Browsing by Author "Bharwani, Aleem"

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    The effect of white coats and gender on medical students’ perceptions of physicians
    (2017-05-26) Ladha, Malika; Bharwani, Aleem; McLaughlin, Kevin; Stelfox, Henry T; Bass, Adam
    Abstract Background Despite the fact that medical schools spend a considerable effort to rate clinical instructors, there is limited evidence regarding the effect of physical characteristics on instructor ratings. White coats have been shown to alter patients’ perceptions of physicians although it has not been determined if preceptors who wear white coats are rated differently than their colleagues. Methods Second year medical students were administered a questionnaire with four clinical scenarios depicting medical errors accompanied by a picture of a physician of different sexes and ethnicities. The packages were randomized so that the physicians depicted either had or did not have a white coat. Results White coats did not alter the perception of physicians’ ratings by medical students although sex and ethnicity/case were associated with the perception of trustworthiness, physician management, competence, professionalism and the perception of medical error. Conclusions Physical characteristics may alter students’ ratings of physicians.
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    Understanding the Development of a Physician Practice Reflection Tool – A Case Study
    (2024-04-30) Burnett, Hongyu; Alonso-Yañez, Gabriela; Armson, Heather; Simmons, Marlon; Bharwani, Aleem; Campbell-Scherer, Denise
    This study investigated the development of a physician practice reflection tool by Continuing Professional Development (CPD) educators at the University of Calgary, focusing on the operationalization of the Physician Practice Improvement (PPI) system. The problem addressed was the evolving expectations of physician CPD in Canada, emphasizing the need for tools that support reflective practice and meet specific learning needs. Using an instrumental case study methodology within an interpretive paradigm, this study explored the design process of the My Practice Improvement (MyPI) tool from November 2020 to November 2021. Data were collected through field observations, document reviews, and interviews, providing insights into tool conceptualization, educators' collaborative efforts in tool design, and the challenges faced in the project process. These findings revealed considerable advancements in the translation of the PPI system into CPD programming. The MyPI tool was designed to facilitate physicians' self-assessment and reflection, thus aligning their learning with individual practice improvements. The key strategies developed included structured guidance for reflective practice and linking learning with quality improvement metrics. This study illustrates how CPD tools can be designed to empower physicians to direct their learning and improve their patient care. This research contributes to the field by detailing a practical approach to developing CPD tools that support PPI systems. It offers insights into collaborative educational practices and the potential for broader application across CPD programs aimed at addressing physician practice improvement.