scholarly journals To the Point: Integrating the Obstetrics and Gynecology Core Clerkship into a Longitudinal Integrated Curriculum in US Medical Schools

2020 ◽  
Vol 30 (4) ◽  
pp. 1605-1610
Author(s):  
Archana Pradhan ◽  
Susan Bliss ◽  
Samantha Buery-Joyner ◽  
LaTasha Craig ◽  
Elise Everett ◽  
...  
Keyword(s):  
Integrated Curriculum ◽  
Medical Schools ◽  
Obstetrics And Gynecology ◽  
Core Clerkship

scholarly journals Opinion and Special Articles: Neurology education at US osteopathic medical schools

Neurology ◽  
2017 ◽  
Vol 89 (24) ◽  
pp. e282-e283 ◽  
Author(s):  
Daniel A. Freedman ◽  
Dara V.F. Albert
Keyword(s):  
United States ◽  
Primary Care ◽  
Medical Students ◽  
American Academy ◽  
Primary Care Physicians ◽  
Active Role ◽  
Medical Schools ◽  
The United States ◽  
Clinical Neurology ◽  
Core Clerkship

Osteopathic medical schools have a longstanding tradition of training primary care physicians (PCP). Neurologic symptoms are common in the PCP's office and there is an undersupply of neurologists in the United States. It is therefore crucial for osteopathic medical students to have a strong foundation in clinical neurology. Despite the importance, a mere 6% of osteopathic medical schools have required neurology clerkships. Furthermore, exposure to neurology in medical school through required clerkships has been correlated with matching into neurology residency. As osteopathic medical schools continue to expand, it will become increasingly important to emphasize the American Academy Neurology's published guidelines for a core clerkship curriculum. Practicing neurologists should take an active role in encouraging osteopathic medical schools to adopt these guidelines.

scholarly journals Is UNESCO’s Undergraduate Bioethics Integrated Curriculum (Medical) fit for purpose?

2019 ◽  
Vol 45 (9) ◽  
pp. 600-603 ◽  
Author(s):  
Ilora G Finlay ◽  
Kartina A Choong ◽  
Seshagiri R Nimmagadda
Keyword(s):  
Integrated Curriculum ◽  
Early Stage ◽  
Medical Schools ◽  
Culturally Sensitive ◽  
Ethical Awareness ◽  
Member States ◽  
Indian Medical ◽  
Bioethics Education ◽  
Fit For Purpose

In 2017, UNESCO introduced an Undergraduate Bioethics Integrated Curriculum to be taught in Indian medical schools, with an implied suggestion that it could subsequently be rolled out to medical schools in UNESCO’s other member states. Its stated aim is to create ethical awareness from an early stage of a doctor’s training by infusing ethics instructions throughout the entire undergraduate medical syllabus. There are advantages to a standardised integrated curriculum where none existed. However, the curriculum as presently drafted risks failing to achieve its laudable aims. There are important lessons to be drawn from UNESCO’s First Syllabus for Youth Bioethics Education (2018), which is aimed at schoolchildren and teenagers, and represents a creative, effective and culturally sensitive way to teach bioethics.

National survey on psychosocial obstetrics and gynecology curriculum in US medical schools

2014 ◽  
Vol 35 (2) ◽  
pp. 37-41 ◽  
Author(s):  
Jonathan Schaffir ◽  
Valerie Waddell ◽  
Dawn Watson ◽  
David Way
Keyword(s):  
National Survey ◽  
Medical Schools ◽  
Obstetrics And Gynecology

scholarly journals Changing Times in Undergraduate Studies on Neuroanatomy

2016 ◽  
Vol 40 (3) ◽  
pp. 423-429
Author(s):  
Mavilde Arantes ◽  
Maria Amélia Ferreira
Keyword(s):  
Integrated Curriculum ◽  
Core Curriculum ◽  
Institutional Culture ◽  
Medical Schools ◽  
Great Variability ◽  
The Other ◽  
Medical Curricula ◽  
Undergraduate Studies ◽  
The Status ◽  
Changing Times

ABSTRACT Undergraduate medical curricula are currently undergoing a process of reform, with such changes including the field of neuroanatomy. In this context, the purpose of our study was to assess the status of undergraduate neuroanatomy studies in Portuguese medical schools to provide a basis for a more informed discussion on the curricular changes. With all seven Portuguese medical schools participating in the study, four of them were shown to incorporate a modern integrated curriculum and the other three a conventional discipline-based curriculum. Our study therefore shows that neuroanatomy is approached differently according to each institutional culture. The great variability in neuroanatomy studies across medical schools emphasizes the need for the creation of a national core curriculum on undergraduate neuroanatomy.

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