WorldWideScience

Sample records for science medical school

  1. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

    Directory of Open Access Journals (Sweden)

    Olopade FE

    2016-07-01

    Full Text Available Funmilayo Eniola Olopade,1 Oluwatosin Adekunle Adaramoye,2 Yinusa Raji,3 Abiodun Olubayo Fasola,4 Emiola Oluwabunmi Olapade-Olaopa5 1Department of Anatomy, 2Department of Biochemistry, 3Department of Physiology, 4Department of Oral Pathology, 5Department of Surgery, College of Medicine, University of Ibadan, Ibadan, Nigeria Abstract: The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula

  2. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

    Science.gov (United States)

    Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

    2016-01-01

    The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

  3. SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

    Energy Technology Data Exchange (ETDEWEB)

    Buckley, L [The Ottawa Hospital Cancer Ctr., Ottawa, ON (Canada)

    2016-06-15

    Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

  4. SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

    International Nuclear Information System (INIS)

    Buckley, L

    2016-01-01

    Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed based on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.

  5. Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools

    Directory of Open Access Journals (Sweden)

    Wright WS

    2017-06-01

    Full Text Available William S Wright,1 Kirk Baston2 1Department of Biomedical Sciences, 2Department of Pathology, University of South Carolina School of Medicine Greenville, Greenville, SC, USA Purpose: The National Board of Medical Examiners® (NBME Comprehensive Basic Science Exam (CBSE is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination® (USMLE Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools.Methods: A survey was sent in May 2016 to curriculum leadership of the 139 US medical schools listed on the Liaison Committee on Medical Education (LCME® website with provisional or full accreditation as of February 29, 2016. Responses were received from 53 schools (38% response rate. A series of different follow-up questions were asked if respondents stated “yes” or “no” to the initial question “Does your institution administer the NBME CBSE prior to the USMLE Step 1?”.Results: A total of 37 schools (70% administered the NBME CBSE. In all, 36 of the 37 schools responded to follow-up questions. Of 36 schools, 13 schools (36% used the NBME CBSE for curriculum modification. Six schools (17% used the NBME CBSE for formative assessment for a course, and five schools (14% used the NBME CBSE for summative assessment for a course. A total of 28 schools (78% used the NBME CBSE for identifying students performing below expectations and providing targeted intervention strategies. In all, 24 schools (67% of the 36 responding schools administering the NBME CBSE administered the test once prior to the administration of the USMLE Step 1, whereas 10 (28% schools administered the NBME CBSE two or more times prior to the administration of the USMLE Step 1.Conclusion

  6. Inspiring careers in STEM and healthcare fields through medical simulation embedded in high school science education.

    Science.gov (United States)

    Berk, Louis J; Muret-Wagstaff, Sharon L; Goyal, Riya; Joyal, Julie A; Gordon, James A; Faux, Russell; Oriol, Nancy E

    2014-09-01

    The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K-12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains (P science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted. Copyright © 2014 The American Physiological Society.

  7. The relevance of basic sciences in undergraduate medical education.

    Science.gov (United States)

    Lynch, C; Grant, T; McLoughlin, P; Last, J

    2016-02-01

    Evolving and changing undergraduate medical curricula raise concerns that there will no longer be a place for basic sciences. National and international trends show that 5-year programmes with a pre-requisite for school chemistry are growing more prevalent. National reports in Ireland show a decline in the availability of school chemistry and physics. This observational cohort study considers if the basic sciences of physics, chemistry and biology should be a prerequisite to entering medical school, be part of the core medical curriculum or if they have a place in the practice of medicine. Comparisons of means, correlation and linear regression analysis assessed the degree of association between predictors (school and university basic sciences) and outcomes (year and degree GPA) for entrants to a 6-year Irish medical programme between 2006 and 2009 (n = 352). We found no statistically significant difference in medical programme performance between students with/without prior basic science knowledge. The Irish school exit exam and its components were mainly weak predictors of performance (-0.043 ≥ r ≤ 0.396). Success in year one of medicine, which includes a basic science curriculum, was indicative of later success (0.194 ≥ r (2) ≤ 0.534). University basic sciences were found to be more predictive than school sciences in undergraduate medical performance in our institution. The increasing emphasis of basic sciences in medical practice and the declining availability of school sciences should mandate medical schools in Ireland to consider how removing basic sciences from the curriculum might impact on future applicants.

  8. Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools.

    Science.gov (United States)

    Wright, William S; Baston, Kirk

    2017-01-01

    The National Board of Medical Examiners ® (NBME) Comprehensive Basic Science Exam (CBSE) is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination ® (USMLE) Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools. A survey was sent in May 2016 to curriculum leadership of the 139 US medical schools listed on the Liaison Committee on Medical Education (LCME ® ) website with provisional or full accreditation as of February 29, 2016. Responses were received from 53 schools (38% response rate). A series of different follow-up questions were asked if respondents stated "yes" or "no" to the initial question "Does your institution administer the NBME CBSE prior to the USMLE Step 1?". A total of 37 schools (70%) administered the NBME CBSE. In all, 36 of the 37 schools responded to follow-up questions. Of 36 schools, 13 schools (36%) used the NBME CBSE for curriculum modification. Six schools (17%) used the NBME CBSE for formative assessment for a course, and five schools (14%) used the NBME CBSE for summative assessment for a course. A total of 28 schools (78%) used the NBME CBSE for identifying students performing below expectations and providing targeted intervention strategies. In all, 24 schools (67%) of the 36 responding schools administering the NBME CBSE administered the test once prior to the administration of the USMLE Step 1, whereas 10 (28%) schools administered the NBME CBSE two or more times prior to the administration of the USMLE Step 1. Our data suggest that the NBME CBSE is administered by many US medical schools. However, the objective, timing, and number of exams administered vary greatly among schools.

  9. Evaluation of doctors? performance as facilitators in basic medical science lecture classes in a new Malaysian medical school

    OpenAIRE

    Ismail, Salwani; Salam, Abdus; Alattraqchi, Ahmed G; Annamalai, Lakshmi; Chockalingam, Annamalai; Elena, Wan Putri; Rahman, Nor Iza A; Abubakar, Abdullahi Rabiu; Haque, Mainul

    2015-01-01

    Salwani Ismail,1 Abdus Salam,2 Ahmed G Alattraqchi,1 Lakshmi Annamalai,1 Annamalai Chockalingam,1 Wan Putri Elena,3 Nor Iza A Rahman,1 Abdullahi Rabiu Abubakar,1 Mainul Haque1 1Faculty of Medicine, Universiti Sultan Zainal Abidin, Kuala Terengganu, Terengganu, Malaysia; 2Department of Medical Education, Universiti Kebangsaan Malaysia Medical Centre, Kuala Lumpur, Malaysia; 3School of Health Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kelantan, Malaysia Background: Dida...

  10. Egyptian Journal of Medical Laboratory Sciences

    African Journals Online (AJOL)

    The main objective of this journal is to cover all aspects of medical laboratory science. Contributions are received from staff members of academic, basic and laboratory science departments of the different medical schools and research centres all over Egypt and it fulfils a real need amongst Egyptian doctors working in the ...

  11. The Australian Medical Schools Assessment Collaboration: benchmarking the preclinical performance of medical students.

    Science.gov (United States)

    O'Mara, Deborah A; Canny, Ben J; Rothnie, Imogene P; Wilson, Ian G; Barnard, John; Davies, Llewelyn

    2015-02-02

    To report the level of participation of medical schools in the Australian Medical Schools Assessment Collaboration (AMSAC); and to measure differences in student performance related to medical school characteristics and implementation methods. Retrospective analysis of data using the Rasch statistical model to correct for missing data and variability in item difficulty. Linear model analysis of variance was used to assess differences in student performance. 6401 preclinical students from 13 medical schools that participated in AMSAC from 2011 to 2013. Rasch estimates of preclinical basic and clinical science knowledge. Representation of Australian medical schools and students in AMSAC more than doubled between 2009 and 2013. In 2013 it included 12 of 19 medical schools and 68% of medical students. Graduate-entry students scored higher than students entering straight from school. Students at large schools scored higher than students at small schools. Although the significance level was high (P performance. The effect on performance of multiple assessments compared with the test items as part of a single end-of-year examination was negligible. The variables investigated explain only 12% of the total variation in student performance. An increasing number of medical schools are participating in AMSAC to monitor student performance in preclinical sciences against an external benchmark. Medical school characteristics account for only a small part of overall variation in student performance. Student performance was not affected by the different methods of administering test items.

  12. Inspiring Careers in STEM and Healthcare Fields through Medical Simulation Embedded in High School Science Education

    Science.gov (United States)

    Berk, Louis J.; Muret-Wagstaff, Sharon L.; Goyal, Riya; Joyal, Julie A.; Gordon, James A.; Faux, Russell; Oriol, Nancy E.

    2014-01-01

    The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school…

  13. An Update on the Status of Anatomical Sciences Education in United States Medical Schools

    Science.gov (United States)

    Drake, Richard L.; McBride, Jennifer M.; Pawlina, Wojciech

    2014-01-01

    Curricular changes continue at United States medical schools and directors of gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses continue to adjust and modify their offerings. Developing and supplying data related to current trends in anatomical sciences education is important if informed decisions are going to…

  14. High school science fair and research integrity

    Science.gov (United States)

    Dalley, Simon; Shepherd, Karen; Reisch, Joan

    2017-01-01

    Research misconduct has become an important matter of concern in the scientific community. The extent to which such behavior occurs early in science education has received little attention. In the current study, using the web-based data collection program REDCap, we obtained responses to an anonymous and voluntary survey about science fair from 65 high school students who recently competed in the Dallas Regional Science and Engineering Fair and from 237 STEM-track, post-high school students (undergraduates, 1st year medical students, and 1st year biomedical graduate students) doing research at UT Southwestern Medical Center. Of the post-high school students, 24% had competed in science fair during their high school education. Science fair experience was similar overall for the local cohort of Dallas regional students and the more diverse state/national cohort of post-high school students. Only one student out of 122 reported research misconduct, in his case making up the data. Unexpectedly, post-high school students who did not participate in science fair anticipated that carrying out science fair would be much more difficult than actually was the case, and 22% of the post-high school students anticipated that science fair participants would resort to research misconduct to overcome obstacles. No gender-based differences between students’ science fair experiences or expectations were evident. PMID:28328976

  15. Establishing Medical Schools in Limited Resource Settings.

    Science.gov (United States)

    Tsinuel, Girma; Tsedeke, Asaminew; Matthias, Siebeck; Fischer, Martin R; Jacobs, Fabian; Sebsibe, Desalegn; Yoseph, Mamo; Abraham, Haileamlak

    2016-05-01

    One urgent goal of countries in sub-Saharan Africa is to dynamically scale up the education and work force of medical doctors in the training institutions and health facilities, respectively. These countries face challenges related to the rapid scale up which is mostly done without proper strategic planning, without the basic elements of infrastructure development, educational as well as academic and administrative human resources. Medical education done in the context of limited resources is thus compromising the quality of graduates. In the future, a collaborative and need-based approach involving major stakeholders such as medical educators concerned, ministries, planners and policy makers is needed. This article identifies the challenges of establishing medical schools and sustaining the quality of education through rapid scale-up in Sub-Saharan Africa in the settings of limited resources. It also outlines the minimum requirements for establishing medical schools. A consensus building workshop was conducted in Bishoftu, Ethiopia, from Nov 8-12, 2013. Participants were professionals from 13 Ethiopian medical schools, and representatives of medical schools from South Sudan, Somaliland, Somalia, and Mozambique. Participants are listed in Appendix 1. The governments and stakeholders should jointly develop strategic plans and a roadmaps for opening or expanding medical schools to scale up educational resources. It is advisable that medical schools have autonomy regarding the number of student-intake, student selection, curriculum ownership, resource allocation including for infrastructure and staff development. Health science and medical curricula should be integrated within and harmonized nationally. An educational evaluation framework needs to be embedded in the curricula, and all medical schools should have Health Science Education Development Centers.

  16. Ignatius of Loyola on medical education. Or: Should today's Jesuits continue to run health sciences schools?

    Science.gov (United States)

    Welie, Jos V M

    2003-01-01

    There are present 28 Jesuit colleges and universities in the United States, which together offer more than 50 health sciences degree programs. But as the Society's membership is shrinking and the financial risks involved in sponsoring health sciences education are rising, the question arises whether the Society should continue to sponsor health sciences degree programs. In fact, at least eight Jesuit health sciences schools have already closed their doors. This paper attempts to contribute to the resolution of this urgent question by reexamining Ignatius own views on health sciences education and, more specifically, his prohibition of the Society's sponsoring medical education. It concludes on the basis of an historical analysis of Ignatius' views that there is insufficient support for today's Jesuits to maintain their engagement in medical and health care education.

  17. Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.

    Science.gov (United States)

    Spencer, Abby L; Brosenitsch, Teresa; Levine, Arthur S; Kanter, Steven L

    2008-07-01

    Abraham Flexner persuaded the medical establishment of his time that teaching the sciences, from basic to clinical, should be a critical component of the medical student curriculum, thus giving rise to the "preclinical curriculum." However, students' retention of basic science material after the preclinical years is generally poor. The authors believe that revisiting the basic sciences in the fourth year can enhance understanding of clinical medicine and further students' understanding of how the two fields integrate. With this in mind, a return to the basic sciences during the fourth year of medical school may be highly beneficial. The purpose of this article is to (1) discuss efforts to integrate basic science into the clinical years of medical student education throughout the United States and Canada, and (2) describe the highly developed fourth-year basic science integration program at the University of Pittsburgh School of Medicine. In their critical review of medical school curricula of 126 U.S. and 17 Canadian medical schools, the authors found that only 19% of U.S. medical schools and 24% of Canadian medical schools require basic science courses or experiences during the clinical years, a minor increase compared with 1985. Curricular methods ranged from simple lectures to integrated case studies with hands-on laboratory experience. The authors hope to advance the national discussion about the need to more fully integrate basic science teaching throughout all four years of the medical student curriculum by placing a curricular innovation in the context of similar efforts by other U.S. and Canadian medical schools.

  18. Supporting medical students with learning disabilities in Asian medical schools

    OpenAIRE

    Majumder, Md. Anwarul Azim; Rahman, Sayeeda; D?Souza, Urban JA; Elbeheri, Gad; Abdulrahman, Khalid Bin; Huq, M Muzaherul

    2010-01-01

    Md. Anwarul Azim Majumder1, Sayeeda Rahman2, Urban JA D’Souza3, Gad Elbeheri4, Khalid Bin Abdulrahman5, M Muzaherul Huq61,2Department of Clinical Sciences, School of Life Sciences, University of Bradford, West Yorkshire, Bradford, UK; 3School of Medicine, University Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia; 4Centre for Child Evaluation and Teaching, Kuwait; 5College of Medicine, Al-Imam University, Riyadh, Saudi Arabia; 6Centre for Medical Education (CME), Mohakhali, Dhaka, Ba...

  19. Gifted students' academic performance in medical school: a study of Olympiad winners.

    Science.gov (United States)

    Kim, Kyong-Jee; Kee, Changwon

    2012-01-01

    The present study examines the performance of academically talented students (i.e., those who received awards in Olympiads, the international competitions for gifted students in science or mathematics) in medical school. The goal is to investigate whether students exceptionally talented in science and mathematics excel in medical school. A retrospective analysis of 13 cohorts of medical students (N = 475) was conducted to compare learning outcomes of academically talented students (ATS) with their peers in terms of their grade point averages (GPAs) and national licensing exam (KMLE) scores. ATS outperformed their peers in total GPAs (p success in medical school, even among those with exceptional talent. Better understanding of nonacademic factors associated with medical school performance is warranted to improve our selection processes and to better help academically talented students succeed in medical school.

  20. Behavioural science at the Auckland Medical School: introduction and evaluation of a revised programme.

    Science.gov (United States)

    Raeburn, J M; Dubignon, J M; Grant, V J; Richmond, D E

    1989-12-13

    This paper provides an overview of developments in the Auckland Medical School behavioural science programme. From 1984 to 1987, an entirely new five year course was phased in, its design based on a survey of 165 clinical teachers. This course has eight topic streams oriented towards producing a behaviourally knowledgeable and skilled clinician. Evaluation of the course shows good acceptance by students. Recent and planned modifications to the course are described.

  1. Profile of graduates of Israeli medical schools in 1981--2000: educational background, demography and evaluation of medical education programs.

    Science.gov (United States)

    Bitterman, Noemi; Shalev, Ilana

    2005-05-01

    In light of changes in the medical profession, the different requirements placed on physicians and the evolving needs of the healthcare system, the need arose to examine the medical education curriculum in Israel. This survey, conducted by the Samuel Neaman Institute for Science and Technology, summarizes 20 years of medical education in Israel's four medical schools, as the first stage in mapping the existing state of medical education in Israel and providing a basis for decision-making on future medical education programs. To characterize the academic background of graduates, evaluate their attitudes towards current and alternative medical education programs, and examine subgroups among graduates according to gender, medical school, high school education, etc. The survey included graduates from all four Israeli medical schools who graduated between the years 1981 and 2000 in a sample of 1:3. A questionnaire and stamped return envelope were sent to every third graduate; the questionnaire included open and quantitative questions graded on a scale of 1 to 5. The data were processed for the entire graduate population and further analyzed according to subgroups such as medical schools, gender, high school education, etc. The response rate was 41.3%. The survey provided a demographic profile of graduates over a 20 year period, their previous educational and academic background, additional academic degrees achieved, satisfaction, and suggestions for future medical education programs. The profile of the medical graduates in Israel is mostly homogenous in terms of demographics, with small differences among the four medical schools. In line with recommendations of the graduates, and as an expression of the changing requirements in the healthcare system and the medical profession, the medical schools should consider alternative medical education programs such as a bachelor's degree in life sciences followed by MD studies, or education programs that combine medicine with

  2. Teaching of Biochemistry in Medical School: A Well-Trodden Pathway?

    Science.gov (United States)

    Mathews, Michael B.; Stagnaro-Green, Alex

    2008-01-01

    Biochemistry and molecular biology occupy a unique place in the medical school curriculum. They are frequently studied prior to medical school and are fundamental to the teaching of biomedical sciences in undergraduate medical education. These two circumstances, and the trend toward increased integration among the disciplines, have led to…

  3. Physics teaching in the medical schools of Taiwan.

    Science.gov (United States)

    Hsu, Jiann-wien; Hsu, Roy

    2012-02-01

    We describe and analyze the statistics of general physics and laboratory courses in the medical schools of Taiwan. We explore the development of the general physics curriculum for medical students of Taiwan. Also, an approach to designing a general physics course in combination with its application to medical sciences is proposed. We hope this preliminary study can provide a useful reference for physics colleagues in the medical schools of Taiwan to revolutionize the dynamics of teaching physics to the medical students of Taiwan. Copyright © 2011. Published by Elsevier B.V.

  4. Supporting medical students with learning disabilities in Asian medical schools

    Directory of Open Access Journals (Sweden)

    Md. Anwarul Azim Majumder

    2010-10-01

    Full Text Available Md. Anwarul Azim Majumder1, Sayeeda Rahman2, Urban JA D’Souza3, Gad Elbeheri4, Khalid Bin Abdulrahman5, M Muzaherul Huq61,2Department of Clinical Sciences, School of Life Sciences, University of Bradford, West Yorkshire, Bradford, UK; 3School of Medicine, University Malaysia Sabah, Kota Kinabalu, Sabah, Malaysia; 4Centre for Child Evaluation and Teaching, Kuwait; 5College of Medicine, Al-Imam University, Riyadh, Saudi Arabia; 6Centre for Medical Education (CME, Mohakhali, Dhaka, BangladeshAbstract: Learning disabilities (LDs represent the largest group of disabilities in higher education (HE institutes, including medical schools, and the numbers are continuing to rise. The worrying concern is that two-thirds to half of these students with LDs remain undiagnosed when they start their undergraduate education and may even graduate without having their disabilities diagnosed. These students struggle with their academic abilities, receive poor grades and, as a result, develop lower perceptions of their intellectual abilities than do those students without LDs. All these ultimately hamper their professional practice, employment, and career progression. Appropriate and adequate educational policies, provisions, and practices help students to progress satisfactorily. In Asian countries, public and professional awareness about LDs is low, supportive provisions are limited, legislations are inadequate, data are scarce, and equal-opportunity/widening-participation policies are not implemented effectively in the HE sector. This article discusses the issues related to LDs in medical education and draws policy, provision, and practice implications to identify, assess, and support students with LDs in medical schools, particularly in an Asian context.Keywords: medical education, learning disabilities, dyslexia, Asia

  5. Coordinating the undergraduate medical (MBBS basic sciences programme in a Nepalese medical school

    Directory of Open Access Journals (Sweden)

    Shankar PR

    2011-06-01

    Full Text Available KIST Medical College follows the curriculum of the Institute ofMedicine, Tribhuvan University. The programme aims toproduce socially responsible and competent physicians whoare willing and able to meet the existing and emergingchallenges of the national and international healthcaresystem. The first cohort of undergraduate medical students(MBBS students was admitted in November 2008 and threecohorts including the one admitted in 2008 have beenadmitted at the time of writing. The basic science subjects aretaught in an integrated, organ-system-based manner withcommunity medicine during the first two years. I wasappointed as the MBBS Phase I programme coordinator inSeptember 2008 and in this article I share my experiences ofrunning the basic sciences programme and also offersuggestions for running an efficient academic programme. Themanuscript will be of special interest to readers runningundergraduate medical programmes. The reader canunderstand our experiences in running the programme inadverse circumstances, learning to achieve greater integrationamong basic science, community medicine and clinicaldepartments, obtain information about a communitydiagnosis programme and know about running specialmodules on the medical humanities and pharmaceuticalpromotion.

  6. The Great Diseases Project: a partnership between Tufts Medical School and the Boston public schools.

    Science.gov (United States)

    Jacque, Berri; Malanson, Katherine; Bateman, Kathleen; Akeson, Bob; Cail, Amanda; Doss, Chris; Dugan, Matt; Finegold, Brandon; Gauthier, Aimee; Galego, Mike; Roundtree, Eugene; Spezzano, Lawrence; Meiri, Karina F

    2013-05-01

    Medical schools, although the gatekeepers of much biomedical education and research, rarely engage formally with K-12 educators to influence curriculum content or professional development. This segregation of content experts from teachers creates a knowledge gap that limits inclusion of current biomedical science into high school curricula, affecting both public health literacy and the biomedical pipeline. The authors describe how, in 2009, scientists from Tufts Medical School and Boston public school teachers established a partnership of formal scholarly dialogue to create 11th- to 12th-grade high school curricula about critical health-related concepts, with the goal of increasing scientific literacy and influencing health-related decisions. The curricula are based on the great diseases (infectious diseases, neurological disorders, metabolic disease, and cancer). Unlike most health science curricular interventions that provide circumscribed activities, the curricula are comprehensive, each filling one full term of in-class learning and providing extensive real-time support for the teacher. In this article, the authors describe how they developed and implemented the infectious disease curriculum, and its impacts. The high school teachers and students showed robust gains in content knowledge and critical thinking skills, whereas the Tufts scientists increased their pedagogical knowledge and appreciation for health-related science communication. The results show how formal interactions between medical schools and K-12 educators can be mutually beneficial.

  7. Evaluation of doctors' performance as facilitators in basic medical science lecture classes in a new Malaysian medical school

    Directory of Open Access Journals (Sweden)

    Ismail S

    2015-03-01

    Full Text Available Salwani Ismail,1 Abdus Salam,2 Ahmed G Alattraqchi,1 Lakshmi Annamalai,1 Annamalai Chockalingam,1 Wan Putri Elena,3 Nor Iza A Rahman,1 Abdullahi Rabiu Abubakar,1 Mainul Haque1 1Faculty of Medicine, Universiti Sultan Zainal Abidin, Kuala Terengganu, Terengganu, Malaysia; 2Department of Medical Education, Universiti Kebangsaan Malaysia Medical Centre, Kuala Lumpur, Malaysia; 3School of Health Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kelantan, Malaysia Background: Didactic lecture is the oldest and most commonly used method of teaching. In addition, it is considered one of the most efficient ways to disseminate theories, ideas, and facts. Many critics feel that lectures are an obsolete method to use when students need to perform hands-on activities, which is an everyday need in the study of medicine. This study evaluates students' perceptions regarding lecture quality in a new medical school. Methods: This was a cross-sectional study conducted of the medical students of Universiti Sultan Zainal Abidin. The study population was 468 preclinical medical students from years 1 and 2 of academic year 2012–2013. Data were collected using a validated instrument. There were six different sections of questions using a 5-point Likert scale. The data were then compiled and analyzed, using SPSS version 20. Results: The response rate was 73%. Among 341 respondents, 30% were male and 70% were female. Eighty-five percent of respondents agree or strongly agree that the lectures had met the criteria with regard to organization of lecture materials. Similarly, 97% of students agree or strongly agree that lecturers maintained adequate voices and gestures. Conclusion: Medical students are quite satisfied with the lecture classes and the lectures. However, further research is required to identify student-centered teaching and learning methods to promote active learning. Keywords: lecture, effectiveness, evaluation, undergraduate medical

  8. Effect of Professional Ethics on Reducing Medical Errors from the Viewpoint of Faculty Members in Medical School of Tabriz University of Medical Sciences

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    Fatemeh Donboli Miandoab

    2017-12-01

    Full Text Available Background: Professionalism and adherence to ethics and professional standards are among the most important topics in medical ethics that can play a role in reducing medical errors. This paper examines and evaluates the effect of professional ethics on reducing medical errors from the viewpoint of faculty members in the medical school of the Tabriz University of Medical Sciences. Methods: in this cross-sectional descriptive study, faculty members of the Tabriz University of Medical Sciences were the statistical population from whom 105 participants were randomly selected through simple random sampling. A questionnaire was used, to examine and compare the self-assessed opinions of faculty members in the internal, surgical, pediatric, gynecological, and psychiatric departments. The questionnaires were completed by a self-assessment method and the collected data was analyzed using SPSS 21. Results: Based on physicians’ opinions, professional ethical considerations and its three domains and aspects have a significant role in reducing medical errors and crimes. The mean scores (standard deviations of the managerial, knowledge and communication skills and environmental variables were respectively 46.7 (5.64, 64.6 (8.14 and 16.2 (2.97 from the physicians’ viewpoints. The significant factors with highest scores on the reduction of medical errors and crimes in all three domains were as follows: in the managerial skills variable, trust, physician’s sense of responsibility against the patient and his/her respect for patients’ rights; in the knowledge and communication skills domain, general competence and eligibility as a physician and examination and diagnosis skills; and, last, in the environmental domain, the sufficiency of trainings in ethical issues during education and their satisfaction with basic needs. Conclusion: Based on the findings of this research, attention to the improvement of communication, management and environment skills should

  9. Singapore's proposed graduate medical school--an expensive medical tutorial college or an opportunity for transforming Singapore medicine?

    Science.gov (United States)

    Soo, K C

    2005-07-01

    The proposed Graduate Medical School at the Outram Campus will open in 2007. The main value of this medical school is the transformation of the medical institutions in the campus and SingHealth into Academic Medical Centres. Such centres will train and host quality physicians and physician-scientists. It will help push the development of translational research, complementing the country's investment in Biopolis. It will also underpin Singapore's push into regional medical tourism and its development as an educational hub in the biomedical sciences.

  10. Smile satisfaction and its related indicators in students of School of Dentistry, Qazvin University of Medical Sciences (2013-2014)

    OpenAIRE

    B. Ranjbar Omidi; A. Zakerzadeh; S. Arab; Sh. Afshartabar; F. Nouri

    2015-01-01

    Background: Smile is one of the most important factors determining the attractiveness of a person and has an important role in his mood and influence on others. Objective: The aim of this study was to evaluate the smile satisfaction and its related indicators in the students of School of Dentistry affiliated to Qazvin University of Medical Sciences. Methods: This cross sectional study was conducted on 80 students of School of Dentistry in Qazvin during 2013-2014. Digital photograph was ...

  11. Trends in Basic Sciences Education in Dental Schools, 1999-2016.

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    Lantz, Marilyn S; Shuler, Charles F

    2017-08-01

    The purpose of this study was to examine data published over the past two decades to identify trends in the basic sciences curriculum in dental education, provide an analysis of those trends, and compare them with trends in the basic sciences curriculum in medical education. Data published from the American Dental Association (ADA) Surveys of Dental Education, American Dental Education Association (ADEA) Surveys of Dental School Seniors, and two additional surveys were examined. In large part, survey data collected focused on the structure, content, and instructional strategies used in dental education: what was taught and how. Great variability was noted in the total clock hours of instruction and the clock hours of basic sciences instruction reported by dental schools. Moreover, the participation of medical schools in the basic sciences education of dental students appears to have decreased dramatically over the past decade. Although modest progress has been made in implementing some of the curriculum changes recommended in the 1995 Institute of Medicine report such as integrated basic and clinical sciences curricula, adoption of active learning methods, and closer engagement with medical and other health professions education programs, educational effectiveness studies needed to generate data to support evidence-based approaches to curriculum reform are lacking. Overall, trends in the basic sciences curriculum in medical education were similar to those for dental education. Potential drivers of curriculum change were identified, as was recent work in other fields that should encourage reconsideration of dentistry's approach to basic sciences education. This article was written as part of the project "Advancing Dental Education in the 21st Century."

  12. Value-Added Clinical Systems Learning Roles for Medical Students That Transform Education and Health: A Guide for Building Partnerships Between Medical Schools and Health Systems.

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    Gonzalo, Jed D; Lucey, Catherine; Wolpaw, Terry; Chang, Anna

    2017-05-01

    To ensure physician readiness for practice and leadership in changing health systems, an emerging three-pillar framework for undergraduate medical education integrates the biomedical and clinical sciences with health systems science, which includes population health, health care policy, and interprofessional teamwork. However, the partnerships between medical schools and health systems that are commonplace today use health systems as a substrate for learning. Educators need to transform the relationship between medical schools and health systems. One opportunity is the design of authentic workplace roles for medical students to add relevance to medical education and patient care. Based on the experiences at two U.S. medical schools, the authors describe principles and strategies for meaningful medical school-health system partnerships to engage students in value-added clinical systems learning roles. In 2013, the schools began large-scale efforts to develop novel required longitudinal, authentic health systems science curricula in classrooms and workplaces for all first-year students. In designing the new medical school-health system partnerships, the authors combined two models in an intersecting manner-Kotter's change management and Kern's curriculum development steps. Mapped to this framework, they recommend strategies for building mutually beneficial medical school-health system partnerships, including developing a shared vision and strategy and identifying learning goals and objectives; empowering broad-based action and overcoming barriers in implementation; and generating short-term wins in implementation. Applying this framework can lead to value-added clinical systems learning roles for students, meaningful medical school-health system partnerships, and a generation of future physicians prepared to lead health systems change.

  13. Building the pipeline: programs to introduce middle school, high school, medical, and veterinary students to careers in epidemiology and public health.

    Science.gov (United States)

    Cordell, Ralph L; Cordeira, Kelly L; Cohen, Laurence P; Bensyl, Diana M

    2017-11-01

    This report describes Centers for Disease Control and Prevention programs that expose students to epidemiology and public health sciences (EPHS). The Science Ambassador workshop targets middle and high school teachers and promotes teaching EPHS in the classroom. The National Science Olympiad Disease Detectives event is an extracurricular science competition for middle and high school students based on investigations of outbreaks and other public health problems. The Epidemiology Elective Program provides experiential learning activities for veterinary and medical students. As of 2016, 234 teachers from 37 states and territories and three other countries participated in SA workshops. Several are teaching units or entire courses in EPHS. The National Science Olympiad Disease Detectives event exposed approximately 15,000 middle and high school students to EPHS during the 2015-2016 school year. The Epidemiology Elective Program has exposed 1,795 veterinary and medical students to EPHS. Students can master fundamental concepts of EPHS as early as middle school and educators are finding ways to introduce this material into their classrooms. Programs to introduce veterinary and medical students to EPHS can help fill the gap in exposing older students to the field. Professional organizations can assist by making their members aware of these programs. Published by Elsevier Inc.

  14. [The state's physics examinations for medical students and the construction of a natural science basis for academic medical training between 1865-1880].

    Science.gov (United States)

    Van Lieburg, M J

    1995-01-01

    Betweem 1865, when the new Dutch Health Acts introduced the legal monopoly of the academic medical profession, and 1879, when a new law for higher education provided the basis for the integration of the non-academic teaching of medicine within the universities, non-academic students could pass state medical examinations in order to become a physician. In this article I studied in detail the first phase of this examination route, when students were questioned about their knowledge of mathematics, physics, chemistry and the life sciences. The state commissions responsible for taking these examinations have certainly played an important role in the process of the introduction of scientific medicine into the universities as well as the introduction of the sciences into secondary schools, preparing scholars for academic medical training. Moreover, because scientists, physicians and secondary school teachers participated together in these commissions, the science examination boards linked the several educational echelons and divisions in science and medicine concerned with this process of transformation of the medical professions and medical science in the 1860s and 1870s.

  15. Development of the competency-based medical curriculum for the new Augsburg University Medical School

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    Härtl, Anja

    2017-05-01

    Full Text Available Aim: With the resolution from April 28, 2014, the Bavarian state government in Germany decided to found a new medical school at Augsburg University, thereby requiring the development of a competency-based medical curriculum.Methods: Two interdisciplinary groups developed a spiral curriculum (following Harden employing the model of Thumser-Dauth & Öchsner. The curriculum focuses on specifically defined competencies: medical expertise, independent scientific reasoning, argumentation and scholarship, as well as communication skills.Results: The spiral curriculum was developed as a hybrid curriculum. Its modular structure incorporates the mandatory subjects required by the German regulations for medical licensure (Approbationsordnung into organ- and system-centered blocks which are integrated both horizontally and vertically. Basic preclinical sciences are covered in the blocks “Movement,” “Balance” and “Contact.” The clinical sciences are organized according to six pillars (conservative medicine, surgical medicine, men’s-women’s-children’s medicine, the senses, the nervous system and the mind, and general medicine which students revisit three times each over the course of the program. A longitudinal clinical course incorporates interdisciplinary education. A particular focus is on scientific education encompassing a longitudinal course in the sciences (including interdisciplinary classes with other university departments, block practicums, and two scientific projects.Conclusion: It is not only the degree of integration und intensity of the Augsburg University undergraduate medical degree program, but also its targeted advancement of academic, social and communication skills that have not yet been realized to such an extent elsewhere in Germany. On July 8, 2016, the German Council of Science and Humanities unanimously gave this concept a positive evaluation. Future research will examine and evaluate the Augsburg medical curriculum

  16. Science school and culture school: improving the efficiency of high school science teaching in a system of mass science education.

