP-based clinical skills assessment. Our findings have provided information helpful for case refinement, and may assist others when planning multi-station examinations
Student response to reports of unprofessional behavior
Student reactions to reports of unprofessional behavior may be useful as a tool to help assess risk of recurrent lapses. Students with diminished capacity to recognize behaviors as unprofessional or accept responsibility for them appear to be at highest risk for additional adverse academic and professionalism events while in medical school
The MATCH as an Institutional Clinical Reasoning Assessment for Third-Year Students
Purpose: Following an 18-week block of either family medicine, internal medicine, neurology, and psychiatry (FINP) or obstetrics–gynecology, pediatrics, and surgery (OPS), students participate in a 2-week course comprising enrichment workshops and 3 assessment experiences, the content of which is mapped to clerkship objectives. Assessments include (1) a customized National Board of Medical Examiners (NBME) multiple-choice question exam, (2) a sta…
In Reply to Schattner
We thank Dr. Schattner for his comments on our article and share his concern regarding the unintended negative consequences that may follow on the discontinuation of the United States Medical Licensing Examination (USMLE) Step 2 Clinical Skills (CS). We maintain that these terrible outcomes are not inevitable. An explicit requirement from the Liaison Committee on Medical Education (LCME) and medical licensing bodies that medical schools conduct r…
Impact of a Regional Grant Program Through the Lens of Social Cognitive Career Theory
Narrative comments in internal medicine clerkship evaluations
The use of narrative comments in medical education poses a unique challenge: comments are intended to provide formative feedback to learners while also being used for summative grades. Given student and internal medicine (IM) grading committee concerns about narrative comment quality, we offered an interactive IM Grand Rounds (GR) session aimed at improving comment quality. We undertook this study to determine the quality of comments submitted by…
Innovations in Medical Education (6 works) · Medical education (6 works) · Medicine (6 works) · Psychology (6 works) · Clinical Reasoning and Diagnostic Skills (3 works) · Diversity and Career in Medicine (2 works) · Family medicine (2 works) · Medical Education and Admissions (2 works) · Radiology practices and education (2 works) · Commission (1 works)