scholarly journals Assessment of medical students’ proficiency in dermatology: Are medical students adequately prepared to diagnose and treat common dermatologic conditions in the United States?

2015 ◽  
Vol 12 ◽  
pp. 18 ◽  
Author(s):  
Catherine A Ulman ◽  
Stephen Bruce Binder ◽  
Nicole J. Borges
Keyword(s):  
United States ◽  
Medical Students ◽  
Medical School ◽  
Multiple Choice ◽  
The United States ◽  
School Curriculum ◽  
Current Medical ◽  
Average Score ◽  
Clinical Rotations ◽  
A Current

This study assessed whether a current medical school curriculum is adequately preparing medical students to diagnose and treat common dermatologic conditions. A 15-item anonymous multiple choice quiz covering fifteen diseases was developed to test students’ ability to diagnose and treat common dermatologic conditions. The quiz also contained five items that assessed students’ confidence in their ability to diagnose common dermatologic conditions, their perception of whether they were receiving adequate training in dermatology, and their preferences for additional training in dermatology. The survey was performed in 2014, and was completed by 85 students (79.4%). Many students (87.6%) felt that they received inadequate training in dermatology during medical school. On average, students scored 46.6% on the 15-item quiz. Proficiency at the medical school where the study was performed is considered an overall score of greater than or equal to 70.0%. Students received an average score of 49.9% on the diagnostic items and an average score of 43.2% on the treatment items. The findings of this study suggest that United States medical schools should consider testing their students and assessing whether they are being adequately trained in dermatology. Then schools can decide if they need to re-evaluate the timing and delivery of their current dermatology curriculum, or whether additional curriculum hours or clinical rotations should be assigned for dermatologic training.

scholarly journals MSK30: a validated tool to assess clinical musculoskeletal knowledge

2019 ◽  
Vol 5 (1) ◽  
pp. e000495
Author(s):  
Danielle L Cummings ◽  
Matthew Smith ◽  
Brian Merrigan ◽  
Jeffrey Leggit
Keyword(s):  
Medical Students ◽  
Large Scale ◽  
Assessment Tool ◽  
Multiple Choice ◽  
School Curriculum ◽  
Average Score ◽  
Multiple Choice Questions ◽  
Modified Delphi ◽  
Multiple Choice Exam ◽  
Individual Education

BackgroundMusculoskeletal (MSK) complaints comprise a large proportion of outpatient visits. However, multiple studies show that medical school curriculum often fails to adequately prepare graduates to diagnose and manage common MSK problems. Current standardised exams inadequately assess trainees’ MSK knowledge and other MSK-specific exams such as Freedman and Bernstein’s (1998) exam have limitations in implementation. We propose a new 30-question multiple choice exam for graduating medical students and primary care residents. Results highlight individual deficiencies and identify areas for curriculum improvement.Methods/ResultsWe developed a bank of multiple choice questions based on 10 critical topics in MSK medicine. The questions were validated with subject-matter experts (SMEs) using a modified Delphi method to obtain consensus on the importance of each question. Based on the SME input, we compiled 30 questions in the assessment. Results of the large-scale pilot test (167 post-clerkship medical students) were an average score of 74 % (range 53% – 90 %, SD 7.8%). In addition, the tool contains detailed explanations and references were created for each question to allow an individual or group to review and enhance learning.SummaryThe proposed MSK30 exam evaluates clinically important topics and offers an assessment tool for clinical MSK knowledge of medical students and residents. It fills a gap in current curriculum and improves on previous MSK-specific assessments through better clinical relevance and consistent grading. Educators can use the results of the exam to guide curriculum development and individual education.

Articulating Practices: Methods and Experiences

1996 ◽  
Vol 1 (2-3) ◽  
pp. 239-247 ◽  
Author(s):  
Arlene M. Katz ◽  
John Shotter
Keyword(s):  
United States ◽  
Primary Care ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical School ◽  
Primary Care Physicians ◽  
Ethical Issues ◽  
Medical Knowledge ◽  
The United States ◽  
Mentoring Program

In this article we describe an experimental mentoring program conducted in a major medical school in the Northeast of the United States. In it, primary care physicians mentored medical students in the course of conducting their daily practices. All involved were trained in a special reflecting practice that led them to focus on, and to discuss, concrete events occurring during the day. We illustrate how, both in pairs and in larger meetings, in discussing events within their practice together that they were 'struck by', student-mentees not only came to a more practical grasp of the medical knowledge of the classroom and textbook, but that all involved in the program came to create between them a resourceful community. At work within this program was a practice that functioned, not only to help the students, but the whole ongoing practice: for within it, besides moments of teaching, where other kinds of shared moments to do with the details of clinical practice, ethical issues, administrative problems, and so on — with all involved helping each other with what we have called the appreciative evaluation and elaboration of their practices.

scholarly journals Library instruction in medical education: a survey of current practices in the United States and Canada