    Science.gov (United States)

    Charlton, Bruce G

    2006-01-01

    Educational expansion in western countries has been achieved mainly by adding years to full-time education; however, this process has probably reduced efficiency. Sooner or later, efficiency must improve, with a greater educational attainment per year. Future societies will probably wish more people to study science throughout high school (aged c. 11-19 years) and the first college degree. 'Science' may be defined as any abstract, systematic and research-based discipline: including mathematics, statistics and the natural sciences, economics, music theory, linguistics, and the conceptual or quantitative social sciences. Since formal teaching is usually necessary to learn science, science education should be regarded as the core function of high schools. One standard way to improve efficiency is the 'division of labour', with increased specialization of function. Modern schools are already specialized: teachers are specialized according to age-group taught, subject matter expertise, and administrative responsibilities. School students are stratified by age and academic aptitude. I propose a further institutional division of school function between science education, and cultural education (including education in arts, sports, ethics, social interaction and good citizenship). Existing schools might split into 'science school' and 'culture school', reflected in distinct buildings and zones, separate administrative structures, and the recruitment of differently-specialized teaching personnel. Science school would be distinguished by its focus on education in disciplines which promote abstract systematic cognition. All students would spend some part of each day (how much would depend on their aptitude and motivation) in the 'science school'; experiencing a traditional-style, didactic, disciplined and rigorous academic education. The remainder of the students' time at school would be spent in the cultural division, which would focus on broader aspects, and aim to generate

  17. The introduction of medical humanities in the undergraduate curriculum of Greek medical schools: challenge and necessity.

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    Batistatou, A; Doulis, E A; Tiniakos, D; Anogiannaki, A; Charalabopoulos, K

    2010-10-01

    Medical humanities is a multidisciplinary field, consisting of humanities (theory of literature and arts, philosophy, ethics, history and theology), social sciences (anthropology, psychology and sociology) and arts (literature, theater, cinema, music and visual arts), integrated in the undergraduate curriculum of Medical schools. The aim of the present study is to discuss medical humanities and support the necessity of introduction of a medical humanities course in the curriculum of Greek medical schools. Through the relevant Pub-Med search as well as taking into account various curricula of medical schools, it is evident that medical education today is characterized by acquisition of knowledge and skills and development of medical values and attitudes. Clinical observation with the recognition of key data and patterns in the collected information, is crucial in the final medical decision, i.e. in the complex process, through which doctors accumulate data, reach conclusions and decide on therapy. All sciences included in medical humanities are important for the high quality education of future doctors. The practice of Medicine is in large an image-related science. The history of anatomy and art are closely related, already from the Renaissance time. Studies have shown that attendance of courses on art critics improves the observational skills of medical students. Literature is the source of information about the nature and source of human emotions and behavior and of narratives of illness, and increases imagination. Philosophy aids in the development of analytical and synthetical thinking. Teaching of history of medicine develops humility and aids in avoiding the repetition of mistakes of the past, and quite often raises research and therapeutic skepticism. The comprehension of medical ethics and professional deontology guides the patient-doctor relationship, as well as the relations between physicians and their colleagues. The Medical Humanities course, which is

  18. Mini-med school for Aboriginal youth: experiential science outreach to tackle systemic barriers

    Directory of Open Access Journals (Sweden)

    Rita I. Henderson

    2015-12-01

    Full Text Available Introduction: Addressing systemic barriers experienced by low-income and minority students to accessing medical school, the University of Calgary's Cumming School of Medicine has spearheaded a year-round, mini-med school outreach initiative for Aboriginal students. Method: Junior and senior high school youth generally attend the half-day program in classes or camps of 15–25, breaking into small groups for multisession activities. Undergraduate medical education students mentor the youth in stations offering experiential lessons in physical examination, reading x-rays, and anatomy. All resources from the medical school are offered in-kind, including a pizza lunch at midday, whereas community partners organize transportation for the attendees. Results: Opening the medical school and its resources to the community offers great benefits to resource-constrained schools often limited in terms of science education resources. The model is also an effort to address challenges among the medical professions around attracting and retaining students from underserved populations. Conclusion: The prospect of increasing admission rates and successful completion of medical education among students from marginalized communities poses a real, though difficult-to-measure, possibility of increasing the workforce most likely to return to and work in such challenging contexts. A mini-medical school for Aboriginal youth highlights mutual, long-term benefit for diverse partners, encouraging medical educators and community-based science educators to explore the possibilities for deepening partnerships in their own regions.

  19. Simulation in Medical School Education: Review for Emergency Medicine

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    Shahram Lotfipour

    2011-05-01

    Full Text Available Medical education is rapidly evolving. With the paradigm shift to small-group didactic sessions and focus on clinically oriented case-based scenarios, simulation training has provided educators a novel way to deliver medical education in the 21st century. The field continues to expand in scope and practice and is being incorporated into medical school clerkship education, and specifically in emergency medicine (EM. The use of medical simulation in graduate medical education is well documented. Our aim in this article is to perform a retrospective review of the current literature, studying simulation use in EM medical student clerkships. Studies have demonstrated the effectiveness of simulation in teaching basic science, clinical knowledge, procedural skills, teamwork, and communication skills. As simulation becomes increasingly prevalent in medical school curricula, more studies are needed to assess whether simulation training improves patient-related outcomes.

  20. USSTRIDE program is associated with competitive Black and Latino student applicants to medical school

    OpenAIRE

    Campbell, Kendall M.; Berne-Anderson, Thesla; Wang, Aihua; Dormeus, Guy; Rodríguez, José E.

    2014-01-01

    Purpose: We compared MCAT scores, grade point averages (GPAs), and medical school acceptance rates of Black and Latino students in an outreach program called Undergraduate Science Students Together Reaching Instructional Diversity and Excellence (USSTRIDE) to non-USSTRIDE students. We hypothesized that Black and Latino participants in USSTRIDE had higher acceptance rates to medical school, higher MCAT scores, and college GPAs when compared to other Black and Latino medical school applicants f...

  1. Application essays and future performance in medical school: are they related?

    Science.gov (United States)

    Dong, Ting; Kay, Allen; Artino, Anthony R; Gilliland, William R; Waechter, Donna M; Cruess, David; DeZee, Kent J; Durning, Steven J

    2013-01-01

    There is a paucity of research on whether application essays are a valid indicator of medical students' future performance. The goal is to score medical school application essays systematically and examine the correlations between these essay scores and several indicators of student performance during medical school and internship. A journalist created a scoring rubric based on the journalism literature and scored 2 required essays of students admitted to our university in 1 year (N = 145). We picked 7 indicators of medical school and internship performance and correlated these measures with overall essay scores: preclinical medical school grade point average (GPA), clinical medical school GPA, cumulative medical school GPA, U.S. Medical Licensing Exam (USMLE) Step 1 and 2 scores, and scores on a program director's evaluation measuring intern professionalism and expertise. We then examined the Pearson and Spearman correlations between essay scores and the outcomes. Essay scores did not vary widely. American Medical College Application Service essay scores ranged from 3.3 to 4.5 (M = 4.11, SD = 0.15), and Uniformed Services University of the Health Sciences essay scores ranged from 2.9 to 4.5 (M = 4.09, SD = 0.17). None of the medical school or internship performance indicators was significantly correlated with the essay scores. These findings raise questions about the utility of matriculation essays, a resource-intensive admission requirement.

  2. The rate commitment to ISO 214 standard among the persian abstracts of approved research projects at school of health management and medical informatics, Isfahan University of Medical Sciences, Isfahan, Iran.

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    Papi, Ahmad; Khalaji, Davoud; Rizi, Hasan Ashrafi; Shabani, Ahmad; Hassanzadeh, Akbar

    2014-01-01

    Commitment to abstracting standards has a very significant role in information retrieval. The present research aimed to evaluate the rate of Commitment to ISO 214 Standard among the Persian abstracts of approved research projects at School of Health Management and Medical Informatics, Isfahan University of Medical Sciences, Isfahan, Iran. This descriptive study used a researcher-made checklist to collect data, which was then analyzed through content analysis. The studied population consisted of 227 approved research projects in the School of Health Management and Medical Informatics, Isfahan University of Medical Sciences during 2001-2010. The validity of the checklist was measured by face and content validity. Data was collected through direct observations. Statistical analyzes including descriptive (frequency distribution and percent) and inferential statistics (Chi-square test) were performed in SPSS-16. The highest and lowest commitment rates to ISO 214 standard were in using third person pronouns (100%) and using active verbs (34/4%), respectively. In addition, the highest commitment rates to ISO 214 standard (100%) related to mentioning third person pronouns, starting the abstract with a sentence to explain the subject of the research, abstract placement, and including keyword in 2009. On the other hand, during 2001-2003, the lowest commitment rate was observed in reporting research findings (16/7%). Moreover, various educational groups differed significantly only in commitment to study goals, providing research findings, and abstaining from using abbreviations, signs, and acronyms. Furthermore, educational level of the corresponding author was significantly related with extracting the keywords from the text. Other factors of ISO 214 standard did not have significant relations with the educational level of the corresponding author. In general, a desirable rate of commitment to ISO 214 standard was observed among the Persian abstracts of approved research

  3. Effects of Age, Gender and Educational Background on Strength of Motivation for Medical School

    Science.gov (United States)

    Kusurkar, Rashmi; Kruitwagen, Cas; ten Cate, Olle; Croiset, Gerda

    2010-01-01

    The aim of this study was to determine the effects of selection, educational background, age and gender on strength of motivation to attend and pursue medical school. Graduate entry (GE) medical students (having Bachelor's degree in Life Sciences or related field) and Non-Graduate Entry (NGE) medical students (having only completed high school),…

  4. Professional fulfillment and parenting work-life balance in female physicians in Basic Sciences and medical research: a nationwide cross-sectional survey of all 80 medical schools in Japan.

    Science.gov (United States)

    Yamazaki, Yuka; Uka, Takanori; Marui, Eiji

    2017-09-15

    In Japan, the field of Basic Sciences encompasses clinical, academic, and translational research, as well as the teaching of medical sciences, with both an MD and PhD typically required. In this study, it was hypothesized that the characteristics of a Basic Sciences career path could offer the professional advancement and personal fulfillment that many female medical doctors would find advantageous. Moreover, encouraging interest in Basic Sciences could help stem shortages that Japan is experiencing in medical fields, as noted in the three principal contributing factors: premature resignation of female clinicians, an imbalance of female physicians engaged in research, and a shortage of medical doctors in the Basic Sciences. This study examines the professional and personal fulfillment expressed by Japanese female medical doctors who hold positions in Basic Sciences. Topics include career advancement, interest in medical research, and greater flexibility for parenting. A cross-sectional questionnaire survey was distributed at all 80 medical schools in Japan, directed to 228 female medical doctors whose academic rank was assistant professor or higher in departments of Basic Sciences in 2012. Chi-square tests and the binary logistic regression model were used to investigate the impact of parenthood on career satisfaction, academic rank, salary, etc. The survey response rate of female physicians in Basic Sciences was 54.0%. Regardless of parental status, one in three respondents cited research interest as their rationale for entering Basic Sciences, well over twice other motivations. A majority had clinical experience, with clinical duties maintained part-time by about half of respondents and particularly parents. Only one third expressed afterthoughts about relinquishing full-time clinical practice, with physicians who were parents expressing stronger regrets. Parental status had little effect on academic rank and income within the Basic Sciences, CONCLUSION

  5. [Projects to accelerate the practical use of innovative medical devices to collaborate with TWIns, Center for Advanced Biomedical Sciences, Waseda University and School of Engineering, The University of Tokyo].

    Science.gov (United States)

    Niimi, Shingo; Umezu, Mitsuo; Iseki, Hiroshi; Harada, Hiroshi Kasanuki Noboru; Mitsuishi, Mamoru; Kitamori, Takehiko; Tei, Yuichi; Nakaoka, Ryusuke; Haishima, Yuji

    2014-01-01

    Division of Medical Devices has been conducting the projects to accelerate the practical use of innovative medical devices to collaborate with TWIns, Center for Advanced Biomedical Sciences, Waseda University and School of Engineering, The University of Tokyo. The TWIns has been studying to aim at establishment of preclinical evaluation methods by "Engineering Based Medicine", and established Regulatory Science Institute for Medical Devices. School of Engineering, The University of Tokyo has been studying to aim at establishment of assessment methodology for innovative minimally invasive therapeutic devices, materials, and nanobio diagnostic devices. This report reviews the exchanges of personnel, the implement systems and the research progress of these projects.

  6. Revisiting "The fertilization fairytale:" an analysis of gendered language used to describe fertilization in science textbooks from middle school to medical school

    Science.gov (United States)

    Campo-Engelstein, Lisa; Johnson, Nadia L.

    2014-03-01

    Emily Martin's (Signs J Women Cult Soc 16(31):485-501, 1991) article, "The Egg and the Sperm: How Science Has Constructed a Romance Based on Stereotypical Male-Female Roles," was published in Signs over 20 years ago. In this groundbreaking article, she discusses how gender roles are often projected onto reproductive biology, leading to the portrayal of eggs as passive and sperm as active. We were interested in seeing if many of her findings are still relevant today. We analyzed science textbooks from the middle school to the medical school level to determine if fertilization in human reproduction is described in gender-biased language regarding the sentence structure, amount of information provided for female and male processes/parts, and neutrality in describing female and male processes/parts. Although there has been much improvement, there is still a long way to go. Sexist language in scientific textbooks is troubling because it negatively affects both female and male students and undermines teachers' ability to teach in an accurate and gender-neutral way.

  7. USSTRIDE program is associated with competitive Black and Latino student applicants to medical school

    Directory of Open Access Journals (Sweden)

    Kendall M. Campbell

    2014-05-01

    Full Text Available Purpose: We compared MCAT scores, grade point averages (GPAs, and medical school acceptance rates of Black and Latino students in an outreach program called Undergraduate Science Students Together Reaching Instructional Diversity and Excellence (USSTRIDE to non-USSTRIDE students. We hypothesized that Black and Latino participants in USSTRIDE had higher acceptance rates to medical school, higher MCAT scores, and college GPAs when compared to other Black and Latino medical school applicants from our institution. Methods: The academic performance (GPAs and MCAT scores and acceptance and matriculation rate data on all Black and Latino Florida State University applicants to any medical school from 2008 to 2012 were collected from the AIS/AMCAS database and separated into two comparison groups (USSTRIDE vs. Non-USSTRIDE. Independent sample T-tests and chi-square analysis, Cohen's D test, and odds ratios were determined. Results: Average science GPA was 3.47 for USSTRIDE students (n=55 and 3.45 for non-USSTRIDE students (n=137, p=0.68, d=0.0652. Average cumulative GPA was 3.57 for USSTRIDE students and 3.54 for non-USSTRIDE students (p=0.45, d=0.121. Average MCAT score was 23 for USSTRIDE students and 25 for non-USSTRIDE students (p=0.02, d=0.378. Twenty-three percent of accepted USSTRIDE students and 29% of accepted non-USSTRIDE students had multiple acceptances (p=0.483, OR 1.38, 95% CI 0.52–3.88. Forty-nine percent of non-USSTRIDE students and 75% of USSTRIDE students matriculated in medical school (p=0.001, OR 3.13 95% CI 1.51–6.74. About 78.6% of USSTRIDE students matriculated at FSU's medical school compared to 36.2% of non-USSTRIDE students (p<0.01. Conclusions: USSTRIDE and non-USSTRIDE students had similar science and cumulative GPAs. USSTRIDE students' MCAT scores were lower but acceptance rates to medical school were higher. Participation in USSTRIDE is associated with increased acceptance rates for Black and Latino students to our

  8. Medics in Primary School

    Science.gov (United States)

    Press, Colin

    2003-01-01

    Some time ago a flyer on "Medics in Primary School" came the author's way. It described a programme for making placements in primary schools available to medical students. The benefits of the program to medical students and participating schools were highlighted, including opportunities to develop communication skills and demystify…

  9. A study of job strain and dissatisfaction among lecturers in the School of Medical Sciences Universiti Sains Malaysia.

    Science.gov (United States)

    Huda, B Z; Rusli, B N; Naing, L; Tengku, M A; Winn, T; Rampal, K G

    2004-03-01

    Job stress has now become one of the most significant health and safety issues in the workplace and one of the least understood areas of organizational cost. A cross-sectional study to assess job strain and dissatisfaction in lecturers of the School of Medical Sciences, Universiti Sains Malaysia (USM) was undertaken between August 2001 and May 2002. The original English version of the Job Content Questionnaire (JCQ) version 1.7 (revised 1997) by Robert Karasek was self-administered to 73 (response rate 58.4%) lecturers in School of Medical Sciences USM. The prevalence of job strain (defined by low decision latitude and high psychological demands) in USM was 23.3%. The risk factors of job strain in the lecturers were psychological stressors (adjusted OR 1.2, 95% CI 1.0, 1.4), created skill (adjusted OR 0.4, 95% CI 0.2, 0.8) and working in clinical-based departments (adjusted OR 18.7, 95% CI 1.6, 22.7). The prevalence of job dissatisfaction was 42.6%. Associated factors of job dissatisfaction in USM lecturers were decision authority (p job demand (p job strain in USM lecturers. Clinical-based lecturers experienced higher job strain compared to non-clinical-based lecturers. Psychological job demand was strongly associated with job dissatisfaction, and decision authority was protective against job dissatisfaction.

  10. International student exchange and the medical curriculum: evaluation of a medical sciences translational physiology course in Brazil.

    Science.gov (United States)

    Morris, Mariana; Jones, T David; Rocha, Maria Jose Alves; Fazan, Rubens; Chapleau, Mark W; Salgado, Helio C; Johnson, Alan Kim; Irigoyen, Maria Claudia; Michelini, Lisete C; Goldstein, David L

    2006-09-01

    The objective of the present study was to conduct a short-term international course on translational physiology for medical students from Wright State University and the University of Iowa. The goals were to 1) provide students with an exposure to the academic, cultural, and medical environments in Brazil; 2) promote awareness of the global medical community; and 3) provide an academic course focused on translational physiology. An evaluation of the students was conducted to determine whether such a short-term course might be useful in the medical curriculum. The 2-wk course was held in the summer of 2005 at the University of São Paulo School of Medicine in Ribeirão Preto, Brazil, for 23 American students. The program included presentations of basic and clinical topics, meetings with medical students, and clinical presentations. The program finished with student attendance at a scientific meeting sponsored by the Brazilian Society of Hypertension. Student surveys evaluated issues related to perceived treatment, Brazilian medical school environment, culture and personal attributes, and career aspirations. The international Medical Sciences Translational Physiology course for medical students provided a brief, but intense, experience. It gave students a picture of the medical environment in Brazil and an appreciation for the differences and similarities in cultures. Most students reported that it was a positive experience that would be beneficial to their careers. In conclusion, a short-term international course provides an efficient means for medical students to experience aspects of global medical science.

  11. Can teaching research methodology influence students' attitude toward science? Cohort study and nonrandomized trial in a single medical school.

    Science.gov (United States)

    Vujaklija, Ana; Hren, Darko; Sambunjak, Dario; Vodopivec, Ivana; Ivanis, Ana; Marusić, Ana; Marusić, Matko

    2010-02-01

    Medical teaching aims to develop attitudes and behaviors underlying professional competence of future physicians. We investigated whether a mandatory course on scientific methodology in the second study year could affect students' attitudes toward science in medicine. In a longitudinal study, students (n = 241) enrolling in 2001-2002 academic year at a single medical school were followed up until graduation in 2006-2007. Each year, they filled out a Likert-type questionnaire of 18 statements evaluating attitude toward science. Direct influence of the course on students' attitudes was tested in a nonrandomized controlled trial with the 2006-2007 second year student cohort. Positive students' attitudes toward science increased during study years (mean [SD] score of the maximum score of 90): from 57.6 (6.0) in the first to 69.8 (10.4) in the sixth year. There was a significant trend of increase in attitudes with the years of study (cubic trend by polynomial contrasts analysis, P = 0.011). Attendance of a course on research methodology significantly increased positive attitudes (score, 67.0 [7.0] before and 70.8 [7.5] after course, P = 0.032 vs control group), regardless of grade point average. The intervention had an effect even when the influence of the initial attitude was accounted for (F1,140 = 9.25, P = 0.003; analysis of covariance). The attitude changes after the course was greatest in students with low initial attitude scores (Spearman rinitial score, score difference, -0.44). Medical students have positive attitudes toward science and scientific method in medicine. Attendance of a course on research methodology had positive short-term effect on students' attitudes toward science. This positive effect should be maintained by vertical integration of the course in the medical curriculum.

  12. USSTRIDE program is associated with competitive Black and Latino student applicants to medical school.

    Science.gov (United States)

    Campbell, Kendall M; Berne-Anderson, Thesla; Wang, Aihua; Dormeus, Guy; Rodríguez, José E

    2014-01-01

    We compared MCAT scores, grade point averages (GPAs), and medical school acceptance rates of Black and Latino students in an outreach program called Undergraduate Science Students Together Reaching Instructional Diversity and Excellence (USSTRIDE) to non-USSTRIDE students. We hypothesized that Black and Latino participants in USSTRIDE had higher acceptance rates to medical school, higher MCAT scores, and college GPAs when compared to other Black and Latino medical school applicants from our institution. The academic performance (GPAs and MCAT scores) and acceptance and matriculation rate data on all Black and Latino Florida State University applicants to any medical school from 2008 to 2012 were collected from the AIS/AMCAS database and separated into two comparison groups (USSTRIDE vs. Non-USSTRIDE). Independent sample T-tests and chi-square analysis, Cohen's D test, and odds ratios were determined. Average science GPA was 3.47 for USSTRIDE students (n=55) and 3.45 for non-USSTRIDE students (n=137, p=0.68, d=0.0652). Average cumulative GPA was 3.57 for USSTRIDE students and 3.54 for non-USSTRIDE students (p=0.45, d=0.121). Average MCAT score was 23 for USSTRIDE students and 25 for non-USSTRIDE students (p=0.02, d=0.378). Twenty-three percent of accepted USSTRIDE students and 29% of accepted non-USSTRIDE students had multiple acceptances (p=0.483, OR 1.38, 95% CI 0.52-3.88). Forty-nine percent of non-USSTRIDE students and 75% of USSTRIDE students matriculated in medical school (p=0.001, OR 3.13 95% CI 1.51-6.74). About 78.6% of USSTRIDE students matriculated at FSU's medical school compared to 36.2% of non-USSTRIDE students (pLatino students to our medical school. This finding is true for other medical schools as USSTRIDE students are as likely as non-USSTRIDE students to have multiple acceptances.

  13. Big Sib Students' Perceptions of the Educational Environment at the School of Medical Sciences, Universiti Sains Malaysia, using Dundee Ready Educational Environment Measure (DREEM) Inventory.

    Science.gov (United States)

    Arzuman, Hafiza; Yusoff, Muhamad Saiful Bahri; Chit, Som Phong

    2010-07-01

    A cross-sectional descriptive study was conducted among Big Sib students to explore their perceptions of the educational environment at the School of Medical Sciences, Universiti Sains Malaysia (USM) and its weak areas using the Dundee Ready Educational Environment Measure (DREEM) inventory. The DREEM inventory is a validated global instrument for measuring educational environments in undergraduate medical and health professional education. The English version of the DREEM inventory was administered to all Year 2 Big Sib students (n = 67) at a regular Big Sib session. The purpose of the study as well as confidentiality and ethical issues were explained to the students before the questionnaire was administered. The response rate was 62.7% (42 out of 67 students). The overall DREEM score was 117.9/200 (SD 14.6). The DREEM indicated that the Big Sib students' perception of educational environment of the medical school was more positive than negative. Nevertheless, the study also revealed some problem areas within the educational environment. This pilot study revealed that Big Sib students perceived a positive learning environment at the School of Medical Sciences, USM. It also identified some low-scored areas that require further exploration to pinpoint the exact problems. The relatively small study population selected from a particular group of students was the major limitation of the study. This small sample size also means that the study findings cannot be generalised.

  14. Medical school type and physician income.

    Science.gov (United States)

    Weeks, William B; Wallace, Tanner A

    2008-01-01

    We wanted to determine whether the type of medical school attended--private US, public US, or foreign medical school--is associated with practice characteristics or incomes of physicians. Therefore, we used survey responses obtained during the 1990s from 10,436 actively practicing white male physicians who worked in one of 13 medical specialties and who graduated from a public US (5,702), private US (3,797), or international (937) medical school. We used linear regression modeling to determine the association between type of medical school attended and physicians' annual incomes after controlling for specialty, work hours, provider characteristics, and practice characteristics. We found that, for most specialties, international medical school graduates worked longer hours, were less likely to be board certified, had practiced medicine for fewer years, and were less likely to work in rural settings than US medical school graduates. After controlling for key variables, international medical school graduates' annual incomes were 2.6 percent higher (95% CI: 0.1%, 4.4%, p = .043) and public US medical school graduates' were 2.2 percent higher (95% CI: -0.9% -6.1%, p = 0.2) than private US medical school graduates' incomes. Because of their lower tuition expenses, international and public US medical school graduates may experience higher returns on educational investment than their counterparts who graduated from private US medical schools.

  15. Awareness and Knowledge of Oral Cancer among Medical Students in Kathmandu University School of Medical Sciences.

    Science.gov (United States)

    Pokharel, M; Shrestha, I; Dhakal, A; Amatya, R Cm

    Background Oral cancer is a major public health problem worldwide. It has high mortality rates and chances of survival is relatively superior when detected early. Lack of knowledge and awareness about oral cancer among medical students may contribute to delay in diagnosis and treatment. Objective To assess awareness and knowledge of oral cancer among medical students. Method A cross-sectional study conducted among 286 students by Department of Otorhinolaryngology and Head & Neck surgery, Kathmandu University School of Medical sciences between July to August 2016. A questionnaire with questions on socio-demographic profile, awareness and knowledge of oral cancer was used. Independent sample t test and Pearson Chi-square tests were used for statistical analysis. Result Out of 329 students approached, 286 participated in the study yielding a response rate of 86.9%. Symptoms of oral cancer as reported were ulceration in mouth (92.3%), oral bleeding (85.0%),whitish or reddish patch (84.3%), halitosis (75.5%) and swelling in neck (74.5%), trismus (69.2%), numbness (67.1%), loosening of teeth (49.3%) and tooth sensitivity (41.6%). The perceived risk factors were smoking (97.2%), tobacco chewing (96.5%), chronic irritation (86.7%), immunodeficiency (83.9%), poor oral hygiene (88.5%), human papilloma virus infection (82.5%), dietary factors (81.1%), alcohol (79.4%), ill-fitting dentures (72.4%), hot spicy food (65.4%) and hot beverages (58.0%). Significant differences were found between pre-clinical and clinical students for knowledge of risk factors, signs and symptoms of oral cancer (pcancer. Active involvement while examining patients and taking biopsies of malignant and premalignant lesions may help in improving students' knowledge about oral cancer.

  16. UCLA's outreach program of science education in the Los Angeles schools.

    Science.gov (United States)

    Palacio-Cayetano, J; Kanowith-Klein, S; Stevens, R

    1999-04-01

    The UCLA School of Medicine's Interactive Multi-media Exercises (IMMEX) Project began its outreach into pre-college education in the Los Angeles area in 1993. The project provides a model in which software and technology are effectively intertwined with teaching, learning, and assessment (of both students' and teachers' performances) in the classroom. The project has evolved into a special collaboration between the medical school and Los Angeles teachers. UCLA faculty and staff work with science teachers and administrators from elementary, middle, and high schools. The program benefits ethnically and racially diverse groups of students in schools ranging from the inner city to the suburbs. The project's primary goal is to use technology to increase students' achievement and interest in science, including medicine, and thus move more students into the medical school pipeline. Evaluations from outside project evaluators (West Ed) as well as from teachers and IMMEX staff show that the project has already had a significant effect on teachers' professional development, classroom practice, and students' achievement in the Los Angeles area.

  17. Science in Schools Project

    Science.gov (United States)

    Waugh, Mike

    As part of a program to increase learning and engagement in science classes 124 Victorian schools are trialing a best practice teaching model. The Science in Schools Research Project is a DEET funded project under the Science in Schools Strategy, developed in response to recent research and policy decisions at national and state levels through which literacy, numeracy and science have been identified as key priorities for learning. This major science research project aims to identify, develop and trial best practice in Science teaching and learning. The Department will then be able to provide clear advice to Victoria's schools that can be adopted and sustained to: * enhance teaching and learning of Science * enhance student learning outcomes in Science at all year levels * increase student access to, and participation in Science learning from Prep through to Year 10, and hence in the VCE as well. The nature of the SiS program will be detailed with specific reference to the innovative programs in solar model cars, robotics and environmental science developed at Forest Hill College in response to this project.

  18. It's not rocket science : developing pupils’ science talent in out-of-school science education for primary schools

    NARCIS (Netherlands)

    Geveke, Carla

    2017-01-01

    Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates

  19. It's not rocket science : Developing pupils’ science talent in out-of-school science education for Primary Schools

    NARCIS (Netherlands)

    Geveke, Catherina

    2017-01-01

    Out-of-school science educational activities, such as school visits to a science center, aim at stimulating pupils’ science talent. Science talent is a developmental potential that takes the form of talented behaviors such as curiosity and conceptual understanding. This dissertation investigates

  20. New medical schools in the United States: forces of change past and present.

    Science.gov (United States)

    Smith, Lawrence

    2009-01-01

    The new millennium has ushered in a growth phase in the number of American medical schools. Historically the United States has built schools during bursts of activity with relative quiescence in between these periods. We had a twenty-two year period with no growth in medical school size or number. During that time there were significant changes in patient characteristics, student culture, financial reimbursement, quality, and manpower needs that have put stress on medical schools, hospitals, clinical practice and healthcare systems. In addition, there have been remarkable new opportunities in the way we teach, including changes in teaching methodology, educational technology, and a better understanding of how students actually learn. All of these advances have taken place during a period of enormous pressure to change residency programs, reorganize medical and clinical science, and question the very need for traditional departmental structures. It is likely that the new medical schools will emerge looking different from the older schools and they are likely to catalyze a period of curricular change.

  1. Addressing medical school diversity through an undergraduate partnership at Texas A&M Health Science Center: a blueprint for success.

    Science.gov (United States)

    Parrish, Alan R; Daniels, Dennis E; Hester, R Kelly; Colenda, Christopher C

    2008-05-01

    Imperative to increasing diversity in the physician workforce is increasing the pool of qualified underrepresented minority applicants to medical schools. With this goal in mind, the Texas A&M Health Science Center College of Medicine (A&M College of Medicine) has partnered with Prairie View A&M University (PVAMU), a historically black college and university that is a component of the Texas A&M university system, to develop the undergraduate medical academy (UMA). The UMA was established by legislative mandate in 2003 and is a state-funded program. The authors describe the development of partnership between the A&M College of Medicine and PVAMU, focusing on the key attributes that have been identified for success. The administrative structure of the UMA ensures that the presidents of the two institutions collaborate to address issues of program oversight and facilitates a direct relationship between the dean and associate dean for academic affairs of A&M College of Medicine and the director of the UMA to define the program objectives and structure. The authors delineate the admission process to the UMA, as well as the academic requirements of the program. Students attend lecture series during the academic year and participate in summer programs on the A&M College of Medicine campus in addition to receiving intensive academic counseling and opportunities for tutoring in several subjects. The authors also describe the initial success in medical school admissions for UMA students. This partnership provides a model blueprint that can be adopted and adapted by other medical schools focused on increasing diversity in medicine.

  2. Measuring emotional intelligence of medical school applicants.

    Science.gov (United States)

    Carrothers, R M; Gregory, S W; Gallagher, T J

    2000-05-01

    To discuss the development, pilot testing, and analysis of a 34-item semantic differential instrument for measuring medical school applicants' emotional intelligence (the EI instrument). The authors analyzed data from the admission interviews of 147 1997 applicants to a six-year BS/MD program that is composed of three consortium universities. They compared the applicants' scores on traditional admission criteria (e.g., GPA and traditional interview assessments) with their scores on the EI instrument (which comprised five dimensions of emotional intelligence), breaking the data out by consortium university (each of which has its own educational ethos) and gender. They assessed the EI instrument's reliability and validity for assessing noncognitive personal and interpersonal qualities of medical school applicants. The five dimensions of emotional intelligence (maturity, compassion, morality, sociability, and calm disposition) indicated fair to excellent internal consistency: reliability coefficients were .66 to .95. Emotional intelligence as measured by the instrument was related to both being female and matriculating at the consortium university that has an educational ethos that values the social sciences and humanities. Based on this pilot study, the 34-item EI instrument demonstrates the ability to measure attributes that indicate desirable personal and interpersonal skills in medical school applicants.

