\n", "\n", "\n", "\n", " \n", "Analysis
\n", "In designing the scenery and costumes for any of Shakespeareâs plays, the first thing the artist has to settle is the best date for the drama. This should be determined by the general spirit of the play, more than by any actual historical references which may occur in it. Most Hamlets I have seen were placed far too early. Hamlet is essentially a scholar of the Revival of Learning; and if the allusion to the recent invasion of England by the Danes puts it back to the ninth century, the use of foils brings it down much later. Once, however, that the date has been fixed, then the archĂŚologist is to supply us with the facts which the artist is to convert into effects.
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![\"Eco-Green](\"https://upload.wikimedia.org/wikipedia/commons/c/c5/Peacock_Plumage.jpg\")
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"\n",
"```{figure} https://www.ledr.com/colours/white.jpg\n",
"---\n",
"width: 1\n",
"height: 1\n",
"name: figures/cgbest\n",
"---\n",
"Yes trust them not: for there is an upstart Crow,\n",
"beautified with our feathers. Source: Robert Greene\n",
"```\n",
"\n",
"![\"Eco-Green](\"https://upload.wikimedia.org/wikipedia/commons/6/64/Symbiotic_relationships_diagram.svg\")
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"\n", " But in real life, sailors who insist on tearing holes in the ship because itâs ânot the oceanâ are the ones who drown first.\n", "\n", "The goal of the LoR is to provide an overall assessment of the candidateâs poten@al to excel as a resident physician. It may help to meet with the student to learn about their career goals and leadership, research, and/or service ac@vi@es. Do not ask students to dra: residency LoRs. Set aside at least an hour to compose a LOR. Importantly, if you do not feel you can write the student a strong LoR, tell the student, so they can find another leEer writer if they choose.\n", "\n", "The most helpful leEers contain the following:\n", "\n", "- How long and in what capacity you have known the student, and if they have waived their right to see the leEer; \n", "- Your assessment of the studentâs abili@es; and \n", "- A summary suppor@ng the strength of your recommenda@on.\n", "\n", "Share specific details about the studentâs performance, generally focusing on your observa@ons of them in the clinical arena. Topics to consider include:\n", "\n", "- Fund of knowledge\n", "- Medical decision making\n", "- Specialty-specific informa@on (OR skills, proficiency at counseling, etc.)\n", "- Technical abili@es\n", "- Communica@on\n", "- Teamwork\n", "- Leadership characteris@cs or experiences\n", "- Passion for medicine or specialty\n", "- Comments from team members, pa@ents or families\n", "- Professionalism\n", "- Ways the student exceeded expecta@ons\n", "- Outstanding professional traits, such as work ethic\n", "\n", "In describing any weaknesses, consider whether you can frame them posi@vely (e.g., âdemonstrated improvement in documenta@onâ rather than âhad weak documenta@onâ). Do not menton age, race/ethnicity, marital status, children, physical characteristics or other personal attiributes.\n", "\n", "As you write, be aware of paEerns of bias that have been found in evalua@ons and leEers across disciplines:\n", "\n", "- **Check the length of your leEer:** LeEers of recommenda@on are oXen shorter for female than male applicants. \n", "- **Emphasize accomplishments, not effort or personality:** LeEers for individuals underrepresented in medicine (URM) can overemphasize âgrindstoneâ adjec@ves that describe effort alone, e.g. âhard-workingâ that associates with effort, but not ability. Similarly, female applicants are more likely to be described as âlovelyâ, or \"caring\", \"compassionate\", and \"empathic\" or \"empathe@c\". Be sure to include assessments of skill and knowledge along with posi@ve assessments of work ethic and personality.\n", "- **Apply superla@ves based on applicant skills and knowledge, not other characteris@cs:** female and URM candidates are more likely to be described as \"competentâ, while White applicants are more likely to be described using \"standout\" or \"ability\" keywords (including \"excep@onal\", \"best\", and \"outstanding\").\n", "\n", "Adjec@ves to consider including: **successful, excellent, accomplished, outstanding, skilled, knowledgeable, insighaul, resourceful, confident, independent, intellectual.**\n", "\n", "Balance the following adjec@ves with skill and knowledge-based assessments: **caring, compassionate, hard-working, conscien@ous, dependable, diligent, dedicated, tacaul, interpersonal, warm, helpful.**\n", "\n", "You may wish to use this tool that checks LoRs for evidence of gender bias: \n", "https://www.tomforth.co.uk/genderbias/\n", "\n", "If you would like examples of strong leEers of recommenda@on, please reach out to our office: \n", "[somstudentaffairs@jhmi.edu](mailto:somstudentaffairs@jhmi.edu)\n", "\n", "---\n", "\n", "**References**\n", "\n", "1. Hartman ND et al. A Narra@ve Review of the Evidence Suppor@ng Factors Used by Residency Program Directors to Select Applicants for Interviews. *J Grad Med Educ* 2019 Jun; 11(3): 268-273. \n", "2. Trix F and Psenka C. Exploring the color of glass: leEers of recommenda@on for female and male medical faculty. *Discourse and Society.* 2003 March; 14(2): 191â220. \n", "3. Rojek A et al. Differences in Narra@ve Language in Evalua@ons of Medical Students by Gender and Under-represented Minority Status. *J Gen Int Med.* 2019 April; 34(5): 684â691.\n", "\n", "\n" ] } ], "metadata": { "kernelspec": { "display_name": "myenv", "language": "python", "name": "python3" }, "language_info": { "codemirror_mode": { "name": "ipython", "version": 3 }, "file_extension": ".py", "mimetype": "text/x-python", "name": "python", "nbconvert_exporter": "python", "pygments_lexer": "ipython3", "version": "3.11.11" }, "widgets": { "application/vnd.jupyter.widget-state+json": { "state": {}, "version_major": 2, "version_minor": 0 } } }, "nbformat": 4, "nbformat_minor": 4 }
\n", " â Yours Truly & GPT-4o\n", "