THE ROLE OF GENDER IN CAREER CHOICE AND INTENT TO WORK WITH IMMIGRANT AND UNDERSERVED COMMUNITIES: IMPLICATIONS FOR EVIDENCE-BASED MEDICAL SCHOOL CURRICULUM ENHANCEMENT

2018 ◽  
Author(s):  
Robin Jacobs ◽  
Michael Kane
Keyword(s):  
Medical School ◽  
Career Choice ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Evidence Based ◽  
Underserved Communities

The Vital Role of Radiology in the Medical School Curriculum

2003 ◽  
Vol 180 (5) ◽  
pp. 1239-1242 ◽  
Author(s):  
Richard B. Gunderman ◽  
Aslam R. Siddiqui ◽  
Darel E. Heitkamp ◽  
Hal D. Kipfer
Keyword(s):  
Medical School ◽  
School Curriculum ◽  
Vital Role ◽  
Medical School Curriculum

The role of pediatric surgery in the medical school curriculum

1989 ◽  
Vol 24 (1) ◽  
pp. 39-41 ◽  
Author(s):  
Melvyn P. Karp ◽  
James M. Hassett ◽  
Ralph J. Doerr ◽  
Frank McL. Booth ◽  
Nicholas Petrelli ◽  
...  
Keyword(s):  
Medical School ◽  
Pediatric Surgery ◽  
School Curriculum ◽  
Medical School Curriculum

21st Century Problem-Based Learning

2020 ◽  
pp. 110-129
Author(s):  
Susan Ely ◽  
Joanne H. Greenawald ◽  
Richard C. Vari
Keyword(s):  
Medical School ◽  
21St Century ◽  
Rational Design ◽  
Problem Based Learning ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Preclinical Medical Education ◽  
Team Based Learning ◽  
Faculty Facilitator

An account of 21st century problem-based learning (PBL) in preclinical medical education is provided through a detailed explanation of the overall process, a description of PBL case construction, and a brief consideration of related activities, including case wrap-up sessions and facilitator debriefing meetings. Composition of student PBL groups, the role of the faculty facilitator, and PBL decorum are also explored in this chapter. The implementation of PBL in a new medical school curriculum by rational design is compared to the introduction of PBL into an existing medical school curriculum by retrofit. Advantages and challenges of PBL are enumerated; a brief comparison of PBL with team-based learning (TBL) is also included.

Augmenting ENT surgery outside the medical school curriculum: the role of a 1-day otolaryngology course

2019 ◽  
Vol 133 (4) ◽  
pp. 269-274 ◽  
Author(s):  
H Spiers ◽  
H Enayati ◽  
R Moussa ◽  
A Zargaran ◽  
A Thomas ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Basic Skill ◽  
Student Body ◽  
Ent Surgery

AbstractBackgroundENT is highly under-represented in the saturated UK medical school curriculum, comprising less than 1 per cent of the curriculum. A 1-day course was implemented in order to raise awareness of ENT among medical students, educate them in the specialty and teach a basic skill.MethodsThe skills day comprised lectures by consultants followed by a consultant-led workshop teaching tracheostomy. Pre- and post-course questionnaires assessed perceptions of ENT, confidence performing tracheostomy and interest in ENT as a career.ResultsPerceptions of ENT as a specialty were improved by up to 80 per cent (p < 0.01). There was improved understanding of and confidence in performing tracheostomies. Interest in a career in ENT was increased by 77 per cent (p < 0.01).ConclusionA 1-day course run by a student body can be a powerful adjunct to the medical school curriculum, in terms of educating undergraduates in ENT and inspiring the pursuit of ENT as a career.