  3. The performance of select universities of medical sciences based on the components affecting medical education [version 1; referees: 2 approved

    Directory of Open Access Journals (Sweden)

    Mehdi Tayebi Arasteh

    2018-03-01

    Full Text Available Background: Every educational institution requires an evaluation system in order to find out about the quality and desirability of its activities, especially if it is a complex and dynamic environment. The present study was conducted to evaluate the educational performance of schools affiliated to Alborz University of Medical Sciences to help improve their performance. Methods: This descriptive analytical study was conducted in six schools affiliated to Alborz University of Medical Sciences in April 2016-October 2016 and October 2016-April 2017. The evaluation was carried out in two stages: self-assessment by service executives across schools, and external assessment in person by the university’s expert staff. The study tools included the components, criteria and desirable standards of educational performance in ten categories. Data were analyzed in SPSS. Results: The results obtained showed that, in April-October 2016, the highest performance evaluation scores pertained to the "secure testing" and "rules and regulations" components and the lowest to the "packages for reform and innovation in education" and "the school action plan" components. In October 2016-April 2017, the highest scores pertained to "workforce empowerment" and "secure testing" and the lowest to "faculty affairs" and "electronic education management system". Conclusions: Offering a balanced portrayal of the actual performance of schools using the right performance indicators in two consecutive periods can help further motivate the superior schools and encourage the weaker schools to strive harder. Competition among schools to get a higher score in the components affecting medical education helps mobilize them to move toward reform and improvement.

  4. Explaining feast or famine in randomized field trials. Medical science and criminology compared.

    Science.gov (United States)

    Shepherd, Jonathan P

    2003-06-01

    A feast of randomized controlled trials (RCTs) in medical science and comparative famine in criminology can be explained in terms of cultural and structural factors. Of central importance is the context in which the evaluation of interventions is done and the difference in status of situational research in the two disciplines. Evaluation of medical interventions has traditionally been led by practitioner (clinical) academics. This is not the case in criminal justice, where theory has had higher status than intervention research. Medical science has advanced in, or closely associated with, university teaching hospitals, but links between criminology and criminal justice services are far more tenuous. The late development of situational crime prevention seems extraordinary from a medical perspective, as does the absence of university police schools in the United Kingdom and elsewhere. These structural and cultural factors explain concentration of expectation, resource, and RCT productivity in medical science. The Campbell Collaboration and the Academy of Experimental Criminology are forces which are reducing this polarization of feast and famine in RCTs. But unless scientific criminology is embedded in university schools which are responsible for the education and training of law, probation, and police practitioners, convergence in terms of RCTs and implementation of findings in practice seems unlikely.

  5. Expanding management and leadership education in medical schools

    Directory of Open Access Journals (Sweden)

    Chaudry A

    2018-04-01

    Full Text Available Aqib Chaudry, Amar Sodha, Ahmed Nur Faculty of Medicine, Imperial College London, London, UK We read with great interest the article by Rouhani et al1 exploring the perceptions, attitudes, and interest of UK medical students toward medical leadership. As medical students who recently completed an intercalated degree in health care management at Imperial College London, we can offer a unique perspective on this important issue.Authors' responseMaral J Rouhani,1 Eleanor J Burleigh,2 Chloe Hobbis,2 Charlotte Dunford,1 Nadir I Osman,3 Christine Gan,1 Norma B Gibbons,1 Hashim U Ahmed,1,4 Saiful Miah1,51Department of Urology, Imperial College Healthcare NHS Trust, Charing Cross Hospital, London, UK; 2Medical School, University of Sheffield, Sheffield, UK; 3Department of Urology, Royal Hallamshire Hospital, Sheffield, UK; 4Division of Surgery, Department of Surgery and Cancer, Imperial College London, London, UK; 5Division of Surgery and Interventional Science, University College London, London, UK We read with great interest the response to our article1 by Chaudry et al. Their group have contemporary insight and valuable experience in this subject which can be attributed to the intercalated degrees they have undertaken in health care management. We are acutely aware that very few UK medical schools actually offer such an intercalated degree. However, we believe the proposal of Singh et al2 of a compulsory health care management BSc is a counterproductive one. Basic science and clinically orientated intercalated degrees expose the medical student to research techniques and methodology. At their very core, they inspire the medical mind and are not designed to instruct all doctors to be academic research scientists, but rather ensure that every clinician’s mind is tuned to continually evaluate standard practice, and ask can we do better? View the original paper by Rouhani and colleagues.

  6. UCSF partnership to enrich science teaching for sixth graders in San Francisco's schools.

    Science.gov (United States)

    Doyle, H J

    1999-04-01

    Increasing the diversity of students entering the health professions is a challenging goal for medical schools. One approach to this goal is to share the enthusiasm and energy of medical students with younger students, who may pursue medical education in the future. The MedTeach program, established in 1989 and coordinated by the Science & Health Education Partnership of the University of California, San Francisco (UCSF), does so by partnering volunteer medical students from UCSF with sixth-grade classes studying the human body. In 1997-98, around 350 sixth-graders in the San Francisco Schools benefitted from the program. Each team of medical student's visits its class ten to 12 times a year to present engaging, hands-on lessons on body systems and health. The medical students are also role models for the middle-school students. In addition, the diverse student population of San Francisco public schools provides a rich environment for the medical students to improve their communication and teaching skills.

  7. Entry to medical schools with 'A' level in mathematics rather than biology.

    Science.gov (United States)

    Spurgin, C B

    1975-09-01

    The majority of British medical schools now accept for their shortest courses students who have mathematics at A level in place of the former requirement of biology A level. Only a small fraction of the entry, less than one-fifth, enters this way, in spite of statements by most medical schools that they make no distinction between those with mathematics and those with biology when making conditional offers of places. There is no evidence that those without biology are at a disadvantage in the courses. If the prospects of entry without A level biology were better publicized medical schools would have a wider field of possibly abler entrants, and pupils entering sixth forms could defer for a year a choice between a medical (or dental) career and one involving physical science, engineering, or other mathematics-based university education.

  8. Journal of Medical Laboratory Science

    African Journals Online (AJOL)

    The Journal of Medical Laboratory Science is a Quarterly Publication of the Association of Medical Laboratory Scientists of Nigeria. It Publishes Original Research and Review Articles in All Fields of Biomedical Sciences and Laboratory Medicine, Covering Medical Microbiology, Medical Parasitology, Clinical Chemistry, ...

  9. The Arabian Gulf University College of Medicine and Medical Sciences: a successful model of a multinational medical school.

    Science.gov (United States)

    Hamdy, Hossam; Anderson, M Brownell

    2006-12-01

    In the late 1970s, leaders of the Arabian [corrected] Gulf countries proposed a novel idea of a joint educational and cultural venture: establishing a new regional university based in the Kingdom of Bahrain that would be managed as a multinational consortium of Gulf countries including Saudi Arabia, United Arab Emirates, Kuwait, Oman, Qatar, and Bahrain. It was intended to promote higher education and research in the Gulf region; to serve the development needs of the region; to reflect the unique economic, social, and cultural attributes of the Gulf communities and their environments; and to respond to the health care needs of the member countries. Since its inception in 1982, the College of Medicine and Medical Sciences (CMMS) at Arabian Gulf University (AGU) has adopted the educational philosophy of problem-based learning (PBL) and self-directed, student-centered education. The curriculum is integrated, with early introduction of education to foster clinical skills and professional competencies. The strategic alliance with the health care systems in Bahrain and other Gulf regions has created a successful model of efficient and effective initialization of health care resources in the community. The experience that has accumulated at the AGU-CMMS from introducing innovative medical education has allowed it to take a leadership position in medical education in the Gulf region. The original goals of this unique experiment have been realized along with unanticipated outcomes of spearheading changes in medical education in the Gulf region. Old and new medical schools have adopted several characteristics of the AGU educational program. Several elements contributed to its success: a clear vision of providing quality medical education and realizing and sustaining this vision by a supportive leadership at the university and college levels; an alliance with the regional health care systems; a dedicated faculty who have been able to work as a team while continually

  10. Pre-Medical Education in the Physical Sciences for Tomorrow's Physicians

    Science.gov (United States)

    Long, Sharon

    2009-05-01

    Medical knowledge is being transformed by instrumentation advances and by research results including genomic and population level studies; at the same time, though, the premedical curriculum is constrained by a relatively unchanging overall content in the MCAT examination, which inhibits innovation on undergraduate science education. A committee convened jointly by the Association of American Medical Colleges and the Howard Hughes Medical Institute has examined the science and mathematics competencies that the graduating physician will need, and has asked which of these should be achieved during undergraduate study. The recommendations emphasize competency -- what the learner should be able to ``do'' at the end of the learning experience -- rather than dictating specific courses. Because the scientific content of modern medical practice is evolving, new science competencies are desirable for the entering medical student. An example is statistics, an increasingly prominent foundation for database and genomic analysis but which is not yet uniformly recommended as preparation for medical school. On the other hand, the committee believes that the value of a broad liberal arts education is enduring, and science coursework should not totally consume a premedical student's time. Thus if we recommend new areas of science and mathematics competency for pre-meds, we must find other areas that can be trimmed or combined. Indeed, at present there are some science topics mandated for premedical study, which may not be essential. For these reasons, the committee aims to state premedical recommendations in ways that can be met either through traditional disciplinary courses, or through innovative and/or interdisciplinary courses. Finally, we acknowledge that practice of medicine requires grounding in scientific principles and knowledge and in the practice of critical inquiry. These principles may be learned and practiced in undergraduate study through work in the physical

  11. National Science Resources Center Project for Improving Science Teaching in Elementary Schools. Appendix A. School Systems With Exemplary Elementary Science Programs. Appendix B. Elementary Science Network

    Science.gov (United States)

    1988-12-01

    Glass, Lawrence, Deer Park High School Glass, Millard, K-12 Science Supervisor Bloomfield Municipal School District Glassman, Neil, Gleason, Steve...Superientendent Vaughn Municipal Schools Knop, Ronald N., Teacher Grissom Junior High School Knox, Amie, Director of Master Teacher Program W. Wilson...Science Supervisor Pequannock Township Public Schools Mercado , Roberto, Science Coordinator Colegio Radians, Inc. Merchant, Edwin, K-12 Science

  12. A program to enhance k-12 science education in ten rural New York school districts.

    Science.gov (United States)

    Goodell, E; Visco, R; Pollock, P

    1999-04-01

    The Rural Partnership for Science Education, designed by educators and scientists in 1991 with funding from the National Institutes of Health, works in two rural New York State counties with students and their teachers from kindergarten through grade 12 to improve pre-college science education. The Partnership is an alliance among ten rural New York school districts and several New York State institutions (e.g., a regional academic medical center; the New York Academy of Sciences; and others), and has activities that involve around 4,800 students and 240 teachers each year. The authors describe the program's activities (e.g., summer workshops for teachers; science exploration camps for elementary and middle-school students; enrichment activities for high school students). A certified science education specialist directs classroom demonstrations throughout the academic year to support teachers' efforts to integrate hands-on activities into the science curriculum. A variety of evaluations over the years provides strong evidence of the program's effectiveness in promoting students' and teachers' interest in science. The long-term goal of the Partnership is to inspire more rural students to work hard, learn science, and enter the medical professions.

  13. Dimensionality and predictive validity of the HAM-Nat, a test of natural sciences for medical school admission.

    Science.gov (United States)

    Hissbach, Johanna C; Klusmann, Dietrich; Hampe, Wolfgang

    2011-10-14

    Knowledge in natural sciences generally predicts study performance in the first two years of the medical curriculum. In order to reduce delay and dropout in the preclinical years, Hamburg Medical School decided to develop a natural science test (HAM-Nat) for student selection. In the present study, two different approaches to scale construction are presented: a unidimensional scale and a scale composed of three subject specific dimensions. Their psychometric properties and relations to academic success are compared. 334 first year medical students of the 2006 cohort responded to 52 multiple choice items from biology, physics, and chemistry. For the construction of scales we generated two random subsamples, one for development and one for validation. In the development sample, unidimensional item sets were extracted from the item pool by means of weighted least squares (WLS) factor analysis, and subsequently fitted to the Rasch model. In the validation sample, the scales were subjected to confirmatory factor analysis and, again, Rasch modelling. The outcome measure was academic success after two years. Although the correlational structure within the item set is weak, a unidimensional scale could be fitted to the Rasch model. However, psychometric properties of this scale deteriorated in the validation sample. A model with three highly correlated subject specific factors performed better. All summary scales predicted academic success with an odds ratio of about 2.0. Prediction was independent of high school grades and there was a slight tendency for prediction to be better in females than in males. A model separating biology, physics, and chemistry into different Rasch scales seems to be more suitable for item bank development than a unidimensional model, even when these scales are highly correlated and enter into a global score. When such a combination scale is used to select the upper quartile of applicants, the proportion of successful completion of the curriculum

  14. Dimensionality and predictive validity of the HAM-Nat, a test of natural sciences for medical school admission

    Directory of Open Access Journals (Sweden)

    Hissbach Johanna C

    2011-10-01

    Full Text Available Abstract Background Knowledge in natural sciences generally predicts study performance in the first two years of the medical curriculum. In order to reduce delay and dropout in the preclinical years, Hamburg Medical School decided to develop a natural science test (HAM-Nat for student selection. In the present study, two different approaches to scale construction are presented: a unidimensional scale and a scale composed of three subject specific dimensions. Their psychometric properties and relations to academic success are compared. Methods 334 first year medical students of the 2006 cohort responded to 52 multiple choice items from biology, physics, and chemistry. For the construction of scales we generated two random subsamples, one for development and one for validation. In the development sample, unidimensional item sets were extracted from the item pool by means of weighted least squares (WLS factor analysis, and subsequently fitted to the Rasch model. In the validation sample, the scales were subjected to confirmatory factor analysis and, again, Rasch modelling. The outcome measure was academic success after two years. Results Although the correlational structure within the item set is weak, a unidimensional scale could be fitted to the Rasch model. However, psychometric properties of this scale deteriorated in the validation sample. A model with three highly correlated subject specific factors performed better. All summary scales predicted academic success with an odds ratio of about 2.0. Prediction was independent of high school grades and there was a slight tendency for prediction to be better in females than in males. Conclusions A model separating biology, physics, and chemistry into different Rasch scales seems to be more suitable for item bank development than a unidimensional model, even when these scales are highly correlated and enter into a global score. When such a combination scale is used to select the upper quartile of

  15. Reliability of a science admission test (HAM-Nat) at Hamburg medical school.

    Science.gov (United States)

    Hissbach, Johanna; Klusmann, Dietrich; Hampe, Wolfgang

    2011-01-01

    The University Hospital in Hamburg (UKE) started to develop a test of knowledge in natural sciences for admission to medical school in 2005 (Hamburger Auswahlverfahren für Medizinische Studiengänge, Naturwissenschaftsteil, HAM-Nat). This study is a step towards establishing the HAM-Nat. We are investigating parallel forms reliability, the effect of a crash course in chemistry on test results, and correlations of HAM-Nat test results with a test of scientific reasoning (similar to a subtest of the "Test for Medical Studies", TMS). 316 first-year students participated in the study in 2007. They completed different versions of the HAM-Nat test which consisted of items that had already been used (HN2006) and new items (HN2007). Four weeks later half of the participants were tested on the HN2007 version of the HAM-Nat again, while the other half completed the test of scientific reasoning. Within this four week interval students were offered a five day chemistry course. Parallel forms reliability for four different test versions ranged from r(tt)=.53 to r(tt)=.67. The retest reliabilities of the HN2007 halves were r(tt)=.54 and r(tt )=.61. Correlations of the two HAM-Nat versions with the test of scientific reasoning were r=.34 und r=.21. The crash course in chemistry had no effect on HAM-Nat scores. The results suggest that further versions of the test of natural sciences will not easily conform to the standards of internal consistency, parallel-forms reliability and retest reliability. Much care has to be taken in order to assemble items which could be used interchangeably for the construction of new test versions. The test of scientific reasoning and the HAM-Nat are tapping different constructs. Participation in a chemistry course did not improve students' achievement, probably because the content of the course was not coordinated with the test and many students lacked of motivation to do well in the second test.

  16. Connecting university science experiences to middle school science teaching

    Science.gov (United States)

    Johnson, Gordon; Laughran, Laura; Tamppari, Ray; Thomas, Perry

    1991-06-01

    Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science. This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school science teachers to utilize their university science training they must search for ways to adapt their college experiences into appropriate middle school learning experience. The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching hands-on science. The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training as a basis for teaching middle school science.

  17. Learning Medical School Biochemistry Through Self-Directed Case-Oriented Study.

    Science.gov (United States)

    Morley, Colin G. D.; Blumberg, Phyllis

    1987-01-01

    Describes an alternative medical school curriculum for the first two years of preclinical basic science studies. Discusses student and faculty selection for the program. Details the format for teaching biochemistry in the Alternative Curriculum, including program structure, content organization and exams. Evaluates the success of the program. (CW)

  18. What factors influence UK medical students’ choice of foundation school?

    Directory of Open Access Journals (Sweden)

    Miah S

    2017-04-01

    Full Text Available Saiful Miah,1,2 Karl H Pang,3 Wayne Rebello,4 Zoe Rubakumar,4 Victoria Fung,5 Suresh Venugopal,6 Hena Begum4 1Division of Surgery and Interventional science, University College London, London, UK; 2Department of Urology, Charing Cross Hospital Imperial College Healthcare NHS Trust, London, UK; 3Academic Urology Unit, University of Sheffield, Sheffield, UK; 4Medical School, University of Sheffield, Sheffield, UK; 5Department of Plastic Surgery, Royal Hallamshire Hospital, Sheffield, UK; 6Department of Urology, Chesterfield Royal Infirmary, Chesterfield, UK Background: We aimed to identify the factors influencing UK medical student applicants’ choice of foundation school. We also explored the factors that doctors currently approaching the end of their 2-year program believe should be considered. Methods: A cross-sectional study was conducted during the 2013–2014 academic year. An online questionnaire was distributed to 2092 final-year medical students from nine UK medical schools and 84 foundation year-2 (FY2 doctors from eight foundation schools. Participants were asked to rank their top 3 from a list of 12 factors that could potentially influence choice of foundation school on a 5-point Likert scale. Collated categorical data from the two groups were compared using a chi-square test with Yates correction. Results: Geographic location was overwhelmingly the most important factor for medical students and FY2 doctors with 97.2% and 98.8% in agreement, respectively. Social relationships played a pivotal role for medical student applicants. Clinical specialties within the rotations were of less importance to medical students, in comparison to location and social relationships. In contrast, FY2 doctors placed a significantly greater importance on the specialties undertaken in their 2-year training program, when compared to medical students (chi-square; p=0.0001. Conclusion: UK medical schools should make their foundation program applicants aware

  19. Educational Problems of Kermanshah Medical School: View Points of Students, Graduates and Faculty Members

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    soraia Siabani

    2009-07-01

    Full Text Available Background and purpose: In recent years although the number of students registering for medicines has decreased in Kermanshah University of Medical sciences parallel to other universities of medical sciences the quality of educational services has not improved the informal reports suggests that the competency of medical graduates is not satisfactory Since any intervention needs situation analysis this study was conducted to obtain viewpoints of three main groups of stockholders including faculty members, students and graduates on medical school problems and insufficiencies.Methods: In this qualitative study faculty members of medical schools, medical graduated of 2005-6, and medical students of different phases participated. With participation of these subjects Focus Group Discussion (FGD sessions were carried out. The goals of the projects were first explained for participants. In the end of each discussion session the discussions were careful transcribed. The sessions continued till the sessions get saturated. The transcript of discussion was thoroughly reviewed by researchers and codified. The problems were classified in 7 areas of management, planning, education goals, evaluation, ethics, teaching, and students.Results: The subjects believed that the most important problems in Kermanshah medical school include neglecting the student evaluation, no educational objectives or being inattentive to them, unwanted effects of pay for service plan, too much duties for interns (students, overload of medical duties and insufficiency in the number of faculty members, no rewarding system for teachers, inattention to needed outcomes, shortage of facilities for student in hospital and being negligent about mutual respect between students and teachers.Conclusion: some of the problems such as the effects of pay for service plan and insufficiency in the number of faculty members have solutions stemming beyond the university at Ministry of Health level

  20. Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School.

    Science.gov (United States)

    Dunham, Lisette; Dekhtyar, Michael; Gruener, Gregory; CichoskiKelly, Eileen; Deitz, Jennifer; Elliott, Donna; Stuber, Margaret L; Skochelak, Susan E

    2017-01-01

    Phenomenon: The learning environment is the physical, social, and psychological context in which a student learns. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and cynicism. Student perceptions of the medical school learning environment may change over time and be associated with students' year of training and may differ significantly depending on the student's gender or race/ethnicity. Understanding the changes in perceptions of the learning environment related to student characteristics and year of training could inform interventions that facilitate positive experiences in undergraduate medical education. The Medical School Learning Environment Survey (MSLES) was administered to 4,262 students who matriculated at one of 23 U.S. and Canadian medical schools in 2010 and 2011. Students completed the survey at the end of each year of medical school as part of a battery of surveys in the Learning Environment Study. A mixed-effects longitudinal model, t tests, Cohen's d effect size, and analysis of variance assessed the relationship between MSLES score, year of training, and demographic variables. After controlling for gender, race/ethnicity, and school, students reported worsening perceptions toward the medical school learning environment, with the worst perceptions in the 3rd year of medical school as students begin their clinical experiences, and some recovery in the 4th year after Match Day. The drop in MSLES scores associated with the transition to the clinical learning environment (-0.26 point drop in addition to yearly change, effect size = 0.52, p effect size = 0.14, p work-life balance and informal student relationships. There was some, but not complete, recovery in perceptions of the medical school learning environment in the 4th year. Insights: Perceptions of the medical school learning

  1. Addressing Student Burnout: What Medical Schools Can Learn From Business Schools.

    Science.gov (United States)

    Pathipati, Akhilesh S; Cassel, Christine K

    2018-03-13

    Although they enter school with enthusiasm for a career in medicine, medical students in the United States subsequently report high levels of burnout and disillusionment. As medical school leaders consider how to address this problem, they can look to business schools as one source of inspiration. In this Commentary, the authors argue-based on their collective experience in both medical and business education-that medical schools can draw three lessons from business schools that can help reinvigorate students. First, medical schools should offer more opportunities and dedicated time for creative work. Engaging with diverse challenges promotes intellectual curiosity and can help students maintain perspective. Second, schools should provide more explicit training in resiliency and the management of stressful situations. Many business programs include formal training in how to cope with conflict and how to make high-stakes decisions whereas medical students are typically expected to learn those skills on the job. Finally, medical schools should provide better guidance on practical career considerations like income, lifestyle, and financial skills. Whether in medicine or business, students benefit from open discussions about their personal and professional goals. Medical schools must ensure students have an outlet for those conversations.

  2. Key steps for integrating a basic science throughout a medical school curriculum using an e-learning approach.

    Science.gov (United States)

    Dubois, Eline Agnès; Franson, Kari Lanette

    2009-09-01

    Basic sciences can be integrated into the medical school curriculum via e-learning. The process of integrating a basic science in this manner resembles a curricular change. The change usually begins with an idea for using e-learning to teach a basic science and establishing the need for the innovation. In the planning phase, learning outcomes are formulated and a prototype of the program is developed based on the desired requirements. A realistic concept is formed after considering the limitations of the current institute. Next, a project team is assembled to develop the program and plan its integration. Incorporation of the e-learning program is facilitated by a well-developed and communicated integration plan. Various course coordinators are contacted to determine content of the e-learning program as well as establish assessment. Linking the e-learning program to existing course activities and thereby applying the basic science into the clinical context enhances the degree of integration. The success of the integration is demonstrated by a positive assessment of the program including favourable cost-benefit analysis and improved student performance. Lastly, when the program becomes institutionalised, continuously updating content and technology (when appropriate), and evaluating the integration contribute to the prolonged survival of the e-learning program.

  3. Positive Impact of Integrating Histology and Physiology Teaching at a Medical School in China

    Science.gov (United States)

    Sherer, Renslow; Wan, Yu; Dong, Hongmei; Cooper, Brian; Morgan, Ivy; Peng, Biwen; Liu, Jun; Wang, Lin; Xu, David

    2014-01-01

    To modernize its stagnant, traditional curriculum and pedagogy, the Medical School of Wuhan University in China adopted (with modifications) the University of Chicago's medical curriculum model. The reform effort in basic sciences was integrating histology and physiology into one course, increasing the two subjects' connection to clinical…

  4. Discriminant Analysis of Essay, Mathematics/Science Type of Essay, College Scholastic Ability Test, and Grade Point Average as Predictors of Acceptance to a Pre-med Course at a Korean Medical School

    OpenAIRE

    Geum-Hee Jeong

    2008-01-01

    A discriminant analysis was conducted to investigate how an essay, a mathematics/science type of essay, a college scholastic ability test, and grade point average affect acceptance to a pre-med course at a Korean medical school. Subjects included 122 and 385 applicants for, respectively, early and regular admission to a medical school in Korea. The early admission examination was conducted in October 2007, and the regular admission examination was conducted in January 2008. The analysis of ea...

  5. Library school education for medical librarianship.

    Science.gov (United States)

    Roper, F W

    1979-10-01

    This paper reviews the current situation in library school education for medical librarianship in the United States and Canada based on information from a questionnaire sent to teachers of courses in medical librarianship in accredited library schools. Since 1939, when the first course devoted entirely to medical librarianship was offered at Columbia University, courses have been introduced into the curricula of at least forty-seven of the ALA-accredited library schools. In 1978 there were seventy courses available through forty-seven library schools. Possibilities for specialization in medical librarianship are examined. Course content is reviewed. Implications of the MLA certification examination for library school courses are explored.

  6. Library School Education for Medical Librarianship *

    Science.gov (United States)

    Roper, Fred W.

    1979-01-01

    This paper reviews the current situation in library school education for medical librarianship in the United States and Canada based on information from a questionnaire sent to teachers of courses in medical librarianship in accredited library schools. Since 1939, when the first course devoted entirely to medical librarianship was offered at Columbia University, courses have been introduced into the curricula of at least forty-seven of the ALA-accredited library schools. In 1978 there were seventy courses available through forty-seven library schools. Possibilities for specialization in medical librarianship are examined. Course content is reviewed. Implications of the MLA certification examination for library school courses are explored. PMID:385086

  7. Impact of Texas high school science teacher credentials on student performance in high school science

    Science.gov (United States)

    George, Anna Ray Bayless

    A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.

  8. Medical teachers' attitudes towards science and motivational orientation for medical research.

    Science.gov (United States)

    Cvek, Mario; Hren, Darko; Sambunjak, Dario; Planinc, Mislav; Macković, Maja; Marusić, Ana; Marusić, Matko

    2009-01-01

    Research is an important motivating factor for pursuing a career in academic medicine, but the relation between motivation and other factors involved in scientific research are not clear. To explore the motivational orientation for doing research and its relation with attitudes towards science and publication practice among members of faculty at a medical school. We used a Science Attitude Survey and the Work Preference Inventory (intrinsic and extrinsic motivational orientation using 4 Likert-type scales of motivation, possible range 1-5) to survey two groups of teachers at the Zagreb University School of Medicine (n = 327, 66% response rate): professors, elected to tenure-track positions (n = 150), and instructor/research fellows working on or just completing their thesis (n = 177). Overall, teachers scored highest on the Enjoyment subscale of intrinsic motivational orientation (mean score +/- standard deviation 4.3 +/- 0.42 for professors vs 4.1 +/- 0.42 for instructors/research fellows, P = 0.001, t-test). Professors also scored higher than instructors/research fellows on the Challenge subscale of intrinsic motivational orientation (3.8 +/- 0.55 vs. 3.5 +/- 0.64, P motivational orientation (3.5 +/- 0.74 vs. 3.1 +/- 0.71, P motivation, and negatively associated with scores on the Compensation subscale of extrinsic motivation. Members of the medical faculty differ in motivational orientation for research depending on their academic status, and their motivation is associated more with requirements for academic advancement than with research. These findings have important implications for developing strategies for enhancing academic research production.

  9. Chat reference service in medical libraries: part 2--Trends in medical school libraries.

    Science.gov (United States)

    Dee, Cheryl R

    2003-01-01

    An increasing number of medical school libraries offer chat service to provide immediate, high quality information at the time and point of need to students, faculty, staff, and health care professionals. Part 2 of Chat Reference Service in Medical Libraries presents a snapshot of the current trends in chat reference service in medical school libraries. In late 2002, 25 (21%) medical school libraries provided chat reference. Trends in chat reference services in medical school libraries were compiled from an exploration of medical school library Web sites and informal correspondence from medical school library personnel. Many medical libraries are actively investigating and planning new chat reference services, while others have decided not to pursue chat reference at this time. Anecdotal comments from medical school library staff provide insights into chat reference service.

  10. Technologies for Medical Sciences

    CERN Document Server

    Tavares, João; Barbosa, Marcos; Slade, AP

    2012-01-01

    This book presents novel and advanced technologies for medical sciences in order to solidify knowledge in the related fields and define their key stakeholders.   The fifteen papers included in this book were written by invited experts of international stature and address important technologies for medical sciences, including: computational modeling and simulation, image processing and analysis, medical imaging, human motion and posture, tissue engineering, design and development medical devices, and mechanic biology. Different applications are treated in such diverse fields as biomechanical studies, prosthesis and orthosis, medical diagnosis, sport, and virtual reality.   This book is of interest to researchers, students and manufacturers from  a wide range of disciplines related to bioengineering, biomechanics, computational mechanics, computational vision, human motion, mathematics, medical devices, medical image, medicine and physics.

  11. Medical students' attitudes towards science and gross anatomy, and the relationship to personality

    Science.gov (United States)

    Plaisant, Odile; Stephens, Shiby; Apaydin, Nihal; Courtois, Robert; Lignier, Baptiste; Loukas, Marios; Moxham, Bernard

    2014-01-01

    Assessment of the personalities of medical students can enable medical educators to formulate strategies for the best development of academic and clinical competencies. Previous research has shown that medical students do not share a common personality profile, there being gender differences. We have also shown that, for French medical students, students with personality traits associated with strong competitiveness are selected for admission to medical school. In this study, we further show that the medical students have different personality profiles compared with other student groups (psychology and business studies). The main purpose of the present investigation was to assess attitudes to science and gross anatomy, and to relate these to the students' personalities. Questionnaires (including Thurstone and Chave analyses) were employed to measure attitudes, and personality was assessed using the Big Five Inventory (BFI). Data for attitudes were obtained for students at medical schools in Cardiff (UK), Paris, Descartes/Sorbonne (France), St George's University (Grenada) and Ankara (Turkey). Data obtained from personality tests were available for analysis from the Parisian cohort of students. Although the medical students were found to have strongly supportive views concerning the importance of science in medicine, their knowledge of the scientific method/philosophy of science was poor. Following analyses of the BFI in the French students, ‘openness’ and ‘conscientiousness’ were linked statistically with a positive attitude towards science. For anatomy, again strongly supportive views concerning the subject's importance in medicine were discerned. Analyses of the BFI in the French students did not show links statistically between personality profiles and attitudes towards gross anatomy, except male students with ‘negative affectivity’ showed less appreciation of the importance of anatomy. This contrasts with our earlier studies that showed that there

  12. Medical students' attitudes towards science and gross anatomy, and the relationship to personality.

    Science.gov (United States)

    Plaisant, Odile; Stephens, Shiby; Apaydin, Nihal; Courtois, Robert; Lignier, Baptiste; Loukas, Marios; Moxham, Bernard

    2014-03-01

    Assessment of the personalities of medical students can enable medical educators to formulate strategies for the best development of academic and clinical competencies. Previous research has shown that medical students do not share a common personality profile, there being gender differences. We have also shown that, for French medical students, students with personality traits associated with strong competitiveness are selected for admission to medical school. In this study, we further show that the medical students have different personality profiles compared with other student groups (psychology and business studies). The main purpose of the present investigation was to assess attitudes to science and gross anatomy, and to relate these to the students' personalities. Questionnaires (including Thurstone and Chave analyses) were employed to measure attitudes, and personality was assessed using the Big Five Inventory (BFI). Data for attitudes were obtained for students at medical schools in Cardiff (UK), Paris, Descartes/Sorbonne (France), St George's University (Grenada) and Ankara (Turkey). Data obtained from personality tests were available for analysis from the Parisian cohort of students. Although the medical students were found to have strongly supportive views concerning the importance of science in medicine, their knowledge of the scientific method/philosophy of science was poor. Following analyses of the BFI in the French students, 'openness' and 'conscientiousness' were linked statistically with a positive attitude towards science. For anatomy, again strongly supportive views concerning the subject's importance in medicine were discerned. Analyses of the BFI in the French students did not show links statistically between personality profiles and attitudes towards gross anatomy, except male students with 'negative affectivity' showed less appreciation of the importance of anatomy. This contrasts with our earlier studies that showed that there is a

  13. Collaboration between the University of Michigan Taubman Health Sciences library and the University of Michigan Medical School Office of Research.

    Science.gov (United States)

    Black, Christine; Harris, Bethany; Mahraj, Katy; Schnitzer, Anna Ercoli; Rosenzweig, Merle

    2013-01-01

    Librarians have traditionally facilitated research development resulting in grants through performing biomedical literature searches for researchers. The librarians at the Taubman Health Sciences Library of the University of Michigan have taken additional steps forward by instituting a proactive approach to assisting investigators. To accomplish this, the librarians have taken part in a collaborative effort with the University of Michigan Medical School Office of Research. Through this partnership, both units have created and adopted various techniques intended to facilitate the submission of grants, thus allowing researchers more time to conduct their primary activities.

  14. Evaluating the quality of education at dentistry school of tehran university of medical sciences.

    Science.gov (United States)

    Farzianpour, Fereshteh; Monzavi, Abbas; Yassini, Esmaeil

    2011-01-01

    Educational evaluation is a process which deals with data collection and assessment of academic activities' progress. In this research, educational evaluation of Dentistry School of Tehran University of Medical Sciences, which trains students in undergraduate and residency courses, was studied. This descriptive study was done with a model of educational evaluation in ten steps and 13 fields including purposes and mission objectives, management and organization, academic board members, students, human resources and support, educational, research, health and treatment spaces, educational, diagnostic, research and laboratory tools, educational, research, health and treatment programs and courses, process of teaching and learning, evaluation and assessment, alumni, and patients satisfaction. Data were collected using observation, interviews, questionnaires, and checklists. Results of the study were mainly qualitative and in some cases quantitative, based on defined optimal situation. The total mean of qualitative results of educational evaluation of dentistry school in all 13 fields was 55.98% which is relatively desirable. In the case of quantitative ones, results of some fields such as treatment quality of patients and education and learning of the students were relatively desirable (61.32% and 60.16% respectively). According to the results, educational goals and missions, educational and research facilities and spaces which were identified as the weakest areas need to be considered and paid more serious attention.

