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Collaborating Across Private, Public, Community, and Federal Hospital Systems: Lessons Learned from the Covid-19 Pandemic Response in NYC

Schaye, Verity E; Reich, Jenna A; Bosworth, Brian P; Stern, David T; Volpicelli, Frank; Shapiro, Neil M; Hauck, Kevin D; Fagan, Ian M; Villagomez, Seagram M; Uppl, Amit; et al
ORIGINAL:0015308
ISSN: n/a
CID: 5000222

Assessing Clinician Educator Professional Identity at an Academic Medical Center [Meeting Abstract]

Dembitzer, Anne; Lusk, Penelope; Shapiro, Neil; Hauck, Kevin; Schaye, Verity E; Janjigian, Michael; Hardowar, Khemraj; Reiff, Stefanie; Zabar, Sondra
ORIGINAL:0014787
ISSN: 1525-1497
CID: 4610352

Faculty development and the growth mindset

Shapiro, Neil; Dembitzer, Anne
PMID: 31509287
ISSN: 1365-2923
CID: 4101282

A workshop to train medicine faculty to teach clinical reasoning

Schaye, Verity; Janjigian, Michael; Hauck, Kevin; Shapiro, Neil; Becker, Daniel; Lusk, Penelope; Hardowar, Khemraj; Zabar, Sondra; Dembitzer, Anne
Background Clinical reasoning (CR) is a core competency in medical education. Few studies have examined efforts to train faculty to teach CR and lead CR curricula in medical schools and residencies. In this report, we describe the development and preliminary evaluation of a faculty development workshop to teach CR grounded in CR theory. Methods Twenty-six medicine faculty (nine hospitalists and 17 subspecialists) participated in a workshop that introduced a framework to teach CR using an interactive, case-based didactic followed by role-play exercises. Faculty participated in pre- and post-Group Observed Structured Teaching Exercises (GOSTE), completed retrospective pre-post assessments (RPPs), and made commitment to change statements (CTCs). Results In the post-GOSTE, participants significantly improved in their use of problem representation and illness scripts to teach CR. RPPs revealed that faculty were more confident in their ability and more likely to teach CR using educational strategies grounded in CR educational theory. At 2-month follow-up, 81% of participants reported partially implementing these teaching techniques. Conclusions After participating in this 3-h workshop, faculty demonstrated increased ability to use these teaching techniques and expressed greater confidence and an increased likelihood to teach CR. The majority of faculty reported implementing these newly learned educational strategies into practice.
PMID: 30849044
ISSN: 2194-802x
CID: 3724222

Peer to Peer observation: real-world faculty development

Shapiro, Neil; Janjigian, Michael; Schaye, Verity; Hauck, Kevin; Becker, Daniel; Lusk, Penelope; Dembitzer, Anne
PMID: 30989686
ISSN: 1365-2923
CID: 4173832

THINKING FAST AND SLOW: TRAINING FACULTY TO TEACH CLINICAL REASONING [Meeting Abstract]

Schaye, Verity; Janjigian, Michael; Hauck, Kevin; Shapiro, Neil; Becker, Daniel; Lusk, Penelope; Zabar, Sondra; Dembitzer, Anne
ISI:000442641401296
ISSN: 0884-8734
CID: 4449832

PEER TO PEER: FORMING PARTNERSHIPS TO FOSTER SUSTAINABLE FACULTY DEVELOPMENT [Meeting Abstract]

Shapiro, Neil; Janjigian, Michael; Schaye, Verity; Hauck, Kevin; Becker, Daniel; Lusk, Penelope; Zabar, Sondra; Dembitzer, Anne
ISI:000442641404034
ISSN: 0884-8734
CID: 4449872

WEATHERING THE STORM: THE IMPACT OF HURRICANE SANDY ON PRIMARY CARE PRACTICE AT THE NEW YORK VA MEDICAL CENTER [Meeting Abstract]

Schwartz, Mark D; Jensen, Ashley E; Beyrouty, Matthew; Bennett, Katelyn; Sherman, Scott; Leung, Joseph; Shapiro, Neil
ISI:000340996201222
ISSN: 1525-1497
CID: 1268102

Improving health care provider notification in an academic setting: a cascading system of alerts [Letter]

Tenner, Craig T; Shapiro, Neil M; Wikler, Alan
PMID: 20177047
ISSN: 0003-9926
CID: 107386

CLINICAL CORRELATIONS: A DAILY DOSE OF MEDICINE [Meeting Abstract]

Litvin, CB; Brenner, J; Triola, MM; Poles, MA; Shapiro, N
ISI:000265382000697
ISSN: 0884-8734
CID: 99174