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 Financial burden associated with the residency match in neurological surgery

2017 ◽  
Vol 126 (1) ◽  
pp. 184-190 ◽  
Author(s):  
Nitin Agarwal ◽  
Phillip A. Choi ◽  
David O. Okonkwo ◽  
Daniel L. Barrow ◽  
Robert M. Friedlander
Keyword(s):  
United States ◽  
Medical School ◽  
Financial Burden ◽  
The United States ◽  
Residency Position ◽  
Application Process ◽  
Rank List ◽  
The Mean ◽  
Neurological Surgery ◽  
Question Survey

OBJECTIVE Application for a residency position in neurosurgery is a highly competitive process. Visiting subinternships and interviews are integral parts of the application process that provide applicants and programs with important information, often influencing rank list decisions. However, the process is an expensive one that places significant financial burden on applicants. In this study, the authors aimed to quantify expenses incurred by 1st-year neurosurgery residents who matched into a neurosurgery residency program in 2014 and uncover potential trends in expenses. METHODS A 10-question survey was distributed in partnership with the Society of Neurological Surgeons to all 1st-year neurosurgery residents in the United States. The survey asked respondents about the number of subinternships, interviews, and second looks (after the interview) attended and the resultant costs, the type of program match, preferences for subinternship interviews, and suggestions for changes they would like to see in the application process. In addition to compiling overall results, also examined were the data for differences in cost when stratifying for region of the medical school or whether the respondent had contact with the program they matched to prior to the interview process (matched to home or subinternship program). RESULTS The survey had a 64.4% response rate. The mean total expenses for all components of the application process were US $10,255, with interview costs comprising the majority of the expenses (69.0%). No difference in number of subinternships, interviews, or second looks attended, or their individual and total costs, was seen for applicants from different regions of the United States. Respondents who matched to their home or subinternship program attended fewer interviews than respondents who had no prior contact with their matched program (13.5 vs 16.4, respectively, p = 0.0023) but incurred the same overall costs (mean $9774 vs $10,566; p = 0.58). CONCLUSIONS Securing a residency position in neurosurgery is a costly process for applicants. No differences are seen when stratifying by region of medical school attended or contact with a program prior to interviewing. Interview costs comprise the majority of expenses for applicants, and changes to the application process are needed to control costs incurred by applicants.

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.

Brazil is my cousin, the U.S. has parks: Children’s construction of Brazil and the United States in a bilingual education program

2021 ◽  
pp. 204361062110007
Author(s):  
Mariana Lima Becker ◽  
Gabrielle Oliveira ◽  
Virginia Alex
Keyword(s):  
United States ◽  
Social Relationships ◽  
First Graders ◽  
The United States ◽  
School Curriculum ◽  
Institutional Expectations ◽  
Material Goods ◽  
English Classroom ◽  
Construction Of Place ◽  
The U.S

Drawing from a 3-year ethnographic project in one elementary school in the United States, this article examines how a group of 43 first graders perceived and constructed Brazil and the U.S. during a drawing and writing activity in their bilingual (Portuguese-English) classroom. The majority of the participating children (81.4%) either migrated from Brazil to the U.S. or were born in the U.S. of Brazilian parents. Data analysis reveals that Brazil was frequently portrayed as an idyllic landscape that included several relatives and friends and a range of activities with loved ones, while the U.S. involved immediate family members, material goods, and places for leisure. Grounded in a relational understanding of place and placemaking, we argue that the children engaged in a range of place-based moves to construct Brazil and the United States during the activity. These acts of placemaking included evocations of transnational memories, ongoing activities and aspirations, social relationships, and local institutional expectations, particularly the school curriculum and teachers’ discourse about Brazil. The findings suggest that immigrant children’s construction of place is multifaceted, dynamic, and situated.

PERMISSION TO CONDUCT THE FIRST STUDY OF THE HEIGHTS AND WEIGHTS OF CHILDREN IN THE UNITED STATES

PEDIATRICS ◽  
1968 ◽  
Vol 42 (2) ◽  
pp. 311-311
Author(s):  
T. E. C.
Keyword(s):  
United States ◽  
Public Schools ◽  
Medical School ◽  
Harvard Medical School ◽  
The United States ◽  
Harvard University ◽  
The Public ◽  
Boston Public Schools ◽  
School Committee ◽  
Boston School

The beginning of all growth studies in this country occurred less than a century ago when the Boston School Committee approved the following order permitting Henry Pickering Bowditch, Professor of Physiology at the Harvard Medical School, to measure and weigh children in the Boston public schools. This document is one of the great, and I believe little known, landmarks in modern pediatrics.1 In School Committee, March 9, 1875 Ordered, That permission be given to Prof. Henry P. Bowditch, of Harvard University, to ascertain the height and weight of the pupils attending the public school, through such an arrangement as the respective chairman and the headmaster, or masters, may deem most convenient.

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang
Keyword(s):  
United States ◽  
School Psychology ◽  
Graduate Students ◽  
School Psychologists ◽  
Quantitative Data ◽  
The United States ◽  
Future Directions ◽  
Recruitment And Retention ◽  
Urban University ◽  
Bilingual School

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

Does a Border Make a Difference? Library Instruction in the United States and Canada

2006 ◽  
Vol 32 (1) ◽  
pp. 23-34 ◽  
Author(s):  
Patricia Willingham ◽  
Linda Carder ◽  
Christopher Millson-Martula
Keyword(s):  
United States ◽  
The United States ◽  
Library Instruction

scholarly journals A Balanced Literacy Initiative for One Suburban School District in the United States

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Donita Shaw ◽  
Karen Hurst
Keyword(s):  
United States ◽  
School District ◽  
Quantitative Data ◽  
Balanced Literacy ◽  
The United States ◽  
Descriptive Statistics ◽  
Chi Square ◽  
Survey Question ◽  
Suburban School District ◽  
Pearson Correlations

The purpose of this study was to investigate how the teachers employed by this suburban USA school district implemented balanced literacy instruction. The 111 teachers who taught grades K-6 completed surveys and were observed. Quantitative data from the surveys and observations were analyzed through descriptive statistics, nonparametric chi-square tests, and Pearson correlations. One open-ended survey question was analyzed qualitatively. Findings show that the majority of teachers had an acceptable understanding of balanced literacy. There were differences among teachers’ instruction on literacy components and structures across grades. Weak correlations among self-reported and observed practices were found. Implications are discussed as the data are being used for research-informed improvements in the district.

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