  15. Medical School Outcomes, Primary Care Specialty Choice, and Practice in Medically Underserved Areas by Physician Alumni of MEDPREP, a Postbaccalaureate Premedical Program for Underrepresented and Disadvantaged Students.

    Science.gov (United States)

    Metz, Anneke M

    2017-01-01

    Minorities continue to be underrepresented as physicians in medicine, and the United States currently has a number of medically underserved communities. MEDPREP, a postbaccalaureate medical school preparatory program for socioeconomically disadvantaged or underrepresented in medicine students, has a stated mission to increase the numbers of physicians from minority or disadvantaged backgrounds and physicians working with underserved populations. This study aims to determine how MEDPREP enhances U.S. physician diversity and practice within underserved communities. MEDPREP recruits disadvantaged and underrepresented in medicine students to complete a 2-year academic enhancement program that includes science coursework, standardized test preparation, study/time management training, and emphasis on professional development. Five hundred twenty-five disadvantaged or underrepresented students over 15 years completed MEDPREP and were tracked through entry into medical practice. MEDPREP accepts up to 36 students per year, with two thirds coming from the Midwest region and another 20% from nearby states in the South. Students complete science, test preparation, academic enhancement, and professionalism coursework taught predominantly by MEDPREP faculty on the Southern Illinois University Carbondale campus. Students apply broadly to medical schools in the region and nation but are also offered direct entry into our School of Medicine upon meeting articulation program requirements. Seventy-nine percent of students completing MEDPREP became practicing physicians. Fifty-eight percent attended public medical schools, and 62% attended medical schools in the Midwest. Fifty-three percent of program alumni chose primary care specialties compared to 34% of U.S. physicians, and MEDPREP alumni were 2.7 times more likely to work in medically underserved areas than physicians nationally. MEDPREP increases the number of disadvantaged and underrepresented students entering and graduating

  16. A comparison of medical education in Germany and the United States: from applying to medical school to the beginnings of residency.

    Science.gov (United States)

    Zavlin, Dmitry; Jubbal, Kevin T; Noé, Jonas G; Gansbacher, Bernd

    2017-01-01

    Both Germany and the United States of America have a long tradition of science and medical excellence reaching back as far as the nineteenth century. The same tribute must be paid to the medical educational system in both countries. Despite significant initial similarities and cross-inspiration, the paths from enrolling in a medical university to graduating as a medical doctor in Germany and the US seem to have become much different. To fill a void in literature, the authors' objective therefore is to delineate both structures of medical education in an up-to-date review and examine their current differences and similarities. Recent medical publications, legal guidelines of governmental or official organizations, articles in media, as well as the authors' personal experiences are used as sources of this report. Tuition loans of over $200,000 are not uncommon for students in the US after graduating from medical schools, which are often private institutions. In Germany, however, the vast majority of medical universities are tax-funded and, for this reason, free of tuition. Significant differences and surprisingly multiple similarities exist between these two systems, despite one depending on government and the other on private organizations. Germany currently employs an integrated medical curriculum that typically begins right after high school and consists of a 2-year long pre-clinical segment teaching basic sciences and a 4-year clinical segment leading medical students to the practical aspects of medicine. On the other hand, the US education is a two-stage process. After successful completion of a Bachelor's degree in college, an American student goes through a 4-year medical program encompassing 2 years of basic science and 2 years of clinical training. In this review, we will address some of these similarities and major differences.

  17. What a medical school chair wants from the dean

    Directory of Open Access Journals (Sweden)

    Hromas R

    2018-05-01

    Full Text Available Robert Hromas,1 Robert Leverence,1 Lazarus K Mramba,2 J Larry Jameson,3 Caryn Lerman,3 Thomas L Schwenk,4 Ellen M Zimmermann,2 Michael L Good51The Office of the Dean, Department of Medicine, University of Texas Health Science Center San Antonio, San Antonio, TX, USA; 2Department of Medicine, College of Medicine, University of Florida Health, Gainesville, FL, USA; 3Department of Medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA; 4Department of Family Medicine, School of Medicine, University of Nevada Reno, Reno, NV, USA; 5Department of Anesthesiology, College of Medicine, University of Florida Health, Gainesville, FL, USAAbstract: Economic pressure has led the evolution of the role of the medical school dean from a clinician educator to a health care system executive. In addition, other dynamic requirements also have likely led to changes in their leadership characteristics. The most important relationship a dean has is with the chairs, yet in the context of the dean’s changing role, little attention has been paid to this relationship. To frame this discussion, we asked medical school chairs what characteristics of a dean’s leadership were most beneficial. We distributed a 26-question survey to 885 clinical and basic science chairs at 41 medical schools. These chairs were confidentially surveyed on their views of six leadership areas: evaluation, barriers to productivity, communication, accountability, crisis management, and organizational values. Of the 491 chairs who responded (response rate =55%, 88% thought that their dean was effective at leading the organization, and 89% enjoyed working with their dean. Chairs indicated that the most important area of expertise of a dean is to define a strategic vision, and the most important value for a dean is integrity between words and deeds. Explaining the reasons behind decisions, providing good feedback, admitting errors, open discussion of complex or

  18. Disciplinary action by medical boards and prior behavior in medical school.

    Science.gov (United States)

    Papadakis, Maxine A; Teherani, Arianne; Banach, Mary A; Knettler, Timothy R; Rattner, Susan L; Stern, David T; Veloski, J Jon; Hodgson, Carol S

    2005-12-22

    Evidence supporting professionalism as a critical measure of competence in medical education is limited. In this case-control study, we investigated the association of disciplinary action against practicing physicians with prior unprofessional behavior in medical school. We also examined the specific types of behavior that are most predictive of disciplinary action against practicing physicians with unprofessional behavior in medical school. The study included 235 graduates of three medical schools who were disciplined by one of 40 state medical boards between 1990 and 2003 (case physicians). The 469 control physicians were matched with the case physicians according to medical school and graduation year. Predictor variables from medical school included the presence or absence of narratives describing unprofessional behavior, grades, standardized-test scores, and demographic characteristics. Narratives were assigned an overall rating for unprofessional behavior. Those that met the threshold for unprofessional behavior were further classified among eight types of behavior and assigned a severity rating (moderate to severe). Disciplinary action by a medical board was strongly associated with prior unprofessional behavior in medical school (odds ratio, 3.0; 95 percent confidence interval, 1.9 to 4.8), for a population attributable risk of disciplinary action of 26 percent. The types of unprofessional behavior most strongly linked with disciplinary action were severe irresponsibility (odds ratio, 8.5; 95 percent confidence interval, 1.8 to 40.1) and severely diminished capacity for self-improvement (odds ratio, 3.1; 95 percent confidence interval, 1.2 to 8.2). Disciplinary action by a medical board was also associated with low scores on the Medical College Admission Test and poor grades in the first two years of medical school (1 percent and 7 percent population attributable risk, respectively), but the association with these variables was less strong than that with

  19. Centralization vs. Decentralization in Medical School Libraries

    Science.gov (United States)

    Crawford, Helen

    1966-01-01

    Does the medical school library in the United States operate more commonly under the university library or the medical school administration? University-connected medical school libraries were asked to indicate (a) the source of their budgets, whether from the central library or the medical school, and (b) the responsibility for their acquisitions and cataloging. Returns received from sixtyeight of the seventy eligible institutions showed decentralization to be much the most common: 71 percent of the libraries are funded by their medical schools; 79 percent are responsible for their own acquisitions and processing. The factor most often associated with centralization of both budget and operation is public ownership. Decentralization is associated with service to one or two rather than three or more professional schools. Location of the medical school in a different city from the university is highly favorable to autonomy. Other factors associated with these trends are discussed. PMID:5945568

  20. Centralization vs. decentralization in medical school libraries.

    Science.gov (United States)

    Crawford, H

    1966-07-01

    Does the medical school library in the United States operate more commonly under the university library or the medical school administration? University-connected medical school libraries were asked to indicate (a) the source of their budgets, whether from the central library or the medical school, and (b) the responsibility for their acquisitions and cataloging. Returns received from sixtyeight of the seventy eligible institutions showed decentralization to be much the most common: 71 percent of the libraries are funded by their medical schools; 79 percent are responsible for their own acquisitions and processing. The factor most often associated with centralization of both budget and operation is public ownership. Decentralization is associated with service to one or two rather than three or more professional schools. Location of the medical school in a different city from the university is highly favorable to autonomy. Other factors associated with these trends are discussed.

  1. Home Culture, Science, School and Science Learning: Is Reconciliation Possible?

    Science.gov (United States)

    Tan, Aik-Ling

    2011-01-01

    In response to Meyer and Crawford's article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when…

  2. Medical Science and Research in Iran.

    Science.gov (United States)

    Akhondzadeh, Shahin; Ebadifar, Asghar; Baradaran Eftekhari, Monir; Falahat, Katayoun

    2017-11-01

    During the last 3 decades, Iran has experienced a rapid population growth and at the same time the health of Iranian people has improved greatly. This achievement was mainly due to training and availability of health manpower, well organized public health network and medical science and research improvement. In this article, we aimed to report the relevant data about the medical science and research situation in Iran and compare them with other countries. In this study, after reviewing science development and research indicators in medical sciences with participation of key stakeholders, we selected 3 main hybrid indexes consisting of "Research and Development (R&D) expenditures," "Personnel in Science and Technology sector" and "knowledge generation" for evaluation of medical science and research situation. Data was extracted from reliable databases. Over the past decade, Iran has achieved significant success in medical sciences and for the first time in 2015 based on Scopus index, Iran ranked first in the number of published scientific papers and number of citations in the region and among all Islamic countries. Also, 2% of the world's publications belong to Iran. Regarding innovation, the number of Iranian patents submitted to the United States Patent and Trademark Office (USPTO) was 3 and 43 in 2008 and 2013, respectively. In these years, the number of personnel in science and technology sectors including post graduate students, researchers and academic members in universities of medical sciences (UMSs) have increased. The female students in medical sciences field account for about twothirds of all students. Also, women comprise about one-third of faculty members. Since 5 years ago, Iran has had growth in science and technology parks. These achievements were attained in spite of the fact that research spending in Iran was still very low (0.5% of gross domestic product [GDP]) due to economic hardships and sanctions. Medical science and research development has

  3. Learning environment assessments of a single curriculum being taught at two medical schools 10,000 miles apart.

    Science.gov (United States)

    Tackett, Sean; Shochet, Robert; Shilkofski, Nicole A; Colbert-Getz, Jorie; Rampal, Krishna; Abu Bakar, Hamidah; Wright, Scott

    2015-06-17

    Perdana University Graduate School of Medicine (PUGSOM), the first graduate-entry medical school in Malaysia, was established in 2011 in collaboration with Johns Hopkins University School of Medicine (JHUSOM), an American medical school. This study compared learning environments (LE) at these two schools, which shared the same overarching curriculum, along with a comparator Malaysian medical school, Cyberjaya University College of Medical Sciences (CUCMS). As a secondary aim, we compared 2 LE assessment tools - the widely-used Dundee Ready Educational Environment Measure (DREEM) and the newer Johns Hopkins Learning Environment Scale (JHLES). Students responded anonymously at the end of their first year of medical school to surveys which included DREEM, JHLES, single-item global LE assessment variables, and demographics questions. Respondents included 24/24 (100 %) students at PUGSOM, 100/120 (83 %) at JHUSOM, and 79/83 (95 %) at CUCMS. PUGSOM had the highest overall LE ratings (p safety" domains. JHLES detected significant differences across schools in 5/7 domains and had stronger correlations than DREEM to each global LE assessment variable. The inaugural class of medical students at PUGSOM rated their LE exceptionally highly, providing evidence that transporting a medical school curriculum may be successful. The JHLES showed promise as a LE assessment tool for use in international settings.

  4. Reforms in VUmc School of Medical Sciences Amsterdam: Student engagement, a Minor elective semester and stakeholder collaboration in improving the quality of assessments.

    Science.gov (United States)

    Kusurkar, Rashmi A; Daelmans, Hester E; Horrevoets, Anton; de Haan, Marian; van der Meijde, Margreeth; Croiset, Gerda

    2018-03-07

    At VUmc School of Medical Sciences, major curricular reforms occurred in 2005 and 2015, related to the introduction of a Bachelor-Master structure, a new legislation from the Ministry of Education, the changing societal context, and taking note of students' and teachers' needs. Summary of work: Along with the introduction of the Bachelor-Master system, the period between 2005 and 2009 saw the movement from traditional lecture-based teaching to small group teaching in a competency-based curriculum, in which the students were responsible for their learning. Student engagement grew through students' designing learning modules and conducting some of the teaching. In the Bachelor program, an elective "Minor", was designed to broaden and deepen the knowledge of our students beyond the core learning outcomes, in a discipline of their choice. The examination board (EB), responsible for maintaining the quality of assessment, was split into the General EB, which handled overall strategy issues, and the Executive EB, which handled student requests and monitored the quality of assessments. Students develop a sense of what education is about if they are provided opportunities in designing teaching and conducting it. A Minor elective in the medical study can provide the students with an opportunity to learn outside the medical field. Collaborative working between different stakeholders in a medical school is crucial for safeguarding the quality of assessments. Curricular reforms need time to be accepted and integrated into the culture of the medical school. The educational vision needs to be refreshed regularly in alignment with the changing societal context.

  5. Evolutionary Science as a Method to Facilitate Higher Level Thinking and Reasoning in Medical Training.

    Science.gov (United States)

    Graves, Joseph L; Reiber, Chris; Thanukos, Anna; Hurtado, Magdalena; Wolpaw, Terry

    2016-10-15

    Evolutionary science is indispensable for understanding biological processes. Effective medical treatment must be anchored in sound biology. However, currently the insights available from evolutionary science are not adequately incorporated in either pre-medical or medical school curricula. To illuminate how evolution may be helpful in these areas, examples in which the insights of evolutionary science are already improving medical treatment and ways in which evolutionary reasoning can be practiced in the context of medicine are provided. In order to facilitate the learning of evolutionary principles, concepts derived from evolutionary science that medical students and professionals should understand are outlined. These concepts are designed to be authoritative and at the same time easily accessible for anyone with the general biological knowledge of a first-year medical student. Thus we conclude that medical practice informed by evolutionary principles will be more effective and lead to better patient outcomes.Furthermore, it is argued that evolutionary medicine complements general medical training because it provides an additional means by which medical students can practice the critical thinking skills that will be important in their future practice. We argue that core concepts from evolutionary science have the potential to improve critical thinking and facilitate more effective learning in medical training. © The Author(s) 2016. Published by Oxford University Press on behalf of the Foundation for Evolution, Medicine, and Public Health.

  6. Medical laboratory science and nursing students' perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM).

    Science.gov (United States)

    Barcelo, Jonathan M

    2016-01-01

    This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains 'perception of learning' and 'perception of teaching.' Male medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning' among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning.' Nursing students identified 7 problem areas, most of which were related to their instructors. Medical laboratory science and nursing students viewed their academic learning environment as 'more positive than negative.' However, the relationship of the nursing instructors to their students needs improvement.

  7. Attrition during graduate medical education: medical school perspective.

    Science.gov (United States)

    Andriole, Dorothy A; Jeffe, Donna B; Hageman, Heather L; Klingensmith, Mary E; McAlister, Rebecca P; Whelan, Alison J

    2008-12-01

    To identify predictors of attrition during graduate medical education (GME) in a single medical school cohort of contemporary US medical school graduates. Retrospective cohort study. Single medical institution. Recent US allopathic medical school graduates. Attrition from initial GME program. Forty-seven of 795 graduates (6%) did not complete the GME in their initial specialty of choice. At bivariate analysis, attrition was associated with election to the Alpha Omega Alpha Honor Medical Society, being an MD-PhD degree holder, and specialty choice (all P PhD degree holder (odds ratio, 3.43; 95% confidence interval, 1.27-9.26; P = .02), election to Alpha Omega Alpha (2.19; 1.04-4.66; P = .04), choice of general surgery for GME (5.32; 1.98-14.27; P < .001), and choice of 5-year surgical specialty including those surgical specialties with a GME training requirement of 5 years or longer (2.74; 1.16-6.44; P = .02) each independently predicted greater likelihood of attrition. Academically highly qualified graduates and graduates who chose training in general surgery or in a 5-year surgical specialty were at increased risk of attrition during GME.

  8. Portsmouth Atmospheric Science School (PASS) Project

    Science.gov (United States)

    Coleman, Clarence D.; Hathaway, Roger (Technical Monitor)

    2002-01-01

    The Portsmouth Atmospheric Science School Project (PASS) Project was granted a one-year no cost extension for 2001-2002. In year three of the project, objectives and strategies were modified based on the previous year-end evaluation. The recommendations were incorporated and the program was replicated within most of the remaining elementary schools in Portsmouth, Virginia and continued in the four middle schools. The Portsmouth Atmospheric Science School Project is a partnership, which includes Norfolk State University, Cooperating Hampton Roads Organizations for Minorities in Engineering (CHROME), NASA Langley Research Center, and the City of Portsmouth, Virginia Public Schools. The project seeks to strengthen the knowledge of Portsmouth Public Schools students in the field of atmospheric sciences and enhance teacher awareness of hands on activities in the atmospheric sciences. The project specifically seeks to: 1) increase the interest and participation of elementary and middle school students in science and mathematics; 2) strengthen existing science programs; and 3) facilitate greater achievement in core subjects, which are necessary for math, science, and technical careers. Emphasis was placed on providing training activities, materials and resources for elementary students (grades 3 - 5) and middle school students (grades 6 - 8), and teachers through a CHROME club structure. The first year of the project focused on introducing elementary students to concepts and activities in atmospheric science. Year two of the project built on the first year's activities and utilizes advanced topics and activities appropriate for middle school students. During the third year of the project, in addition to the approaches used in years one and two, emphasis was placed on activities that enhanced the Virginia Standards of Learning (SOL).

  9. Teaching Translational Research to Medical Students: The New York University School of Medicine's Master's of Science in Clinical Investigation Dual‐Degree Program

    Science.gov (United States)

    Pillinger, Michael; Plottel, Claudia S.; Galeano, Claudia; Maddalo, Scott; Hochman, Judith S.; Cronstein, Bruce N.; Gold‐von Simson, Gabrielle

    2015-01-01

    Abstract To develop the next generation of translational investigators, New York University School of Medicine (NYUSOM) and the NYU‐NYC Health and Hospitals Corporation Clinical and Translational Science Institute (NYU‐HHC CTSI) developed the Master's of Science in Clinical Investigation dual‐degree (MD/MSCI) program. This 5‐year program dedicates 1 year to coursework and biomedical research, followed by a medical school/research overlap year, to prepare students for academic research careers. This paper details the MD/MSCI program's curriculum and approach to mentorship, describes the research/professional interests of students, and reports student productivity. In the first 4 years of the program (2010–2014) 20 students were matriculated; 7 (35%) were women, and 12 (60%) research projects were in surgical specialties. To date, 14 students have applied to residency, and half pursued surgical residency programs. Our students have produced 68 accepted abstracts, 15 abstracts in submission, 38 accepted papers, and 24 papers in submission. Despite the time‐limited nature of this program, additional training in research design and implementation has promoted a high level of productivity. We conclude that dual‐degree training in medicine and translational research is feasible for medical students and allows for meaningful participation in valuable projects. Follow‐up is warranted to evaluate the academic trajectory of these students. PMID:26365704

  10. Teaching Translational Research to Medical Students: The New York University School of Medicine's Master's of Science in Clinical Investigation Dual-Degree Program.

    Science.gov (United States)

    Gillman, Jennifer; Pillinger, Michael; Plottel, Claudia S; Galeano, Claudia; Maddalo, Scott; Hochman, Judith S; Cronstein, Bruce N; Gold-von Simson, Gabrielle

    2015-12-01

    To develop the next generation of translational investigators, New York University School of Medicine (NYUSOM) and the NYU-NYC Health and Hospitals Corporation Clinical and Translational Science Institute (NYU-HHC CTSI) developed the Master's of Science in Clinical Investigation dual-degree (MD/MSCI) program. This 5-year program dedicates 1 year to coursework and biomedical research, followed by a medical school/research overlap year, to prepare students for academic research careers. This paper details the MD/MSCI program's curriculum and approach to mentorship, describes the research/professional interests of students, and reports student productivity. In the first 4 years of the program (2010-2014) 20 students were matriculated; 7 (35%) were women, and 12 (60%) research projects were in surgical specialties. To date, 14 students have applied to residency, and half pursued surgical residency programs. Our students have produced 68 accepted abstracts, 15 abstracts in submission, 38 accepted papers, and 24 papers in submission. Despite the time-limited nature of this program, additional training in research design and implementation has promoted a high level of productivity. We conclude that dual-degree training in medicine and translational research is feasible for medical students and allows for meaningful participation in valuable projects. Follow-up is warranted to evaluate the academic trajectory of these students. © 2015 Wiley Periodicals, Inc.

  11. Issues of medication administration and control in Iowa schools.

    Science.gov (United States)

    Farris, Karen B; McCarthy, Ann Marie; Kelly, Michael W; Clay, Daniel; Gross, Jami N

    2003-11-01

    Who is responsible for medication administration at school? To answer this question, a descriptive, self-administered survey was mailed to a random sample of 850 school principals in Iowa. The eight-page, 57-item, anonymous survey was mailed first class, and a follow-up reminder post card was mailed two weeks later. Descriptive analyses were conducted, with type of respondent (principal versus school nurse), grade level, and size of school examined to explore differences. A 46.6% response rate was obtained; 97% of respondents indicated their schools had written guidelines for medication administration. Principals (41%) and school nurses (34%) reported that they have the ultimate legal responsibility for medication administration. Policies for medication administration on field trips were available in schools of 73.6% of respondents. High schools were more likely to allow self-medication than other grade levels. "Missed dose" was the most common medication error. The main reasons contributing to medication administration errors included poor communication among school, family, and healthcare providers, and the increased number of students on medication. It remains unclear who holds ultimate responsibility for medication administration in schools. Written policies typically exist for medication administration at school, but not field trips. Communicating medication changes to schools, and ensuring medications are available at school, likely can reduce medication administration errors.

  12. School of Political Science

    Directory of Open Access Journals (Sweden)

    A. D. Voskresensky

    2014-01-01

    Full Text Available Out of all the departments of political sciences in Russia - the Department at MGIMO-University is probably the oldest one. In fact it is very young. While MGIMO-University is celebrating its 70th anniversary the Department of Political Sciences turns 15. Despite the fact that political analyst is a relatively new profession in Russia, it acquired a legal standing only in the 1990s, the political science school at MGIMO-University is almost as old as the university itself. Unlike many other universities, focused on the training teachers of political science or campaign managers MGIMO-University has developed its own unique political science school of "full cycle", where students grow into political sciences from a zero level up to the highest qualifications as teachers and researchers, and campaign managers, consultants and practitioners. The uniqueness of the school of political science at MGIMO-University allows its institutional incarnation -the Department of Political Science - to offer prospective studentsa training in a wide range of popular specialties and specializations, while ensuring a deep theoretical and practical basis of the training. Studying at MGIMO-University traditionally includes enhanced linguistic component (at least two foreign languages. For students of international relations and political science learning foreign languages is particularly important.It allows not only to communicate, but also to produce expertise and knowledge in foreign languages.

  13. Predicting performance at medical school: can we identify at-risk students?

    Directory of Open Access Journals (Sweden)

    Shaban S

    2011-05-01

    Full Text Available Sami Shaban, Michelle McLeanDepartment of Medical Education, Faculty of Medicine and Health Sciences, United Arab Emirates University, Al Ain, United Arab EmiratesBackground: The purpose of this study was to examine the predictive potential of multiple indicators (eg, preadmission scores, unit, module and clerkship grades, course and examination scores on academic performance at medical school, with a view to identifying students at risk.Methods: An analysis was undertaken of medical student grades in a 6-year medical school program at the Faculty of Medicine and Health Sciences, United Arab Emirates University, Al Ain, United Arab Emirates, over the past 14 years.Results: While high school scores were significantly (P < 0.001 correlated with the final integrated examination, predictability was only 6.8%. Scores for the United Arab Emirates university placement assessment (Common Educational Proficiency Assessment were only slightly more promising as predictors with 14.9% predictability for the final integrated examination. Each unit or module in the first four years was highly correlated with the next unit or module, with 25%–60% predictability. Course examination scores (end of years 2, 4, and 6 were significantly correlated (P < 0.001 with the average scores in that 2-year period (59.3%, 64.8%, and 55.8% predictability, respectively. Final integrated examination scores were significantly correlated (P < 0.001 with National Board of Medical Examiners scores (35% predictability. Multivariate linear regression identified key grades with the greatest predictability of the final integrated examination score at three stages in the program.Conclusion: This study has demonstrated that it may be possible to identify “at-risk” students relatively early in their studies through continuous data archiving and regular analysis. The data analysis techniques used in this study are not unique to this institution.Keywords: at-risk students, grade

  14. Levers of change: a review of contemporary interventions to enhance diversity in medical schools in the USA

    Directory of Open Access Journals (Sweden)

    Vick AD

    2018-01-01

    Full Text Available Alexis Danielle Vick,1 Aaron Baugh,2 Julie Lambert,1 Allison A Vanderbilt,3 Evan Ingram,1 Richard Garcia,4 Reginald F Baugh5 1College of Medicine and Life Sciences, 2Department of Internal Medicine, 3Department of Family Medicine, College of Medicine and Life Science, University of Toledo, Toledo, OH, 4Consultant, The Ethnic Health Institute, Oakland, CA, 5Department of Surgery, College of Medicine and Life Sciences, University of Toledo, Toledo, OH, USA Abstract: A growing body of research illustrates the importance of aligning efforts across the operational continuum to achieve diversity goals. This alignment begins with the institutional mission and the message it conveys about the priorities of the institution to potential applicants, community, staff, and faculty. The traditional themes of education, research, and service dominate most medical school mission statements. The emerging themes of physician maldistribution, overall primary-care physician shortage, diversity, and cost control are cited less frequently. The importance and salience of having administrative leaders with an explicit commitment to workforce and student diversity is a prominent and pivotal factor in the medical literature on the subject. Organizational leadership shapes the general work climate and expectations concerning diversity, recruitment, and retention. Following the Bakke decision, individual medical schools, supported by the Association of American Medical Colleges, worked to expand the frame of reference for evaluating applicants for medical school. These efforts have come together under the rubric of “holistic review”, permitted by the US Supreme Court in 2003. A large diverse-applicant pool is needed to ensure the appropriate candidates can be chosen for the incoming medical school class. Understanding the optimal rationale and components for a successful recruitment program is important. Benchmarking with other schools regionally and nationally will

  15. Medical Humanities Teaching in North American Allopathic and Osteopathic Medical Schools.

    Science.gov (United States)

    Klugman, Craig M

    2017-11-07

    Although the AAMC requires annual reporting of medical humanities teaching, most literature is based on single-school case reports and studies using information reported on schools' websites. This study sought to discover what medical humanities is offered in North American allopathic and osteopathic undergraduate medical schools. An 18-question, semi-structured survey was distributed to all 146 (as of June 2016) member schools of the American Association of Medical Colleges and the American Association of Colleges of Osteopathic Medicine. The survey sought information on required and elective humanities content, hours of humanities instruction, types of disciplines, participation rates, and humanities administrative structure. The survey was completed by 134 schools (145 AAMC; 31 AACOM). 70.8% of schools offered required and 80.6% offered electives in humanities. Global health and writing were the most common disciplines. Schools required 43.9 mean (MD 45.4; DO 37.1) and 30 (MD 29; DO 37.5) median hours in humanities. In the first two years, most humanities are integrated into other course work; most electives are offered as stand-alone classes. 50.0% of schools report only 0-25% of students participating in humanities electives. Presence of a certificate, concentration or arts journal increased likelihood of humanities content but decreased mean hours. Schools with a medical humanities MA had a higher number of required humanities hours. Medical humanities content in undergraduate curriculum is lower than is indicated in the AAMC annual report. Schools with a formal structure have a greater humanities presence in the curriculum and are taken by more students.

  16. Bringing the Science of Team Training to School-Based Teams

    Science.gov (United States)

    Benishek, Lauren E.; Gregory, Megan E.; Hodges, Karin; Newell, Markeda; Hughes, Ashley M.; Marlow, Shannon; Lacerenza, Christina; Rosenfield, Sylvia; Salas, Eduardo

    2016-01-01

    Teams are ubiquitous in schools in the 21st Century; yet training for effective teaming within these settings has lagged behind. The authors of this article developed 5 modules, grounded in the science of team training and adapted from an evidence-based curriculum used in medical settings called TeamSTEPPS®, to prepare instructional and…

  17. Medical student fitness to practise committees at UK medical schools

    Directory of Open Access Journals (Sweden)

    Aldridge Jocelyne

    2009-06-01

    Full Text Available Abstract Background The aim was to explore the structures for managing student fitness to practise hearings in medical schools in the UK. We surveyed by email the named fitness to practise leads of all full members of the UK Medical Schools Council with a medical undergraduate programme. We asked whether student fitness to practise cases were considered by a committee/panel dedicated to medicine, or by one which also considered other undergraduate health and social care students. Findings All 31 medical schools responded. 19 medical schools had a fitness to practise committee dealing with medical students only. Three had a committee that dealt with students of medicine and dentistry. One had a committee that dealt with students of medicine and veterinary medicine. Eight had a committee that dealt with students of medicine and two or more other programmes, such as dentistry, nursing, midwifery, physiotherapy, dietetics, social work, pharmacy, psychology, audiology, speech therapy, operating department practice, veterinary medicine and education. Conclusion All 31 UK medical schools with undergraduate programmes have a fitness to practise committee to deal with students whose behaviour has given rise to concern about their fitness to practise. The variation in governance structures for student fitness to practise committees/panels can in part be explained by variations in University structures and the extent to which Universities co-manage undergraduate medicine with other courses.

  18. Graduate School of Nuclear and Allied Sciences, College of Basic and Applied Sciences, University of Ghana - Atomic - Annual Report 2015

    International Nuclear Information System (INIS)

    2015-01-01

    The activities of the School of Nuclear and Allied Sciences (SNAS) for the year 2015 have been reported in this document. The report covers the administrative and academic activities of various departments, namely Department of Medical Physics; Department of Nuclear Agriculture and Radiation Processing; Department of Nuclear Engineering; Department of Nuclear Sciences and Applications; and Department of Nuclear Safety and Security.

  19. Medications at School: Disposing of Pharmaceutical Waste

    Science.gov (United States)

    Taras, Howard; Haste, Nina M.; Berry, Angela T.; Tran, Jennifer; Singh, Renu F.

    2014-01-01

    Background: This project quantified and categorized medications left unclaimed by students at the end of the school year. It determined the feasibility of a model medication disposal program and assessed school nurses' perceptions of environmentally responsible medication disposal. Methods: At a large urban school district all unclaimed…

  20. Towards a pragmatic science in schools

    Science.gov (United States)

    Segal, Gilda

    1997-06-01

    This paper contrasts naive beliefs about the nature of science, with science as it appears from sociological and philosophical study, feminist critique and insights from multicultural education. I draw implications from these informed views to suggest how school science might be modified to project a pragmatic view of science to its students that allows students to know science and its relationships to themselves and society in multi-faceted ways. From these perspectives, pragmatic school science is situated within a values framework that questions how we know. Pragmatic school science also requires that the naive inductivist views that permeate school science inquiry methods at present be modified to recognise that observations and inquiry are guided by prior knowledge and values; that new knowledge is tentative; that some knowledge has high status, as it has been constructed consensually over a long period; but that even high status knowledge can be challenged. For implementation of these reforms, yet still to embrace the need for some students to appropriate understanding of discipline knowledge required for advanced science education, a broad set of aims is required.

