scholarly journals The medical schools outcomes database project: Australian medical student characteristics

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Baldeep Kaur ◽  
Angela Carberry ◽  
Nathaniel Hogan ◽  
Don Roberton ◽  
Justin Beilby
Keyword(s):  
Medical Student ◽  
Medical Schools ◽  
Student Characteristics

‘This Feminine Invasion of Medicine’: Women in Irish Medical Schools, c.1880–1945

2018 ◽  
Author(s):  
Laura Kelly
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
First Generation ◽  
Educational Experiences ◽  
Medical Schools ◽  
The Other ◽  
Male Students ◽  
Social Sphere ◽  
Irish Medical ◽  
Experiences Of Women

This chapter examines the experiences of women who studied at Irish medical schools and hospitals from the 1880s to 1940s. Previous research has suggested that the first generation of female medical students at Irish institutions had largely positive educational experiences and were treated in a paternalistic and supportive manner by their professors and fellow students, in contrast with their counterparts in Britain. However, in spite of this, it is clear that Victorian arguments against women studying medicine prevailed. In the student press, female medical students were presented as the ‘other’ and characterised as studious, bookish, cold, defeminised or alternately as obsessed or unconcerned with their appearances. It is clear, that although women and men were largely educated together for all subjects, with the exception of anatomy dissections, that women occupied a separate social sphere from the male students. Drawing on student magazines, Irish doctors’ memoirs, newspapers and the minute books of medical student societies, this chapter evaluates attitudes to women studying medicine and the educational and extra-curricular experiences of these women and how they fitted in within a very masculine sphere. In addition, this chapter will also explore women’s day-to-day student lives and the challenges they faced in pursuit of their education.

scholarly journals The NHS reforms: good, bad or neutral? Medical students debate at the College

2012 ◽  
Vol 94 (3) ◽  
pp. 88-89
Author(s):  
Fiona McClenaghan ◽  
Finn Stevenson
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical Schools ◽  
Positive Change ◽  
Undergraduate Medical Students ◽  
The Future ◽  
Surgical Career ◽  
The Uk

The Professor Harold Ellis Medical Student Prize for Surgery, held at the close of 2011, threw open to debate the question of whether the reforms currently under way in the NHS are 'good, bad or neutral'. Sixteen undergraduate medical students with hopes of a surgical career were invited to the College from medical schools all across the UK to present their case either for or against Andrew Lansley's proposed reforms. After giving a five-minute presentation to fellow students, participants were questioned by fellows of the College and Professor Ellis himself. The conclusions reached represented a complete range of opinion from great anticipation of positive change to great concern over the future of the NHS. Both authors were highly commended for their presentations and here we aim briefly to set out our differing opinions on the reforms of the NHS.

Medical student illness and impairment: a vignette-based survey study involving 955 students at 9 medical schools

2005 ◽  
Vol 46 (3) ◽  
pp. 229-237 ◽  
Author(s):  
Laura Weiss Roberts ◽  
Teddy D. Warner ◽  
Melinda Rogers ◽  
Russell Horwitz ◽  
Graham Redgrave
Keyword(s):  
Medical Student ◽  
Medical Schools ◽  
Survey Study

Irish Medical Education and Student Culture, c.1850-1950

2018 ◽  
Author(s):  
Laura Kelly
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical Profession ◽  
Religious Affiliation ◽  
Medical Schools ◽  
Student Life ◽  
Student Culture ◽  
History Of ◽  
Irish Medical

This book is the first comprehensive history of medical student culture and medical education in Ireland from the middle of the nineteenth century until the 1950s. Utilising a variety of rich sources, including novels, newspapers, student magazines, doctors’ memoirs, and oral history accounts, it examines Irish medical student life and culture, incorporating students’ educational and extra-curricular activities at all of the Irish medical schools. The book investigates students' experiences in the lecture theatre, hospital, dissecting room and outside their studies, such as in ‘digs’, sporting teams and in student societies, illustrating how representations of medical students changed in Ireland over the period and examines the importance of class, religious affiliation and the appropriate traits that students were expected to possess. It highlights religious divisions as well as the dominance of the middle classes in Irish medical schools while also exploring institutional differences, the students’ decisions to pursue medical education, emigration and the experiences of women medical students within a predominantly masculine sphere. Through an examination of the history of medical education in Ireland, this book builds on our understanding of the Irish medical profession while also contributing to the wider scholarship of student life and culture. It will appeal to those interested in the history of medicine, the history of education and social history in modern Ireland.

Teaching Hematology to Second Year Medical Students: Results of a National Survey of Hematology Course Directors.

