scholarly journals Should Half of All Medical School Graduates Enter Primary Care? Perceptions of Faculty Members at Jefferson Medical College

1995 ◽  
Vol 70 (12) ◽  
pp. 1125-1133 ◽  
Author(s):  
Jonathan Gottlieb ◽  
Sylvia K. Fields ◽  
Mohammadreza Hojat ◽  
J. Jon Veloski
2014 ◽  
Vol 10 (4) ◽  
pp. 60-65
Author(s):  
RR Abraham ◽  
V Pallath ◽  
C AM ◽  
K Ramnarayan ◽  
A Kamath

Background Medical school faculty in India are challenged to balance teaching and professional development. Melaka Manipal Medical College (MMMC), Manipal Campus, Manipal University, India offers the Bachelor of Medicine and Bachelor of Surgery (MBBS) program. The institution incorporates certain effective practices based on adult learning principles which are aimed at fostering the professional development of faculty members. Objectives The present study was undertaken to explore the perceptions of faculty members regarding the scope for professional development at Melaka Manipal Medical College, Manipal Campus. Methods In September 2009, a questionnaire comprising items (23) focusing on five adult learning principles (active participation, relevant learning, constructive feedback, safe, non-threatening environment and previous experiences) was designed and faculty members (n=23) were asked to respond to it on a 5-point Likert scale. Additionally, a force field analysis was conducted by asking the faculty to identify three factors which facilitated them to consciously get involved in professional development activities. They were also asked to identify three unfavorable factors that hindered their professional development. Results Among the five characteristics, relevant learning was found to have a high mean score. Frequency analysis of responses revealed that at Melaka Manipal Medical College, there was ample scope for relevant self-learning that fosters professional development (91.3%). Force field response analysis revealed Melaka Manipal Medical College offered considerable flexibility and opportunities for continuing professional development along with faculty members’ prevailing role as teachers. Nevertheless, the need for more research facilities and funds was highlighted. Conclusions Adherence to adult learning principles may provide avenues for professional development in medical schools. An organized attempt to make the medical school faculty aware of the scope of these practices appears to be necessary to nurture professional development in settings where there are resource constraints. DOI: http://dx.doi.org/10.3126/kumj.v10i4.10997 Kathmandu Univ Med J 2012;10(4):60-65


PEDIATRICS ◽  
1983 ◽  
Vol 71 (4) ◽  
pp. 679-680

The renowned gynecologist, Dr Charles Meigs, addressed his all-male gynecology class at the Jefferson Medical College in 1847 on the "Distinctive Characteristics of the Female." He stated, in part: The great administrative faculties are not hers. She plans no sublime campaign, leads no armies to battle, nor fleets to victory. The Forum is no theatre for her silver voice. . . . She discerns not the courses of the planets. . . . She composes no Iliad, no Aeneid. The strength of Milton's poetic vision was far beyond her fine and delicate perceptions. . . . Do you think that a Woman . . . could have developed, in the tender soil of her intellect, the strong idea of a Hamlet, or a MacBeth? Such is not woman's province, nature, power, or mission. She reigns in the heart; her seat and throne are by the hearthstone. The household altar is her place of worship and service. . . . She has a head almost too small for intellect and just big enough for love.1 In that same year, Elizabeth Blackwell was the first woman admitted to a US medical school. The number of women physicians has increased significantly since then and some of these women who have made extraordinary contributions, against odds, deserve special recognition. In the last decade there has been an almost threefold increase in women entering medicine. In 1959-1960, 6.9% of the medical school applicants, 6% of the entering class, and 5.7% of the graduates were women. In 1980-1981, 29.5% of the applicants, 28.9% of the entering class, and 24.5% of the graduates were women.


1983 ◽  
Vol 92 (5) ◽  
pp. 470-472
Author(s):  
Stanton A. Friedberg

Hosmer A. Johnson, one of the early laryngologists in the Midwest, graduated in 1852 from Rush Medical College, and was the first intern in Chicago. With four other faculty members he left Rush in 1859 to establish what subsequently became the Northwestern University Medical School. He taught many subjects and was extremely active in local and national societies. An interest in diseases of the chest led him into laryngology and he became a charter member of the American Laryngological Association, where he reported on congenital tumors of the larynx, laryngeal paralysis, and cancer of the larynx. Dr Johnson was a master of six or seven foreign languages, a versatile civic leader, a talented orator, and was greatly admired for his medical skills. The breadth of his accomplishments and character made for a truly memorable life.


1994 ◽  
Vol 17 (3) ◽  
pp. 290-306 ◽  
Author(s):  
Mohammadreza Hojat ◽  
Mary R. Robeson ◽  
J. Jon Veloski ◽  
Robert S. Blacklow ◽  
Gang Xu ◽  
...  

Author(s):  
Alla Kulichenko ◽  

The article reveals the peculiarities of the Dartmouth Medical School establishment. Moreover, the author appeals to American outstanding innovators and innovations from the late 18th century to the 19th century. Note that N. Smith was an innovator-organizer of American medical schools (Dartmouth Medical School, Yale School of Medicine, Bowdoin Medical School, and Jefferson Medical College in Philadelphia). Besides, N. Smith’s methods of typhus treating and certain surgical operations, as ovariotomy, staphyloraphy, were innovative in American medicine. Also, R. Mussey, D. Crosby, E. Peasley, C. Frost provided innovative activity at Dartmouth Medical School during the 19th century. Among the crucial innovations, there were new departments, implementation of new teaching methods within the educational process, use of various European practices and devices, including the X-ray apparatus, etc.


2018 ◽  
Vol 84 (6) ◽  
pp. 761-762
Author(s):  
Megan E. Lundy ◽  
Scott W. Cowan ◽  
Charles J. Yeo ◽  
Melissa Lazar

A historical vignette regarding Dr. Algernon Brashear Jackson, the first Black male graduate from Jefferson Medical College. It details his early life, medical school years, surgical training, and contributions to his local community and beyond as he paved the way for future doctors of color.


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