K
Karen Szauter
Researcher at University of Texas Medical Branch
Publications - 58
Citations - 1000
Karen Szauter is an academic researcher from University of Texas Medical Branch. The author has contributed to research in topics: Curriculum & MEDLINE. The author has an hindex of 16, co-authored 53 publications receiving 855 citations. Previous affiliations of Karen Szauter include Michigan State University & Mount Sinai St. Luke's and Mount Sinai Roosevelt.
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Professional identity formation in medical education: The convergence of multiple domains
TL;DR: In this paper, the authors review essential elements of these three domains, identify features relevant to medical PIF, and describe strategies reported in the medical education literature that may influence PIF.
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"Endogenous" benzodiazepine activity in body fluids of patients with hepatic encephalopathy
TL;DR: Although the chemical identity and source of this substance (or substances) are still unknown, its properties and the estimated levels of activity suggest it may have a role in the pathogenesis of the neural inhibition seen in hepatic encephalopathy.
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Clinical Reasoning Education at US Medical Schools: Results from a National Survey of Internal Medicine Clerkship Directors.
TL;DR: Internal medicine clerkship directors believe that clinical reasoning should be taught throughout the 4 years of medical school, with the greatest emphasis in the clinical years, and additional institutional and national resources should be dedicated to developing clinical reasoning curricula.
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Quality of standardised patient research reports in the medical education literature: review and recommendations.
TL;DR: 2 consecutive studies were conducted, the first to define reporting standards relating to the use of standardised patients (SPs) in research, and the second to evaluate the current literature according to these standards.
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Medical Student Professionalism: Are We Measuring the Right Behaviors? A Comparison of Professional Lapses by Students and Physicians
TL;DR: Common features to the professional shortcomings seen in students at the authors' medical school and practicing physicians in their state add credibility to faculty’s observations, and reinforce the relevance of monitoring such behaviors in future physicians.