Barbara Barzansky
Biographic Data
| ID | 8305939 |
|---|---|
| NAME | Barbara Barzansky |
| GIVEN NAMES | Barbara |
| FAMILY NAME | Barzansky |
| SIGNATURE | BARZANSKY B |
| AFFILIATIONS | American Medical Association |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Advancing medical and health professional education programs
in Medical Teacher have highlighted elements that define and evidence excellence across the domains of curriculum development, assessment, student engagement, faculty development, simulation, innovation, social accountability, and international collaboration. This commentary concludes the series by identifying critical cross-cutting features of the published articles, positioning excellence as an institutional ethos grounded in alignment of missi…
Aspire for excellence in student engagement
Student engagement is a key contributor to educational programme quality. It is a complex construct often defined with the focus on student behaviors. However, a broader, more organizational approach takes into account the institutional context and how this can be structured to encourage and support students' willingness and ability to become engaged. This paper includes suggestions for a student engagement system using key elements recognized in…
What Is the Role of Accreditation in Achieving Medical School Diversity
Diversity standards in medical education accreditation do not guarantee diversity but do stimulate schools' activities to recruit and retain diverse students and faculty. The Liaison Committee on Medical Education's (LCME's) accreditation standard addressing medical school diversity neither mandates which categories of diversity medical schools must use nor defines quantitative outcomes they should achieve. Rather, each medical school is required…
Which LCME Accreditation Expectations Support Quality and Safety in Global Health Immersion Experiences for Medical Students
Almost all allopathic medical schools in the United States allow students to participate in global health immersion experiences. The Liaison Committee on Medical Education accreditation requirements specify that students' home institutions are responsible for overseeing learning experiences, assessing and mitigating risk, ensuring appropriate supervision, and offering instruction about what to expect, ethically and culturally, in a learning setti…
When Bad Things Happen in the Learning Environment
Managing mistreatment of medical students and others in the learning environment. Virtual Mentor is a monthly bioethics journal published by the American Medical Association
The relationship between the race/ethnicity of generalist physicians and their care for underserved populations
OBJECTIVES: The purpose of this study was to examine empirically the relationship between physicians' race or ethnicity and their care for medically underserved populations. METHODS: Generalist physicians who received the MD degree in 1983 or 1984 (n = 1581) were surveyed. The personal and background characteristics of four racial/ethnic groups of physicians were compared with the characteristics of their patients. RESULTS: When the potentially c…
A New Methodology for Ancillary Services Review
This study used life table analysis techniques to evaluate the daily charges generated for diagnostic tests, procedures, and therapies for a sample of patients without regard to diagnosis and for patients with a primary diagnosis of congestive heart failure. The study indicated that about 50% of all ancillary services ordered are accumulated by the 5th day of stay and 75% by the 9th day. Length-of-stay review (LOS) undertaken after the 9th day, t…
The relationship between the race/ethnicity of generalist physicians and their care for underserved populations
OBJECTIVES: The purpose of this study was to examine empirically the relationship between physicians' race or ethnicity and their care for medically underserved populations. METHODS: Generalist physicians who received the MD degree in 1983 or 1984 (n = 1581) were surveyed. The personal and background characteristics of four racial/ethnic groups of physicians were compared with the characteristics of their patients. RESULTS: When the potentially c…
A New Methodology for Ancillary Services Review
This study used life table analysis techniques to evaluate the daily charges generated for diagnostic tests, procedures, and therapies for a sample of patients without regard to diagnosis and for patients with a primary diagnosis of congestive heart failure. The study indicated that about 50% of all ancillary services ordered are accumulated by the 5th day of stay and 75% by the 9th day. Length-of-stay review (LOS) undertaken after the 9th day, t…
The relationship between the race/ethnicity of generalist physicians and their care for underserved populations
OBJECTIVES: The purpose of this study was to examine empirically the relationship between physicians' race or ethnicity and their care for medically underserved populations. METHODS: Generalist physicians who received the MD degree in 1983 or 1984 (n = 1581) were surveyed. The personal and background characteristics of four racial/ethnic groups of physicians were compared with the characteristics of their patients. RESULTS: When the potentially c…
When Bad Things Happen in the Learning Environment
Managing mistreatment of medical students and others in the learning environment. Virtual Mentor is a monthly bioethics journal published by the American Medical Association
Which LCME Accreditation Expectations Support Quality and Safety in Global Health Immersion Experiences for Medical Students
Almost all allopathic medical schools in the United States allow students to participate in global health immersion experiences. The Liaison Committee on Medical Education accreditation requirements specify that students' home institutions are responsible for overseeing learning experiences, assessing and mitigating risk, ensuring appropriate supervision, and offering instruction about what to expect, ethically and culturally, in a learning setti…
What Is the Role of Accreditation in Achieving Medical School Diversity
Diversity standards in medical education accreditation do not guarantee diversity but do stimulate schools' activities to recruit and retain diverse students and faculty. The Liaison Committee on Medical Education's (LCME's) accreditation standard addressing medical school diversity neither mandates which categories of diversity medical schools must use nor defines quantitative outcomes they should achieve. Rather, each medical school is required…
Aspire for excellence in student engagement
Student engagement is a key contributor to educational programme quality. It is a complex construct often defined with the focus on student behaviors. However, a broader, more organizational approach takes into account the institutional context and how this can be structured to encourage and support students' willingness and ability to become engaged. This paper includes suggestions for a student engagement system using key elements recognized in…
Advancing medical and health professional education programs
in Medical Teacher have highlighted elements that define and evidence excellence across the domains of curriculum development, assessment, student engagement, faculty development, simulation, innovation, social accountability, and international collaboration. This commentary concludes the series by identifying critical cross-cutting features of the published articles, positioning excellence as an institutional ethos grounded in alignment of missi…
Innovations in Medical Education (4 works) · Political science (4 works) · Psychology (4 works) · Computer Science (3 works) · Medicine (3 works) · Accreditation (2 works) · Diversity and Career in Medicine (2 works) · Excellence (2 works) · Global Health Workforce Issues (2 works) · Health care (2 works)