Assessing French medical students' knowledge of clinical sciences using a comprehensive assessment: A collaboration between a consortium of French medical schools and the National Board of Medical Examiners

2002 ◽  
Author(s):  
Andre F. De Champlain ◽  
Donald Melnick ◽  
Peter Scoles ◽  
Jean-Paul Fournier ◽  
Daniel Benchimol ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
Comprehensive Assessment ◽  
National Board ◽  
Medical Examiners

A structured teaching curriculum for medical students improves their performance on the National Board of Medical Examiners shelf examination in surgery

2015 ◽  
Vol 209 (4) ◽  
pp. 765-770 ◽  
Author(s):  
Keith Wirth ◽  
Bethany Malone ◽  
Christopher Turner ◽  
Robert Schulze ◽  
Warren Widmann ◽  
...  
Keyword(s):  
Medical Students ◽  
National Board ◽  
Structured Teaching ◽  
Teaching Curriculum ◽  
Medical Examiners

Relationship between Locus of Control and Performance on the National Board of Medical Examiners, Part I, among Black Medical Students

1993 ◽  
Vol 72 (3_suppl) ◽  
pp. 1171-1177 ◽  
Author(s):  
Carmen T. Webb ◽  
Fredericka E. Waugh ◽  
James D. Herbert
Keyword(s):  
Locus Of Control ◽  
Medical Students ◽  
Test Performance ◽  
Personality Variable ◽  
National Board ◽  
Medical College ◽  
Fourth Year Medical Students ◽  
And Performance ◽  
Nonacademic Factors ◽  
Medical Examiners

Several investigators have recently suggested that nonacademic factors may be particularly important in the performance of minority medical students. This study examined the relationship between the personality variable of locus of control and black medical students' performance on the National Board of Medical Examiners I. Subjects included 50 third- and fourth-year medical students of African-American, Caribbean, and African backgrounds from 4 medical schools. An internal locus of control was correlated with test performance, whereas the more traditional index of the Medical College Admissions Test was not. Implications of these results for the preparation, admission, and training of black medical students are discussed.

scholarly journals Medical Student Education During COVID-19: Electronic Education Does Not Decrease Examination Scores

2020 ◽  
pp. 000313482098319
Author(s):  
Joshua P. Kronenfeld ◽  
Emily L. Ryon ◽  
Daniel S. Kronenfeld ◽  
Vanessa W. Hui ◽  
Steven E. Rodgers ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Student Education ◽  
Oral Examination ◽  
Suitable Alternative ◽  
National Board ◽  
Oral Examinations ◽  
Objective Outcomes ◽  
Medical Examiners ◽  
Electronic Content ◽  
Electronic Education

Background During the COVID-19 emergency, medical students were mandated to remain home, creating challenges to providing education remotely for third-year clinical rotations. This study aims to assess student reception and investigate objective outcomes to determine if online learning is a suitable alternative. Methods Medical students enrolled in the third-year surgical clerkship during COVID-19 were asked to participate in a survey. 19 of 27 (70%) students participated. Content, faculty-led lectures, and resident-led problem-based learning (PBL) sessions were assessed using a ten-point Likert scale. National Board of Medical Examiners (NBME) examination, weekly quiz, and oral examination scores were compared to previous years. Student t-tests compared the groups. Results The median age was 25 years. Comparing in-person to electronic sessions, there was no difference in effectiveness of faculty sessions preparing students for NBME (6.2 vs. 6.7, P = .46) or oral examinations (6.4 vs. 6.8, P = .58); there was also no difference in resident-led PBL sessions preparing students for NBME (7.2 vs. 7.2, P = .92) or oral examinations (7.4 vs. 7.6, P = .74). Comparing this group to students from the previous academic year, there was no difference in weekly quiz (85.3 vs. 87.8, P = .13), oral examination (89.8 vs. 93.9, P = .07), or NBME examination (75.3 vs. 77.4, P = .33) scores. Discussion Surgical medical didactic education can effectively be conducted remotely through faculty-led lectures and resident-led PBL sessions. Students did not have a preference between in-person and electronic content in preparation for examinations. As scores did not change, electronic education may be adequate for preparing students for examinations in times of crisis such as COVID-19.