2018 ◽  
Vol 106 (1) ◽  
Author(s):  
Amanda M. Nevius ◽  
A’Llyn Ettien ◽  
Alissa P. Link ◽  
Laura Y. Sobel
Keyword(s):  
United States ◽  
Medical School ◽  
Quantitative Data ◽  
The United States ◽  
School Curriculum ◽  
Library Instruction ◽  
School Librarians ◽  
Medical Institutions ◽  
Curriculum Committee ◽  
Question Survey

Objective: The most recent survey on instruction practices in libraries affiliated with accredited medical institutions in the United States was conducted in 1996. The present study sought to update these data, while expanding to include Canadian libraries. Additional analysis was undertaken to test for statistically significant differences between library instruction in the United States and Canada and between libraries affiliated with highly ranked and unranked institutions.Methods: A twenty-eight-question survey was distributed to libraries affiliated with accredited US and Canadian medical schools to assess what and how often librarians teach, as well as how librarians are involved in the curriculum committee and if they are satisfied with their contact with students and faculty. Quantitative data were analyzed with SAS, R, and MedCalc.Results: Most of the seventy-three responding libraries provided instruction, both asynchronously and synchronously. Library instruction was most likely to be offered in two years of medical school, with year one seeing the most activity. Database use was the most frequently taught topic, and libraries reported a median of five librarians providing instruction, with larger staffs offering slightly more education sessions per year. Libraries associated with highly ranked schools were slightly more likely to offer sessions that were integrated into the medical school curriculum in year four and to offer sessions in more years overall.Conclusions: In US and Canadian libraries, regardless of the rank of the affiliated medical school, librarians’ provision of instruction in multiple formats on multiple topics is increasingly common.

scholarly journals 133 Neurosurgery Education in The Medical School Curriculum: A Scoping Review

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
K S Lee ◽  
J J Y Zhang ◽  
A Alamri ◽  
A Chari
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Scoping Review ◽  
Meta Analysis ◽  
The United States ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
The United Kingdom ◽  
Scoping Reviews ◽  
Specific Teaching

Abstract Introduction Worldwide, there is no specific medical school curriculum in neurosurgery despite a high burden of neurosurgical disease that is often assessed, investigated and managed by generalists. This scoping review was carried out to map available evidence pertaining to the provision of neurosurgery education in the medical school curriculum across the world. Method This review was conducted in accordance to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews. Results Ten studies were included. Six were from the United Kingdom, two from the United States, and one each from Canada and Ireland. Two studies evaluated perceptions of both medical students and practicing clinicians, five studies evaluated the perceptions of medical students and three studies reported perceptions of clinicians only. Three main themes were identified. Neurosurgery was perceived as an important part of the general medical student curriculum. Exposure to neurosurgery teaching was varied but when received, deemed useful and students were keen to receive more. Interest in a neurosurgical career amongst medical students was high. Conclusions There is a lack of a specialty-specific medical school curriculum and variability of medical students’ exposure to neurosurgery teaching exists. Our findings highlight the need to systematically assess specialty-specific teaching and determine adequacy.

Operation Urgent Fury: Grenada

2020 ◽  
pp. 173-202
Author(s):  
Michael Poznansky
Keyword(s):  
United States ◽  
Medical Students ◽  
Medical School ◽  
Reagan Administration ◽  
Regime Change ◽  
The United States ◽  
Full Scale ◽  
Collective Security ◽  
Security Regime ◽  
Eastern Caribbean

This chapter analyzes Ronald Reagan’s decision to intervene in Grenada in October 1983 to remove the left-leaning New Jewel Movement from power. Plans for regime change began in earnest in mid-October after the sitting Prime Minister, Maurice Bishop, was ousted by hardliners, and culminated in a full-scale invasion on October 25. The evidence affirms the book’s central predictions, namely that the availability of two legal exemptions enabled the Reagan administration to pursue a public regime change. The first was the presence of endangered medical students enrolled in St. George’s Medical School on the island. The second legal exemption was an invitation for the United States to intervene to restore order from the Organization of Eastern Caribbean States, a collective security regime. Senior officials relied heavily on these exemptions over the course of the intervention and beyond as a means of demonstrating the legality of their actions to allies and other friendly regimes.

scholarly journals Lessons from COVID-19: The Perspective of an International Medical Student Back in the United States

2020 ◽  
Vol 8 (1) ◽  
pp. 75-76
Author(s):  
Avnee Nulkar
Keyword(s):  
United States ◽  
Medical Student ◽  
Medical Students ◽  
Community Care ◽  
Medical Knowledge ◽  
The United States ◽  
Healthcare Systems ◽  
Current Medical ◽  
Community Based ◽  
Improving Patient Care

As current medical students, we are in a unique position. Although we possess some medical knowledge, our hometowns may require a medical diploma to provide clinical aid in the fight against COVID-19. However, upon arrival from my medical school in Ireland to my home state of California, multiple community-based opportunities to assist patients were discovered. While medical students provide community care, we can also observe our surroundings, learn from the current situation, and deduce methods of improving patient care and healthcare systems, with hopes of preventing such repercussions if a similar pandemic were to occur in the future. This experience piece aims to express shifts in a medical student’s perspective amidst COVID-19 and explicate potential ways in which the American healthcare system can improve.

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