Tranquilizing and Antidepressive Drugs . BY WILBUR M. BENSON, M.D., PH.D., Director of Neuropharmacology and Psycho-pharmacology, Mead Johnson Research Center, Evansville, Indiana, AND BURTRUM C. SCHIELE, M.D., Professor of Psychiatry, University of Minnesota Medical School, Minneapolis, Minn. Cloth.$5.25. Pp. 89, with 13 figures. Publication No. 504, American Lecture Series. Charles C Thomas, Publisher, Springfield, Ill., 1962

Aims: to review the key features of an effective lecture and to rate a series of medical school lectures to inform a broader initiative in staff development in effective lecturingBackground: Lectures are the primary method of delivering information to an audience in tertiary education and remain a key part of medical school educationMethod: Literature review confirmed fourteen elements thought to contribute to the quality of a lecture. A lecture series was then rated using these criteriaÂ Results: The three highest rated criteria were explaining and summarising key concepts, presenting material at an appropriate level to the audience, and the use of clear audio-visual aids and voice. The three lowest rated aspects of our lecture program were stating goals of the talk, monitoring audience understanding and responding appropriately, and providing a conclusion to the talk.Conclusions: These findings will provide direction to staff development to further improve the quality of lectures provided to students.Â

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Building a Medical Education Outcomes Center: Development Study

JMIR Medical Education ◽

10.2196/14651 ◽

2019 ◽

Vol 5 (2) ◽

pp. e14651

Author(s):

Mark E Rosenberg ◽

Jacqueline L Gauer ◽

Barbara Smith ◽

Austin Calhoun ◽

Andrew P J Olson ◽

...

Keyword(s):

Medical Education ◽

Medical School ◽

Patient Outcomes ◽

Data Sources ◽

University Of Minnesota ◽

Education Outcomes ◽

Learner Outcomes ◽

Education Data ◽

The University ◽

Training Practice

Background Medical education outcomes and clinical data exist in multiple unconnected databases, resulting in 3 problems: (1) it is difficult to connect learner outcomes with patient outcomes, (2) learners cannot be easily tracked over time through the education-training-practice continuum, and (3) no standard methodology ensures quality and privacy of the data. Objective The purpose of this study was to develop a Medical Education Outcomes Center (MEOC) to integrate education data and to build a framework to standardize the intake and processing of requests for using these data. Methods An inventory of over 100 data sources owned or utilized by the medical school was conducted, and nearly 2 dozen of these data sources have been vetted and integrated into the MEOC. In addition, the American Medical Association (AMA) Physician Masterfile data of the University of Minnesota Medical School (UMMS) graduates were linked to the data from the National Provider Identifier (NPI) registry to develop a mechanism to connect alumni practice data to education data. Results Over 160 data requests have been fulfilled, culminating in a range of outcomes analyses, including support of accreditation efforts. The MEOC received data on 13,092 UMMS graduates in the AMA Physician Masterfile and could link 10,443 with NPI numbers and began to explore their practice demographics. The technical and operational work to expand the MEOC continues. Next steps are to link the educational data to the clinical practice data through NPI numbers to assess the effectiveness of our medical education programs by the clinical outcomes of our graduates. Conclusions The MEOC provides a replicable framework to allow other schools to more effectively operate their programs and drive innovation.

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