Monica L Lypson

Concordia University‚ÄďAnn Arbor, Ann Arbor, Michigan, United States

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Publications (54)127.26 Total impact

  • Rachel L Perlman, Paula T Ross, Monica L Lypson
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    ABSTRACT: Physicians and their spouses experience challenges to their relationships, some of which are shared with the general population and others of which are unique to the field of medicine. Trainees and junior faculty members remain curious about how they will balance their careers alongside marriage and family obligations. This study explores the challenges and strengths of dual- and single-physician relationships.
    Academic medicine: journal of the Association of American Medical Colleges 08/2014; · 2.34 Impact Factor
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    ABSTRACT: Nearly half of graduating medical students in the United States report that medical school provides inadequate instruction in topics related to health policy. Although most medical schools report some form of policy education, there lacks a standard for teaching core concepts and evaluating student satisfaction.
    Academic medicine: journal of the Association of American Medical Colleges 07/2014; · 2.34 Impact Factor
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    ABSTRACT: Portfolios are emerging as a tool for documenting learning progression and assessing competency. ePortfolios are appealing as a portable and fluid means of documenting both learning and relevant experiences in a large number of students. Competence and learning can be especially difficult to document in important aspects of education and training, such as patient-centeredness, the cultural context of disease, and social determinants of health that do not lend themselves to fact-based assessment methods. Successful implementation of a method such as an ePortfolio requires explicit faculty development, as many faculty members have limited expertise with modern educational assessment technology. As part of the authors' introduction of a Sociocultural ePortfolio Assessment Tool in the undergraduate medical curriculum, three faculty development workshops were held to expand faculty skills in using this technology. In addition to gaining comfort using a new Web-based technology, faculty members also needed to develop skills with providing mentored feedback and stimulating student reflection. Workshops were modeled after other successful programs reported in the literature and allowed faculty to develop a structured format for evaluating student content. Faculty members were given multiple opportunities to practice their newly developed skills providing mentored reflections using an ePortfolio. The workshop evaluations were positive, suggesting that faculty participation in the workshops were a necessary component for them to develop sufficient assessment skills for providing mentored reflection. Faculty members who participated in this program-whether or not they had content expertise in sociocultural medicine-valued the hands-on faculty development program.
    Academic medicine: journal of the Association of American Medical Colleges 12/2013; · 2.34 Impact Factor
  • Paul Dougherty, Paula T Ross, Monica L Lypson
    Journal of graduate medical education. 12/2013; 5(4):701-2.
  • Monica L Lypson, Ingrid Philibert
    Academic medicine: journal of the Association of American Medical Colleges 10/2013; 88(10):1404. · 2.34 Impact Factor
  • Journal of graduate medical education. 09/2013; 5(3):515-516.
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    ABSTRACT: Soaring costs of health care, patients living longer with chronic illnesses, and continued attrition of interest in primary care contribute to the urgency of developing an improved model of health care delivery. Out of this need, the concept of the team-based, patient-centered medical home (PCMH) has developed. Amidst implementation in academic settings, clinical teachers face complex challenges not previously encountered: teaching while simultaneously learning about the PCMH model, redesigning clinical delivery systems while simultaneously delivering care within them, and working more closely in expanded interprofessional teams.To address these challenges, the authors reviewed three existing faculty development models and recommended four important adaptations for preparing clinical teachers for their roles as system change agents and facilitators of learning in these new settings. First, many faculty find themselves in the awkward position of teaching concepts they have yet to master themselves. Professional development programs must recognize that, at least initially, health professions learners and faculty will be learning system redesign content and skills together while practicing in the evolving workplace. Second, all care delivery team members influence learning in the workplace. Thus, the definition of faculty must expand to include nurses, pharmacists, social workers, medical assistants, patients, and others. These team members will need to accept their roles as educators. Third, learning to deliver health care in teams will require support of both interprofessional collaboration and intraprofessional identity development. Fourth, learning to manage change and uncertainty should be part of the core content of any faculty development program within the PCMH.
    Academic medicine: journal of the Association of American Medical Colleges 07/2013; · 2.34 Impact Factor
  • Journal of graduate medical education. 06/2013; 5(2):333-334.