Blood ◽  
2006 ◽  
Vol 108 (11) ◽  
pp. 3300-3300
Author(s):  
Virginia C. Broudy ◽  
Scot G. Hickman
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Student Teaching ◽  
Private School ◽  
Medical Schools ◽  
Median Number ◽  
Dental Students ◽  
School Enrollment ◽  
Second Year

An Association of American Medical Colleges position paper calls for a 30% increase in medical school enrollment by 2015. New faculty effort certification reporting requirements for NIH-supported investigators and increasing clinical productivity expectations at academic medical centers challenge the tradition of faculty volunteerism for medical student teaching. To better define the structure, content, and financial support of second year medical school hematology courses nationwide, in 2001/2002 we mailed a survey to the hematology course directors at 85 of the 125 accredited US medical schools. The 58 course directors who returned the survey represent all regions of the US, and both public and private medical schools. Ten of the hematology course directors subspecialized in areas other than adult or pediatric hematology or hematology/oncology. Median class size was 150 students (range 40–200), and some courses included a substantial proportion (up to 33%) of students other than medical students (dental students, graduate students, PA students). Median course hours was 33 hours (range 8 to 74, an almost 10-fold difference). Approximately 50% of the total teaching time was devoted to lecture (range 5% to 100%), but a wide variety of additional teaching approaches were also employed, including small group discussions, problem-based learning, and web-based teaching (used by 62% of course directors). The median number of faculty responsible for teaching the second year hematology course was 12 (range 1–36). The hematology course directors identified a number of obstacles, including difficulty recruiting teachers (experienced by 45% of course directors), the lack of well-defined content, and the very modest budget (less than $1500 for most courses). Only 3 of the course directors indicated that they received salary support for this role. The findings of this survey suggest that a national effort to define learning objectives for the hematology courses and to share teaching materials among medical schools is warranted. Of note, it was estimated in 1997 that the total educational costs for one medical student are $72,000–92,000 per year, and that the majority of these costs are instructional. In 2003 median medical school tuition nationally was $16,322 (for a state resident attending a public school) and $34,550 (private school tuition). The present results show that few of these funds are directed to support of faculty time to teach the hematology course, and compel the identification of a funding stream to pay faculty for teaching medical student required courses.

A Novel Approach to the Medical Student Hematology Curriculum

Blood ◽  
2016 ◽  
Vol 128 (22) ◽  
pp. 3537-3537
Author(s):  
Erik A Levinsohn ◽  
Michael P DiGiovanna ◽  
John Encandela ◽  
Peter A Takizawa ◽  
Janet P Hafler ◽  
...  
Keyword(s):  
Medical Student ◽  
Focus Groups ◽  
Small Group ◽  
Course Design ◽  
Conflicts Of Interest ◽  
Learning Experience ◽  
Medical Schools ◽  
Student Interest ◽  
New Curriculum ◽  
Case Based

Abstract Introduction/Background: The American Society of Hematology and National Heart Lung and Blood Institute have long recognized the need for increased training of physicians for positions in academic and non-malignant hematology. Literature from a number of medical specialty fields supports the value of preclinical education in directing student interest and ultimately determining career choice. Many medical schools are currently changing their preclinical curricula with aims to improve student learning, increase preparedness for clinical responsibilities, and foster specialty interest. Student surveys and focus groups provide valuable feedback regarding such curricular changes. In 2015, the Yale School of Medicine (YSM) unveiled a new preclinical curriculum, which included an extensive and systemic revision of the hematology course based on several years of student feedback. We present the new YSM hematology curriculum as a model for course design and a potential tool for generating medical student interest in hematology. Methods: Two sources of feedback were collected annually from 2010-2015. YSM students completed anonymous surveys assessing different aspects of the previous hematology course. In addition, for each year, a randomly selected cohort of students met with course directors via a focus group discussion to provide direct, in-person feedback about the curriculum. Each year, the hematology course was modified according to specific recommendations from the surveys and the focus groups. The final hematology course, launched in 2015, was a novel curriculum combining traditional lecture formats with small-group workshops, team-based learning (TBL) sessions (which replaced traditional small-group laboratory sessions), case-based clinicopathologic correlation (CPC) sessions (jointly led by hematology and pathology faculty), large-group boards review sessions, evening faculty-student career interest dinners, and clinical shadowing experiences with designated hematology faculty. Students in the 2015-2016 class were then surveyed to assess effectiveness of the new hematology curriculum. Results: Prior to the new curriculum, medical students had mostly favorable impressions of the previous hematology course, with the exception of the small-group laboratory sessions, which were consistently identified as ineffective, uninteresting, and "redundant" in their material. Students evaluating the prior curriculum generally rated case-based workshops favorably for being "clinically focused" and "g[etting] everyone involved" in the learning process by "stimulat[ing] discussion." Students also specifically asked for more "interactive" sessions that "could not be done at home." With the gradual introduction of changes to the hematology curriculum each year, the percentage of students who gave the course top ratings rose considerably, from 57.1% in 2012 to 90.9% 2014. The final 2015 hematology curriculum was identified by the students as a "Gold standard" that could "serve as a model" with respect to creating a "cohesive learning experience." Students specifically highlighted the unique role of TBL and CPC sessions in the new curriculum. Using a Likert scale of up to 5 points, students found TBL to be effective (4.49) and to increase understanding of class material (4.42) by "review[ing] what we learned in lectures" and fostering "learn[ing of] the material at a deeper level." The CPC sessions were rated as "Excellent" by 88% of students, who described them as "cohesive" and "balanced" with "excellent integration" of clinical and pathologic material. Conclusions: A multi-modality curriculum incorporating TBL, joint hematology and pathology faculty-led CPC sessions, and out-of-classroom enrichment is an effective method for engaging students in hematology and may serve as a model for other medical schools revising preclinical curricula. Disclosures No relevant conflicts of interest to declare.

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