scholarly journals Knowledge loss of medical students on first year basic science courses at the university of Saskatchewan

2006 ◽  
Vol 6 (1) ◽  
Author(s):  
Marcel F D'Eon
Keyword(s):  
Medical Students ◽  
Basic Science ◽  
First Year ◽  
Knowledge Loss ◽  
Science Courses ◽  
The University

scholarly journals Tron Days: Horizontal Integration and Authentic Learning

2017 ◽  
Author(s):  
Eugene Li ◽  
Chris Rennick ◽  
Carol Hulls ◽  
Mary Robinson ◽  
Michael Cooper-Stachowsky ◽  
...  
Keyword(s):  
Authentic Learning ◽  
First Year ◽  
Horizontal Integration ◽  
Warm Up ◽  
Science Courses ◽  
The University

Abstract—First year Mechatronics students at the University ofWaterloo consistently do not see the connection between their fundamentalmath and science courses with the practise of engineering.To address this issue, the first year instructors came together tolaunch a two day Hackathon style project for the students calledTron Days. Tron Days featured small warm up problems dealingwith advanced concepts in each of the courses, and big problemsthat drew from all of the first year courses. The challenges onlyhad communication marks associated with them and provided anopportunity for sustained engagement with the concepts. The metricsused to measure the event showed that it was successful at addressingthe desired outcomes, but could be further enhanced to address morematerial.

scholarly journals Transforming Rural Family Medicine Curriculum From Experiential to Virtual: A Response to COVID-19 Limitations

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
James G. Boulger ◽  
Emily Onello
Keyword(s):  
Medical Students ◽  
First Year ◽  
Health Issues ◽  
University Of Minnesota ◽  
Rural Medicine ◽  
First Year Students ◽  
Rural Family ◽  
Second Year ◽  
The University ◽  
Rural Physician

Cessation of all classroom and clinical activities in the spring of 2020 for first- and second-year medical students at the University of Minnesota Medical School Duluth campus both forced and enabled revision of rural medicine instruction and experiences. Creatively utilizing rural family physicians and third-year rural physician associate medical students to interact with first-year students virtually in a number of areas and using electronic connectivity enabled the institution to continue to emphasize rural medical health issues with the students.

INTEGRATION OF NEUROSCIENCE AND ENDOCRINOLOGY IN HYBRID PBL CURRICULUM

2001 ◽  
Vol 25 (4) ◽  
pp. 233-240 ◽  
Author(s):  
J. Thomas Cunningham ◽  
Ronald H. Freeman ◽  
Michael C. Hosokawa
Keyword(s):  
Student Performance ◽  
Basic Science ◽  
The United States ◽  
First Year ◽  
University Of Missouri ◽  
Faculty Evaluations ◽  
Medical Licensing ◽  
The University ◽  
Fourth Block

At the University of Missouri-Columbia, the medical school employs a problem-based learning curriculum that began in 1993. Since the curriculum was changed, student performance on step 1 of the United States Medical Licensing Examination has significantly increased from slightly below the national average to almost one-half a standard deviation above the national mean. In the first and second years, classes for students are organized in classes or blocks that are 8 wk long, followed by 1 wk for evaluation. Initially, basic science endocrinology was taught in the fourth block of the first year with immunology and molecular biology. Student and faculty evaluations of the curriculum indicated that endocrinology did not integrate well with the rest of the material taught in that block. To address these issues, basic science endocrinology was moved into another block with neurosciences. We integrate endocrinology with neurosciences by using the hypothalamus and its role in neuroendocrinology as a springboard for endocrinology. This is accomplished by using clinical cases with clear neuroscience and endocrinology aspects such as Cushing’s disease and multiple endocrine neoplastic syndrome type 1.

Brief Communication: Predictive Value of Veterinary Student Application Data for Performance in Clinical Year 4

2021 ◽  
pp. e20210012
Author(s):  
Steven D. Holladay ◽  
Robert M. Gogal ◽  
Samuel Karpen
Keyword(s):  
First Year ◽  
Graduate Record Examination ◽  
Academic Variables ◽  
Veterinary Students ◽  
Grade Point ◽  
Science Courses ◽  
University Of Georgia ◽  
Application Data ◽  
The University ◽  
Prerequisite Courses

Student application packages for admission to the University of Georgia College of Veterinary Medicine currently include the following information: undergraduate grade point average (GPA), GPA in science courses, GPA in non-science courses, GPA for the last 45 hours (GPALast45hrs), Graduate Record Examination Quantitative and Verbal Reasoning (GRE-QV) score, GRE Analytical Writing (GRE-AW) score, and grades for 10 required prerequisite courses. From these data, an “academics score” of up to 70 points is calculated. Faculty reviewers also score each applicant up to a maximum of 30 points (FileScore), giving a total possible score of 100 points. Previous analyses demonstrated that the file score and academic variables are significantly related to first-year GPA of veterinary students; however, it is unknown how these variables relate to performance in clinical rotations. The present study pooled the two most recent graduating classes to compare each academic score component to student clinical rotation grades received during year 4 (CGrYr4) in the teaching hospital. Only one component of the student application packages—the pre-admission GRE-QV score—significantly correlated with CGrYr4.

scholarly journals Epilepsy perception amongst university students: a survey

2007 ◽  
Vol 65 (suppl 1) ◽  
pp. 43-48 ◽  
Author(s):  
Juliana Caixeta ◽  
Paula T. Fernandes ◽  
Gail S. Bell ◽  
Josemir W. Sander ◽  
Li M. Li
Keyword(s):  
Medical Students ◽  
University Students ◽  
Inverse Relationship ◽  
Training Programs ◽  
First Year ◽  
Science Students ◽  
Science Courses ◽  
Ideal Situation ◽  
First Year Medical Students ◽  
Different Levels

PURPOSE: To evaluate the information that university students have on epilepsy and to compare the differences in attitudes and perception among groups with different levels of information. METHODS: A questionnaire with 13 questions regarding knowledge, attitudes and perception about epilepsy was completed by first, third and sixth year medical students and to students from Arts and Science courses. RESULTS: First year medical students gave inadequate answers, especially with regard to information about epilepsy and actions to take during seizures. Answers of third and sixth year medical students were more adequate. Arts and Science students gave the poorest responses in relation to specialist information and attitudes regarding epilepsy. DISCUSSION: This study suggests that there is an inverse relationship between knowledge and stigma on epilepsy. Nevertheless, the best results did not reflect an ideal situation, revealing an urgent need for an improved level of overall health education programs. This can be achieved by implementing educational policies, training programs and the universal inclusion of these subjects in the global educational program.

How much basic science content do second-year medical students remember from their first year?

2018 ◽  
Vol 41 (2) ◽  
pp. 231-233 ◽  
Author(s):  
Stephen D. Schneid ◽  
Hal Pashler ◽  
Chris Armour
Keyword(s):  
Medical Students ◽  
Basic Science ◽  
First Year ◽  
Science Content ◽  
Second Year
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