Building on Past Experience

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric J. Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical School ◽  
School Curriculum ◽  
Past Experience ◽  
Medical School Curriculum ◽  
Learning Activities ◽  
Dual Roles ◽  
Medical Program ◽  
Mcgill University ◽  
Ongoing Development ◽  
Renewal Project

This chapter serves to explain the link between a curricular renewal project that has already been completed and one that is envisaged as an aspirational goal and serves as the focus of the book. The Physicianship Curriculum has its origins in courses introduced in 1998 and that evolved over two decades in the undergraduate medical program at McGill University. The innovative modules and learning activities were initially rolled out under the ambit of two distinct conceptual streams: professionalism and healing in medicine. Ongoing development continued using “physicianship” as a new descriptive label. Physicianship refers to the dual roles of the physician: the physician as professional and as healer. The flagship course of the physicianship component of McGill’s medical school curriculum has been a 4-year longitudinal apprenticeship; it is described in detail.

Culinary Medicine Training in Core Medical School Curriculum Improved Medical Student Nutrition Knowledge and Confidence in Providing Nutrition Counseling

2021 ◽  
pp. 155982762110217
Author(s):  
Christopher R. D’Adamo ◽  
Kayli Workman ◽  
Christine Barnabic ◽  
Norman Retener ◽  
Bernadette Siaton ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Patient Care ◽  
School Curriculum ◽  
Nutrition Knowledge ◽  
Medical School Curriculum ◽  
Nutrition Counseling ◽  
Patient Counseling ◽  
Culinary Medicine

Background: Elective culinary medicine education has become popular to help fill important gaps in physician nutrition training. The implementation and outcomes among the inaugural cohort of medical students who received culinary medicine training as a required component of medical school curriculum at the University of Maryland School of Medicine are described. Methods: Following a series of elective pilot sessions, culinary medicine training was provided to all first-year medical students in the 2019-2020 academic year. The 3-hour training included evidence-based nutrition lecture, cooking simple recipes, and group discussion of the application to personal and patient care. Pre-/postsession questionnaires assessed nutrition knowledge, skills, and attitudes as well as nutritional counseling confidence. Paired t-tests estimated mean differences in outcomes pre- and posttraining. Qualitative data were subjected to thematic analysis. Results: Overall, 119 of 125 (95.2%) students provided pre- and posttraining outcomes data. All nutritional and patient counseling outcomes improved ( P < .05). Themes of being better prepared to address healthy eating barriers in patient care and personal ability to make healthy dietary changes were noted in qualitative analysis. Conclusion: One session of culinary medicine training in core medical student curriculum was feasible and improved medical student nutrition knowledge, skills, and attitudes and confidence in patient nutrition counseling.

scholarly journals Teaching Pathology in an Integrated Preclinical Medical School Curriculum and Adaptations to COVID-19 Restrictions

2021 ◽  
Vol 8 ◽  
pp. 237428952110153
Author(s):  
Matthew D. Krasowski ◽  
John L. Blau ◽  
Stephanie J. Chen ◽  
Karra A. Jones ◽  
Thomas J. Schmidt ◽  
...  
Keyword(s):  
Medical School ◽  
Small Groups ◽  
Integrated Curriculum ◽  
Sudden Change ◽  
Health Professions ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Professional Schools ◽  
Large Group ◽  
Virtual Instruction

The coronavirus disease 2019 (COVID-19) pandemic has had a major impact on education at all age levels, including professional schools and health professions programs. We describe the experience of adapting preclinical medical school courses within an integrated curriculum to virtual instruction. A major feature of two of the courses were pathology small groups adapted from pathology courses in the previous medical school curriculum. These small groups were designed to use facilitated groups of 8 to 10 students. With a sudden change to virtual learning, these small groups were shifted to large group virtual sessions. In general, the conversion went well, with ongoing optimization of the format of the large group sessions mainly occurring over the first several sessions. End-of-course student evaluations were generally positive, but with a preference toward returning to live sessions in the future. Scores on 5 multiple choice examinations in the spring 2020 course were essentially identical in mean, standard deviation, and distribution to examinations in the previous 2 years of the course that had similar layout and topic organization. We discuss the challenges and successes of the switch to virtual instruction and of teaching pathology content within an integrated medical school curriculum.

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