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    ABSTRACT: Introduction: The purpose was to evaluate the Bookmark standard-setting method for use on a performance-based assessment in medical education. Methods: We compared cutscores for Aseptic performance assessment using the modified Angoff, Hofstee and modified Bookmark methods. Results: The Angoff produced a cutscore of 62%, SD = 18 and a percent passing (pp) = 64%. The Hofstee cutscore was 71%, SD = 7 and pp = 46%. Bookmark mean cutscores were 65.9% SD = 10.7 and pp = 42% for advanced beginners; 83.6%, SD = 9.2 and pp = 17% for competent and the proficient category resulted in a cutscore of 96.4% SD = 3.9 and pp = 1%. Faculty judges found the Bookmark method to be an easy and acceptable method. Conclusions: The Bookmark method was acceptable to faculty, has reasonable quality metrics when compared to other methods and can be a practical tool for establishing standards in performance-based examinations. The Bookmark method could be useful for establishing multiple levels of competency using the Dreyfus criteria.
    Medical Teacher 04/2013; · 1.82 Impact Factor
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    ABSTRACT: OBJECTIVE: To investigate the influence of participation in a health behavior counseling (HBC) case by examining standardized patients' real-life attitudes and behaviors toward nutrition and physical activity habits. METHODS: Focus group sessions were held with 10 standardized patients who regularly participated in the HBC case. Emergent themes were identified using grounded theory data analysis. RESULTS: Standardized patients reported how participation with role playing in the HBC case prompted personal lifestyle changes. Changes occurred through increased awareness and motivation to make adjustments to health habits, such as exercise and improved food choices. CONCLUSIONS AND IMPLICATIONS: The HBC model can be an effective method for helping patients to recognize the need to take action and implement positive lifestyle changes.
    Journal of nutrition education and behavior. 03/2013;
  • Preeti N Malani, Monica L Lypson
    Journal of graduate medical education. 12/2012; 4(4):541-542.
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    Monica Lypson, Ingrid Philibert
    Journal of graduate medical education. 06/2012; 4(2):138-9.
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    Steven J Kasten, Mark E P Prince, Monica L Lypson
    Journal of graduate medical education. 06/2012; 4(2):257-60.
  • Mitesh S Patel, Matthew M Davis, Monica L Lypson
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    ABSTRACT: National efforts to improve the value of health care must include graduate medical education (GME) if they are to succeed. Proposals to teach residents to provide value-based care have come from the Medicare Payment Advisory Commission (MedPAC), the Accreditation Council for Graduate Medical Education (ACGME) and the American College of Physicians (ACP). Such proposals skip a key step: residency programs currently lack a clear strategy to prepare residents to assess and deliver value-based care. In this article, we present the VALUE Framework for programs to utilize to teach residents to assess and deliver value-based care for their patients. We then present more than 20 opportunities for residency programs to incorporate training in value-based care.
    Journal of General Internal Medicine 05/2012; 27(9):1210-4. · 3.28 Impact Factor
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    ABSTRACT: To characterize national physician organizations' efforts to reduce health disparities and identify organizational characteristics associated with such efforts. This cross-sectional study was conducted between September 2009 and June 2010. The authors used two-sample t tests and chi-square tests to compare the proportion of organizations with disparity-reducing activities between different organizational types (e.g., primary care versus subspecialty organizations, small [<1,000 members] versus large [>5,000 members]). Inclusion criteria required physician organizations to be (1) focused on physicians, (2) national in scope, and (3) membership based. The number of activities per organization ranged from 0 to 22. Approximately half (53%) of organizations had 0 or 1 disparity-reducing activities. Organizational characteristics associated with having at least 1 disparity-reducing effort included membership size (88% of large groups versus 58% of small groups had at least 1 activity; P = .004) and the presence of a health disparities committee (95% versus 59%; P < .001). Primary care (versus subspecialty) organizations and racial/ethnic minority physician organizations were more likely to have disparity-reducing efforts, although findings were not statistically significant. Common themes addressed by activities were health care access, health care disparities, workforce diversity, and language barriers. Common strategies included education of physicians/trainees and patients/general public, position statements, and advocacy. Despite the national priority to eliminate health disparities, more than half of national physician organizations are doing little to address this problem. Primary care and minority physician organizations, and those with disparities committees, may provide leadership to extend the scope of disparity-reduction efforts.
    Academic medicine: journal of the Association of American Medical Colleges 04/2012; 87(6):694-700. · 2.34 Impact Factor
