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Paul F. Wimmers
Researcher at University of California, Los Angeles
Publications - 28
Citations - 997
Paul F. Wimmers is an academic researcher from University of California, Los Angeles. The author has contributed to research in topics: Curriculum & Objective structured clinical examination. The author has an hindex of 13, co-authored 28 publications receiving 874 citations. Previous affiliations of Paul F. Wimmers include Erasmus University Rotterdam & University of California.
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Student body racial and ethnic composition and diversity-related outcomes in US medical schools.
TL;DR: Student body racial and ethnic diversity within US medical schools is associated with outcomes consistent with the goal of preparing students to meet the needs of a diverse population.
Journal Article
Student Body Racial and Ethnic Composition and Diversity-Related Outcomes in US Medical Schools. Commentary
Somnath Saha,Gretchen Guiton,Paul F. Wimmers,LuAnn Wilkerson,Olveen Carrasquillo,Elizabeth Lee-Rey +5 more
TL;DR: This paper found that white students within the highest quintile for student body racial and ethnic diversity, measured by the proportion of underrepresented minority (URM) students, were more likely to rate themselves as highly prepared to care for minority populations than those in the lowest diversity quintile (61.1 % vs 53.9 %, respectively; P<.001).
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Influence of clerkship experiences on clinical competence.
TL;DR: The relationship between clinical supervision, patient encounters and student competence remains unclear, but some evidence in the literature points towards the importance of clinical supervision on student learning.
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The impact of case specificity and generalisable skills on clinical performance: a correlated traits-correlated methods approach.
Paul F. Wimmers,Cha-Chi Fung +1 more
TL;DR: This work states that the finding of case or content specificity in medical problem solving moved the focus of research away from generalisable skills towards the importance of content knowledge and controversy about the content dependency of clinical performance and the generalisability of skills remains.
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In-Depth Learning: One School's Initiatives to Foster Integration of Ethics, Values, and the Human Dimensions of Medicine
TL;DR: It is proposed that a theme-based, individualized, in-depth learning experience (in which students pursue a focused project comprehensively and in detail)--one that is an integral part of the curriculum--helps students learn to blend values and ethics with medicine in a way that cannot occur during rapid-paced topical survey courses.