2022
Afternoon at the Museum: Connection and Meaning at the Frist Art Museum (P07)
Morrison L, Zarrabi A, Hauser J, Reville B, DeSandre P, Zimmermann C, Gundersen E, Thomas J, Wood G. Afternoon at the Museum: Connection and Meaning at the Frist Art Museum (P07). Journal Of Pain And Symptom Management 2022, 63: 779. DOI: 10.1016/j.jpainsymman.2022.02.195.Peer-Reviewed Original ResearchPalliative careClose observationClinical workParticipants' homesHospiceHome settingDaily practicePatientsInterprofessional groupCareClinical demandMedical studentsObservational skillsSessionsTraineesPainSimilar sessionsInterdisciplinary facultyAttendeesCliniciansCommunication skillsNursesSettingVariety of strategies
2021
The Most Difficult News Training “Should Be Mandatory For All Medical Students:” A Qualitative Analysis Of Medical Student Perspectives On Simulated Death Notification
Murtha T, Johnson R, Ellman M, Martin A, Morrison L, Talwalkar J. The Most Difficult News Training “Should Be Mandatory For All Medical Students:” A Qualitative Analysis Of Medical Student Perspectives On Simulated Death Notification. Pediatrics 2021, 147: 451-452. DOI: 10.1542/peds.147.3ma5.451.Peer-Reviewed Original ResearchThe Most Difficult News Training “Should Be Mandatory For All Medical Students:” A Qualitative Analysis Of Medical Student Perspectives On Simulated Death Notification
Murtha T, Johnson R, Ellman M, Martin A, Morrison L, Talwalkar J. The Most Difficult News Training “Should Be Mandatory For All Medical Students:” A Qualitative Analysis Of Medical Student Perspectives On Simulated Death Notification. 2021, 451-452. DOI: 10.1542/peds.147.3_meetingabstract.451.Peer-Reviewed Original Research
2020
Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient Assessors
Talwalkar JS, Murtha TD, Prozora S, Fortin AH, Morrison LJ, Ellman MS. Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient Assessors. Teaching And Learning In Medicine 2020, 32: 294-307. PMID: 32141335, DOI: 10.1080/10401334.2019.1704763.Peer-Reviewed Original Research
2016
Preclinical Medical Students’ Diverse Educational and Emotional Responses to a Required Hospice Experience
Tse CS, Morrison LJ, Ellman MS. Preclinical Medical Students’ Diverse Educational and Emotional Responses to a Required Hospice Experience. American Journal Of Hospice And Palliative Medicine® 2016, 34: 704-712. PMID: 27235456, DOI: 10.1177/1049909116652574.Peer-Reviewed Original ResearchConceptsPreclinical medical studentsHospice care experiencesPreclinical studentsMedical studentsEmotional responsesMedical students' knowledgeStudents' knowledgePreclinical exposureReflective responsesStudentsAcademic cohortHospice sitesEmotional promptsNegative emotionsMixed emotionsEmotional reactionsSad/Hospice experienceSalient themesSkillsCore aspectsEleven themesEmotionsPromptsAttitudes
2014
Raising the Bar for the Care of Seriously Ill Patients
Schaefer KG, Chittenden EH, Sullivan AM, Periyakoil VS, Morrison LJ, Carey EC, Sanchez-Reilly S, Block SD. Raising the Bar for the Care of Seriously Ill Patients. Academic Medicine 2014, 89: 1024-1031. PMID: 24979171, PMCID: PMC4077186, DOI: 10.1097/acm.0000000000000271.Peer-Reviewed Original ResearchConceptsPalliative care competenciesPalliative care expertsCare competenciesCare expertsPain/symptom managementFM residentsPalliative care specialistsNational cross-sectional surveySeriously Ill PatientsPalliative care curriculumLife-threatening illnessQuality of careCross-sectional surveyNational surveyFamily medicine residentsMedical studentsPain managementIll patientsSymptom managementCare specialistsInternal medicineMedicine residentsCare curriculumResident competencyPatients
2013
The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism?
Braun UK, Gill AC, Teal CR, Morrison LJ. The Utility of Reflective Writing after a Palliative Care Experience: Can We Assess Medical Students' Professionalism? Journal Of Palliative Medicine 2013, 16: 1342-1349. PMID: 23937062, PMCID: PMC3822362, DOI: 10.1089/jpm.2012.0462.Peer-Reviewed Original ResearchConceptsStudent reflective writingReflective writingStudent professionalismProfessionalism competenciesProfessional attitudesMedical education leadersMedical student professionalismEducation leadersStudent progressStudent reflectionsClinical experienceSummative assessmentReflective essaysMedical schoolsMedical studentsProfessional practiceCompetency domainsAssessment strategiesProfessionalismMore rich informationStudentsWritingCompetenciesThematic categoriesPalliative care experience
2012
Defining and Validating Palliative Care Competencies for Medical Students and Residents: A National Consensus Project (338)
Schaefer K, Chittenden E, Periyakoil V, Carey E, Morrison L, Reilly S, Block S. Defining and Validating Palliative Care Competencies for Medical Students and Residents: A National Consensus Project (338). Journal Of Pain And Symptom Management 2012, 43: 363. DOI: 10.1016/j.jpainsymman.2011.12.083.Peer-Reviewed Original Research