  1. Pain education in North American medical schools.

    Science.gov (United States)

    Mezei, Lina; Murinson, Beth B

    2011-12-01

    Knowledgeable and compassionate care regarding pain is a core responsibility of health professionals associated with better medical outcomes, improved quality of life, and lower healthcare costs. Education is an essential part of training healthcare providers to deliver conscientious pain care but little is known about whether medical school curricula meet educational needs. Using a novel systematic approach to assess educational content, we examined the curricula of Liaison Committee on Medical Education-accredited medical schools between August 2009 and February 2010. Our intent was to establish important benchmark values regarding pain education of future physicians during primary professional training. External validation was performed. Inclusion criteria required evidence of substantive participation in the curriculum management database of the Association of American Medical Colleges. A total of 117 U.S. and Canadian medical schools were included in the study. Approximately 80% of U.S. medical schools require 1 or more pain sessions. Among Canadian medical schools, 92% require pain sessions. Pain sessions are typically presented as part of general required courses. Median hours of instruction on pain topics for Canadian schools was twice the U.S. median. Many topics included in the International Association for the Study of Pain core curriculum received little or no coverage. There were no correlations between the types of pain education offered and school characteristics (eg, private versus public). We conclude that pain education for North American medical students is limited, variable, and often fragmentary. There is a need for innovative approaches and better integration of pain topics into medical school curricula. This study assessed the scope and scale of pain education programs in U.S. and Canadian medical schools. Significant gaps between recommended pain curricula and documented educational content were identified. In short, pain education was

  2. Exploring the consequences of combining medical students with and without a background in biomedical sciences.

    Science.gov (United States)

    Ellaway, Rachel H; Bates, Amanda; Girard, Suzanne; Buitenhuis, Deanna; Lee, Kyle; Warton, Aidan; Russell, Steve; Caines, Jill; Traficante, Eric; Graves, Lisa

    2014-07-01

    Medical schools have tended to admit students with strong backgrounds in the biomedical sciences. Previous studies have shown that those with backgrounds in the social sciences can be as successful in medical school as those with science backgrounds. However, the experience of being a 'non-science' student over time has not been well described. A mixed-methods study was developed and run with the aim of elucidating the personal experiences of science and non-science students at our institution. Data were generated from a student survey that focused on participants' self-identification as science or non-science students, and on their sense of preparedness and stress, and from a series of student focus groups exploring participants' experiences of science and non-science issues in all aspects of their training. Descriptive statistics were generated for structured survey data. Focus group data and unstructured survey data were analysed to identify common themes. End-of-module and end-of-year examination data for the four class cohorts in the programme were also analysed to compare science and non-science student performance over time. There were clear differences between the experiences and performance of science and non-science students. We found dichotomies in students' self-reported sense of preparedness and stress levels, and marked differences in their examination performance, which diminished over time to converge around the third year of their studies. Combining science and non-science students in the same class affected the students to different extents and in different ways. The potential disruption of mixing science and non-science students diminished as their levels of performance converged. The psychosocial stress experienced by non-science students and the challenges it posed, in both their academic and their personal lives, have implications for how such students should be supported, and how curricula can be configured to afford quality learning for all

  3. A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students.

    Science.gov (United States)

    Keith, L; Hollar, D

    2012-07-01

    This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn

  4. Medical laboratory science and nursing students’ perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM

    Directory of Open Access Journals (Sweden)

    Jonathan M. Barcelo

    2016-09-01

    Full Text Available Purpose This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. Methods A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. Results The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains ‘perception of learning’ and ‘perception of teaching.’ Male medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning’ among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning.’ Nursing students identified 7 problem areas, most of which were related to their instructors. Conclusion Medical laboratory science and nursing students viewed their academic learning environment as ‘more positive than negative.’ However, the relationship of the nursing instructors to their students needs improvement.

  5. Journal of Medical and Biomedical Sciences

    African Journals Online (AJOL)

    PROMOTING ACCESS TO AFRICAN RESEARCH ... The Journal of Medical and Biomedical Science publishes original, novel, peer-reviewed reports that pertain to medical and allied health sciences; confirmatory reports of previously ...

  6. Medical student and medical school teaching faculty perceptions of conflict of interest.

    Science.gov (United States)

    Andresen, Nicholas S; Olson, Tyler S; Krasowski, Matthew D

    2017-07-11

    Attitudes towards conflict of interest (COI) and COI policy are shaped during medical school and influence both the education of medical students and their future medical practice. Understanding the current attitudes of medical students and medical school teaching faculty may provide insight into what is taught about COI and COI policy within the 'hidden' medical curriculum. Differences between medical student and medical school teaching faculty perceptions of COI and COI policy have not been compared in detail. The authors surveyed first year medical students and medical school teaching faculty at one academic medical center. The response rate was 98.7% (150/152) for students and 34.2% (69/202) for faculty. Students were less likely than faculty to agree that lecturers should disclose COI to any learners (4.06 vs. 4.31, p = 0.01), but more likely to agree that COI disclosure decreases the presentation of biased material (3.80 vs. 3.21, p < 0.001). Student and faculty responses for all other questions were not different. Many of these responses suggest student and faculty support for stronger COI policy at academic medical centers. Students and faculty perceptions regarding COI and COI policy are largely similar, but differ in terms of the perceived effectiveness of COI disclosure. This study also suggests that medical students and medical school teaching faculty support for stronger COI policy at academic medical centers.

  7. Pregnancy and Parenthood During Medical School.

    Science.gov (United States)

    Bye, Emma M; Brisk, Brody W; Reuter, Suzanne D; Hansen, Keith A; Nettleman, Mary D

    2017-12-01

    The stress of pregnancy and parenthood during the intense educational experience of medical school could increase the risk of student burnout. Because 9.2 percent of U.S. medical students are parents by graduation, it would seem prudent to include this topic in wellness programs and policies. The purpose of this study was to determine the effects of pregnancy and parenthood on medical students. This was a cross-sectional, internet survey distributed to all four classes of medical students at the University of South Dakota Sanford School of Medicine during the 2016-2017 academic year. The survey determined self-reported pregnancy and parenthood information, knowledge of a medical school pregnancy policy, and policy recommendations. More than 85 percent of the 194 respondents recommended that the following elements be included in an institutional policy: process for arranging parental leave, how leave time might affect graduation, how missed requirements could be made up, and how to request special accommodation or leave. Twenty-nine of the respondents (15 percent) were parents or currently pregnant. Eight pregnancies during medical school were associated with complications, including three miscarriages. Of the 18 students who reported maternity or paternity leave, 13 (72 percent) and 10 (56 percent) would have extended their leave time if it did not delay graduation or only reduced their number of elective rotations, respectively. No student would choose to extend leave if it would delay graduation. This survey is the first of its kind investigating pregnancy and parenthood in medical students attending a U.S. medical school. Students want schools to provide clear, well-defined guidelines, scheduling flexibility and administrators who are approachable and understanding of their individual circumstances.

  8. The "schola medica salernitana": the forerunner of the modern university medical schools.

    Science.gov (United States)

    de Divitiis, Enrico; Cappabianca, Paolo; de Divitiis, Oreste

    2004-10-01

    The schola medica salernitana is considered the oldest medical school of modern civilization. Salerno's long medical tradition began during the Greco-Roman period in a Greek colony named Elea, where Parmenides decided to found a medical school. The fame of the school became more and more important during the 10th century, and it was best known in the 11th century. In the middle of 12th century, the school was at its apogee, and Salerno provided a notable contribution to the formulation of a medical curriculum for medieval universities. The most famous work of the Salernitan School was the Regimen Sanitatis Saleritanum, a Latin poem of rational, dietetic, and hygienic precepts, many of them still valid today. The school also produced a physician's reference book, with advice on how to treat a patient, a sort of code of conduct to help the physician to respect the patient and his or her relatives. The first science-based surgery appeared on the scene of the discredited medieval practice in Salerno, thanks to Roger of Salerno and his fellows. He wrote a book on surgery, called Rogerina or Post Mundi Fabricam, in which surgery from head to toe is described, with surprising originality. The important contribution to the School of Salerno made by women as female practitioners is outlined, and among them, Trotula de Ruggiero was the most renowned. The period when the School of Salerno, universally recognized as the forerunner of the modern universities, became a government academy was when Frederick II reigned over the Kingdom of the Two Sicilies, as Emperor of the Holy Roman Empire.

  9. Science of health care delivery milestones for undergraduate medical education.

    Science.gov (United States)

    Havyer, Rachel D; Norby, Suzanne M; Leep Hunderfund, Andrea N; Starr, Stephanie R; Lang, Tara R; Wolanskyj, Alexandra P; Reed, Darcy A

    2017-08-25

    The changing healthcare landscape requires physicians to develop new knowledge and skills such as high-value care, systems improvement, population health, and team-based care, which together may be referred to as the Science of Health Care Delivery (SHCD). To engender public trust and confidence, educators must be able to meaningfully assess physicians' abilities in SHCD. We aimed to develop a novel set of SHCD milestones based on published Accreditation Council for Graduate Medical Education (ACGME) milestones that can be used by medical schools to assess medical students' competence in SHCD. We reviewed all ACGME milestones for 25 specialties available in September 2013. We used an iterative, qualitative process to group the ACGME milestones into SHCD content domains, from which SHCD milestones were derived. The SHCD milestones were categorized within the current ACGME core competencies and were also mapped to Association of American Medical Colleges' Entrustable Professional Activities (AAMC EPAs). Fifteen SHCD sub-competencies and corresponding milestones are provided, grouped within ACGME core competencies and mapped to multiple AAMC EPAs. This novel set of milestones, grounded within the existing ACGME competencies, defines fundamental expectations within SHCD that can be used and adapted by medical schools in the assessment of medical students in this emerging curricular area. These milestones provide a blueprint for SHCD content and assessment as ongoing revisions to milestones and curricula occur.

  10. Discriminant analysis of essay, mathematics/science type of essay, college scholastic ability test, and grade point average as predictors of acceptance to a pre-med course at a Korean medical school.

    Science.gov (United States)

    Jeong, Geum-Hee

    2008-01-01

    A discriminant analysis was conducted to investigate how an essay, a mathematics/science type of essay, a college scholastic ability test, and grade point average affect acceptance to a pre-med course at a Korean medical school. Subjects included 122 and 385 applicants for, respectively, early and regular admission to a medical school in Korea. The early admission examination was conducted in October 2007, and the regular admission examination was conducted in January 2008. The analysis of early admission data revealed significant F values for the mathematics/science type of essay (51.64; Pgrade point average (10.66; P=0.0014). The analysis of regular admission data revealed the following F values: 28.81 (Pgrade point average, 27.47 (P<0.0001) for college scholastic ability test, 10.67 (P=0.0012) for the essay, and 216.74 (P<0.0001) for the mathematics/science type of essay. Since the mathematics/science type of essay had a strong effect on acceptance, an emphasis on this requirement and exclusion of other kinds of essays would be effective in subsequent entrance examinations for this premed course.

  11. The effective factors on library anxiety of students in Isfahan University of Medical Sciences and Shiraz University of Medical Sciences.

    Science.gov (United States)

    Ashrafi-Rizi, Hasan; Sajad, Maryam Sadat; Rahmani, Sedigheh; Bahrami, Susan; Papi, Ahmad

    2014-01-01

    The efficient use of libraries can be an important factor in determining the educational quality of Universities. Therefore, investigation and identification of factors affecting library anxiety becomes increasingly necessary. The purpose of this research is to determine the factors effecting library anxiety of students in Isfahan University of Medical Sciences and Shiraz University of Medical Sciences. This was an applied survey research using Bostick's Library Anxiety questionnaire as data gathering tool. The statistical population consisted of all students of Isfahan University of Medical Sciences and Shiraz University of Medical Sciences (15011 students) with the sample size of 375 using stratified random sampling. The validity of data gathering tool was confirmed by experts in the library and information science and its reliability was determined by Cronbach's alpha (r = 0.92). Descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (t-test and ANOVA) were used for data analysis using SPSS 18 software. Findings showed that the mean of library anxiety score was 2.68 and 2.66 for students of Isfahan University of Medical Sciences and Shiraz University of Medical Sciences respectively which is above average (2.5). Furthermore, age and gender had no meaningful effect on the library anxiety of students of Isfahan University of Medical Sciences, but gender had a meaningful effect on library anxiety of students of Shiraz University of Medical Sciences while age had no such effect. The results showed that the mean of factors effecting library anxiety in students of Isfahan University of Medical Sciences and students of Shiraz University of Medical Sciences is higher than average and therefore not satisfactory and only factors relating to feeling comfortable in the library is lower than average and somewhat satisfactory.

  12. Sanitizing, caring and civilizing: the medical discourse for schools in the state of Paraná (1920-1937

    Directory of Open Access Journals (Sweden)

    Liliana Müller Larocca

    2010-01-01

    Full Text Available Based on the investigation of medical discourses referring to school sanitation, this study addresses the spread of the Hygiene science in the State of Paraná, southern Brazil, between 1920 and 1937. Discourses to schools present in many sources, mainly periodicals, Archivos Paranaenses de Medicina and Revista Medica do Parana, pointed out the perception of medicine underpinned by Hygiene, in which doctors advocated a new social function: educators. By discussing intervention in schools and their users, doctors intended to "care for, protect and sanitize infancy", a task aiming to insert the territory of Paraná in the national process of hygienic and social sanitation. It is a historical research study, inspired by Norbert Elias' ideas of Civilizing Process. Thus, its purpose is to recognize civility proposals in the medical discourses created to the schools of the State of Paraná. Educational conceptions in the studied period evolved from knowledge, prescriptions and discourses on Hygiene science and its greatest advocates - the doctors.

  13. Emergency Medical Technician Training During Medical School: Benefits for the Hidden Curriculum.

    Science.gov (United States)

    Russ-Sellers, Rebecca; Blackwell, Thomas H

    2017-07-01

    Medical schools are encouraged to introduce students to clinical experiences early, to integrate biomedical and clinical sciences, and to expose students to interprofessional health providers and teams. One important goal is for students to gain a better understanding of the patients they will care for in the future and how their social and behavioral characteristics may affect care delivery. To promote early clinical exposure and biomedical integration, in 2012 the University of South Carolina School of Medicine Greenville incorporated emergency medical technician (EMT) training into the curriculum. This report describes the program; outlines changes (made after year 1) to improve biomedical integration; and provides a brief analysis and categorization of comments from student reflections to determine whether particular themes, especially related to the hidden curriculum, appeared. Medical students wrote frequently about EMT-related experiences: 29% of reflections in the charter year (1.2 per student) and 38% of reflections in the second year (1.5 per student) focused on EMT-related experiences. Reflections related to patient care, professionalism, systems-based practice, and communication/interpersonal skills. The frequency of themes in student reflections may provide insight into a medical program's hidden curriculum. This information may serve to inform curricula that focus on biosocial elements such as professionalism and communication with the goal of enhancing future physicians' tolerance, empathy, and patient-centeredness. The authors plan to conduct further qualitative analysis of student reflections to iteratively revise curricula to address gaps both in learning and in the differences between the explicit curriculum and actual experiences.

  14. Comparing the cognitive, personality and moral characteristics of high school and graduate medical entrants to the Tehran University of Medical Sciences in Iran.

    Science.gov (United States)

    Nedjat, Saharnaz; Bore, Miles; Majdzadeh, Reza; Rashidian, Arash; Munro, Don; Powis, David; Karbakhsh, Mojgan; Keshavarz, Hossein

    2013-12-01

    Tehran University of Medical Sciences has two streams of medical student admission: an established high school entry (HSE) route and an experimental graduate entry (GE) route. To compare the cognitive skills, personality traits and moral characteristics of HSE and GE students admitted to this university. The personal qualities assessment tool (PQA; www.pqa.net.au ) was translated from English to Persian and then back-translated. Afterwards 35 individuals from the GE and 109 individuals from the 2007 to 2008 HSE completed the test. The results were compared by t-test and Chi-square. The HSE students showed significantly higher ability in the cognitive skills tests (p libertarian (p = 0.022), but had lower ability to confront stress and unpleasant events (p < 0.001), and had lower self-awareness and self-control (p < 0.001). On the basis of their personal qualities, the GE students had more self-control and strength when coping with stress than the HSE students, but the latter had superior cognitive abilities. Hence it may be useful to include cognitive tests in GE students' entry exam and include tests of personal qualities to exclude those with unsuitable characteristics.

  15. Nuclear science experiments in high schools

    International Nuclear Information System (INIS)

    Lowenthal, G.C.

    1990-01-01

    This paper comments on the importance of nuclear science experiments and demonstrations to science education in secondary schools. It claims that radiation protection is incompletly realised unless supported by some knowledge about ionizing radiations. The negative influence of the NHMRC Code of Practice on school experiments involving ionizing radiation is also outlined. The authors offer some suggestions for a new edition of the Code with a positive approach to nuclear science experiments in schools. 7 refs., 4 figs

  16. World medical schools: The sum also rises.

    Science.gov (United States)

    Rigby, Perry G; Gururaja, Ramnarayan P

    2017-06-01

    There is a worldwide shortage of doctors, which is true in most countries and on most continents. To enumerate the number of medical schools in the world at two different times, showing the trends and relating this to population is a beginning. The number is actually going up and has done so for some time; this has increased the supply of physicians and broadened healthcare delivery. The number to count for geographic and regional information about the medical schools relates directly to the supply of doctors. Regions were chosen from WHO and Foundation for the Advancement of International Medical Education and Research data to illustrate geographic distributions, physicians per patient and kinetics. The number of medical schools has consistently been rising around the world. However, world order is reverting to disorder, considering wars, disease and beleaguered stand-offs. None. Eight countries contain 40% of medical schools; however, several locations are rising faster than the rest. Some regions are stable, but sub-Saharan Africa, the Caribbean, South Asia and South America have increased the most in percentage recently, but not uniformly. Medical schools are related not only by geography, political boundaries and population but are concentrated in some regions. Graduate Medical Education positions appear to be short on a worldwide basis, as well as in some regions and countries. The number of medical schools is increasing worldwide and the identification of rapidly rising geographic areas is useful in exploring, planning and comparing regions. Controversy continues in a variety of locations, especially concerning Graduate Medical Education. In addition to funding, faculty candidates and accreditation, new schools are confronting a variety of choices in standards and quality, sizing and regional concerns.

  17. The design of a medical school social justice curriculum.

    Science.gov (United States)

    Coria, Alexandra; McKelvey, T Greg; Charlton, Paul; Woodworth, Michael; Lahey, Timothy

    2013-10-01

    The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.

  18. Science fiction and the medical humanities.

    Science.gov (United States)

    Miller, Gavin; McFarlane, Anna

    2016-12-01

    Research on science fiction within the medical humanities should articulate interpretative frameworks that do justice to medical themes within the genre. This means challenging modes of reading that encourage unduly narrow accounts of science fiction. Admittedly, science studies has moved away from reading science fiction as a variety of scientific popularisation and instead understands science fiction as an intervention in the technoscientific imaginary that calls for investment in particular scientific enterprises, including various biomedical technologies. However, this mode of reading neglects science fiction's critical relationship to the construction of 'the future' in the present: the ways in which science fiction proposes concrete alternatives to hegemonic narratives of medical progress and fosters critical self-awareness of the contingent activity which gives 'the future' substance in the here-and-now. Moreover, the future orientation of science fiction should not distract from the function of medical science fiction as 'cognitive estrangement': the technological innovations that dominate science-fiction narratives are less concrete predictions and more generic devices that explain in historical time the origins of a marvellous world bearing provocative correspondences to our own, everyday reality. The editorial concludes with a series of introductions to the articles comprising the special issue, covering the print edition and a special online-only section. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  19. Should applicants to Nottingham University Medical School study a non-science A-level?: a cohort study

    OpenAIRE

    Yates, Janet; Smith, Jennifer; James, David; Ferguson, Eamonn

    2009-01-01

    Abstract Background It has been suggested that studying non-science subjects at A-level should be compulsory for medical students. Our admissions criteria specify only Biology, Chemistry and one or more additional subjects. This study aimed to determine whether studying a non-science subject for A-level is an independent predictor of achievement on the undergraduate medical course. Methods The subjects of this retrospective cohort study were 164 students from one entry-year group (October 200...

  20. STD Training in Canadian Medical Schools

    Directory of Open Access Journals (Sweden)

    Jo-Anne A Doherty

    1992-01-01

    Full Text Available OBJECTIVE: The emergence of the acquired immune deficiency syndrome in 1981 and the consequent publicity surrounding sexual behaviour has increased the likelihood that patients will seek medical advice. Sexually transmitted disease (STD teaching and postgraduate medical programs in Canadian schools of medicine have not been adequately documented. Accordingly, the Laboratory Centre for Disease Control. Department of National Health and Welfare, sought to determine the magnitude and scope of STD training in these schools. DESIGN: A four page questionnaire sought information on preclinical, clinical and residency training in terms of the number of classroom and laboratory hours of instruction, the subspecialty responsible for providing the training, and the clinical ‘hands on’ experience of the teachers: each respondent was also asked to assess the quality and scope of instruction provided at his/her medical school. SETTING/PARTICIPANTS: The questionnaire was mailed to the Dean of each of the 16 schools of medicine in Canada: it was requested that the questionnaire be forwarded to and completed by the person responsible for STD training at the university. RESULTS: Thirteen schools (81% completed the questionnaire. Each school indicated that some STD instruction was provided at the undergraduate level: the mean number of hours of classroom instruction was 6.1. Physicians with STD clinical ‘hands on’ experience were responsible for teaching in 12 schools. Infectious disease residents spent 4 to 80 h on STDs, while those from other residency programs where STD was not an elective spent 2 to 8 h. Each medical school was asked to provide an evaluation of its program. Only three respondents considered their STD training program adequate. The majority of schools responded that infectious disease residents received sufficient training but the training offered medical students and residents in other programs was less than adequate. The quality

  1. Educational theory and medical education practice: a cautionary note for medical school faculty.

    Science.gov (United States)

    Colliver, Jerry A

    2002-12-01

    Educational theory is routinely cited as justification for practice in medical education, even though the justification for the theory itself is unclear. Problem-based learning (PBL), for example, is said to be based on powerful educational principles that should result in strong effects on learning and performance. But research over the past 20 years has produced little convincing evidence for the educational effectiveness of PBL, which naturally raises doubts about the underlying theory. This essay reflects on educational theory, in particular cognitive theory, and concludes that the theory is little more than metaphor, not rigorous, tested, confirmed scientific theory. This metaphor/theory may lead to ideas for basic and applied research, which in turn may facilitate the development of theory. In the meantime, however, the theory cannot be trusted to determine practice in medical education. Despite the intuitive appeal of educational theory, medical educators have a responsibility to set aside their enthusiasm and make it clear to medical school faculty and administrators that educational innovations and practice claims are, at best, founded on conjecture, not on evidence-based science.

  2. National standards in pathology education: developing competencies for integrated medical school curricula.

    Science.gov (United States)

    Sadofsky, Moshe; Knollmann-Ritschel, Barbara; Conran, Richard M; Prystowsky, Michael B

    2014-03-01

    Medical school education has evolved from department-specific memorization of facts to an integrated curriculum presenting knowledge in a contextual manner across traditional disciplines, integrating information, improving retention, and facilitating application to clinical practice. Integration occurs throughout medical school using live data-sharing technologies, thereby providing the student with a framework for lifelong active learning. Incorporation of educational teams during medical school prepares students for team-based patient care, which is also required for pay-for-performance models used in accountable care organizations. To develop learning objectives for teaching pathology to medical students. Given the rapid expansion of basic science knowledge of human development, normal function, and pathobiology, it is neither possible nor desirable for faculty to teach, and students to retain, this vast amount of information. Courses teaching the essentials in context and engaging students in the learning process enable them to become lifelong learners. An appreciation of pathobiology and the role of laboratory medicine underlies the modern practice of medicine. As such, all medical students need to acquire 3 basic competencies in pathology: an understanding of disease mechanisms, integration of mechanisms into organ system pathology, and application of pathobiology to diagnostic medicine. We propose the development of 3 specific competencies in pathology to be implemented nationwide, aimed at disease mechanisms/processes, organ system pathology, and application to diagnostic medicine. Each competency will include learning objectives and a means to assess acquisition, integration, and application of knowledge. The learning objectives are designed to be a living document managed (curated) by a group of pathologists representing Liaison Committee on Medical Education-accredited medical schools nationally. Development of a coherent set of learning objectives will

  3. Relationship between National Institutes of Health research awards to US medical schools and managed care market penetration.

    Science.gov (United States)

    Moy, E; Mazzaschi, A J; Levin, R J; Blake, D A; Griner, P F

    1997-07-16

    Medical research conducted in academic medical centers is often dependent on support from clinical revenues generated in these institutions. Anecdotal evidence suggests that managed care has the potential to affect research conducted in academic medical centers by challenging these clinical revenues. To examine whether empirical evidence supports a relationship between managed care and the ability of US medical schools to sustain biomedical research. Data on annual extramural research grants awarded to US medical schools by the National Institutes of Health (NIH) from fiscal years 1986 to 1995 were obtained, and each medical school was matched to a market for which information about health maintenance organization (HMO) penetration in 1995 was available. Growth in total NIH awards, traditional research project (R01) awards, R01 awards to clinical and basic science departments, and changes in institutional ranking by NIH awards were compared among schools located in markets with low, medium, and high managed care penetration. Medical schools in all markets had comparable rates of growth in NIH awards from 1986 to 1990. Thereafter, medical schools in markets with high managed care penetration had slower growth in the dollar amounts and numbers of NIH awards compared with schools in markets with low or medium managed care penetration. This slower growth for schools in high managed care markets was associated with loss of share of NIH awards, equal to $98 million in 1995, and lower institutional ranking by NIH awards. Much of this revenue loss can be explained by the slower growth of R01 awards to clinical departments in medical schools in high managed care markets. These findings provide evidence of an inverse relationship between growth in NIH awards during the past decade and managed care penetration among US medical schools. Whether this association is causal remains to be determined.

  4. Patient Handoff Education: Are Medical Schools Catching Up?

    Science.gov (United States)

    Davis, Robyn; Davis, Joshua; Berg, Katherine; Berg, Dale; Morgan, Charity J; Russo, Stefani; Riesenberg, Lee Ann

    Communication errors during shift-to-shift handoffs are a leading cause of preventable adverse events. Nevertheless, handoff skills are variably taught at medical schools. The authors administered questionnaires on handoffs to interns during orientation. Questions focused on medical school handoff education, experiences, and perceptions. The majority (546/718) reported having some form of education on handoffs during medical school, with 48% indicating this was 1 hour or less. Most respondents (98%) reported that they believe patients experience adverse events because of inadequate handoffs, and more than one third had witnessed a patient safety issue. Results show that medical school graduates are not receiving adequate handoff training. Yet graduates are expected to conduct safe patient handoffs at the start of residency. Given that ineffective handoffs pose a significant patient safety risk, medical school graduates should have a baseline competency in handoff skills. This will require medical schools to develop, implement, and study handoff education.

  5. Mentoring program design and implementation in new medical schools

    Science.gov (United States)

    Fornari, Alice; Murray, Thomas S.; Menzin, Andrew W.; Woo, Vivian A.; Clifton, Maurice; Lombardi, Marion; Shelov, Steven

    2014-01-01

    Purpose Mentoring is considered a valuable component of undergraduate medical education with a variety of programs at established medical schools. This study presents how new medical schools have set up mentoring programs as they have developed their curricula. Methods Administrators from 14 US medical schools established since 2006 were surveyed regarding the structure and implementation of their mentoring programs. Results The majority of new medical schools had mentoring programs that varied in structure and implementation. Although the programs were viewed as valuable at each institution, challenges when creating and implementing mentoring programs in new medical schools included time constraints for faculty and students, and lack of financial and professional incentives for faculty. Conclusions Similar to established medical schools, there was little uniformity among mentoring programs at new medical schools, likely reflecting differences in curriculum and program goals. Outcome measures are needed to determine whether a best practice for mentoring can be established. PMID:24962112

  6. Should applicants to Nottingham University Medical School study a non-science A-level? A cohort study.

    Science.gov (United States)

    Yates, Janet; Smith, Jennifer; James, David; Ferguson, Eamonn

    2009-01-21

    It has been suggested that studying non-science subjects at A-level should be compulsory for medical students. Our admissions criteria specify only Biology, Chemistry and one or more additional subjects. This study aimed to determine whether studying a non-science subject for A-level is an independent predictor of achievement on the undergraduate medical course. The subjects of this retrospective cohort study were 164 students from one entry-year group (October 2000), who progressed normally on the 5-year undergraduate medical course at Nottingham. Pre-admission academic and socio-demographic data and undergraduate course marks were obtained. T-test and hierarchical multiple linear regression analyses were undertaken to identify independent predictors of five course outcomes at different stages throughout the course. There was no evidence that the choice of science or non-science as the third or fourth A-level subject had any influence on course performance. Demographic variables (age group, sex, and fee status) had some predictive value but ethnicity did not. Pre-clinical course performance was the strongest predictor in the clinical phases (pre-clinical Themes A&B (knowledge) predicted Clinical Knowledge, p A-level requirements should specify the choice of third or fourth subject.

  7. Novartis School Lab: bringing young people closer to the world of research and discovering the excitement of science.

    Science.gov (United States)

    Michel, Christiane Röckl; Standke, Gesche; Naef, Reto

    2012-01-01

    The Novartis School Lab (http://www.novartis.ch/schullabor) is an institution with an old tradition. The School Lab reaches about 5000 students through internal courses and an additional 5000 children at public science events where they can enjoy hands-on science in disciplines of biomedical research. The subjects range from chemistry, physics, molecular biology and genetics to toxicology and medical topics. The Novartis School Lab offers a variety of activities for youngsters aged 10-20 ranging from lab courses for school classes, continuing education for teachers and development of teaching kits, support for individual research projects to outreach for public science events. Innovation and adaptation to changes of current needs are essential aspects for the Novartis School Lab. Ongoing activities to shape the Novartis Biomedical Learning Lab include design of new teaching experiments, exploration into additional disciplines of biomedical science and the creation of a fascinating School Lab of the future.

  8. The medical science DMZ: a network design pattern for data-intensive medical science.

    Science.gov (United States)

    Peisert, Sean; Dart, Eli; Barnett, William; Balas, Edward; Cuff, James; Grossman, Robert L; Berman, Ari; Shankar, Anurag; Tierney, Brian

    2017-10-06

    We describe a detailed solution for maintaining high-capacity, data-intensive network flows (eg, 10, 40, 100 Gbps+) in a scientific, medical context while still adhering to security and privacy laws and regulations. High-end networking, packet-filter firewalls, network intrusion-detection systems. We describe a "Medical Science DMZ" concept as an option for secure, high-volume transport of large, sensitive datasets between research institutions over national research networks, and give 3 detailed descriptions of implemented Medical Science DMZs. The exponentially increasing amounts of "omics" data, high-quality imaging, and other rapidly growing clinical datasets have resulted in the rise of biomedical research "Big Data." The storage, analysis, and network resources required to process these data and integrate them into patient diagnoses and treatments have grown to scales that strain the capabilities of academic health centers. Some data are not generated locally and cannot be sustained locally, and shared data repositories such as those provided by the National Library of Medicine, the National Cancer Institute, and international partners such as the European Bioinformatics Institute are rapidly growing. The ability to store and compute using these data must therefore be addressed by a combination of local, national, and industry resources that exchange large datasets. Maintaining data-intensive flows that comply with the Health Insurance Portability and Accountability Act (HIPAA) and other regulations presents a new challenge for biomedical research. We describe a strategy that marries performance and security by borrowing from and redefining the concept of a Science DMZ, a framework that is used in physical sciences and engineering research to manage high-capacity data flows. By implementing a Medical Science DMZ architecture, biomedical researchers can leverage the scale provided by high-performance computer and cloud storage facilities and national high

  9. The journey of a science teacher: Preparing female students in the Training Future Scientists after school program

    Science.gov (United States)

    Robinson-Hill, Rona M.

    What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed through a constructivist perspective, using dialogic engagement, coinciding with Lev Vygotsky's sociocultural learning theory. This action research project used mixed methods research design, targeted urban adolescent females who were members of Boys & Girls Club of Greater St. Louis (BGCGSTL) after-school program. The data collection measures were three qualitative instruments (semi-structured interviews, reflective journal entries and attitudinal survey open-ended responses) and two quantitative instruments (pre-test and posttests over the content from the Buckle-down Curriculum and attitudinal survey scaled responses). The goal was to describe the impact the Training Future Scientist (TFS) after-school program has on the girls' scientific content knowledge, attitude toward choosing a science career, and self-perception in science. Through the TFS after-school program participants had access to a secondary science teacher-researcher, peer leaders that were in the 9th--12th grade, and Science, Technology, Engineering and Math (STEM) role models from Washington University Medical School Young Scientist Program (YSP) graduate and medical students and fellows as volunteers. The program utilized the Buckle-down Curriculum as guided, peer-led cooperative learning groups, hands-on labs and demonstrations facilitated by the researcher, trained peer leaders and/or role models that used constructivist science pedagogy to improve test-taking strategies. The outcomes for the TFS study were an increase in science content knowledge, a positive trend in attitude change, and a negative trend in choosing a science career. Keywords: informal

  10. Graduate School of Nuclear and Allied Sciences College of Basic And Applied Sciences, University of Ghana - Atomic, Annual Report-2014

    International Nuclear Information System (INIS)

    2014-01-01

    The School of Nuclear and Allied Sciences 2014 annual report provides an overview of activities undertaken during the year. It also acknowlegdes the contributions of various departments, namely, Department of Medical Physics, Department of Nuclear Agriculture and Radiation Processing, Department of Nuclear Engineering, Department of Nuclear Sciences and Applications, Department of Nuclear Safety and Security and the Office of International Programmes. Also presented are titles of student research projects and publications of staff.

  11. Motivating Students with Authentic Science Experiences: Changes in Motivation for School Science

    Science.gov (United States)

    Hellgren, Jenny M.; Lindberg, Stina

    2017-01-01

    Background: Students' motivation for science declines over the early teenage years, and students often find school science difficult and irrelevant to their everyday lives. This paper asks whether creating opportunities to connect school science to authentic science can have positive effects on student motivation. Purpose: To understand how…

  12. Should we establish a North American school of global health sciences?

    Science.gov (United States)

    Hotez, Peter J

    2004-08-01

    Since 1997, an unprecedented amount of American philanthropy from both private and federal sources has been directed toward research and control programs for the major tropical infectious diseases of developing countries. The US and Canadian capacity to respond to these new initiatives might prove inadequate, however, as tropical disease research and training infrastructures have deteriorated at most North American academic health centers over the last three decades. Training opportunities in clinical tropical medicine, parasitology laboratory diagnostics, vector control, and public health practice are especially depleted and portend a lost generation of experts in these areas. In addition, unlike some of the European schools of tropical medicine, no North American medical or public health school currently boasts a comprehensive faculty in the global health sciences, with expertise that spans laboratory investigation, clinical and translational research, health policy, and international development. To meet the challenge presented by the new philanthropy targeting the global diseases of poverty, a North American school of global health sciences should be established. The North American school, possibly in association with one of the existing schools of medicine or public health, would provide interdisciplinary training to produce a new generation of global health scientists.

