Patient note fabrication and consequences of unprofessional behavior in a high-stakes clinical skills licensing examination

Academic Medicine

Volumn 84, Issue SUPPL. 10, 2009, Pages

  Sandella, Jeanne M ^a   Roberts, William L ^a   Gallagher, Laurie A ^a   Gimpel, John R ^a   Langenau, Erik E ^a   Boulet, John R ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

ANAMNESIS; ARTICLE; INFORMATION PROCESSING; LICENSING; MEDICAL DECISION MAKING; MEDICAL DOCUMENTATION; MEDICAL EXAMINATION; MEDICAL SCHOOL; PRIORITY JOURNAL; PROFESSIONAL COMPETENCE; PROFESSIONAL MISCONDUCT; SCREENING;

EID: 70350633274     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/ACM.0b013e3181b37e36     Document Type: Article

References (16)

1. Tunanidas A, Burkhart D. American Osteopathic Association commitment to quality and lifelong learning. J Am Osteopath Assoc. 2005;105:404-407.
2. Accreditation Council for Graduate Medical Education. ACGME Outcome Project. Common Program Requirements: General Competencies. Available at: (http://www.acgme. org/outcome/comp/GeneralCompetencies Standards21307.pdf). Accessed June 10, 2009.
3. Reddy ST, Farnan JM, Yoon JD, et al. Third year medical students' participation in and perceptions of unprofessional behaviors. Acad Med. 2007;82(10 suppl):S35-S39.
4. Szauter KM, Ainsworth MA, Holden MD, Mercado AC. Do students do what they write and write what they do? The match between the patient encounter and patient note. Acad Med. 2006;81(10 suppl):S44-S47.
5. Keenan CF, Adubofour K, Daftary AV. Reducing medical errors in primary care. JAAPA. February 2004 [no longer available].
6. Worzala K, Rattner AL, Boulet JR, et al. Evaluation of the congruence between students' postencounter notes and standardized patient checklists in a clinical skills examination. Teach Learn Med. 2008; 20:31-36.
7. Macmillan MK, Fletcher EA, DeChamplain AF, Klass DJ. Assessing post-encounter note documentation by examinees in a field test of a nationally administered standardized patient test. Acad Med. 2000;75(10 suppl):S112-S114.
8. Horowitz LI, Meredith T, Schuur JD, Shah NR, Kulkarni RG, Jenq GY. Dropping the baton: A qualitative analysis of failures during the transition from emergency department to inpatient care. Ann Emerg Med. 2009;53:701- 710.e4.
9. Dresselhaus TR, Luck J, Peabody JW. The ethical problem of false positives: A prospective evaluation of physician reporting in the medical record. J Med Ethics. 2002;28: 291-294.
10. Papadakis MA, Teherani A, Banach MA, et al. Disciplinary action by medical boards and prior behavior in medical school. N Engl J Med. 2005;353:2673-2682.
11. Tamblyn R, Abrahamowicz M, Dauphinee D, et al. Physician scores on a national clinical skills examination as predictors of complaints to medical regulatory authorities. JAMA. 2007;298: 993-1001.
12. National Board of Osteopathic Medical Examiners. 2008-2009 Orientation Guide COMLEX-USA Level 2-PE. Available at: (www. nbome.org/docs/ PEOrientationGuide.pdf). Accessed June 10, 2009.
13. Gimpel JR, Boulet JR, Erichetti AM. Evaluating the clinical skills of osteopathic medical students. J Am Osteopath Assoc. 2003;103:267-279.
14. Ginsberg S, Regehr G, Hatala R, et al. Context, conflict and resolution: A new conceptual framework for evaluating professionalism. Acad Med. 2000;75(10 suppl):S6-S11.
15. Rees CE, Knight LV. Banning, detection, attribution and reaction: The role of assessors in constructing students' unprofessional behaviours. Med Educ. 2008;42:125-127.
16. Green MJ, Farber NJ, Ubel PA, et al. Lying to each other: When internal medicine residents use deception with their colleagues. Arch Intern Med. 2000;160:2317-2323.