scholarly journals Use of a Mock Week as a Novel Tool for Evaluating and Implementing Reformed Medical Curriculum at a Nascent Branch Campus

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Nicole Kelp ◽  
Brittni Burgess ◽  
Arun Chandnani ◽  
Gregory Amberg ◽  
Christie Reimer ◽  
...  
Keyword(s):  
Curriculum Reform ◽  
Conflict Of Interest ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
Medical Science ◽  
First Year ◽  
State University ◽  
Branch Campus ◽  
Colorado State University ◽  
Working Together

The University of Colorado School of Medicine is implementing comprehensive curricular reform designed to produce physicians with a life-long dedication to leadership, curiosity, and commitment. The new longitudinally integrated and case-based curriculum interweaves content on basic/medical sciences, clinical skills, and health systems content such as bioethics, interprofessional skills, and social determinants of health. Simultaneously, the school is forming a branch campus in partnership with nearby Colorado State University. The newly formed branch campus faculty team wanted to test delivery of the novel curriculum, practice working together as a team, and examine the practical logistics of human and physical resources at the branch campus. Herein, we describe our approach for running a Mock Week of first year of the new curriculum. This innovative methodology involved teaching a week’s worth of the new content and garnering feedback from clinician educators, medical science faculty, and students. Our observations highlight practical insights for implementing an integrated curriculum at an inaugural branch campus. Finally, we provide recommendations for using a Mock Week as a feasible and robust tool for improving and enhancing various facets of medical education. Conflict of Interest statement: The authors declare no conflict of interest. Keywords: Curriculum reform, New branch campus, Mock Week

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

scholarly journals Assessment in Undergraduate Medical Education: Bangladesh Perspectives

2013 ◽  
Vol 12 (4) ◽  
pp. 357-363 ◽  
Author(s):  
M Haque ◽  
R Yousuf ◽  
SM Abu Baker ◽  
A Salam
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
Undergraduate Medical Education ◽  
Curriculum Reform ◽  
Medical Curriculum ◽  
Medical Science ◽  
Undergraduate Curriculum ◽  
Oral Examination ◽  
Formative Assessments ◽  
The Government

Background: Medical education in Bangladesh is totally controlled by the Government and run a unique undergraduate curriculum throughout the country in both public and private sectors. This paper is aimed to briefly describe the medical education reform in Bangladesh and suggests further assessment changes. The present official form of undergraduate medical curriculum has first evolved in 1988 followed by revision in 2002 and 2012. Assessment and teaching are the two sides of the same coin. Assessment drives learning and learning drives practices. Following the curriculum reform since 2002, the assessment in undergraduate medical education has been greatly changed. There are a lot of in-course formative assessments which include item examination, card final and term final, designed to improve the quality of education. Ten percent marks of summative written examinations derive from formative assessment. Traditional oral examination has been changed to structured form to ensure greater reliability. Even then, teachers are not yet building up to conduct oral examination in such a structured way. Examiners differ in their personality, style and level of experience with variation of questioning and scoring from student to students. Weakness of reliability on oral examination still exists. Students also feel very stressful during the oral examinations. Moreover, to conduct such oral examination, three to four months times per year are lost by the faculties which can be efficiently utilised for teaching and research purposes. Worlds' leading medical schools now-a-days used oral examination only for borderline and distinction students. Bangladesh also must consider oral examination only for borderline and distinction students. DOI: http://dx.doi.org/10.3329/bjms.v12i4.16658 Bangladesh Journal of Medical Science Vol. 12 No. 04 October ’13 Page 357-363

A Test of Effectiveness of Courseware in a College Biology Class

1992 ◽  
Vol 21 (1) ◽  
pp. 79-84 ◽  
Author(s):  
Daniel More ◽  
Charles L. Ralph
Keyword(s):  
First Year ◽  
State University ◽  
Colorado State University ◽  
College Biology ◽  
Biology Class ◽  
Time Period ◽  
Hands On ◽  
Laboratory Group ◽  
Traditional Approaches ◽  
Biology Laboratory

At Colorado State University we designed an experiment wherein approximately half of a class of 184 students in a semester, first-year biology class was placed in a traditional hands-on, experiential laboratory for two hours per week and the other half was placed in a facility with Macintosh computers to view courseware for the same time period. Computer-presented tutorial and simulation of biology laboratory concepts proved to be as good as or better than traditional approaches in increasing student academic performance. The courseware-using group performed better ( p < 0.05) than the traditional laboratory group in overall lecture examination scores, when the pretest scores of the two groups were factored in. Curiously, attitudes in regard to the use of the courseware showed a striking negative trend in this experiment.

scholarly journals Articulating Black Feminist Health Science Studies

2017 ◽  
Vol 3 (2) ◽  
pp. 1-27 ◽  
Author(s):  
Moya Bailey ◽  
Whitney Peoples
Keyword(s):  
Social Justice ◽  
Curriculum Reform ◽  
Cultural Production ◽  
Science Studies ◽  
Medical Curriculum ◽  
Medical Science ◽  
Well Being ◽  
Health Science ◽  
Black Feminist ◽  
Health And Well Being

Black Feminist Health Science Studies (BFHSS) is a critical intervention into a number of intersecting arenas of scholarship and activism, including feminist health studies, contemporary medical curriculum reform conversations, disability studies, environmental justice, and feminist technoscience studies (Bailey, 2016). We argue towards a theory of BFHSS that builds on social justice science, which has as its focus the health and well-being of marginalized groups. We would like to move towards a social justice science that understands the health and well-being of people to be its central purpose. This formulation of BFHSS provides evidence of the co-constitutive nature of medical science and popular perception, underscoring the need to engage them simultaneously. Health is both a desired state of being and a social construct necessary of interrogation because of the ways that race, gender, able bodiedness, and other aspects of cultural production profoundly shape our notions of what is healthy (Metzl & Kirkland, 2010).