  13. Medical genetics teaching in Iranian medical schools, especially Ahvaz, south of Iran

    Directory of Open Access Journals (Sweden)

    MAHDI BIJANZADEH

    2014-04-01

    Full Text Available Introduction: Physicians have to visit, diagnose and refer patients with genetic disorders, so they need to be familiar with the basics and indications of genetic tests. In other words, they should have effective theoretical and practical knowledge about medical genetics before they do their job. Medical genetics courses at Medical Universities of Iran are generally presented as a theoretical subject in the first period of medical education. Methods: In this descriptive research, the results of interviews with teachers of medical genetics in 30 medical schools in Islamic Republic of Iran and responses to a questionnaire by 125 medical students of Ahvaz Jundishapur University of medical sciences, about presentation time, curricula and also efficacy of medical genetics courses were analyzed. The interviews with teachers were done on phone and the students’ comments were collected by a researcher-made questionnaire. The data were analyzed, using SPSS software, version 14. Results: In two thirds of medical universities, medical genetics is taught in the third or fourth semester and in 5 universities in the fifth semester. 86% of the students believed that the quality of genetics courses is moderate and such courses are same as clinical manifestation of genetic disorders are benefitial to medical students. Conclusion: This article suggests that medical genetics be offered in the second or third period of medical education (physiopathology or stagger period. Furthermore, in teaching such courses advanced educational methods (animation presentation, case-based learning, problem-based learning, etc. should be used, together with simple genetic tests in laboratories, the visit of genetic patients in hospitals, and the genetics consult.

  14. Knowledge and attitude regarding euthanasia among medical students in the public and private medical schools of Karachi.

    Science.gov (United States)

    Hassan, Wafa; Ahmad, Farah; Malik, Aisha; Ali, Saba

    2013-02-01

    To assess the awareness about and perception of euthanasia among medical students of Karachi. The cross-sectional study was conducted from December 2011 to March 2012 among students of private-sector and one public-sector medical college in Karachi. Data was analysed using SPSS version 17, and associations were worked out using chi-square test. Out of the 493 students, 226 (46%) were from the matriculation system and 194 (39%) from the Cambridge system, while the remaining 15% were from the American High School. The male-female ratio was 1:3. There were 284 (58%) students from the private medical college. Majority of the private medical school students (n = 284; 99.6%) knew about euthanasia, compared to the public-sector facility where only 161 (77%) knew of it. Of the total, 405 (82%) students agreed that it is physician-assisted suicide; 255 (52%) agreed to the idea of palliative care, claiming it was sufficient to maintain life; 226 (54%) disagreed that a doctor should not be allowed to administer a lethal dose while only 162 (33%) agreed to the idea of it; 285 (58%) disagreed that a law regarding the practice of euthanasia should not be introduced, whereas 134 (27%) agreed to it; 70 (14%) agreed to the practice of euthanasia, while 311 (63%) disagreed, mostly for religious reasons. The awareness of euthanasia was high, but a very small proportion of students approved of it. There is need to include palliative care and euthanasia in the Behavioural Science module in the under-graduation programme of both public and private medical schools.

  15. Effects of age, gender and educational background on strength of motivation for medical school.

    Science.gov (United States)

    Kusurkar, Rashmi; Kruitwagen, Cas; ten Cate, Olle; Croiset, Gerda

    2010-08-01

    The aim of this study was to determine the effects of selection, educational background, age and gender on strength of motivation to attend and pursue medical school. Graduate entry (GE) medical students (having Bachelor's degree in Life Sciences or related field) and Non-Graduate Entry (NGE) medical students (having only completed high school), were asked to fill out the Strength of Motivation for Medical School (SMMS) questionnaire at the start of medical school. The questionnaire measures the willingness of the medical students to pursue medical education even in the face of difficulty and sacrifice. GE students (59.64 ± 7.30) had higher strength of motivation as compared to NGE students (55.26 ± 8.33), so did females (57.05 ± 8.28) as compared to males (54.30 ± 8.08). 7.9% of the variance in the SMMS scores could be explained with the help of a linear regression model with age, gender and educational background/selection as predictor variables. Age was the single largest predictor. Maturity, taking developmental differences between sexes into account, was used as a predictor to correct for differences in the maturation of males and females. Still, the gender differences prevailed, though they were reduced. Pre-entrance educational background and selection also predicted the strength of motivation, but the effect of the two was confounded. Strength of motivation appears to be a dynamic entity, changing primarily with age and maturity and to a small extent with gender and experience.

  16. The medical science DMZ: a network design pattern for data-intensive medical science

    Energy Technology Data Exchange (ETDEWEB)

    Peisert, Sean [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Univ. of California, Davis, CA (United States). Dept. of computer Science; Corporation for Education Network Initiatives in California (CENIC), Berkeley, CA (United States); Dart, Eli [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). ESnet; Barnett, William [Indiana Univ., Indianapolis, IN (United States). Indiana Clinical and Translational Sciences Inst., Regenstrief Inst.; Balas, Edward [Indiana Univ., Bloomington, IN (United States). Global Research Network Operations Center; Cuff, James [Harvard Univ., Cambridge, MA (United States). Research Computing; Grossman, Robert L. [Univ. of Chicago, IL (United States). Center for Data Intensive Science; Berman, Ari [BioTeam, Middleton, MA (United States); Shankar, Anurag [Indiana Univ., Bloomington, IN (United States). Pervasive Technology Inst.; Tierney, Brian [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). ESnet

    2017-10-06

    We describe a detailed solution for maintaining high-capacity, data-intensive network flows (eg, 10, 40, 100 Gbps+) in a scientific, medical context while still adhering to security and privacy laws and regulations.High-end networking, packet-filter firewalls, network intrusion-detection systems.We describe a "Medical Science DMZ" concept as an option for secure, high-volume transport of large, sensitive datasets between research institutions over national research networks, and give 3 detailed descriptions of implemented Medical Science DMZs.The exponentially increasing amounts of "omics" data, high-quality imaging, and other rapidly growing clinical datasets have resulted in the rise of biomedical research "Big Data." The storage, analysis, and network resources required to process these data and integrate them into patient diagnoses and treatments have grown to scales that strain the capabilities of academic health centers. Some data are not generated locally and cannot be sustained locally, and shared data repositories such as those provided by the National Library of Medicine, the National Cancer Institute, and international partners such as the European Bioinformatics Institute are rapidly growing. The ability to store and compute using these data must therefore be addressed by a combination of local, national, and industry resources that exchange large datasets. Maintaining data-intensive flows that comply with the Health Insurance Portability and Accountability Act (HIPAA) and other regulations presents a new challenge for biomedical research. We describe a strategy that marries performance and security by borrowing from and redefining the concept of a Science DMZ, a framework that is used in physical sciences and engineering research to manage high-capacity data flows.By implementing a Medical Science DMZ architecture, biomedical researchers can leverage the scale provided by high-performance computer and cloud storage facilities and national high

  17. Radiation education in medical and Co-medical schools

    International Nuclear Information System (INIS)

    Koga, Sukehiko

    2005-01-01

    In the medical field, ionizing radiation is very widely in diagnostic and therapeutic procedures, Around 60% of environmental radiation, including natural background and man-made sources of radiation, is caused from medical exposure in Japan. Education of radiation in medical ad co-medical schools are mainly aimed to how effectively use the radiation, and the time shared to fundamental physics, biology and safety or protection of radiation is not so much. (author)

  18. Science That Matters: Exploring Science Learning and Teaching in Primary Schools

    Science.gov (United States)

    Fitzgerald, Angela; Smith, Kathy

    2016-01-01

    To help support primary school students to better understand why science matters, teachers must first be supported to teach science in ways that matter. In moving to this point, this paper identifies the dilemmas and tensions primary school teachers face in the teaching of science. The balance is then readdressed through a research-based…

  19. Job dissatisfaction in lecturers in School of Medical Sciences Universiti Sains Malaysia and Faculty of Medicine Universiti Kebangsaan Malaysia.

    Science.gov (United States)

    Huda, B Z; Rusli, B N; Naing, L; Tengku, M A; Winn, T; Rampal, K G

    2004-06-01

    Job dissatisfaction in doctors and teachers is known to have direct consequences on the quality of service and teaching for patients and students respectively. A cross-sectional study to assess dissatisfaction in lecturers of School of Medical Sciences, Universiti Sains Malaysia (USM) and Faculty of Medicine, Universiti Kebangsaan Malaysia (UKM) was undertaken between August 2001 and May 2002. The original English version of the Job Content Questionnaire (CQ) version 1.7 (revised 1997) by Robert Karasek was self-administered to 73 (response rate 58.4%) and 80 (response rate 41.7%) lecturers in the medical faculties of USM and UKM, respectively. The prevalence of job dissatisfaction in USM and UKM lecturers were 42.6% and 42.9%, respectively; the difference was not significant (p>0.05). Risk factors of job dissatisfaction in USM lecturers were decision authority (pjob demand (pjob dissatisfaction in UKM lecturers were skill discretion (pjob demand (pjob demand was a risk factor of job dissatisfaction in both USM and UKM lecturers; in USM, decision authority was protective, while in UKM, skill discretion was protective against job dissatisfaction.

  20. Medication management in Minnesota schools: The need for school nurse-pharmacist partnerships.

    Science.gov (United States)

    Little, Meg M; Eischens, Sara; Martin, Mary Jo; Nokleby, Susan; Palombi, Laura C; Van Kirk, Cynthia; van Risseghem, Jayme; Wen, Ya-Feng; Wozniak, Jennifer Koziol; Yoney, Erika; Seifert, Randall

    Pharmacist participation in school medication management (MM) is minimal. School nurses are responsible for increasingly complex medication administration and management in schools. The purpose of this study was to 1) assess the MM needs of school nurses in Minnesota, and 2) determine if and how interprofessional partnerships between nurses and pharmacists might optimize MM for students. Researchers from the University of Minnesota College of Pharmacy, School Nurse Organization of Minnesota, and Minnesota Department of Health conducted a 32-item online survey of school nurses. Nurses administered the majority of medications at their school (69.9%) compared with unlicensed assistive personnel (29%). Stimulants (37.7%), asthma medications (25.7%), over-the-counter analgesics (17.8%), and insulin (6.6%) were the most commonly administered drug therapies. A clear majority of school nurses were interested in partnering with pharmacists: 90.3% thought that a pharmacist could assist with MM, 80% would consult with a pharmacist, and 12.3% reported that they already have informal access to a pharmacist. Topics that nurses would discuss with a pharmacist included new medications (71.6%), drug-drug interactions (67.1%), proper administration (52%), and storage (39.4%). The top MM concerns included 1) availability of students' medications and required documentation, 2) health literacy, 3) pharmacist consultations, 4) lack of time available for nurses to follow up with and evaluate students, 5) family-centered care, 6) delegation, 7) communication, and 8) professional development. Although the majority of school nurses surveyed indicated that partnerships with pharmacists would improve school MM, few had a formal relationship. Interprofessional partnerships focused on MM and education are high on the list of services that school nurses would request of a consultant pharmacist. Study results suggest that there are opportunities for pharmacists to collaborate with school nurses

  1. Chemistry, the Central Science? The History of the High School Science Sequence

    Science.gov (United States)

    Sheppard, Keith; Robbins, Dennis M.

    2005-01-01

    Chemistry became the ''central science'' not by design but by accident in the US high schools. The three important factors, which had their influence on the high school science, are sequenced and their impact on the development of US science education, are mentioned.

  2. How do we identify and foster talent in medical schools?

    DEFF Research Database (Denmark)

    Christensen, Mette Krogh; Cristiancho, Sayra; Jensen, Rune Dall

    2016-01-01

    moderated focus group interview, poster production, and group discussions regarding how to identify, recruit, and develop talents at their institutions. Intended Outcome: At the end of this workshop, participants will be armed with new strategies for securing and fostering talents at their institution......Background: Talent is highly regarded in high performance sports as a key feature for athletes to succeed. In medicine, talent is not a commonly held conversation, even though, medical students are usually identified as high achieving, internally motivated individuals. We suggest that bringing...... talent into the conversation of medical education research, will help us enrich how medical schools design selection processes. In this workshop we will bring awareness into the notion of talent from sports science research and invite discussion around how to embrace talent identification and development...

  3. A survey of Sub-Saharan African medical schools.

    Science.gov (United States)

    Chen, Candice; Buch, Eric; Wassermann, Travis; Frehywot, Seble; Mullan, Fitzhugh; Omaswa, Francis; Greysen, S Ryan; Kolars, Joseph C; Dovlo, Delanyo; El Gali Abu Bakr, Diaa Eldin; Haileamlak, Abraham; Koumare, Abdel Karim; Olapade-Olaopa, Emiola Oluwabunmi

    2012-02-24

    Sub-Saharan Africa suffers a disproportionate share of the world's burden of disease while having some of the world's greatest health care workforce shortages. Doctors are an important component of any high functioning health care system. However, efforts to strengthen the doctor workforce in the region have been limited by a small number of medical schools with limited enrolments, international migration of graduates, poor geographic distribution of doctors, and insufficient data on medical schools. The goal of the Sub-Saharan African Medical Schools Study (SAMSS) is to increase the level of understanding and expand the baseline data on medical schools in the region. The SAMSS survey is a descriptive survey study of Sub-Saharan African medical schools. The survey instrument included quantitative and qualitative questions focused on institutional characteristics, student profiles, curricula, post-graduate medical education, teaching staff, resources, barriers to capacity expansion, educational innovations, and external relationships with government and non-governmental organizations. Surveys were sent via e-mail to medical school deans or officials designated by the dean. Analysis is both descriptive and multivariable. Surveys were distributed to 146 medical schools in 40 of 48 Sub-Saharan African countries. One hundred and five responses were received (72% response rate). An additional 23 schools were identified after the close of the survey period. Fifty-eight respondents have been founded since 1990, including 22 private schools. Enrolments for medical schools range from 2 to 1800 and graduates range from 4 to 384. Seventy-three percent of respondents (n = 64) increased first year enrolments in the past five years. On average, 26% of respondents' graduates were reported to migrate out of the country within five years of graduation (n = 68). The most significant reported barriers to increasing the number of graduates, and improving quality, related to

  4. A survey of Sub-Saharan African medical schools

    Directory of Open Access Journals (Sweden)

    Chen Candice

    2012-02-01

    Full Text Available Abstract Background Sub-Saharan Africa suffers a disproportionate share of the world's burden of disease while having some of the world's greatest health care workforce shortages. Doctors are an important component of any high functioning health care system. However, efforts to strengthen the doctor workforce in the region have been limited by a small number of medical schools with limited enrolments, international migration of graduates, poor geographic distribution of doctors, and insufficient data on medical schools. The goal of the Sub-Saharan African Medical Schools Study (SAMSS is to increase the level of understanding and expand the baseline data on medical schools in the region. Methods The SAMSS survey is a descriptive survey study of Sub-Saharan African medical schools. The survey instrument included quantitative and qualitative questions focused on institutional characteristics, student profiles, curricula, post-graduate medical education, teaching staff, resources, barriers to capacity expansion, educational innovations, and external relationships with government and non-governmental organizations. Surveys were sent via e-mail to medical school deans or officials designated by the dean. Analysis is both descriptive and multivariable. Results Surveys were distributed to 146 medical schools in 40 of 48 Sub-Saharan African countries. One hundred and five responses were received (72% response rate. An additional 23 schools were identified after the close of the survey period. Fifty-eight respondents have been founded since 1990, including 22 private schools. Enrolments for medical schools range from 2 to 1800 and graduates range from 4 to 384. Seventy-three percent of respondents (n = 64 increased first year enrolments in the past five years. On average, 26% of respondents' graduates were reported to migrate out of the country within five years of graduation (n = 68. The most significant reported barriers to increasing the number of

  5. A survey of Sub-Saharan African medical schools

    Science.gov (United States)

    2012-01-01

    Background Sub-Saharan Africa suffers a disproportionate share of the world's burden of disease while having some of the world's greatest health care workforce shortages. Doctors are an important component of any high functioning health care system. However, efforts to strengthen the doctor workforce in the region have been limited by a small number of medical schools with limited enrolments, international migration of graduates, poor geographic distribution of doctors, and insufficient data on medical schools. The goal of the Sub-Saharan African Medical Schools Study (SAMSS) is to increase the level of understanding and expand the baseline data on medical schools in the region. Methods The SAMSS survey is a descriptive survey study of Sub-Saharan African medical schools. The survey instrument included quantitative and qualitative questions focused on institutional characteristics, student profiles, curricula, post-graduate medical education, teaching staff, resources, barriers to capacity expansion, educational innovations, and external relationships with government and non-governmental organizations. Surveys were sent via e-mail to medical school deans or officials designated by the dean. Analysis is both descriptive and multivariable. Results Surveys were distributed to 146 medical schools in 40 of 48 Sub-Saharan African countries. One hundred and five responses were received (72% response rate). An additional 23 schools were identified after the close of the survey period. Fifty-eight respondents have been founded since 1990, including 22 private schools. Enrolments for medical schools range from 2 to 1800 and graduates range from 4 to 384. Seventy-three percent of respondents (n = 64) increased first year enrolments in the past five years. On average, 26% of respondents' graduates were reported to migrate out of the country within five years of graduation (n = 68). The most significant reported barriers to increasing the number of graduates, and improving

  6. Archives: Journal of Medical and Biomedical Sciences

    African Journals Online (AJOL)

    Items 1 - 20 of 20 ... Archives: Journal of Medical and Biomedical Sciences. Journal Home > Archives: Journal of Medical and Biomedical Sciences. Log in or Register to get access to full text downloads.

  7. Science Lab Restructuring of a Public School Elementary and High School

    Directory of Open Access Journals (Sweden)

    Elisiane da Costa Moro

    2016-02-01

    Full Text Available This paper presents the process of restructuring the science lab of a state school in Caxias do Sul, whose main objective was to create a space where teachers could develop practical and experimental activities with their students. The restructuring of the science lab this school, was only possible through the project "More and Better Students and Teachers in Science, Mathematics, Engineering and Technologies" Initiation Program in Science and Mathematics, Engineering, Creative Technologies and Letters - PICMEL sponsored jointly by the University of Caxias do Sul, the SEDUC-RS, FAPERGS and CAPES. The project was developed at school by a teacher of physics and three high school students. Through the restructuring of the science lab, practical activities were developed and workshops where students had the opportunity to be more active in the process of teaching and learning. With the development of such activities was observed that the students were more willing to learn Science and Mathematics and could relate scientific knowledge to their daily lives, giving greater meaning to their learning.

  8. Education sciences, schooling, and abjection: recognizing ...

    African Journals Online (AJOL)

    people to that future. The double gestures continue in contemporary school reform and its sciences. ... understand their different cultural theses about cosmopolitan modes of life and the child cast out as different and ... Keywords: educational sciences; history of present; politics of schooling; reform; social inclusion/exclusion

  9. [Information flow between medical and social sciences].

    Science.gov (United States)

    Schubert, András; Somogyi, Anikó

    2014-12-28

    In order to reveal impacts of natural and social sciences on each other, the authors examined connections between fields of medical and social sciences using a search for references and citations of scientific publication. 1. The largest affinity between the medical and social sciences was found between neurosciences and psychology, but there was a significant affinity between clinical sciences and general social sciences, as well. 2. The example of General & Internal Medicine papers in the topics of "diabetes" suggests that in the period 2001-2010 the share of references to social sciences was significantly increased. In the meantime, social science papers in the same topics contained references to Clinical Medicine papers in a constantly high percentage. 3. In the sample under study, the age distribution of social science papers in the references did not differ significantly from that of the other sources. 4. Share of references to social science papers was found to be extremely high among Hungarian General & Internal Medicine papers in the topics of "diabetes". This finding still requires clarification, nevertheless, since e.g. it was not supported by an institutional comparison including the largest Hungarian medical research university. 5. The intensity of the reference/citation mediated information flows between the Hungarian Medical Journal, Orvosi Hetilap and social sciences appears to be in accordance with the current international trends.

  10. Promoting Science in Secondary School Education.

    Science.gov (United States)

    Chiovitti, Anthony; Duncan, Jacinta C; Jabbar, Abdul

    2017-06-01

    Engaging secondary school students with science education is crucial for a society that demands a high level of scientific literacy in order to deal with the economic and social challenges of the 21st century. Here we present how parasitology could be used to engage and promote science in secondary school students under the auspice of a 'Specialist Centre' model for science education. Copyright © 2017 Elsevier Ltd. All rights reserved.

  11. Box Cello Middle School Science Clubs

    Science.gov (United States)

    Vandegrift, Guy

    1998-10-01

    The Box Cello is a middle school science club which is attempting to (1) understand the cello and (2) design a low-cost starter instrument. We can support and justify this research by adding a third goal: (3) to help supply local science classes with equipment. My policy of spending one entire day each week away from the university, out in a local school is essential to this project. This schedule also permits me to conduct lessons on optics and music in the schools. And, it permits circulation of tools and equipment. A simple calculation demonstrates the great economy achieved by combining science clubs with academic year school visits. Consider the cost of letting 10,000 students in 10 middle schools each learn about and play with a pair of "upside-down" glasses for one hour. A visit to each school for three consecutive weeks would easily permit such a circulation if only 30 pairs were constructed. Assume rhetorically, that the construction of 30 pairs of glasses were to consume the entire estimated annual budget of $100,000. The cost per student would be only ten dollars! The visits, guest lectures, and equipment loans permit informal networking (including lunch) with math, science and music teachers in 10 schools. For more information, visit the http://www.utep.edu/boxcello/

  12. Variability in United States Allopathic Medical School Tuition.

    Science.gov (United States)

    Gil, Joseph A; Park, Sarah H; Daniels, Alan H

    2015-11-01

    Over the course of the last generation, the cost of medical school attendance and medical student debt has increased drastically. Medical student debt has been reported as high as $350,000, and the Association of American Medical Colleges (AAMC) reports that medical school tuition continues to increase annually. The increasing cost of medical education and associated financial burden is now beginning to deter potential applicants from pursuing a career in medicine. In this study we aimed to assess medical school tuition across the US. We hypothesized that the cost of medical school attendance is variable across all regions of the US, and as a result, the financial burden on medical students is inconsistent. All 123 allopathic medical schools accredited by the AAMC were assessed in this investigation. In-state and out-of-state tuitions for the year 2016 were obtained from U.S. News and World Report. Additionally, medical school size was collected. Regions were defined according to the US Census Bureau definition, with the US being divided into 4 regions: Northeast, Midwest, South, and West. There was no difference in average medical school size among the 4 regions (P > .05). Average in-state tuition was $38,291.56 ± $9801.38 (95% confidence interval [CI], $34,658.07-$41,513.46) in the Midwest, $45,923.04 ± $9178.87 (95% CI, $42,566.28-$49,216.78) in the Northeast, $32,287.78 ± $12,277.53 (95% CI, $28,581.90-$35,378.68) in the South, and $37,745.40 ± $11,414.37 (95% CI, $30,063.28-$40,458.99) in the West. In-state tuition in the South was significantly lower than in the Northeast, West, and Midwest (P tuition in the Northeast was significantly higher than in the South, West, and Midwest (P tuition is $54,104.04 ± $8227.65 (95% CI, $51,207.6-$57,000.39) in the Midwest, $53,180.10 ± $3963.71 (95% CI, $51,761.71-$54,598.50) in the Northeast, $48,191.86 ± $12,578.13 (95% CI, $44,595.84-$51,787.89) in the South, and $52,920.47 ± $7400.83 (95% CI, $49

  13. Global health education in Swedish medical schools.

    Science.gov (United States)

    Ehn, S; Agardh, A; Holmer, H; Krantz, G; Hagander, L

    2015-11-01

    Global health education is increasingly acknowledged as an opportunity for medical schools to prepare future practitioners for the broad health challenges of our time. The purpose of this study was to describe the evolution of global health education in Swedish medical schools and to assess students' perceived needs for such education. Data on global health education were collected from all medical faculties in Sweden for the years 2000-2013. In addition, 76% (439/577) of all Swedish medical students in their final semester answered a structured questionnaire. Global health education is offered at four of Sweden's seven medical schools, and most medical students have had no global health education. Medical students in their final semester consider themselves to lack knowledge and skills in areas such as the global burden of disease (51%), social determinants of health (52%), culture and health (60%), climate and health (62%), health promotion and disease prevention (66%), strategies for equal access to health care (69%) and global health care systems (72%). A significant association was found between self-assessed competence and the amount of global health education received (pcurriculum. Most Swedish medical students have had no global health education as part of their medical school curriculum. Expanded education in global health is sought after by medical students and could strengthen the professional development of future medical doctors in a wide range of topics important for practitioners in the global world of the twenty-first century. © 2015 the Nordic Societies of Public Health.

  14. Leadership and management in UK medical school curricula.

    Science.gov (United States)

    Jefferies, Richard; Sheriff, Ibrahim H N; Matthews, Jacob H; Jagger, Olivia; Curtis, Sarah; Lees, Peter; Spurgeon, Peter C; Fountain, Daniel Mark; Oldman, Alex; Habib, Ali; Saied, Azam; Court, Jessica; Giannoudi, Marilena; Sayma, Meelad; Ward, Nicholas; Cork, Nick; Olatokun, Olamide; Devine, Oliver; O'Connell, Paul; Carr, Phoebe; Kotronias, Rafail Angelos; Gardiner, Rebecca; Buckle, Rory T; Thomson, Ross J; Williams, Sarah; Nicholson, Simon J; Goga, Usman

    2016-10-10

    Purpose Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues. Design/methodology/approach This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement. Findings Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods. Research limitations/implications There is widespread inclusion of MLM in UK medical schools' curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students' desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these. Originality/value This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.

  15. Science and Technology Teachers' Views of Primary School Science and Technology Curriculum

    Science.gov (United States)

    Yildiz-Duban, Nil

    2013-01-01

    This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an…

  16. Integration of Cognitive Skills as a Cross-Cutting Theme Into the Undergraduate Medical Curriculum at Tehran University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Akbar Soltani

    2017-02-01

    Full Text Available Nowadays, improvement of thinking skills of students is one of the universally supported aims in the majority of medical schools. This study aims to design longitudinal theme of reasoning, problem-solving and decision-making into the undergraduate medical curriculum at Tehran University of Medical Sciences (TUMS. A participatory approach was applied to design the curriculum during 2009-2011. The project was conducted by the contribution of representatives of both basic and clinical faculty members, students and graduates at Tehran University of Medical Sciences. The first step toward integrating cognitive skills into the curriculum was to assemble a taskforce of different faculty and students, including a wide variety of fields with multidisciplinary expertise using nonprobability sampling and the snowball method. Several meetings with the contribution of experts and some medical students were held to generate the draft of expected outcomes. Subsequently, the taskforce also determined what content would fit best into each phase of the program and what teaching and assessment methods would be more appropriate for each outcome. After a pilot curriculum with a small group of second-year medical students, we implemented this program for all first-year students since 2011 at TUMS. Based on findings, the teaching of four areas, including scientific and critical thinking skills (Basic sciences, problem-solving and reasoning (Pathophysiology, evidence-based medicine (Clerkship, and clinical decision-making (Internship were considered in the form of a longitudinal theme. The results of this study could be utilized as a useful pattern for integration of psycho-social subjects into the medical curriculum.

  17. Emotional intelligence predicts success in medical school.

    Science.gov (United States)

    Libbrecht, Nele; Lievens, Filip; Carette, Bernd; Côté, Stéphane

    2014-02-01

    Accumulating evidence suggests that effective communication and interpersonal sensitivity during interactions between doctors and patients impact therapeutic outcomes. There is an important need to identify predictors of these behaviors, because traditional tests used in medical admissions offer limited predictions of "bedside manners" in medical practice. This study examined whether emotional intelligence would predict the performance of 367 medical students in medical school courses on communication and interpersonal sensitivity. One of the dimensions of emotional intelligence, the ability to regulate emotions, predicted performance in courses on communication and interpersonal sensitivity over the next 3 years of medical school, over and above cognitive ability and conscientiousness. Emotional intelligence did not predict performance on courses on medical subject domains. The results suggest that medical schools may better predict who will communicate effectively and show interpersonal sensitivity if they include measures of emotional intelligence in their admission systems. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  18. Administrative relationships between medical schools and community preceptors.

    Science.gov (United States)

    Walling, A D; Sutton, L D; Gold, J

    2001-02-01

    To determine the current administrative relationships between medical schools and community preceptors, with special emphasis on arrangements for academic appointment, review, and promotion. In 1999, administrative contacts at all 126 U.S. allopathic medical schools were mailed a ten-item questionnaire to elicit information concerning the current practices of the schools regarding community preceptors, who were defined as volunteer or part-time physician faculty, primarily practicing at non-university-owned facilities, who contribute to medical students' and/or residents' education in various specified ways. Responses were received from 71 (56%) of the schools; they were in general a representative sample of U.S. medical schools. The numbers of preceptors per school ranged from 40 to 3,500. Sixty-seven percent of reporting schools identified clinical departments as the main administrative interface with preceptors. Only three schools used a central office; none exclusively used a regionalized system. Forty-four schools (63.8%) reported using formal written criteria for all preceptor appointments. Sixty-six schools (93%) used consistent academic titling systems, with 83.3% using titles including the word "clinical." Thirty-three schools (47.8%) reported that their departments conducted regular preceptor reviews; an additional 28 reported reviews by some departments. Preceptors were eligible for promotion at 94.4% of the responding schools. At 46.8%, specific promotion criteria exist; four schools were developing such criteria. Preceptors' interest in academic promotion was perceived to be moderate or low. A substantial proportion of U.S. medical schools have taken action to recognize preceptors as a unique faculty group. The comments received indicate that this is an active area of development in faculty affairs policy.

  19. Nutrition education in Japanese medical schools: a follow-up survey.

    Science.gov (United States)

    Orimo, Hideo; Ueno, Takahiro; Yoshida, Hiroshi; Sone, Hirohito; Tanaka, Akira; Itakura, Hiroshige

    2013-01-01

    A questionnaire survey was used to determine the status of nutrition education in Japanese medical schools in 2009. A similar survey was conducted in 2004, at which time nutritional education was determined to be inadequate in Japanese medical schools. The current questionnaire was sent to the directors of Centers for Medical Education of 80 medical schools, who represented all medical schools in Japan. Sixty-seven medical schools (83.8%) responded, of which 25 schools (37.3%) offered dedicated nutrition courses and 36 schools (53.7%) did not offer dedicated nutrition courses but offered something related to nutrition in other courses; six schools (9.0%) did not offer any nutrition education. Overall, 61 schools (91.0%) offered at least some nutritional topics in their undergraduate education. Nevertheless, only 11 schools (16.4%) seem to dedicate more than 5 hours to substantial nutrition education as judged by their syllabi. Although the mean length of the course was 11 hours, substantial nutrition education accounted for only 4.2 hours. Of the 25 medical schools that offered dedicated nutrition courses, seven schools offered the nutrition course as a stand-alone course and 18 schools offered it as an integrated course. In conclusion, the status of nutrition education in Japan has improved slightly but is still inadequate.

  20. International collaboration in medical radiation science.

    Science.gov (United States)

    Denham, Gary; Allen, Carla; Platt, Jane

    2016-06-01

    International collaboration is recognised for enhancing the ability to approach complex problems from a variety of perspectives, increasing development of a wider range of research skills and techniques and improving publication and acceptance rates. The aim of this paper is to describe the current status of international collaboration in medical radiation science and compare this to other allied health occupations. This study utilised a content analysis approach where co-authorship of a journal article was used as a proxy for research collaboration and the papers were assigned to countries based on the corporate address given in the by-line of the publication. A convenience sample method was employed and articles published in the professional medical radiation science journals in the countries represented within our research team - Australia, the United Kingdom (UK) and the United States of America (USA) were sampled. Physiotherapy, speech pathology, occupational therapy and nursing were chosen for comparison. Rates of international collaboration in medical radiation science journals from Australia, the UK and the USA have steadily increased over the 3-year period sampled. Medical radiation science demonstrated lower average rates of international collaboration than the other allied health occupations sampled. The average rate of international collaboration in nursing was far below that of the allied health occupations sampled. Overall, the UK had the highest average rate of international collaboration, followed by Australia and the USA, the lowest. Overall, medical radiation science is lagging in international collaboration in comparison to other allied health fields.

  1. The teaching of drug development to medical students: collaboration between the pharmaceutical industry and medical school.

    Science.gov (United States)

    Stanley, A G; Jackson, D; Barnett, D B

    2005-04-01

    Collaboration between the medical school at Leicester and a local pharmaceutical company, AstraZeneca, led to the design and implementation of an optional third year special science skills module teaching medical students about drug discovery and development. The module includes didactic teaching about the complexities of the drug discovery process leading to development of candidate drugs for clinical investigation as well as practical experience of the processes involved in drug evaluation preclinically and clinically. It highlights the major ethical and regulatory issues concerned with the production and testing of novel therapies in industry and the NHS. In addition it helps to reinforce other areas of the medical school curriculum, particularly the understanding of clinical study design and critical appraisal. The module is assessed on the basis of a written dissertation and the critical appraisal of a drug advertisement. This paper describes the objectives of the module and its content. In addition we outline the results of an initial student evaluation of the module and an assessment of its impact on student knowledge and the opinion of the pharmaceutical industry partner. This module has proven to be popular with medical students, who acquire a greater understanding of the work required for drug development and therefore reflect more favourably on the role of pharmaceutical companies in the UK.

  2. Extracurricular activities of medical school applicants

    Directory of Open Access Journals (Sweden)

    Sang Hyun Kim

    2016-06-01

    Full Text Available Purpose: The purpose of this study was to investigate medical school applicants’ involvements in extracurricular activities including medical volunteering/community services, nonmedical community services, club activities, leadership role, and research. Methods: Extracurricular characteristics were compared for 448 applicants (223 males and 225 females who applied to Kangwon Medical School in 2013 to 2014. Frequency analysis, chi-square test, and simple correlation were conducted with the collected data. Results: The 448 applicants participated in medical volunteer/community services (15.3%, nonmedical community services (39.8%, club activities (22.9%, club officials (10%, and research (13.4%. On average, applicants from foreign universities participated in 0.9 medical volunteer/community service, 0.8 nonmedical community service, 1.7 club activities, and 0.6 research work. On the other hand, applicants from domestic universities reported 0.2 medical volunteer/community service, 1.0 nonmedical community service, 0.7 club activity, and 0.3 research. Conclusion: Involvement in extracurricular activities was extensive for medical school applicants. Participation in extracurricular activities differed between applicants from foreign and domestic universities. Females consistently reported greater participation in extracurricular activities than males. The data can be helpful for admission committees to recruit well-rounded applicants and compare between applicants with similar academic backgrounds.

