Gibson, George Alexander, (27 Jan. 1854–18 Jan. 1913), Physician, Royal Infirmary, Edinburgh; Consulting Physician, Deaconess Hospital; Lecturer on Clinical Medicine in School of Medicine of Royal Colleges; Chairman of the Governing Board of Medical School of the Royal Colleges, Edinburgh

2007 ◽  
Keyword(s):  
Medical School ◽  
Clinical Medicine ◽  
Governing Board ◽  
Royal Infirmary ◽  
School Of Medicine

On Being a Medical Student in the 1930s

1998 ◽  
Vol 43 (1) ◽  
pp. 26-28
Author(s):  
R. H. Girdwood
Keyword(s):  
Medical Student ◽  
University Students ◽  
Medical School ◽  
Clinical Experience ◽  
Clinical Medicine ◽  
Royal Infirmary ◽  
The One ◽  
The University ◽  
Male House

From a Minute Book which has survived the years, an account is given of matters discussed by the Clinical Medicine Board of the Royal Infirmary of Edinburgh in the 1930s. This Board consisted of the senior physicians in the hospital and the records give an indication of the excessively large number of students who were all having their clinical experience in the wards of the one hospital. In addition to the University students there were others studying for the Triple Qualification of the Royal Colleges. The pressure of this teaching on staff and patients was considerable. It was decided to transfer some of the tuition to Craigleith Hospital which became the Western General. In 1939 the male house doctors were awaiting their call-up. The administrators had to consider arrangements for the continuation of teaching if bombing took place. In March 1941 the Polish Medical School was organised in Edinburgh

scholarly journals Opinions about Teaching Modalities: A Comparison between Faculty and Students

2012 ◽  
Vol 2012 ◽  
pp. 1-7
Author(s):  
Shilpa Shah ◽  
Gerhard Meisenberg
Keyword(s):  
Physical Examination ◽  
Medical School ◽  
Clinical Medicine ◽  
Faculty Members ◽  
Learning Modalities ◽  
School Of Medicine ◽  
Scale Response ◽  
Team Based Learning ◽  
Likert Scale Response ◽  
Teaching Learning

Little is known about the acceptance of different teaching/learning modalities by students and faculty in the preclinical semesters of medical school. We report the results of an anonymous survey at Ross University School of Medicine, where most of the currently popular instructional methods are used. Study subjects included 327 students and 30 faculty members. 5 questions each were asked about lectures, handouts, textbooks, mediasite (video-recorded lectures), simulation, PBL (problem based learning), TBL (team-based learning), and ICM (introduction to clinical medicine, physical examination) practicals, scored on a 5-step Likert scale. Response rates were approximately 80% for students and more than 50% for faculty. Students gave the highest scores to mediasite followed by simulation, handouts, and ICM practicals. Lowest student scores were for PBL followed by TBL and textbooks. Faculty gave highest scores for lectures, followed by ICM practicals and textbooks. They gave the lowest scores for TBL followed by mediasite and PBL. Differences between students and faculty were statistically significant for lectures (P<.001), mediasite (P=.001), textbooks (P=.002), and PBL (P=.043).

scholarly journals William Cullen's bicentenary

1991 ◽  
Vol 15 (1) ◽  
pp. 32-33 ◽  
Author(s):  
R. E. Kendell
Keyword(s):  
Medical School ◽  
New World ◽  
Clinical Medicine ◽  
18Th Century ◽  
Western World ◽  
Royal Infirmary ◽  
Benjamin Rush ◽  
Theory Of Medicine ◽  
The Chairs ◽  
William Cullen

William Cullen (1710–1790) was the greatest teacher of clinical medicine in Britain in the 18th century. He was born in Hamilton in Lanarkshire and began his career in Glasgow where he held the chair of chemistry and was one of the founders of the medical school. In 1755 he moved to Edinburgh with its already flourishing medical school and its new hospital, the Royal Infirmary, and there he held in succession the chairs of chemistry, the institutes (theory) of medicine and the practice of physic. Together with Alexander Monroe he made Edinburgh the most famous medical school in the Western world and students came from far and wide to be taught by him – from England, Scotland and Ireland, from the Americas and the West Indies and from the Continent. Like Boerhaave, his reputation rested mainly on his gifts as a teacher and it is clear that his students idolised him. Benjamin Rush, the founder of the first medical school in the New World in Philadelphia, America's first psychiatrist and one of the signatories of the American Declaration of Independence, wrote of him that “It is scarcely possible to do justice to this great man's Character either as a scholar, a physician, or a Man”.

A Cohort study to compare Admission criteria and Academic performance among preclinical students at The Copperbelt University School of Medicine: complete enumeration (Preprint)

2019 ◽  
Author(s):  
Andrew Mwila
Keyword(s):  
Academic Performance ◽  
Cohort Study ◽  
Clinical Medicine ◽  
Average Score ◽  
First Year ◽  
Admission Criteria ◽  
Biomedical Sciences ◽  
Dental Surgery ◽  
School Of Medicine ◽  
Better Than

BACKGROUND The Copperbelt University is the second public University in Zambia. The School of Medicine has four major programs namely; Bachelor of Medicine and Surgery, Bachelor of Dental Surgery, Bachelor of Clinical Medicine and Bachelor of Biomedical sciences. The Copperbelt University School of Medicine runs a five-year training program for both the BDS and the MBCHB programs. Students are admitted into the Medical school after successfully completing their first year at the Main campus in the School of Natural Sciences with an average of 4 B grades or higher (B grade is a mark of 65 to 74%). OBJECTIVE The study was done to determine the association between admission criteria and academic performance among preclinical students. Hence, the study compares the academic performance among preclinical students admitted into the Bachelor of Dental Surgery and Bachelor of Medicine and Surgery at the Copperbelt University School of Medicine. METHODS This is a retrospective cohort study conducted at Michael Chilufya Sata School of medicine Campus. A pilot study was conducted with 30 BDS and 30 MBCHB students and the obtained information helped determine the sample size. SPSS was used to analyze the data. The study period lasted approximately 7 weeks at a cost of K1621. RESULTS In 2014, there was an improvement in average performance between 2nd and 3rd year for each program. An average score of 15.4 (SD 4.2) was obtained in 3rd year compared to 12.8 (SD 4.9) in 2nd year (p<0.001). Meanwhile, 3rd MB ChB mean score was 12.6 (SD 3.7) compared to 10.7 (SD 3.6) in 2nd years (p<0.05). However, in 2016, both programs, 3rd year mean scores were lower than 2nd year (MB ChB 2nd year mean score was 12.0 (SD 4.3) compared to 3rd year with a mean score of 9.5 (SD 4.5), p<0.001; BDS 2nd year mean score was 10.6 (SD 4.0) compared to 3rd year mean score of 8.2 (SD 3.4), p<0.01. On average MB ChB students performed better than BDS students in all the years (p<0.05), except in 2016 when the results were comparable. CONCLUSIONS Results from the study shows that entry criteria has a correlation to academic performance as students admitted with higher grades perform much better than those with lower grades.

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