Carnegie Foundation for the Advancement of Teaching. Preparation for the Professions Medical Education Study : research papers, 2004-2007

Printable guide [HTML]
Request items

Summary

Creators:
Carnegie Foundation for the Advancement of Teaching and Carnegie Foundation for the Advancement of Teaching
Abstract:
Records for a study on medical education, sponsored by the Carnegie Foundation for the Advancement of Teaching.
Extent:
8 Linear Feet (17 boxes)
Language:
English .
Preferred citation:

Carnegie Foundation for the Advancement of Teaching. Preparation for the Professions Medical Education Study (M1720). Dept. of Special Collections and University Archives, Stanford Libraries, Stanford, Calif.

Background

Scope and content:

The Preparation for the Professions Medical Education Study records contain correspondence and notes from all phases of the project; project development and site selection materials; classroom observation and site visit notes; and extensive phone and site interview transcripts from the participating institutions. The records also contain drafts and notes on the book, as well as agendas, memoranda and other notes for meetings and convenings. Permissions/signed consent forms are not included. As required by the initial consent agreement, these are stored in a secure area at the Carnegie Foundation. The project ran from 2004-2007.

Biographical / historical:

In this study, the team investigated both the common challenges of preparing physicians for complex practice and some of the distinctive curricula, pedagogies and assessment practices that have been developed to meet these challenges. The central focus of the investigation was on the professional development of physicians-in-training at three key points in their clinical education: 1) the early exposure to "doctoring"; 2) the third year clerkships; and 3) the residency. At each level, three forms of learning were examined: learning the knowledge to think like a physician, learning skills to perform skillfully, and learning professionalism to act responsibly. Outcomes of the study include examples of innovative curricular structures, promising pedagogies and thoughtful approaches to assessment, all of which support the professional development of learners; a critique of inadequate educational practices; and a series of recommendations for strengthening clinical education.

Research included questions on how the formal and informal curriculum supports the professional development of knowledge, skills and professionalism; what teaching/learning methods facilitate learning of knowledge, skills and values in clinical education; how students/residents learn to think, perform and act like physicians; the common struggles and transitions that student/residents encounter in becoming physicians; how the knowledge, skills and professionalism of students and residents are assessed; how current university and practice environments affecting teaching and learning for students and residents; and what medical education should be doing entirely differently.

Over a three-year period, the research team reviewed the literature and conducted site visits to 14 medical schools and medical centers. Data were collected through 140 structured interviews, 50 focus groups, 200 observations and document review. Both qualitative and quantitative analyses were employed. Findings from the study were published in journal articles and a book by Jossey-Bass. The scholars who ran the study are Molly Cooke, David Irby, and Bridget O'Brien.

Acquisition information:
This collection was given by the Carnegie Foundation for the Advancement of Teaching to Stanford University, Special Collections in 2009.
Rules or conventions:
Describing Archives: A Content Standard

Access and use

Restrictions:

The materials are open for research use. Audio-visual materials are not available in original format, and must be reformatted to a digital use copy.

Terms of access:

While Special Collections is the owner of the physical and digital items, permission to examine collection materials is not an authorization to publish. These materials are made available for use in research, teaching, and private study. Any transmission or reproduction beyond that allowed by fair use requires permission from the owners of rights, heir(s) or assigns.

Preferred citation:

Carnegie Foundation for the Advancement of Teaching. Preparation for the Professions Medical Education Study (M1720). Dept. of Special Collections and University Archives, Stanford Libraries, Stanford, Calif.

Location of this collection:
Department of Special Collections, Green Library
557 Escondido Mall
Stanford, CA 94305-6004, US
Contact:
(650) 725-1022
specialcollections@stanford.edu
Website