scholarly journals A Preference for Peers over Faculty in the Pandemic Era: Development and Evaluation of a Medical Student-led Virtual Physiology Exam Review

2021 ◽  
Author(s):  
Arina Alexeeva ◽  
Abigail R. Archibald ◽  
Joseph A. Breuer ◽  
Milton L. Greenberg
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Small Group ◽  
University Of California ◽  
Valuable Resource ◽  
Exam Anxiety ◽  
Online Format ◽  
The University ◽  
Small Group Tutorial

AbstractIn the middle of the COVID-19 pandemic, students at the University of California, Irvine, reimagined their peer-led, small-group, tutorial sessions into an online format. The virtual sessions improved student-reported understanding of physiological principles and reduced exam anxiety. Peer-led review remains a valuable resource in the era of virtual medical education.

scholarly journals The hidden cost of medical student education: an exploratory study

2013 ◽  
Vol 37 (2) ◽  
pp. 185 ◽  
Author(s):  
R. Kim Oates ◽  
Kerry J. Goulston
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical School ◽  
Student Teaching ◽  
Health Providers ◽  
Face To Face ◽  
Government Health ◽  
Hidden Cost ◽  
The Cost ◽  
The University

Objective. To examine the hidden cost of medical education at the Sydney Medical School, for which the University of Sydney does not pay. Methods. All face-to-face teaching provided for students in the Sydney University Postgraduate Medical Program was listed under two headings: teaching by university employed staff; and teaching by other health providers not paid by the university. All teaching hours in 2010 were extracted from detailed timetables and categorised under these headings. Time spent in lecture preparation and exam marking was included. Students were sampled to obtain information about additional teaching that was not timetabled. Results. Teaching by university paid staff accounted for 59 and 61% of face-to-face teaching costs in years 1 and 2 of the 4-year Graduate Program, but only 8% in the final 2 years. The cost of medical education provided by the university, including infrastructure costs was $56 250 per student per year in 2010. An additional $34 326 worth of teaching per student per year was provided by teachers not paid by the university. Conclusion. The true cost of medical education is the cost of education met by the university plus the value of teaching currently provided by government funded health providers and honorary teachers. In 2010, 38% of the medical education cost at Sydney University was provided at no cost to the University. As government health departments seek to trim rising health expenditure, there is no guarantee that they will continue to contribute to medical education without passing this cost on to universities. What is known about this topic? Some medical student teaching is provided by teachers who may be employed by a government health provider or who are honorary teachers. There is no cost to the university for this teaching. What does this paper add? An estimate of the total value of teaching provided to students at Sydney Medical School, for which the university does not pay, is approximately $34 000 per student per year, compared with the total cost of approximately $56 000 per student per year incurred by the university. What are the implications? Medical education is a partnership between the university, the government health sector and honorary teachers. Without contributions by non-university paid staff, the cost of medical education would be unsustainable.

Dialogues

2020 ◽  
Vol 2 (3) ◽  
pp. 53-59
Keyword(s):  
Los Angeles ◽  
New Spain ◽  
American Art ◽  
Historical Trauma ◽  
State Building ◽  
University Of California ◽  
Religious Experiences ◽  
Political Space ◽  
California Missions ◽  
The University

The California missions, whose original church spaces and visual programs were produced by Iberian, Mexican, and Native artisans between 1769 and 1823, occupy an ambiguous chronological, geographical, and political space. They occupy lands that have pertained to conflicting territorialities: from Native nations, to New Spain, to Mexico, to the modern multicultural California. The physical and visual landscapes of the missions have been sites of complex and often incongruous religious experiences; historical trauma and romantic vision; Indigenous genocide, exploitation, resistance, and survivance; state building and global enterprise. This Dialogues section brings together critical voices, including especially the voices of California Indian scholars, to interrogate received models for thinking about the art historical legacies of the California missions. Together, the contributing authors move beyond and across borders and promote new decolonial strategies that strive to be responsive to the experience of California Indian communities and nations. This conversation emerges from cross-disciplinary relationships established at a two-day conference, “‘American’ Art and the Legacy of Conquest: Art at California’s Missions in the Global 18th–20th Centuries,” sponsored by the Terra Foundation for American Art and held at the University of California, Los Angeles, in November 2019.

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