  3. The Courts, Social Science, and School Desegregation.

    Science.gov (United States)

    Levin, Betsy, Ed.; Hawley, Willis D., Ed.

    A conference on the courts, social science, and school desegregation attempted to clarify how social science research has been used and possibly misused in school desegregation litigation. The symposium issue addressed in this book is a product of that conference. First, the judicial evolution of the law of school desegregation from Brown V. the…

  4. Teaching law in medical schools: first, reflect.

    Science.gov (United States)

    Campbell, Amy T

    2012-01-01

    Law is now routinely included in the medical school curriculum, often incorporated into bioethics and/or practice of medicine coursework. There seems to lack, however, a systematic understanding of what works in terms of getting across an effective depth and breadth of legal knowledge for medical students - or what such would even look like. Moreover, and more critically, while some literature addresses these what, when, how, and who questions, a more fundamental question is left unanswered: why teach law in medical school? This article suggests a process to reveal a more consensual understanding of this latter question. The author highlights findings and recommendations of some of the leading literature to date related to teaching law in medical schools, and also recent U.K. projects addressing legal teaching in medical schools. Reflecting on these materials and activities, the author suggests that we take a "pause" before we argue for more or different legal topics within the medical curriculum. Before we alter the curricula for more and/or different "law," first, it is critical to have a meaningful, stakeholder-driven, consensus-seeking discussion of the goals of legal education: why do we think it matters that medical students learn about "the law"? © 2012 American Society of Law, Medicine & Ethics, Inc.

  5. Do differentials in the support and advice available at UK schools and colleges influence candidate performance in the medical school admissions interview? A survey of direct school leaver applicants to a UK medical school.

    Science.gov (United States)

    Lambe, Paul; Waters, Catherine; Bristow, David

    2013-09-01

    To our knowledge, nothing is known about whether differentials in support and advice during preparation for the interview influence candidate performance and thereby contribute to bias in selection for medical school. To assess if differences in advice and support with preparation for the medical school admissions interview given type of school last attended influence interview score achieved by direct school leaver applicants to study on an undergraduate UK medical degree course. Confidential self-completed on-line questionnaire survey. Interview performance was positively related to whether a teacher, tutor or career advisors at the School or College last attended had advised a respondent to prepare for the interview, had advised about the various styles of medical interview used and the types of questions asked, and what resources were available to help in preparation. Respondents from Private/Independent schools were more likely than those from State schools to have received such advice and support. Differentials in access to advice on and support with preparation for the medical school interview may advantage some candidates over others. This inequity would likely be ameliorated by the provision of an authoritative and comprehensive guide to applying to medical school outlining admission requirements and the preparation strategy applicants should use in order to best meet those requirements. The guide could be disseminated to the Principals of all UK schools and colleges and freely available electronic versions signposted in medical school prospectuses and the course descriptor on the Universities and Colleges Admissions Service.

  6. Bullying among medical students in a Saudi medical school

    Directory of Open Access Journals (Sweden)

    Alzahrani Hasan

    2012-07-01

    Full Text Available Abstract Background Bullying and sexual harassment of medical students by their teachers appears to be widespread phenomenon. However, nothing is published about its prevalence in conservative countries such as Saudi Arabia. This survey aims to ascertain the extent of these mistreatments among students in a Saudi medical school. Findings A cross-sectional questionnaire survey was conducted on a group of 542 clinical years’ medical students in a Saudi medical school to explore students' perceptions of their educational environment including exposure to different kinds of bullying. Bullying was defined as “a “persistent behaviour against a medical student that is intimidating, degrading, offensive or malicious and undermines the confidence and self- esteem of the recipient”. Results revealed that more than one quarter (28.0% of the surveyed students reported exposure to some sort of bullying during their clinical. Ninety percent of the reported insults were verbal, 6% sexual and 4% physical. Males were more exposed but difference was not statistically significant. Conclusions Bullying among Saudi medical students is an existing problem. A policy against bullying and harassment should be adopted in all of medical colleges to monitor this phenomenon and support students who have been bullied.

  7. Emotional intelligence in medical laboratory science

    Science.gov (United States)

    Price, Travis

    The purpose of this study was to explore the role of emotional intelligence (EI) in medical laboratory science, as perceived by laboratory administrators. To collect and evaluate these perceptions, a survey was developed and distributed to over 1,400 medical laboratory administrators throughout the U.S. during January and February of 2013. In addition to demographic-based questions, the survey contained a list of 16 items, three skills traditionally considered important for successful work in the medical laboratory as well as 13 EI-related items. Laboratory administrators were asked to rate each item for its importance for job performance, their satisfaction with the item's demonstration among currently working medical laboratory scientists (MLS) and the amount of responsibility college-based medical laboratory science programs should assume for the development of each skill or attribute. Participants were also asked about EI training in their laboratories and were given the opportunity to express any thoughts or opinions about EI as it related to medical laboratory science. This study revealed that each EI item, as well as each of the three other items, was considered to be very or extremely important for successful job performance. Administrators conveyed that they were satisfied overall, but indicated room for improvement in all areas, especially those related to EI. Those surveyed emphasized that medical laboratory science programs should continue to carry the bulk of the responsibility for the development of technical skills and theoretical knowledge and expressed support for increased attention to EI concepts at the individual, laboratory, and program levels.

  8. The importance of Evolutionary Medicine in developing countries: A case for Pakistan's medical schools.

    Science.gov (United States)

    Enam, Syed Faaiz; Hashmi, Shumaila

    2018-01-01

    Evolutionary Medicine (EM) is a fundamental science exploring why our bodies are plagued with disease and hindered by limitations. EM views the body as an assortment of benefits, mistakes, and compromises molded over millennia. It highlights the role of evolution in numerous diseases encountered in community and family medicine clinics of developing countries. It enables us to ask informed questions and develop novel responses to global health problems. An understanding of the field is thus crucial for budding doctors, but its study is currently limited to a handful of medical schools in high-income countries. For the developing world, Pakistan's medical schools may be excellent starting posts as the country is beset with communicable and non-communicable diseases that are shaped by evolution. Remarkably, Pakistani medical students are open to studying and incorporating EM into their training. Understanding the principles of EM could empower them to tackle growing health problems in the country. Additionally, some difficulties that western medical schools face in integrating EM into their curriculum may not be a hindrance in Pakistan. We propose solutions for the remaining challenges, including obstinate religious sentiments. Herein, we make the case that incorporating EM is particularly important in developing countries such as Pakistan and that it is achievable in its medical student body.

  9. Students' perceptions of learning environment in Guilan University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Mahdokht Taheri

    2013-05-01

    Full Text Available  Background and purpose: There is an increasing interest and concern regarding the role of learning environment in undergraduate medical education in recent years. Educational environment is one of the most important factors determining the success of an effective curriculum. The quality of educational environment has been identified to be crucial for effective learning.we compared the perceptions of Basic sciences students and clinical phase regarding the learning environment and also to identify the gender related differences in their perceptions.Method: In this study, the Dundee Ready Education Environment Measure (DREEM inventory was used. The total score for all subscales is 200. In this study, DREEM was administered to undergraduate medical students of basic sciences students (n=120, and clinical phase (n= 100 and the scores were compared using a nonparametric test.Results Between the two batches, basic sciences students were found to be more than satisfied with the learning environment at GUMS compared to the clinical phase. Gender wise, there was not much difference in the students' perceptions.Conclusion: This study revealed that both groups of students perceived learning environment relatively more Negative than Positive in GUMS. It is essential for faculty members to place more efforts on observing principals of instructional design and create an appropriate educational environment in order to provide a better learning for students.Keywords:LEARNING ENVIRONMENT,,MEDICAL SCHOOL

  10. Teaching the science of safety in US colleges and schools of pharmacy.

    Science.gov (United States)

    Holdford, David A; Warholak, Terri L; West-Strum, Donna; Bentley, John P; Malone, Daniel C; Murphy, John E

    2011-05-10

    This paper provides baseline information on integrating the science of safety into the professional degree curriculum at colleges and schools of pharmacy. A multi-method examination was conducted that included a literature review, key informant interviews of 30 individuals, and in-depth case studies of 5 colleges and schools of pharmacy. Educators believe that they are devoting adequate time to science of safety topics and doing a good job teaching students to identify, understand, report, manage, and communicate medication risk. Areas perceived to be in need of improvement include educating pharmacy students about the Food and Drug Administration's (FDA's) role in product safety, how to work with the FDA in post-marketing surveillance and other FDA safety initiatives, teaching students methods to improve safety, and educating students to practice in interprofessional teams. The report makes 10 recommendations to help pharmacy school graduates be more effective in protecting patients from preventable drug-related problems.

  11. Saudi Elementary School Science Teachers' Beliefs: Teaching Science in the New Millennium

    Science.gov (United States)

    Alghamdi, Amani K. Hamdan; Al-Salouli, Misfer Saud

    2013-01-01

    This study explored Saudi elementary school science teachers' beliefs about the process of teaching and learning science. This involved the exploration of their views about the new Saudi science curriculum, which emphasizes critical thinking and problem solving. Comprehensive interviews were held in 8 schools with 4 male and 6 female--2 of whom…

  12. Medication management in North Carolina elementary schools: Are pharmacists involved?

    Science.gov (United States)

    Stegall-Zanation, Jennifer; Scolaro, Kelly L

    2010-01-01

    To determine the extent of pharmacist use in medication management, roles of school nurses, and use of other health care providers at elementary schools in North Carolina. Prospective survey of 153 (130 public and 23 private) elementary schools in four counties of North Carolina. A 21-question survey was e-mailed to the head administrator of each school (e.g., principal, headmaster) containing a Qualtrics survey link. Questions were designed to elicit information on school policies and procedures for medication management and use of health care providers, including pharmacists, in the schools. Responses were collected during a 2-month period. Representatives from 29 schools participated in the survey (19% response rate). All 29 schools reported having a school policy regarding medication administration during school hours. Of those, 27 schools reported consulting with nurses on their policies. Only 1 of 27 respondents reported consulting with pharmacists on medication management policies. The majority of the respondents (93.1%) stated that administrative staff was responsible for medication administration at the schools. Use of pharmacists in creating and reviewing policies for schools and actual medication management at schools was extremely low. The findings in this study reinforce the findings in previous studies that pharmacists are not being used and are not a major presence in elementary school health.

  13. History of Medicine in US Medical School Curricula.

    Science.gov (United States)

    Caramiciu, Justin; Arcella, David; Desai, Manisha S

    2015-10-01

    To determine the extent to which the history of medicine (HOM) and its related topics are included within the curriculum of accredited medical schools in the United States. Survey instrument. US allopathic medical schools. An online survey was sent to officials from every medical school in the US. Respondents were asked to provide institutional identifiers, the presence of an HOM elective offered to medical students, the years during which the elective is offered, the existence of an HOM department, and the contact information for that particular department. Nonresponders were contacted by phone to elicit the same information. History of medicine electives included didactic sessions and seminars with varying degrees of credit offered in different years of medical school. Based on responses from 119 of 121 contacted medical schools (98%), 45 (37%) included formal lectures or weekly seminars in the medical school curriculum. Five (11%) curricula had or have required HOM, whereas 89% offered elective HOM instruction. Course duration and credit awarded varied. Eighteen (15%) medical schools included departments dedicated to HOM. Providing education in HOM was limited by faculty interest, clinical training hours, and low interest. Data collected by our study suggest that substantial barriers exist within the academic medical community towards a wider acceptance of the importance of HOM. Causes for such lack of interest include absence of questions on written or oral tests related to HOM, difficulty in publishing articles related to HOM in peer reviewed journals, near absence of research grants in HOM, difficulty in getting academic promotions or recognition for activities related to HOM, and a lack of support from academic chairpersons for activities related to HOM. Copyright © 2015 Anesthesia History Association. Published by Elsevier Inc. All rights reserved.

  14. Organizational models of educational technology in U.S. and Canadian medical schools.

    Science.gov (United States)

    Souza, Kevin H; Kamin, Carol; O'Sullivan, Patricia; Moses, Anna; Heestand, Diane

    2008-07-01

    To examine the organizational structure of educational technology units within U.S. and Canadian medical schools in order to (1) identify organization models that support educational technology, (2) describe key attributes of these models, and (3) discuss the strengths and challenges associated with these models. The authors distributed a survey to 88 schools that had previously provided information on their educational technology services and infrastructure. The authors developed the survey through a series of pilots and, then, from the data for each respondent school, created concept maps, which were used to identify organizational models. The authors conducted analyses to determine differences among models. The authors coded the comments about organizational models and identified themes. The authors received adequate data for analysis from 61 schools (69%). Four models for educational technology organizations emerged: (1) centralized units located in the school of medicine, (2) centralized units located at the health science center, (3) centralized units at the comprehensive university, and (4) no centralized unit (Dispersed Model). The majority (75%) of schools relied on some type of centralized organization. Whereas few organization attributes proved to be statistically significant, the centralized models have more resources devoted to educational technology and a closer alignment with the academic mission than the Dispersed Model. Medical schools primarily use central models. The authors recommend that schools structuring their educational technology resources consider exploration of a central model because of its focused use of resources to improve teaching and learning.

  15. Characteristics of High School Students' and Science Teachers' Cognitive Frame about Effective Teaching Method for High School Science Subject

    Science.gov (United States)

    Chung, Duk Ho; Park, Kyeong-Jin; Cho, Kyu Seong

    2016-04-01

    We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students'' problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of ''convergence'' as well as ''integration'' embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively. Keywords : semantic network analysis, cognitive frame, teaching method, science lesson

  16. South African medical schools: Current state of selection criteria and medical students' demographic profile.

    Science.gov (United States)

    van der Merwe, L J; van Zyl, G J; St Clair Gibson, A; Viljoen, M; Iputo, J E; Mammen, M; Chitha, W; Perez, A M; Hartman, N; Fonn, S; Green-Thompson, L; Ayo-Ysuf, O A; Botha, G C; Manning, D; Botha, S J; Hift, R; Retief, P; van Heerden, B B; Volmink, J

    2015-12-16

    Selection of medical students at South African (SA) medical schools must promote equitable and fair access to students from all population groups, while ensuring optimal student throughput and success, and training future healthcare practitioners who will fulfil the needs of the local society. In keeping with international practices, a variety of academic and non-academic measures are used to select applicants for medical training programmes in SA medical schools. To provide an overview of the selection procedures used by all eight medical schools in SA, and the student demographics (race and gender) at these medical schools, and to determine to what extent collective practices are achieving the goals of student diversity and inclusivity. A retrospective, quantitative, descriptive study design was used. All eight medical schools in SA provided information regarding selection criteria, selection procedures, and student demographics (race and gender). Descriptive analysis of data was done by calculating frequencies and percentages of the variables measured. Medical schools in SA make use of academic and non-academic criteria in their selection processes. The latter include indices of socioeconomic disadvantage. Most undergraduate medical students in SA are black (38.7%), followed by white (33.0%), coloured (13.4%) and Indian/Asian (13.6%). The majority of students are female (62.2%). The number of black students is still proportionately lower than in the general population, while other groups are overrepresented. Selection policies for undergraduate medical programmes aimed at redress should be continued and further refined, along with the provision of support to ensure student success.

  17. Medical Microbiology: Deficits and Remedies

    Science.gov (United States)

    Gabridge, Michael G.

    1974-01-01

    Microbiology is a typical medical science in which basic information can have direct application. Yet, surveys and questionnaires of recent medical school graduates indicate a serious lack of retentiion in regard to basic biological science. (Author)

  18. High School Physics Students' Personal Epistemologies and School Science Practice

    Science.gov (United States)

    Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen

    2017-11-01

    This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including accuracy via following the right procedure and accuracy via what the others find. Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.

  19. Qualities of the medical school dean: insights from the literature.

    Science.gov (United States)

    Rich, Eugene C; Magrane, Diane; Kirch, Darrell G

    2008-05-01

    To review the literature and resources for professional development of medical school executives in order to identify the characteristics proposed as relevant to medical school deanship. In 2006, the authors conducted a PubMed search using the key words leadership, dean, medical school, and academic medical center to identify relevant publications since 1995. Articles were excluded that that did not address the roles and responsibilities of the North American medical school dean. Articles gleaned through review of materials from relevant executive development programs and interviews with leaders involved in these programs were added. Both management skills (e.g., institutional assessment, strategic planning, financial stewardship, recruitment and retention of talent) and leadership skills (e.g., visioning, maximizing values, building constituency) are commonly cited as important deans of contemporary medical schools. Key content knowledge (e.g., academic medical center governance, expectations of clinicians and scientists, process of medical education) and certain attitudes (e.g., commitment to the success of others, appreciation of institutional culture) are also noted to be valuable qualities for medical school deans. The literature review identifies a number of areas of knowledge and skill consistently affirmed by scholars as important to success for medical school deans. These characteristics can provide a basic foundation for needs assessment and professional development activities of academic medical executives preparing for and entering medical school deanships, and they can also provide insight to those charged with selecting their next dean.

  20. Sexual harassment in public medical schools in Ghana.

    Science.gov (United States)

    Norman, I D; Aikins, M; Binka, F N

    2013-09-01

    This study investigated the prevalence and incidence of Traditional (where a person in a position of power harasses a subordinate) and contra power sexual harassment, (where a subordinate is the harasser of authority figure) in medical schools in Ghana. among. Cross-sectional study. Four hundred and nine medical students from four medical schools in Ghana were interviewed. We also considered if academic and financial dependence would predict either traditional or contra power sexual harassment. We further investigated, whether women were more bothered by sexual harassment than men and the correlation between sexual harassment and health. Women were 61% more likely to be sexually harassed than men 39%. Sexual harassment negatively affects the victims' health outcome. We found that the traditional form of sexual harassment was prevalent in medical schools in Ghana and that academic dependence predicted attacks. In the first and second years, women at these institutions are more likely to be sexually harassed than men. Sexual harassment policies of medical school need to be widely circulated. The various medical schools should provide reporting procedures and counseling for victims. This paper would inform policy and research.

  1. Annals of Medical and Health Sciences Research

    African Journals Online (AJOL)

    The journal covers technical and clinical studies related to health, ethical and social issues in field of all aspects of medicine (Basic and Clinical), Health Sciences, Nursing, Medical Laboratory Sciences, Medical Radiography and Rehabilitation, Pharmacy, Biomedical Engineering, etc. Articles with clinical interest and ...

  2. Students' attitudes towards impact of the health department website on their health literacy in Semnan University of Medical Sciences.

    Science.gov (United States)

    Mahdizadeh, Jamileh; Valinejadi, Ali; Pooyesh, Behnoosh; Jafari, Fatemeh; Kahouei, Mehdi

    2018-01-01

    Health literacy has been of interest to policymakers because of its impact on health decision-making as one of the important issues for promoting community health and improving the quality of health care delivery. Therefore, it seems necessary to examine the status of the website of the health sector of the University of Medical Sciences in promoting health literacy from the viewpoint of the students. This cross-sectional study was performed on 529 medical and allied students in schools affiliated to Semnan University of Medical Sciences, Semnan, Iran between 2016 and 2017. In this study, a valid and reliable adult health literacy questionnaire designed by Montazeri et al. was used. The questionnaire was distributed among students in medical and allied health schools and they were asked to complete the questionnaire. Independent-samples t-test, one-way ANOVA, and Pearson product-moment correlation were used to analyze data by SPSS 19. Mean scores of the participants' attitudes towards reading of health information was 3.14 and towards decision and usage of health information was 2.53. Relationship between the study subjects' demographic characteristics and their attitudes was significant (pwebsite. Hence, the results of this study showed that the website of the health department needs to be redesigned, and this design would allow a better link between the University of Medical Sciences and its audience to promote health literacy.

  3. Senior High School Earth Sciences and Marine Sciences.

    Science.gov (United States)

    Hackenberg, Mary; And Others

    This guide was developed for earth sciences and marine sciences instruction in the senior high schools of Duval County, Jacksonville, Florida. The subjects covered are: (1) Earth Science for 10th, 11th, and 12th graders; (2) Marine Biology I for 10th, 11th, and 12th graders; (3) Marine Biology II, Advanced, for 11th and 12th graders; (4) Marine…

  4. EIROForum science goes to school

    CERN Multimedia

    CERN Bulletin

    The first EIROForum school was held at CERN last week. In about four days, 35 teachers from 15 countries were able to get a flavour of the science done in four of the seven organizations participating in EIROForum. This was a chance for them to feel part of top-level European scientific research.   The 35 teachers participating in thefirst EIROForum school organized at CERN. Inspiring teachers to motivate students: the formula is well-known at CERN. Here, more than 20 schools for science teachers are organized every year. Some of them are attended by teachers from all over Europe, others are organized for national groups. The successful experience of CERN has served as a model to the other six international organizations that are members of EIROForum (sea box). “The title of this first common school is ‘The evolution of the Universe’”, explains Rolf Landua, head of the CERN Education group and organizer of the school. “The programme of lectures ...

  5. Role of accelerator science and technology in medical science

    International Nuclear Information System (INIS)

    Uesaka, Mitsuru

    2006-01-01

    Updated status of compact and advanced-compact medical accelerator development is reviewed. In their applications, medical physics and medical physicist are necessary. Their educational programs have started in several universities and institutes. As one important new trend on life-science, the research on the synergy of DDS (Drug Delivery System) and physical energies are proposed. (author)

  6. Medical School Anatomy and Pathology Workshops for High School Students Enhance Learning and Provide Inspiration for Careers in Medicine

    Science.gov (United States)

    Fenderson, Bruce A.; Veloski, J. Jon; Livesey, Michael; Wojdon-Smith, Tracey

    2016-01-01

    “Anatomy and Pathology Workshop” is a cadaver-based outreach program that models medical education to large groups of high school students. This study was designed to evaluate the impact of this program on students’ knowledge of anatomy and interest in biomedical science. A total of 144 high school students participated in the workshop in 2015. Preworkshop and postworkshop assessments were administered to assess students’ learning. A postworkshop survey was conducted to solicit students’ reflections and feedback. It was found that student performance in the postworkshop examination (mean 78%) had significantly improved when compared to the performance in the preexamination (mean 54%), indicating that this program enhances learning. Students were also inspired to consider opportunities in medicine and allied health professions—97% indicated that they had a better understanding of medical education; 95% agreed that they had better understanding of the human body; 84% thought anatomy was interesting and exciting; and 62% of the students indicated that they looked forward to studying medicine or another health profession. Students rated the instructors highly—95% agreed that the instructors were professional and served as role models. Medical/graduate student instructors were also highly regarded by the high school students—96% thought it was valuable to have student instructors and 94% thought that student instructors were caring and enthusiastic about teaching. In summary, this study demonstrates that outreach programs provided by medical schools help young adults during their formative years by modeling professionalism, providing role models, enhancing learning, and encouraging many to consider opportunities in the health professions. PMID:28725784

  7. Analytical Chemistry in the Regulatory Science of Medical Devices.

    Science.gov (United States)

    Wang, Yi; Guan, Allan; Wickramasekara, Samanthi; Phillips, K Scott

    2018-06-12

    In the United States, regulatory science is the science of developing new tools, standards, and approaches to assess the safety, efficacy, quality, and performance of all Food and Drug Administration-regulated products. Good regulatory science facilitates consumer access to innovative medical devices that are safe and effective throughout the Total Product Life Cycle (TPLC). Because the need to measure things is fundamental to the regulatory science of medical devices, analytical chemistry plays an important role, contributing to medical device technology in two ways: It can be an integral part of an innovative medical device (e.g., diagnostic devices), and it can be used to support medical device development throughout the TPLC. In this review, we focus on analytical chemistry as a tool for the regulatory science of medical devices. We highlight recent progress in companion diagnostics, medical devices on chips for preclinical testing, mass spectrometry for postmarket monitoring, and detection/characterization of bacterial biofilm to prevent infections.

  8. Egyptian Journal of Medical Laboratory Sciences: Advanced Search

    African Journals Online (AJOL)

    Egyptian Journal of Medical Laboratory Sciences: Advanced Search. Journal Home > Egyptian Journal of Medical Laboratory Sciences: Advanced Search. Log in or Register to get access to full text downloads.

  9. Medical school benchmarking - from tools to programmes.

    Science.gov (United States)

    Wilkinson, Tim J; Hudson, Judith N; Mccoll, Geoffrey J; Hu, Wendy C Y; Jolly, Brian C; Schuwirth, Lambert W T

    2015-02-01

    Benchmarking among medical schools is essential, but may result in unwanted effects. To apply a conceptual framework to selected benchmarking activities of medical schools. We present an analogy between the effects of assessment on student learning and the effects of benchmarking on medical school educational activities. A framework by which benchmarking can be evaluated was developed and applied to key current benchmarking activities in Australia and New Zealand. The analogy generated a conceptual framework that tested five questions to be considered in relation to benchmarking: what is the purpose? what are the attributes of value? what are the best tools to assess the attributes of value? what happens to the results? and, what is the likely "institutional impact" of the results? If the activities were compared against a blueprint of desirable medical graduate outcomes, notable omissions would emerge. Medical schools should benchmark their performance on a range of educational activities to ensure quality improvement and to assure stakeholders that standards are being met. Although benchmarking potentially has positive benefits, it could also result in perverse incentives with unforeseen and detrimental effects on learning if it is undertaken using only a few selected assessment tools.

  10. The Changing Roles of Science Specialists during a Capacity Building Program for Primary School Science

    Science.gov (United States)

    Herbert, Sandra; Xu, Lihua; Kelly, Leissa

    2017-01-01

    Science education starts at primary school. Yet, recent research shows primary school teachers lack confidence and competence in teaching science (Prinsley & Johnston, 2015). A Victorian state government science specialist initiative responded to this concern by providing professional learning programs to schools across Victoria. Drawing on…

  11. The relationship between school type and academic performance at medical school: a national, multi-cohort study.

    Science.gov (United States)

    Kumwenda, Ben; Cleland, Jennifer A; Walker, Kim; Lee, Amanda J; Greatrix, Rachel

    2017-08-31

    Differential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years' performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes. This retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates' demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme's educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students' background characteristics and EPM ranking. Students from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, pschools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, pschools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools. This is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students

  12. Science Education at Riverside Middle School A Case Study

    Science.gov (United States)

    Smiley, Bettie Ann Pickens

    For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and policy makers. Despite indicators of progress for women and girls on some measures of achievement, course enrollment patterns, and employment, fewer women than men pursue college degrees and careers in science, technology, engineering, and mathematics. According to the results of national assessments, the gender gap in science achievement begins to be evident in the middle school years. Gender and school science achievement involve a complex set of factors associated with schools and child/family systems that may include school leadership, institutional practices, curriculum content, teacher training programs, teacher expectations, student interests, parental involvement, and cultural values. This ethnographic case study was designed to explore the context for science education reform and the participation of middle school girls. The study analyzed and compared teaching strategies and female student engagement in sixth, seventh, and eighth grade science classrooms. The setting was a middle school situated in a district that was well-known for its achievement in reading, math, and technology. Findings from the study indicated that while classroom instruction was predominantly organized around traditional school science, the girls were more disciplined and outperformed the boys. The size of the classrooms, time to prepare for hands-on activities, and obtaining resources were identified as barriers to teaching science in ways that aligned with recent national science reform initiatives. Parents who participated in the study were very supportive of their daughters' academic progress and career goals. A few of the parents suggested that the school's science program include more hands-on activities; instruction designed for the advanced learner; and information related to future careers. Overall the teachers and

  13. Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board.

    Science.gov (United States)

    Papadakis, Maxine A; Hodgson, Carol S; Teherani, Arianne; Kohatsu, Neal D

    2004-03-01

    To determine if medical students who demonstrate unprofessional behavior in medical school are more likely to have subsequent state board disciplinary action. A case-control study was conducted of all University of California, San Francisco, School of Medicine graduates disciplined by the Medical Board of California from 1990-2000 (68). Control graduates (196) were matched by medical school graduation year and specialty choice. Predictor variables were male gender, undergraduate grade point average, Medical College Admission Test scores, medical school grades, National Board of Medical Examiner Part 1 scores, and negative excerpts describing unprofessional behavior from course evaluation forms, dean's letter of recommendation for residencies, and administrative correspondence. Negative excerpts were scored for severity (Good/Trace versus Concern/Problem/Extreme). The outcome variable was state board disciplinary action. The alumni graduated between 1943 and 1989. Ninety-five percent of the disciplinary actions were for deficiencies in professionalism. The prevalence of Concern/Problem/Extreme excerpts in the cases was 38% and 19% in controls. Logistic regression analysis showed that disciplined physicians were more likely to have Concern/Problem/Extreme excerpts in their medical school file (odds ratio, 2.15; 95% confidence interval, 1.15-4.02; p =.02). The remaining variables were not associated with disciplinary action. Problematic behavior in medical school is associated with subsequent disciplinary action by a state medical board. Professionalism is an essential competency that must be demonstrated for a student to graduate from medical school.

  14. Terror Medicine As Part of the Medical School Curriculum

    Directory of Open Access Journals (Sweden)

    Leonard A Cole

    2014-09-01

    Full Text Available Terror medicine, a field related to emergency and disaster medicine, focuses on medical issues ranging from preparedness to psychological manifestations specifically associated with terrorist attacks. Calls to teach aspects of the subject in American medical schools surged after the 2001 jetliner and anthrax attacks. Although the threat of terrorism persists, terror medicine is still addressed erratically if at all in most medical schools. This paper suggests a template for incorporating the subject throughout a 4-year medical curriculum. The instructional framework culminates in a short course for fourth year students, such as one recently introduced at Rutgers New Jersey Medical School, Newark, NJ. The proposed 4-year Rutgers curriculum serves as a model that could assist other medical schools contemplating the inclusion of terror medicine in pre-clerkship and clerkship training.

  15. A Comprehensive Survey of Preclinical Microbiology Curricula Among US Medical Schools.

    Science.gov (United States)

    Melber, Dora J; Teherani, Arianne; Schwartz, Brian S

    2016-07-15

    A strong foundational understanding of microbiology is crucial for the 21st century physician. Given recent major advances in medical microbiology, curricular changes will likely be needed. Before transforming curricula, we must first obtain a comprehensive understanding of contemporary medical student microbiology education. We disseminated a 38-question survey to microbiology course directors and curriculum deans at 142 US medical schools accredited by the Liason Committee on Medical Education. Survey questions focused on course leadership, curricular structure, course content, and educator perceptions about microbiology education locally and nationally. One hundred and four (73%) of 142 schools completed the survey. Ninety-four (90%) schools identified a course director. Of these, 48% were led by microbiologists alone, 23% co-led by a microbiologist and a clinician, 20% by a clinician alone, and 8% by a laboratory medicine physician with or without a co-director. At 55 (53%) schools, the curricula were organized in a single block or course and at 47 (45%) it was integrated into other curricula. Areas of emerging importance, such as antimicrobial stewardship, global health, infection control, and the microbiome, were addressed at 66%, 65%, 64%, and 47% of institutions, respectively. Respondents reported the following concerns: challenges integrating microbiology into other courses, reduced total teaching hours, and difficulty balancing basic and clinical science topics. Preclinical microbiology course directors report significant challenges in meeting the needs of changing curriculum structure and content. Enhanced local collaboration between microbiologists and clinicians, as well as national collaboration among relevant societies to design best practices and support research, may be strategies for future success. © The Author 2016. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e

  16. A university system's approach to enhancing the educational mission of health science schools and institutions: the University of Texas Academy of Health Science Education

    Directory of Open Access Journals (Sweden)

    L. Maximilian Buja

    2013-03-01

    Full Text Available Background: The academy movement developed in the United States as an important approach to enhance the educational mission and facilitate the recognition and work of educators at medical schools and health science institutions. Objectives: Academies initially formed at individual medical schools. Educators and leaders in The University of Texas System (the UT System, UTS recognized the academy movement as a means both to address special challenges and pursue opportunities for advancing the educational mission of academic health sciences institutions. Methods: The UTS academy process was started by the appointment of a Chancellor's Health Fellow for Education in 2004. Subsequently, the University of Texas Academy of Health Science Education (UTAHSE was formed by bringing together esteemed faculty educators from the six UTS health science institutions. Results: Currently, the UTAHSE has 132 voting members who were selected through a rigorous, system-wide peer review and who represent multiple professional backgrounds and all six campuses. With support from the UTS, the UTAHSE has developed and sustained an annual Innovations in Health Science Education conference, a small grants program and an Innovations in Health Science Education Award, among other UTS health science educational activities. The UTAHSE represents one university system's innovative approach to enhancing its educational mission through multi- and interdisciplinary as well as inter-institutional collaboration. Conclusions: The UTAHSE is presented as a model for the development of other consortia-type academies that could involve several components of a university system or coalitions of several institutions.

  17. The founding of ISOTT: the Shamattawa of engineering science and medical science.

    Science.gov (United States)

    Bruley, Duane F

    2014-01-01

    The founding of ISOTT was based upon the blending of Medical and Engineering sciences. This occurrence is portrayed by the Shamattawa, the joining of the Chippewa and Flambeau rivers. Beginning with Carl Scheele's discovery of oxygen, the medical sciences advanced the knowledge of its importance to physiological phenomena. Meanwhile, engineering science was evolving as a mathematical discipline used to define systems quantitatively from basic principles. In particular, Adolf Fick's employment of a gradient led to the formalization of transport phenomena. These two rivers of knowledge were blended to found ISOTT at Clemson/Charleston, South Carolina, USA, in 1973.The establishment of our society with a mission to support the collaborative work of medical scientists, clinicians and all disciplines of engineering was a supporting step in the evolution of bioengineering. Traditional engineers typically worked in areas not requiring knowledge of biology or the life sciences. By encouraging collaboration between medical science and traditional engineering, our society became one of the forerunners in establishing bioengineering as the fifth traditional discipline of engineering.