A MODEL FOR DEVELOPING HIGH-QUALITY ONLINE COURSES: INTEGRATING A SYSTEMS APPROACH WITH LEARNING THEORY

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Maria Jean Puzziferro ◽  
Kaye Shelton
Keyword(s):  
Online Education ◽  
Design Theory ◽  
Systems Approach ◽  
Online Courses ◽  
Process Models ◽  
State University ◽  
High Quality ◽  
Colorado State University ◽  
Online Instructional Design ◽  
Online Course Development

As the demand for online education continues to increase, institutions are faced with developing process models for efficient, high-quality online course development. This paper describes a systems, team-based, approach that centers on an online instructional design theory (Active Mastery Learning) implemented at Colorado State University-Global Campus.

scholarly journals Preface: Modern Heterocycle Synthesis and Functionalization

Synlett ◽  
2021 ◽  
Vol 32 (02) ◽  
pp. 140-141
Author(s):  
Louis-Charles Campeau ◽  
Tomislav Rovis
Keyword(s):  
Active Pharmaceutical Ingredient ◽  
Associate Professor ◽  
Columbia University ◽  
State University ◽  
Heterocycle Synthesis ◽  
Colorado State University ◽  
University Of Toronto ◽  
Process Chemistry ◽  
The University ◽  
Small Molecule Therapeutics

obtained his PhD degree in 2008 with the late Professor Keith Fagnou at the University of Ottawa in Canada as an NSERC Doctoral Fellow. He then joined Merck Research Laboratories at Merck-Frosst in Montreal in 2007, making key contributions to the discovery of Doravirine (MK-1439) for which he received a Merck Special Achievement Award. In 2010, he moved from Quebec to New Jersey, where he has served in roles of increasing responsibility with Merck ever since. L.-C. is currently Executive Director and the Head of Process Chemistry and Discovery Process Chemistry organizations, leading a team of smart creative scientists developing innovative chemistry solutions in support of all discovery, pre-clinical and clinical active pharmaceutical ingredient deliveries for the entire Merck portfolio for small-molecule therapeutics. Over his tenure at Merck, L.-C. and his team have made important contributions to >40 clinical candidates and 4 commercial products to date. Tom Rovis was born in Zagreb in former Yugoslavia but was largely raised in southern Ontario, Canada. He earned his PhD degree at the University of Toronto (Canada) in 1998 under the direction of Professor Mark Lautens. From 1998–2000, he was an NSERC Postdoctoral Fellow at Harvard University (USA) with Professor David A. Evans. In 2000, he began his independent career at Colorado State University and was promoted in 2005 to Associate Professor and in 2008 to Professor. His group’s accomplishments have been recognized by a number of awards including an Arthur C. Cope Scholar, an NSF CAREER Award, a Fellow of the American Association for the Advancement of Science and a ­Katritzky Young Investigator in Heterocyclic Chemistry. In 2016, he moved to Columbia University where he is currently the Samuel Latham Mitchill Professor of Chemistry.

scholarly journals 260 Genetic prediction for first-service conception rate in Angus heifers using a random regression model

2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 197-198
Author(s):  
Miguel A Sánchez-Castro ◽  
Milt Thomas ◽  
Mark Enns ◽  
Scott Speidel
Keyword(s):  
Conception Rate ◽  
Random Regression ◽  
State University ◽  
Base Function ◽  
Genetic Prediction ◽  
Colorado State University ◽  
Random Regression Model ◽  
Service Conception ◽  
Available Information ◽  
Angus Heifers

Abstract First-service conception rate (FSCR) can be defined as the probability of a heifer conceiving in response to her first artificial insemination (AI). Given the binary nature of its phenotypes, FSCR has been typically evaluated using animal threshold models (ATM). However, susceptibility of these models to the extreme-category problem (ECP) limits their ability to use all available information to calculate Expected Progeny Differences (EPD). Random regression models (RRM) represent an alternative method to evaluate binary traits, and they are not affected by ECP. Nevertheless, RRM were originally developed to analyze longitudinal traits, so their usefulness to evaluate traits with singly observed phenotypes remains unclear. Therefore, objectives herein were to evaluate the feasibility of a RRM genetic prediction for heifer FSCR by comparing its resulting EPD and genetic parameters to those obtained with a traditional ATM. Breeding and ultrasound records of 4,334 Angus heifers (progeny of 354 sires and 1,626 dams) collected between 1992 to 2019 at the Colorado State University Beef Improvement Center were utilized. Observations for FSCR (1, successful; 0, unsuccessful) were defined by fetal age at pregnancy inspections performed approximately 130 d post-AI. Traditional FSCR evaluation was performed using a univariate BLUP threshold animal model, whereas an alternative evaluation was performed by regressing FSCR on age at AI using a linear RRM with Legendre Polynomials as the base function. Heritability estimates were 0.03 ± 0.02 for the ATM and 0.005 ± 0.001 for the average age at AI with the RRM, respectively. Pearson and rank correlations between EPD obtained with each method were 0.63 and 0.60, respectively. The regression coefficient of RRM predictions on those obtained with the ATM was 0.095. In conclusion, these results suggested that although a RRM genetic prediction for FSCR was feasible, a considerable degree of re-ranking occurred between the two methodologies.

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