Nasce uma nova especialidade : osteopatia

2016 ◽  
Vol 2 (3) ◽  
Author(s):  
Marco Antônio Guimarães Da Silva
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
Preventive Medicine ◽  
Rio De Janeiro ◽  
Obstetrics And Gynecology ◽  
Physical Medicine ◽  
National Board ◽  
Physical Medicine And Rehabilitation ◽  
Allergy And Immunology ◽  
Medical Examiners

Por circunstâncias relacionadas à minha titulação, acabei designado pela Universidade Castelo Branco do Rio de Janeiro (UCB) para avaliar uma parceria proposta pela Escola de Osteopatia de Madri (EOM). À época, em 1997, a EOM propunha que a UCB passasse a organizar academicamente os cursos de osteopatia que a referida Escola já vinha ministrando no Brasil, com vistas a, no futuro, torná-lo um curso de pós-graduação. Algumas viagens à Madri para observar a estrutura acadêmica e pedagógica da sede da EOM, condição imposta pela UCB para concretizar a parceria, me levaram a conhecer esta modalidade terapêutica, com resultados efetivamente comprovados através de trabalhos científicos.Realizadas as adaptações que se faziam necessárias, a UCB aprovou, em 2000, o curso de osteopatia, com uma carga horária de 1050 horas para a titulação de especialização acadêmica, nível Lato Sensu. A resolução do COFITO, que estabelece a osteopatia como uma especialidade da fisioterapia, levou-nos a propor ao CEPE da UCB uma complementação de 450 horas, alcançando, assim, as 1.500 horas, distribuídas ao longo de cinco anos, exigidas pela referida resolução do COFITO. A introdução desta técnica terapêutica no Brasil pela corrente Européia e a pronta intervenção do COFITO foram fatores decisivos para nos brindar com mais uma especialidade. Houvera sido a Osteopatia implantada no Brasil por influência da escola americana, talvez os rumos tomados fossem outros. Senão, vejamos. Nos EUA, a osteopatia é normalmente exercida pelo médico, que deve obter sua permissão através do National Board of Osteopatic Medical Examiners, e está dividida em Sociedades Osteopáticas que se distribuem por todas as modalidades médicas; a saber: Allergy and Immunology, Anesthesiology, Dermatology ,Emergency Medicine, Internal Medicine, Neurologists and Psychiatrists, Obstetrics and Gynecology, Occupational and Preventive Medicine, Ophthalmology and Otolaryngology, Orthopedics Pathology, Pediatrics Proctology, Radiology, Physical Medicine and Rehabilitation, Rheumatology Sports Surgery Medicine.Com o objetivo de incentivar as linhas de pesquisas na área da osteopatia, estará sendo criado, durante as III Jornadas Hispano-Lusas de Fisioterapia em Terapia Manual (Sevilha-Espanha, 5 de outubro de 2001), o Centro Internacional de Pesquisas em Osteopatia. O referido Centro, dirigido por um fisioterapeuta brasileiro com Doutorado, terá sua sede na Espanha e manterá núcleos, vinculados a Universidades, na Argentina, no Brasil, na Itália, em Portugal e na Venezuela. Esperamos, desta forma, ao lado do reconhecimento profissional já oferecido pela resolução COFITO, dar mais um passo na consolidação acadêmica da nossa mais nova modalidade terapêutica.

Dissection of the Destitute: The Supply of Anatomical Subjects to the Medical Schools of Aberdeen c. 1832–1902

2018 ◽  
Vol 38 (2) ◽  
pp. 238-260 ◽  
Author(s):  
Dee Hoole
Keyword(s):  
Medical Students ◽  
Medical Schools ◽  
The City

This article examines the mechanisms and arrangements for the movement of subjects for dissection at Aberdeen after the Anatomy Act, and the methods adopted by the Inspector of Anatomy for Scotland and the teachers of anatomy to implement the Act. There has been limited research on the working of the Anatomy Act in Scotland, which this paper aims to address by demonstrating the uniquely Scottish manner of implementation of the Anatomy Act through the use of the Funeratory system, which worked remarkably smoothly. Regimes and arrangements associated with the dissection and disposal of anatomical remains in the city provide statistics, and give details of unclaimed paupers who became ‘material contributions’ for Aberdeen anatomists and medical students.

scholarly journals Mentors' experiences in an osteopathic medical student research program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tyler Hamby ◽  
W. Paul Bowman ◽  
Don P. Wilson ◽  
Riyaz Basha
Keyword(s):  
Medical Students ◽  
Research Program ◽  
Online Survey ◽  
Medical Schools ◽  
Systematic Instruction ◽  
Medical Student Research ◽  
Research Programs ◽  
Student Mentor ◽  
The University

Abstract Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

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