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dc.contributor.authorMcCarty, Teresita
dc.contributor.authorParkes, Marie
dc.contributor.authorAnderson, Teresa
dc.contributor.authorMines, Jan
dc.contributor.authorSkipper, Betty
dc.contributor.authorGrebosky, James
dc.date.accessioned2009-03-25T23:36:06Z
dc.date.available2009-03-25T23:36:06Z
dc.date.issued2005-10
dc.identifier.citationAcademic Medicine, Vol. 80, No.10/October 2005 Supplementen_US
dc.identifier.urihttp://hdl.handle.net/1928/9080
dc.descriptionArticleen_US
dc.description.abstractBackground: This study examines the effectiveness of Calibrated Peer Review (TM) (CPR), a Web-based writing development program, to teach and assess medical students' patient note-writing skills in a standardized fashion. Method: At the end of the clerkship year, 67 medical students were divided inot three groups, introduced to CPR, and instructed in patient note-writing. Students then wrote notes for three clinical cases, presented in different order to each group. After training on faculty-calibrated standards, students evaluated their peers; notes and tehir own notes. Trained faculty, blinded to author, order, and group, also graded student notes. Results: Faculty gave lower scores than students, but both groups found students' scores improved significantly from the first to the third note writteb, Conclusions: Student-written pateint notes improved in quality while using CPR. The program uses approaches valued in medicine (accurate peer review and self-reflection) to enhance performanceen_US
dc.description.sponsorshipUniversity of New Mexico School of Medicineen_US
dc.language.isoen_USen_US
dc.publisherAcademic Medicineen_US
dc.relation.ispartofseriesInnovative Uses of Technologyen_US
dc.relation.ispartofseries10 supplementen_US
dc.subjectCalibrated Peer Review, self assessment, medical studentsen_US
dc.titleImproved Patient Notes from Medical Students during Web-Based Teaching Using Faculty-Calibrated Peer Review and Self-Assessmenten_US
dc.typeArticleen_US
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