Linda Raia Tewksbury, M.D.

Assessment of medical student clinical reasoning by "lay" vs physician raters: inter-rater reliability using a scoring guide in a multidisciplinary objective structured clinical examination
Berger, Alexandra J; Gillespie, Colleen C; Tewksbury, Linda R; Overstreet, Ivey M; Tsai, Ming C; Kalet, Adina L; Ogilvie, Jennifer B
2012 Jan;203(1):81-86, American journal of surgery
BACKGROUND: To determine whether a 'lay' rater could assess clinical reasoning, interrater reliability was measured between physician and lay raters of patient notes written by medical students as part of an 8-station objective structured clinical examination. METHODS: Seventy-five notes were rated on core elements of clinical reasoning by physician and lay raters independently, using a scoring guide developed by physician consensus. Twenty-five notes were rerated by a 2nd physician rater as an expert control. Kappa statistics and simple percentage agreement were calculated in 3 areas: evidence for and against each diagnosis and diagnostic workup. RESULTS: Agreement between physician and lay raters for the top diagnosis was as follows: supporting evidence, 89% (kappa = .72); evidence against, 89% (kappa = .81); and diagnostic workup, 79% (kappa = .58). Physician rater agreement was 83% (kappa = .59), 92% (kappa = .87), and 96% (kappa = .87), respectively. CONCLUSIONS: Using a comprehensive scoring guide, interrater reliability for physician and lay raters was comparable with reliability between 2 expert physician raters
— id: 147696, year: 2012, vol: 203, page: 81, stat: Journal Article,

SHE FELL OFF THE CLIFF AND SURVIVED! STEREOTYPE THREAT AS A TREATABLE CAUSE FOR CLINICAL INCOMPETENCE IN NON-TRADITIONAL MEDICAL STUDENTS
Kalet, A; Taffel, L; Bruno, JH; Tewksbury, L
2010 JUN ;25(9):547-547, Journal of general internal medicine
— id: 111925, year: 2010, vol: 25, page: 547, stat: Journal Article,

WHO FAILS CLINICAL SKILLS EXAMS? DESCRIPTIVE EPIDEMIOLOGY TO INFORM CLINICAL SKILLS REMEDIATION
Kalet, A; Tewksbury, L; Bruno, JH; Taffel, L
2010 JUN ;25(9):454-454, Journal of general internal medicine
— id: 111921, year: 2010, vol: 25, page: 454, stat: Journal Article,

Scholarship of Application: When Service is Scholarship - A Workshop for Medical Educators
Tewksbury, Linda; English, Robin; Christy, Cynthia; Gigante, Joseph; Spoto-Cannons, Antoinette; Talib, Nasreen; Hanson, Janice
MedEdPORTAL [sl : AAMC],
This workshop is designed for delivery to a group of health care educators interested in advancing their scholarship in medical education. A detailed instructors' manual provides all information necessary for facilitators to conduct the workshop. The goal of this workshop is to provide participants with practical guidance for turning their educational service into scholarship. Through this workshop, participants will develop a firm understanding of the scholarship of application, one of the four types of scholarship outlined by Ernest Boyer in 1990. The scholarship of application involves service and the use of knowledge to solve problems of individuals or society. Examples of applying knowledge in medical education include curriculum development, clerkship restructuring, and development and implementation of evaluation tools or new programs. While medical educators typically engage in such activities, many do not recognize that such activities have the potential to qualify as scholarship. Participants will have the opportunity to go through the process of moving an educational project through the steps necessary for it to qualify as high quality scholarship, based on Glassick's six characteristics of scholarship. Finally, participants will have the opportunity to apply the characteristics of scholarship to their own educational endeavors and discuss opportunities for the dissemination of such work. This workshop was developed by the Research and Scholarship Task Force of Council for Medical Education in Pediatrics (COMSEP) to support and recognize scholarship of medical educators
— id: 5645, year: 2009, vol: , page: ?, stat: Chapter,

Pediatrician knowledge and attitudes of school based health clinics
Abbani RI; Tewksbury LR; Fryer G; Miyoshi T; Fierman A
2007 ;1:25-25, Probe: the publication of research on biomedical endeavors
— id: 75319, year: 2007, vol: 1, page: 25, stat: Journal Article,

Pediatrician knowledge and attitudes of school based health clinics
Abbani, RL; Tewksbury, LR; Miyoshi, T
2007 FEB ;40(2):S38-S39, Journal of adolescent health
— id: 71043, year: 2007, vol: 40, page: S38, stat: Journal Article,

Teaching patient communication skills to medical students: a review of randomized controlled trials
Smith, Sherilyn; Hanson, Janice L; Tewksbury, Linda R; Christy, Cynthia; Talib, Nasreen J; Harris, Mitchell A; Beck, Gary L; Wolf, Fredric M
2007 Mar;30(1):3-21, Evaluation & the health professions
Tools to examine the effects of teaching interventions across a variety of studies are needed. The authors perform a meta-analysis of 24 randomized controlled trials evaluating the effects of teaching on medical students' patient communication skills. Study quality is rated using a modified Jadad score, and standardized mean difference effect size (d) measures are calculated. Fifteen of 24 studies have sufficient data for analysis. Students' ability to establish rapport improves after teaching. The effects are large when the teaching intervention was small group discussion (n = 5) or giving structured feedback on a student-patient interview (n = 6). A similar effect of teaching is seen on student data gathering skills (n = 5). Teaching medical students patient communication skills using small group discussion or providing feedback on a student-patient interview results in improvement in student performance
— id: 95948, year: 2007, vol: 30, page: 3, stat: Journal Article,

Running scared: How anxious are medical students about examining young children?
Tewksbury, LR; Curtis, JA; Mendelsohn, AL
2000 APR ;47(4):99A-99A, Pediatric research
— id: 54671, year: 2000, vol: 47, page: 99A, stat: Journal Article,