Helen Kang Morgan

Biographic Data

ID9557693
NAMEHelen Kang Morgan
GIVEN NAMESHelen Kang
FAMILY NAMEMorgan
SIGNATUREMORGAN H K
AFFILIATIONSUniversity of Michigan
ORCID0000-0002-6674-5377
VERIFIEDYes
TOTAL WORKS16
TOTAL CITATIONS1
WORKS AS AUTHOR16
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2013
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Outcomes of a Novel Transition to Residency Curriculum for Culture-Building and Professional Development

    Sarah A Wagner, Abigail Ford Winkel et al.ARTICLEAcademic Medicine2025

  • Under pressure

    Laura Baecher-Lind, Helen Kang Morgan et al.ARTICLEMedical Teacher2025

    Medical education has long relied upon the inherent rewards of teaching to secure necessary educators. In an era of increasing emphasis upon clinical productivity, the expectation of faculty engagement in medical education has been upended. In addition, the demands and stressors of modern medical education has contributed to the perceived cost of teaching by faculty. This article describes the factors that have coalesced to change the environment…

  • The Association of Master Adaptive Learning With Less Burnout and More Resilience in Obstetrics and Gynecology Residents

    Open AccessSally A Santen, Samara Ginzburg et al.ARTICLEAcademic Medicine2024

  • Consensus-Derived Recommended Skills for Transition to Residency Courses

    Open AccessMatthew Rustici, M Kathryn Mutter et al.ARTICLEAcademic Medicine2024

  • Improving medical students’ responses to emergencies with a simulated cross-cover paging curriculum

    Open AccessLauren A Heidemann, Samantha Kempner et al.ARTICLEMedical Education Online2024

    New residents are often unprepared to respond to medical emergencies. To address this gap, we implemented a simulated cross-cover paging curriculum. All senior medical students enrolled in a required specialty-specific (internal medicine, procedures, emergency medicine [EM], obstetrics and gynecology [OBGYN], family medicine and pediatrics) residency preparation course (RPC) in 2020-2021 participated. Students received 3-6 specialty-specific page…

  • Strategies to Create a More Gender Identity Inclusive Learning Environment in Preclinical and Clinical Medical Education

    Open AccessLaura Baecher-Lind, Jill M Sutton et al.ARTICLEAcademic Medicine2023

    Recognition of the spectrum of gender identities has been a recent phenomenon in the medical profession. Over the past 20 years, medical literature related to gender identity diversity has increased several-fold, yet it more commonly addresses clinical care rather than aspects related to medical education. Medical educators continue to struggle with appropriate language and inclusive approaches when discussing gender-based aspects of medical educ…

  • Obstetrics and Gynecology Resident Well-Being

    Open AccessAbigail Ford Winkel, Helen Kang Morgan et al.ARTICLEAcademic Medicine2023

    Purpose: The aim of this study is to explore the well-being of obstetrics and gynecology (OB/GYN) residents and to determine whether patterns observed among trainees have persisted despite changes both within and outside of the clinical learning environment. Method: An observational cross-sectional study of residents in OB/GYN taking the 2022 national in-training examination was performed using an online survey. Respondents provided demographic i…

  • Inequities at the Transition to Obstetrics to Gynecology Residency

    Open AccessHelen Kang Morgan, Erika Banks et al.ARTICLEAcademic Medicine2023

    Purpose: Many factors can lead to a challenging transition to residency for some learners.1,2 In order to create interventions that address the needs of all incoming residents, it is important to understand potential systemic differences. Our goal was to examine obstetrics and gynecology residents’ perceptions of their transition to residency and to understand how residents’ background and medical school environment influence their transition exp…

  • A National Consensus Process to Establish Common Topics for Transition to Residency Courses

    Open AccessMatthew Rustici, M Kathryn Mutter et al.ARTICLEAcademic Medicine2023

    Purpose: Transition To Residency (TTR) courses are designed to prepare graduating medical students to more seamlessly transition into the role of an intern and have become increasingly common in U.S. medical schools.1–3 There is variation in the goals and structure of these curricula and some have begun to conceptualize the “transition to residency” as encompassing most of the post-clerkship timeframe of medical education.4 There is a need for ev…

  • The Dobbs Decision and Undergraduate Medical Education

    Open AccessAlyssa Stephenson-Famy, Tammy Sonn et al.ARTICLEAcademic Medicine2023

    The June 2022 U.S. Supreme Court decision on Dobbs v Jackson Women’s Health Organization resulted in state-specific differences in abortion care access across the country. The primary concern in the obstetrics and gynecology education community has been the impact on resident and fellowship training programs. However, the impact on undergraduate medical education and the broad implications for future generations of physicians are crucial to addre…

  • When Abortion Is Illegal—Profound Effects on Resident Health and Well-being

    Open AccessHelen Morgan, Helen Kang Morgan et al.ARTICLEJAMA Health Forum2023

    This Viewpoint discusses the need for the leadership of hospital systems and graduate medical education programs to address the effects of abortion restrictions on medical residents’ health, well-being, and training

  • Easing the Transition From Medical School to Residency

    Lauren A Heidemann, Samantha Kempner et al.ARTICLEAcademic Medicine2022

    Purpose: New interns are expected to perform initial evaluation and management of medical emergencies for hospitalized patients, 1 yet many are unprepared to care for such patients. 2 To address this gap, we designed a specialty-specific simulated paging curriculum based on Ericsson’s model of deliberate practice 3 for senior medical students. The purpose was to assess whether this curriculum leads to improved performance handling specialty-speci…

  • A Responsible Educational Handover

    Helen Kang Morgan, George C Mejicano et al.ARTICLEAcademic Medicine2020

    An important tenet of competency-based medical education is that the educational continuum should be seamless. The transition from undergraduate medical education (UME) to graduate medical education (GME) is far from seamless, however. Current practices around this transition drive students to focus on appearing to be competitively prepared for residency. A communication at the completion of UME—an educational handover—would encourage students to…

  • Facilitated transitions

    Open AccessMargaret Wolff, Paula T Ro et al.ARTICLEMedical Education Online2020

    Background : Current efforts incompletely address the educational, social, and developmental aspects of a learner's transition from medical school to residency. Objective : To determine the feasibility and acceptability of a transition to residency (TTR) coaching program. Designs : In March 2019, we designed, implemented, and evaluated a TTR coaching program for students who matched into residency programs at our institution. Goals were to stimul…

  • Preparing medical students for obstetrics and gynecology milestone level one

    Open AccessHelen Morgan, Helen Kang Morgan et al.ARTICLEMedical Education Online2014

    This pilot study demonstrates a practical approach for preparing fourth-year medical students for the expectations of Milestones Level One in obstetrics and gynecology. This curriculum can serve as a framework as medical schools and specific specialties work to meet the first steps of the ACGME's Next Accreditation System

  • Wheel of Fire. The African American dreamer and cultural consciousness ’ by F. Brewster

    Open AccessHelen Morgan, Helen Kang MorganARTICLEJournal of Analytical Psychology2013Cited by: 1References: 1