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    ABSTRACT: This study sought to determine the academic and professional outcomes of medical school graduates who failed the United States Licensing Examination Step 1 on the first attempt. This retrospective cohort study was based on pooled data from 2,003 graduates of six Midwestern medical schools in the classes of 1997-2002. Demographic, academic, and career characteristics of graduates who failed Step 1 on the first attempt were compared to graduates who initially passed. Fifty medical school graduates (2.5 %) initially failed Step 1. Compared to graduates who initially passed Step 1, a higher proportion of graduates who initially failed Step 1 became primary care physicians (26/49 [53 %] vs. 766/1,870 [40.9 %]), were more likely at graduation to report intent to practice in underserved areas (28/50 [56 %] vs. 419/1,939 [ 21.6 %]), and more likely to take 5 or more years to graduate (11/50 [22.0 %] vs. 79/1,953 [4.0 %]). The relative risk of first attempt Step 1 failure for medical school graduates was 13.4 for African Americans, 7.4 for Latinos, 3.6 for matriculants >22 years of age, 3.2 for women, and 2.3 for first generation college graduates. The relative risk of not being specialty board certified for those graduates who initially failed Step 1 was 2.2. Our observations regarding characteristics of graduates in our study cohort who initially failed Step 1 can inform efforts by medical schools to identify and assist students who are at particular risk of failing Step 1.
    Advances in Health Sciences Education 04/2012; · 2.06 Impact Factor
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    Paula T. Ross, Monica L. Lypson, Arno K. Kumagai
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    ABSTRACT: Explanations for race-based disparities in health and health care abound, yet the mechanisms through which individuals reach determinations of discrimination remains poorly understood. This study collected and analyzed first-person narratives from 12 African American adults regarding their interactions with the health care system to elucidate possible sources of racism and discrimination while seeking medical care. Our analysis revealed that participants reached conclusions of perceived discrimination and differential treatment through their comparative observations and intuitive judgments. In such instances, they found it necessary to develop strategies to overcome the perceived lack of attention they received. Additionally, many participants expressed a considerable difference in the quality of interpersonal interactions between themselves and some of their health care providers, compared to interactions their providers had with patients from groups that are not racially underrepresented. In such instances, participants were compelled to develop strategies to overcome what they perceived to be a lack of attention.
    Journal of Black Studies 01/2012; 43(5):520-544. · 0.23 Impact Factor
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    ABSTRACT: To explore the attitudes of Ghanaian women toward genetic testing for the sickle cell trait and to investigate key factors that promote or impede the decision to pursue knowledge of the carrier status. A survey, administered in person to Ghanaian women, collected demographic information and information on the participants' knowledge about their carrier status, their attitudes toward genetic testing, and their perceptions of the implications of being a carrier. The results for women who had previously undergone testing and those who had not were compared. Of 124 participants, 75 had been tested for the sickle cell trait and 49 had not. Some 53% of the women who had been tested did not know their carrier status. Most women agreed that getting a prenatal genetic test was important. However, nontested women were more likely to lack the financial resources to undergo testing, to think that testing is futile because sickle cell disease is not curable, and to believe that the outcome of their child's health is determined by God. The women tended to have favorable attitudes toward genetic testing, but numerous barriers remained that precluded knowledge of their carrier status or the pursuit of this knowledge.
    International journal of gynaecology and obstetrics: the official organ of the International Federation of Gynaecology and Obstetrics 12/2011; 115(3):264-8. · 1.41 Impact Factor
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    ABSTRACT: Understanding patient safety events and causative factors is an important step in reducing preventable adverse events. The University of Michigan's Graduate Medical Education (GME) Office, Department of Risk Management (DRM), and Office of Clinical Affairs (OCA) collaborated to incorporate a video workshop as a formal introduction to patient safety during orientation for new residents and fellows. This workshop reinforced the importance of effective communication and supervision in patient safety. DRM and OCA produced a video depicting an actual, unanticipated outcome that resulted from a constellation of preventable circumstances, which allows the audience to observe communication and supervision issues that lead to a patient death. The video is followed by a discussion of the patient safety issues seen, why they occurred, and strategies for improvement. Trainee perceptions of the value of the experience were surveyed and collected using a qualitative survey. Most responders found the video workshop helpful. Trainees perceived the video and facilitated discussion as an effective way to identify patient safety issues, available resources, and the culture of patient safety at the institution. Trainee comments supported the video workshop as an effective way to highlight the importance of communication and supervision in relation to patient safety. In the future, the DRM, OCA, and GME hope to reinforce this shared vision of patient safety through combined educational efforts.
    Journal of graduate medical education. 09/2011; 3(3):395-9.
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    Deborah Simpson, Monica Lypson
    Journal of graduate medical education. 09/2011; 3(3):435-7.

Publication Stats

192 Citations
127.26 Total Impact Points


  • 2010–2013
    • Concordia University‚ÄďAnn Arbor
      Ann Arbor, Michigan, United States
  • 2011–2012
    • University of Pennsylvania
      • Department of Medicine
      Philadelphia, PA, United States
  • 2002–2011
    • University of Michigan
      • • Department of Health Behavior and Health Education
      • • Department of Urology
      • • Department of Internal Medicine
      Ann Arbor, Michigan, United States