  18. Procedure for the Disposal of Controlled Medication in the School Setting.

    Science.gov (United States)

    Kleinschmidt, Karen A

    2015-09-01

    The disposal of controlled medication left in the school nurse office is problematic for school nurses. Medications are left for a variety of reasons: students transfer out of the district, state, or country; parents and guardians lack transportation to pick up their child's medication; and some families simply forget. The medications of concern are controlled substances, primarily Schedule II medications including Adderall, Concerta, and methylphenidate. Over time, these medications begin to accumulate in a school nurse's office. Schools should establish procedures that address safe disposal of controlled medications as well as liability protection for the school nursing staff. This article will discuss a procedure created for the Christina School District in conjunction with a state board of pharmacy and subsequently shared with other school nurses in the State of Delaware. © 2015 The Author(s).

  19. ORIGINAL ARTICLES Changing gender profile of medical schools ...

    African Journals Online (AJOL)

    2008-06-23

    Jun 23, 2008 ... Changing gender profile of medical schools in South Africa. Mignonne ... The Higher Education Management Information System. (HEMIS) ..... specialty and gender: A study of teachers at a Swedish medical school. BMC Med ...

  20. Evaluating the Effects of Medical Explorers a Case Study Curriculum on Critical Thinking, Attitude Toward Life Science, and Motivational Learning Strategies in Rural High School Students

    Science.gov (United States)

    Brand, Lance G.

    2011-12-01

    The purpose of this study was three-fold: to measure the ability of the Medical Explorers case-based curriculum to improve higher order thinking skills; to evaluate the impact of the Medical Explorers case-based curriculum to help students be self directed learners; and to investigate the impact of the Medical Explorers case-based curriculum to improve student attitudes of the life sciences. The target population for this study was secondary students enrolled in advanced life science programs. The resulting sample (n = 71) consisted of 36 students in the case-based experimental group and 35 students in the control group. Furthermore, this study employed an experimental, pretest-posttest control group research design. The treatment consisted of two instructional strategies: case-based learning and teacher-guided learning. Analysis of covariance indicated no treatment effect on critical thinking ability or Motivation and Self-regulation of Learning. However, the Medical Explorers case-based curriculum did show a treatment effect on student attitudes toward the life sciences. These results seem to indicate that case-based curriculum has a positive impact on students' perspectives and attitudes about the study of life science as well as their interest in life science based careers. Such outcomes are also a good indicator that students enjoy and perceive the value to use of case studies in science, and because they see value in the work that they do they open up their minds to true learning and integration. Of additional interest was the observationthat on average eleventh graders showed consistently stronger gains in critical thinking, motivation and self-regulation of learning strategies, and attitudes toward the life sciences as compared to twelfth grade students. In fact, twelfth grade students showed a pre to post loss on the Watson-Glaser and the MSLQ scores while eleventh grade students showed positive gains on each of these instruments. This decline in twelfth

  1. Basic science right, not basic science lite: medical education at a crossroad.

    Science.gov (United States)

    Fincher, Ruth-Marie E; Wallach, Paul M; Richardson, W Scott

    2009-11-01

    This perspective is a counterpoint to Dr. Brass' article, Basic biomedical sciences and the future of medical education: implications for internal medicine. The authors review development of the US medical education system as an introduction to a discussion of Dr. Brass' perspectives. The authors agree that sound scientific foundations and skill in critical thinking are important and that effective educational strategies to improve foundational science education should be implemented. Unfortunately, many students do not perceive the relevance of basic science education to clinical practice.The authors cite areas of disagreement. They believe it is unlikely that the importance of basic sciences will be diminished by contemporary directions in medical education and planned modifications of USMLE. Graduates' diminished interest in internal medicine is unlikely from changes in basic science education.Thoughtful changes in education provide the opportunity to improve understanding of fundamental sciences, the process of scientific inquiry, and translation of that knowledge to clinical practice.

  2. Motivations influencing the specialty choices of medical school graduates

    Directory of Open Access Journals (Sweden)

    zarghami M

    2003-04-01

    Full Text Available Background: Growing national concern about distortions in the size, specially composition, and availability of the physician workforce -especially after "cultural revolution n- has evoked challenges in Iran. Purpose: To determine various factors that influence medical graduates choices for residency program. Methods: All applicants for residency program in Mazandaran university of Medical Sciences and Health Services completed the Medical School Graduation Questionnaire, and rated each factor using 0 to 4 Likert-type scale. Factors' ratings were also compared across applicants of different residency program, and demographic variables. Results: The top two factors rated as having strong influences were ones related to interest in helping peop1e (rated 3.07, and intellectual content of the specially (rated 3. Malpractice insurance cost has the least influence (rated 0.98. Most of men preferred independence, whereas most of women preferred predictable working hours. Opportunity to make differences in people's l(fe influenced the specially choices of usual participants. whereas those who used war veterans quota paid more attention to independence and exercise of social responsibility. Patient contact factors were less important to graduates who chose diagnostic speciafties. Also, there was a significant association between the participants' age and four factors. Conclusion: These graduates based their specially preference heavily on the opportunity that the specially affords to help people, and intellectual content of the specially. Knowing the hierarchy of influences on graduates' motivations should help education strategists determine what experiences and perceptions must change if a different mix of specially decision is to result. Keywords: SPECIAL TY, MEDICAL SCHOOL, SARI, MAZANDARAN

  3. Complementary and alternative medicine in the undergraduate medical curriculum: a survey of Korean medical schools.

    Science.gov (United States)

    Kim, Do Yeun; Park, Wan Beom; Kang, Hee Cheol; Kim, Mi Jung; Park, Kyu-Hyun; Min, Byung-Il; Suh, Duk-Joon; Lee, Hye Won; Jung, Seung Pil; Chun, Mison; Lee, Soon Nam

    2012-09-01

    The current status of complementary and alternative medicine (CAM) education in Korean medical schools is still largely unknown, despite a growing need for a CAM component in medical education. The prevalence, scope, and diversity of CAM courses in Korean medical school education were evaluated. Participants included academic or curriculum deans and faculty at each of the 41 Korean medical schools. A mail survey was conducted from 2007 to 2010. Replies were received from all 41 schools. CAM was officially taught at 35 schools (85.4%), and 32 schools (91.4%) provided academic credit for CAM courses. The most common courses were introduction to CAM or integrative medicine (88.6%), traditional Korean medicine (57.1%), homeopathy and naturopathy (31.4%), and acupuncture (28.6%). Educational formats included lectures by professors and lectures and/or demonstrations by practitioners. The value order of core competencies was attitude (40/41), knowledge (32/41), and skill (6/41). Reasons for not initiating a CAM curriculum were a non-evidence-based approach in assessing the efficacy of CAM, insufficiently reliable reference resources, and insufficient time to educate students in CAM. This survey reveals heterogeneity in the content, format, and requirements among CAM courses at Korean medical schools. Korean medical school students should be instructed in CAM with a more consistent educational approach to help patients who participate in or demand CAM.

  4. Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda.

    Science.gov (United States)

    Mubuuke, Aloysius Gonzaga; Mwesigwa, Catherine; Maling, Samuel; Rukundo, Godfrey; Kagawa, Mike; Kitara, David Lagoro; Kiguli, Sarah

    2014-01-01

    Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students. To examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium. It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes. Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength. Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended.

  5. The Medical Science DMZ.

    Science.gov (United States)

    Peisert, Sean; Barnett, William; Dart, Eli; Cuff, James; Grossman, Robert L; Balas, Edward; Berman, Ari; Shankar, Anurag; Tierney, Brian

    2016-11-01

    We describe use cases and an institutional reference architecture for maintaining high-capacity, data-intensive network flows (e.g., 10, 40, 100 Gbps+) in a scientific, medical context while still adhering to security and privacy laws and regulations. High-end networking, packet filter firewalls, network intrusion detection systems. We describe a "Medical Science DMZ" concept as an option for secure, high-volume transport of large, sensitive data sets between research institutions over national research networks. The exponentially increasing amounts of "omics" data, the rapid increase of high-quality imaging, and other rapidly growing clinical data sets have resulted in the rise of biomedical research "big data." The storage, analysis, and network resources required to process these data and integrate them into patient diagnoses and treatments have grown to scales that strain the capabilities of academic health centers. Some data are not generated locally and cannot be sustained locally, and shared data repositories such as those provided by the National Library of Medicine, the National Cancer Institute, and international partners such as the European Bioinformatics Institute are rapidly growing. The ability to store and compute using these data must therefore be addressed by a combination of local, national, and industry resources that exchange large data sets. Maintaining data-intensive flows that comply with HIPAA and other regulations presents a new challenge for biomedical research. Recognizing this, we describe a strategy that marries performance and security by borrowing from and redefining the concept of a "Science DMZ"-a framework that is used in physical sciences and engineering research to manage high-capacity data flows. By implementing a Medical Science DMZ architecture, biomedical researchers can leverage the scale provided by high-performance computer and cloud storage facilities and national high-speed research networks while preserving privacy and

  6. The evolution of our medical school

    OpenAIRE

    Vassallo, Josanne

    2006-01-01

    The University of Malta Medical School has a long history dating back to the foundation of the School of Anatomy and Surgery in the 16 th century. Numerous publications give testimony to the long line of illustrious graduates and faculty members who have contributed to the establishment and continuing expansion of this School.

  7. Bulletin of Materials Science | Indian Academy of Sciences

    Indian Academy of Sciences (India)

    Home; Journals; Bulletin of Materials Science; Volume 29; Issue 5 ... Polyester urethane; scaffold; tensile strength; swelling; degradation; cell culture. ... Materials Science Centre, Indian Institute of Technology, Kharagpur 721 302, India; School of Medical Science and Technology, Indian Institute of Technology, Kharagpur ...

  8. Quality improvement teaching at medical school: a student perspective

    OpenAIRE

    Nair, Pooja; Barai, Ishani; Prasad, Sunila; Gadhvi, Karishma

    2016-01-01

    Pooja Nair, Ishani Barai, Sunila Prasad, Karishma Gadhvi Department of Medicine, Imperial College School of Medicine, Imperial College London, London, UK Abstract: Guidelines in the UK require all doctors to actively take part in quality improvement. To ease future doctors into the process, formal quality improvement teaching can be delivered during medical school. Keywords: quality improvement, medical school, patient safety, patient satisfaction, medical student, clinical audit

  9. Sexuality education in Brazilian medical schools.

    Science.gov (United States)

    Rufino, Andrea Cronemberger; Madeiro, Alberto; Girão, Manoel João Batista Castello

    2014-05-01

    Sexuality education has been valued since the 1960s in medical schools worldwide. Although recent studies reaffirm the importance of incorporating sexuality into medical education, there are data gaps concerning how this happens in Brazil. To understand how Brazilian medical school professors teach sexuality in undergraduate courses. An exploratory, cross-sectional descriptive study was conducted. A total of 207 professors from 110 Brazilian medical schools responded to an online semistructured questionnaire about the characteristics of the sexuality-related topics offered. The main variables assessed were contact hours devoted to sexuality, disciplines in which sexuality topics were taught, sexuality-related course titles, and sexuality-related topics addressed. Questionnaires were tabulated and analyzed using descriptive statistics for frequency distribution. The response rate to the questionnaire was 77.2%. Almost all professors (96.3%) addressed sexuality-related topics mainly in the third and fourth years as clinical disciplines, with a 6-hour load per discipline. Gynecology was the discipline in which sexuality-related topics were most often taught (51.5%), followed by urology (18%) and psychiatry (15%). Sexuality-related topics were addressed mainly in classes on sexually transmitted diseases and AIDS (62.4%) and on the anatomy and physiology of the reproductive system (55.4%). About 25% of the professors reported teaching courses with a sexuality-related title. There was emphasis on the impact of diseases and sexual habits (87.9%) and sexual dysfunction (75.9%). Less than 50% of professors addressed nonnormative sexuality or social aspects of sexuality. The teaching of sexuality in Brazilian medical schools occurred in a nonstandardized and fragmented fashion across several disciplines. The topic was incorporated with an organic and pathological bias, with a weak emphasis on the social aspects of sexuality and the variety of human sexual behaviors. The

  10. Urban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subject

    Science.gov (United States)

    Spillane, James P.; Diamond, John B.; Walker, Lisa J.; Halverson, Rich; Jita, Loyiso

    2001-10-01

    This article explores school leadership for elementary school science teaching in an urban setting. We examine how school leaders bring resources together to enhance science instruction when there appear to be relatively few resources available for it. From our study of 13 Chicago elementary (K-8) schools' efforts to lead instructional change in mathematics, language arts, and science education, we show how resources for leading instruction are unequally distributed across subject areas. We also explore how over time leaders in one school successfully identified and activated resources for leading change in science education. The result has been a steady, although not always certain, development of science as an instructional area in the school. We argue that leading change in science education involves the identification and activation of material resources, the development of teachers' and school leaders' human capital, and the development and use of social capital.

  11. Educational climate perception by preclinical and clinical medical students in five Spanish medical schools.

    Science.gov (United States)

    Palés, Jorge; Gual, Arcadi; Escanero, Jesús; Tomás, Inmaculada; Rodríguez-de Castro, Felipe; Elorduy, Marta; Virumbrales, Montserrat; Rodríguez, Gerardo; Arce, Víctor

    2015-06-08

    The purpose of this study was to investigate student's perceptions of Educational Climate (EC) in Spanish medical schools, comparing various aspects of EC between the 2nd (preclinical) and the 4th (clinical) years to detect strengths and weaknesses in the on-going curricular reform. This study utilized a cross-sectional design and employed the Spanish version of the "Dundee Ready Education Environment Measure" (DREEM). The survey involved 894 2nd year students and 619 4th year students from five Spanish medical schools. The global average score of 2nd year students from the five medical schools was found to be significantly higher (116.2±24.9, 58.2% of maximum score) than that observed in 4th year students (104.8±29.5, 52.4% of maximum score). When the results in each medical school were analysed separately, the scores obtained in the 2nd year were almost always significantly higher than in the 4th year for all medical schools, in both the global scales and the different subscales. The perception of the EC by 2nd and 4th year students from five Spanish medical schools is more positive than negative although it is significantly lower in the 4th year. In both years, although more evident in the 4th year, students point out the existence of several important "problematic educational areas" associated with the persistence of traditional curricula and teaching methodologies. Our findings of this study should lead medical schools to make a serious reflection and drive the implementation of the necessary changes required to improve teaching, especially during the clinical period.

  12. The current provision of community-based teaching in UK medical schools: an online survey and systematic review.

    Science.gov (United States)

    Lee, Sandra W W; Clement, Naomi; Tang, Natalie; Atiomo, William

    2014-12-01

    To evaluate the current provision and outcome of community-based education (CBE) in UK medical schools. An online survey of UK medical school websites and course prospectuses and a systematic review of articles from PubMed and Web of Science were conducted. Articles in the systematic review were assessed using Rossi, Lipsey and Freeman's approach to programme evaluation. Publications from November 1998 to 2013 containing information related to community teaching in undergraduate medical courses were included. Out of the 32 undergraduate UK medical schools, one was excluded due to the lack of course specifications available online. Analysis of the remaining 31 medical schools showed that a variety of CBE models are utilised in medical schools across the UK. Twenty-eight medical schools (90.3%) provide CBE in some form by the end of the first year of undergraduate training, and 29 medical schools (93.5%) by the end of the second year. From the 1378 references identified, 29 papers met the inclusion criteria for assessment. It was found that CBE mostly provided advantages to students as well as other participants, including GP tutors and patients. However, there were a few concerns regarding the lack of GP tutors' knowledge in specialty areas, the negative impact that CBE may have on the delivery of health service in education settings and the cost of CBE. Despite the wide variations in implementation, community teaching was found to be mostly beneficial. To ensure the relevance of CBE for 'Tomorrow's Doctors', a national framework should be established, and solutions sought to reduce the impact of the challenges within CBE. This is the first study to review how community-based education is currently provided throughout Medical Schools in the UK. The use of Rossi, Lipsey and Freeman's method of programme evaluation means that the literature was analysed in a consistent and comprehensive way. However, a weakness is that data from the online survey was obtained from

  13. The current provision of community-based teaching in UK medical schools: an online survey and systematic review

    Science.gov (United States)

    Lee, Sandra W W; Clement, Naomi; Tang, Natalie; Atiomo, William

    2014-01-01

    Objective To evaluate the current provision and outcome of community-based education (CBE) in UK medical schools. Design and data sources An online survey of UK medical school websites and course prospectuses and a systematic review of articles from PubMed and Web of Science were conducted. Articles in the systematic review were assessed using Rossi, Lipsey and Freeman's approach to programme evaluation. Study selection Publications from November 1998 to 2013 containing information related to community teaching in undergraduate medical courses were included. Results Out of the 32 undergraduate UK medical schools, one was excluded due to the lack of course specifications available online. Analysis of the remaining 31 medical schools showed that a variety of CBE models are utilised in medical schools across the UK. Twenty-eight medical schools (90.3%) provide CBE in some form by the end of the first year of undergraduate training, and 29 medical schools (93.5%) by the end of the second year. From the 1378 references identified, 29 papers met the inclusion criteria for assessment. It was found that CBE mostly provided advantages to students as well as other participants, including GP tutors and patients. However, there were a few concerns regarding the lack of GP tutors’ knowledge in specialty areas, the negative impact that CBE may have on the delivery of health service in education settings and the cost of CBE. Conclusions Despite the wide variations in implementation, community teaching was found to be mostly beneficial. To ensure the relevance of CBE for ‘Tomorrow's Doctors’, a national framework should be established, and solutions sought to reduce the impact of the challenges within CBE. Strengths and limitations of this study This is the first study to review how community-based education is currently provided throughout Medical Schools in the UK. The use of Rossi, Lipsey and Freeman's method of programme evaluation means that the literature was analysed

  14. Teaching controversial issues in the secondary school science classroom

    Science.gov (United States)

    van Rooy, Wilhelmina

    1993-12-01

    A sample of fourteen secondary school biology teachers chosen from twelve schools were interviewed. The purpose was to determine their views on how controversial issues in science might be handled in the secondary school science classroom and whether the issues of surrogacy and human embryo experimentation were suitable controversial issues for discussion in schools. In general, teachers indicated that controversial issues deserve a more prominent place in the science curriculum because they have the potential to foster thinking, learning, and interest in science. The issues of surrogacy and human embryo experimentation were seen as appropriate contexts for learning, provided that teachers were well informed and sensitive to both the students and to the school environment.

  15. Sexuality education in Japanese medical schools.

    Science.gov (United States)

    Shirai, M; Tsujimura, A; Abdelhamed, A; Horie, S

    2017-07-01

    The present study aimed to investigate current sexuality education in Japanese medical schools and the impact of position title in the Japanese Society for Sexual Medicine (JSSM). Questionnaires were mailed to urology departments in all Japanese medical schools. The responses were evaluated according to four factors: the number of lecture components, curriculum hours, degree of satisfaction with the components and degree of satisfaction with the curriculum hours. We also investigated differences in these four factors among three groups: Directors, Council members and non-members of the JSSM. The medians of curriculum hours and the number of the lecture components were 90.0 min and 7.0, respectively. The curriculum hours of the Directors (140.0 min) were significantly longer than those of the non-members (90.0 min; P<0.05). The number of lecture components taught by Directors (9.5) was significantly higher than that of the Council (4.0; P<0.01) and non-members (7.0; P<0.05). More than half of the faculties were not satisfied with the lecture components and curriculum hours. This is the first study on sexuality education in Japanese medical schools. It showed the inadequacy of both curriculum hours and lecture components, and that the position title of department chair affects sexuality education in medical schools.

  16. Psychiatry in American Medical Education: The Case of Harvard's Medical School, 1900-1945.

    Science.gov (United States)

    Abraham, Tara H

    2018-01-01

    As American psychiatrists moved from the asylum to the private clinic during the early twentieth century, psychiatry acquired a growing presence within medical school curricula. This shift in disciplinary status took place at a time when medical education itself was experiencing a period of reform. By examining medical school registers at Harvard University, records from the Dean's office of Harvard's medical school, and oral histories, this paper examines the rise in prominence of psychiatry in medical education. Three builders of Harvard psychiatry - Elmer E. Southard, C. Macfie Campbell, and Harry C. Solomon - simultaneously sought to mark territory for psychiatry and its relevance. In doing so, they capitalized on three related elements: the fluidity that existed between psychiatry and neurology, the new venues whereby medical students gained training in psychiatry, and the broader role of patrons, professional associations, and certification boards, which sought to expand psychiatry's influence in the social and cultural life of twentieth-century America.

  17. National Institute of General Medical Sciences

    Science.gov (United States)

    ... Over Navigation Links National Institute of General Medical Sciences Site Map Staff Search My Order Search the ... NIGMS Website Research Funding Research Training News & Meetings Science Education About NIGMS Feature Slides View All Slides ...

  18. Perceived Medical School stress of undergraduate medical students predicts academic performance: an observational study.

    Science.gov (United States)

    Kötter, Thomas; Wagner, Josefin; Brüheim, Linda; Voltmer, Edgar

    2017-12-16

    Medical students are exposed to high amounts of stress. Stress and poor academic performance can become part of a vicious circle. In order to counteract this circularity, it seems important to better understand the relationship between stress and performance during medical education. The most widespread stress questionnaire designed for use in Medical School is the "Perceived Medical School Stress Instrument" (PMSS). It addresses a wide range of stressors, including workload, competition, social isolation and financial worries. Our aim was to examine the relation between the perceived Medical School stress of undergraduate medical students and academic performance. We measured Medical School stress using the PMSS at two different time points (at the end of freshman year and at the end of sophomore year) and matched stress scores together with age and gender to the first medical examination (M1) grade of the students (n = 456). PMSS scores from 2 and 14 months before M1 proved to be significant predictors for medical students' M1 grade. Age and gender also predict academic performance, making older female students with high stress scores a potential risk group for entering the vicious circle of stress and poor academic performance. PMSS sum scores 2 and 14 months before the M1 exam seem to have an independent predictive validity for medical students' M1 grade. More research is needed to identify potential confounders.

  19. Quality improvement teaching at medical school: a student perspective

    Directory of Open Access Journals (Sweden)

    Nair P

    2016-03-01

    Full Text Available Pooja Nair, Ishani Barai, Sunila Prasad, Karishma Gadhvi Department of Medicine, Imperial College School of Medicine, Imperial College London, London, UK Abstract: Guidelines in the UK require all doctors to actively take part in quality improvement. To ease future doctors into the process, formal quality improvement teaching can be delivered during medical school. Keywords: quality improvement, medical school, patient safety, patient satisfaction, medical student, clinical audit

  20. Students’ attitudes towards impact of the health department website on their health literacy in Semnan University of Medical Sciences

    Science.gov (United States)

    Mahdizadeh, Jamileh; Valinejadi, Ali; Pooyesh, Behnoosh; Jafari, Fatemeh

    2018-01-01

    Background and aim Health literacy has been of interest to policymakers because of its impact on health decision-making as one of the important issues for promoting community health and improving the quality of health care delivery. Therefore, it seems necessary to examine the status of the website of the health sector of the University of Medical Sciences in promoting health literacy from the viewpoint of the students. Methods This cross-sectional study was performed on 529 medical and allied students in schools affiliated to Semnan University of Medical Sciences, Semnan, Iran between 2016 and 2017. In this study, a valid and reliable adult health literacy questionnaire designed by Montazeri et al. was used. The questionnaire was distributed among students in medical and allied health schools and they were asked to complete the questionnaire. Independent-samples t-test, one-way ANOVA, and Pearson product-moment correlation were used to analyze data by SPSS 19. Results Mean scores of the participants’ attitudes towards reading of health information was 3.14 and towards decision and usage of health information was 2.53. Relationship between the study subjects’ demographic characteristics and their attitudes was significant (pwebsite. Hence, the results of this study showed that the website of the health department needs to be redesigned, and this design would allow a better link between the University of Medical Sciences and its audience to promote health literacy. PMID:29588815

  1. GeoBus: sharing science research with schools

    Science.gov (United States)

    Roper, Kathryn; Robinson, Ruth; Moorhouse, Ben

    2016-04-01

    GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is currently sponsored by industry, NERC, The Crown Estate, and the Scottish Government. The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have little or no experience in teaching this subject. This is, in part, done through the sharing of new science research outcomes and the experiences of young researchers with school pupils to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, over 40,000 pupils will have been involved in experiential Earth science learning activities in 190 different schools (over 400 separate visits) across the length and breadth of Scotland: many of these schools are in remote and disadvantaged regions. A new GeoBus project is under development within the Department of Earth Sciences at UCL in London. A key aim of GeoBus is to incorporate new research into our workshops with the main challenge being the development of appropriate resources that incorporate the key learning aims and requirements of the science and geography curricula. GeoBus works closely with researchers, teachers and educational practitioners to tailor the research outcomes to the curricula as much as possible. Over the past four years, GeoBus has developed 17 workshops, 5 challenge events and extensive field trips and each of these activities are trialled and evaluated within the university, and adjustments are made before the activities are delivered in schools. Activities are continually reviewed and further developments are made in response to both teacher and pupil feedback. This critical reflection of the project's success and impact is important to insure a positive and significant contribution to the science learning in

  2. Medical education in Israel 2016: five medical schools in a period of transition.

    Science.gov (United States)

    Reis, Shmuel; Urkin, Jacob; Nave, Rachel; Ber, Rosalie; Ziv, Amitai; Karnieli-Miller, Orit; Meitar, Dafna; Gilbey, Peter; Mevorach, Dror

    2016-01-01

    We reviewed the existing programs for basic medical education (BME) in Israel as well as their output, since they are in a phase of reassessment and transition. The transition has been informed, in part, by evaluation in 2014 by an International Review Committee (IRC). The review is followed by an analysis of its implications as well as the emergent roadmap for the future. The review documents a trend of modernizing, humanizing, and professionalizing Israeli medical education in general, and BME in particular, independently in each of the medical schools. Suggested improvements include an increased emphasis on interactive learner-centered rather than frontal teaching formats, clinical simulation, interprofessional training, and establishment of a national medical training forum for faculty development. In addition, collaboration should be enhanced between medical educators and health care providers, and among the medical schools themselves. The five schools admitted about 730 Israeli students in 2015, doubling admissions from 2000. In 2014, the number of new licenses, including those awarded to Israeli international medical graduates (IMGs), surpassed for the first time in more than a decade the estimated need for 1100 new physicians annually. About 60 % of the licenses awarded in 2015 were to IMGs. Israeli BME is undergoing continuous positive changes, was supplied with a roadmap for even further improvement by the IRC, and has doubled its output of graduates. The numbers of both Israeli graduates and IMGs are higher than estimated previously and may address the historically projected physician shortage. However, it is not clear whether the majority of newly licensed physicians, who were trained abroad, have benefited from similar recent improvements in medical education similar to those benefiting graduates of the Israeli medical schools, nor is it certain that they will benefit from the further improvements that have recently been recommended for the Israeli

  3. Reform in medical and health sciences educational system: a Delphi study of faculty members' views at Shiraz University of Medical Sciences.

    Science.gov (United States)

    Salehi, A; Harris, N; Lotfi, F; Hashemi, N; Kojouri, J; Amini, M

    2014-04-03

    Despite the strengths in the Iranian medical and health sciences educational system, areas in need of improvement have been noted. The purpose of this study was to understand the views of faculty members at Shiraz University of Medical Sciences about current and future needs for medical and health sciences education, with the goal of improving the quality of the educational system. The data were collected using a Delphi consensus method. Analysis of the findings identified the following key themes among the factors likely to contribute to medical and health sciences education and training: adding and/or increasing student numbers in higher degrees in preference to associate degrees; providing more interactive, student-centred teaching methods; improving the educational content with more practical and research-based courses tailored to society's needs; and an emphasis on outcome-based student evaluation techniques. These changes aim to respond to health trends in society and enhance the close relationship between medical education and the needs of the Iranian society.

  4. Preceptor engagement in distributed medical school campuses

    Directory of Open Access Journals (Sweden)

    Thomas Piggott

    2015-12-01

    Conclusions: Barriers to engagement in teaching primarily focused on differences in job structure in the community, administrative barriers both at the hospital and through the medical school, and lack of knowledge on how to teach.  As medical schools look to expand the capacity of distributed campuses, misperceptions should be addressed and opportunities to improve engagement should be further explored.

  5. The medical school curriculum committee revisited.

    Science.gov (United States)

    Hendricson, W D; Payer, A F; Rogers, L P; Markus, J F

    1993-03-01

    Numerous study commissions have contended that departmental territoriality and lack of coordinated planning are stagnating contemporary medical education. As a cure, these commissions have recommended the creation of centralized academic management units empowered to oversee revitalization of the curriculum through a series of reforms, including better definition of graduation competencies, community-based training, interdisciplinary courses, problem-based learning, and modernization of evaluation strategies. To determine the extent to which these recommendations were being adopted, in 1990 the authors sent a questionnaire on curriculum committee functions, current innovation efforts, and future priorities to academic administrators and members of medical school curriculum committees at 143 North American medical schools. Responses were received from administrators (primarily associate deans for academic affairs) at 118 schools and committee members (primarily faculty) at 111 schools. Recommendations for enhancing curriculum committee effectiveness were also elicited. The authors conclude that centralization of curricular management has occurred at very few institutions, and that the commonly mentioned reforms are being adopted at a modest pace. The results are analyzed in light of theories of the institutional change process and strategies for introducing educational innovations into established institutions.

  6. Doctors of tomorrow: An innovative curriculum connecting underrepresented minority high school students to medical school.

    Science.gov (United States)

    Derck, Jordan; Zahn, Kate; Finks, Jonathan F; Mand, Simanjit; Sandhu, Gurjit

    2016-01-01

    Racial minorities continue to be underrepresented in medicine (URiM). Increasing provider diversity is an essential component of addressing disparity in health delivery and outcomes. The pool of students URiM that are competitive applicants to medical school is often limited early on by educational inequalities in primary and secondary schooling. A growing body of evidence recognizing the importance of diversifying health professions advances the need for medical schools to develop outreach collaborations with primary and secondary schools to attract URiMs. The goal of this paper is to describe and evaluate a program that seeks to create a pipeline for URiMs early in secondary schooling by connecting these students with support and resources in the medical community that may be transformative in empowering these students to be stronger university and medical school applicants. The authors described a medical student-led, action-oriented pipeline program, Doctors of Tomorrow, which connects faculty and medical students at the University of Michigan Medical School with 9th grade students at Cass Technical High School (Cass Tech) in Detroit, Michigan. The program includes a core curriculum of hands-on experiential learning, development, and presentation of a capstone project, and mentoring of 9th grade students by medical students. Cass Tech student feedback was collected using focus groups, critical incident written narratives, and individual interviews. Medical student feedback was collected reviewing monthly meeting minutes from the Doctors of Tomorrow medical student leadership. Data were analyzed using thematic analysis. Two strong themes emerged from the Cass Tech student feedback: (i) Personal identity and its perceived effect on goal achievement and (ii) positive affect of direct mentorship and engagement with current healthcare providers through Doctors of Tomorrow. A challenge noted by the medical students was the lack of structured curriculum beyond the 1st

  7. Assessing the impact of faculty development fellowship in Shiraz University of Medical Sciences.

    Science.gov (United States)

    Ebrahimi, Sedigheh; Kojuri, Javad

    2012-02-01

    Changing concepts of education have led many medical schools to design educational programs to enhance teaching skills, as traditional approaches cannot fulfill the current students' needs. The educational development of medical faculty members has recently received impetus in Iran and the Eastern Mediterranean region. The aim of this study was to investigate whether participation in a faculty development program reinforced new teaching skills. A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors improve their teaching skills. The program, imparted in workshop format, covered effective teaching methods, feedback, knowledge assessment, and time management. Program sessions lasted four hours, four days each week for one month. Instruction was in the form of lectures, group discussions, case simulations, video presentations, and role-playing. All participants in the study (n = 219) belonged to the academic staff of Shiraz University of Medical Sciences. The participants highly rated the quality of the program. They felt that the educational intervention was appropriate and had a positive impact on their knowledge (P effectiveness of the program in strengthening the participants' teaching ability showed that students noticed significant improvements in the participants' teaching abilities (P effect on medical teachers' competencies, and we suggest that our educational intervention is effective in achieving its aims. Further research should investigate whether this faculty development program actually results in improved teaching performance.

  8. Standardizing assessment practices of undergraduate medical competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda

    Science.gov (United States)

    Mubuuke, Aloysius Gonzaga; Mwesigwa, Catherine; Maling, Samuel; Rukundo, Godfrey; Kagawa, Mike; Kitara, David Lagoro; Kiguli, Sarah

    2014-01-01

    Introduction Health professions education is gradually moving away from the more traditional approaches to new innovative ways of training aimed at producing professionals with the necessary competencies to address the community health needs. In response to these emerging trends, Medical Education for Equitable Services to All Ugandans (MESAU), a consortium of Ugandan medical schools developed key competencies desirable of graduates and successfully implemented Competency Based Education (CBE) for undergraduate medical students. Objectives To examine the current situation and establish whether assessment methods of the competencies are standardized across MESAU schools as well as establish the challenges, opportunities and lessons learned from the MESAU consortium. Methods It was a cross-sectional descriptive study involving faculty of the medical schools in Uganda. Data was collected using focus group discussions and document reviews. Findings were presented in form of themes. Results Although the MESAU schools have implemented the developed competencies within their curricular, the assessment methods are still not standardized with each institution having its own assessment procedures. Lack of knowledge and skills regarding assessment of the competencies was evident amongst the faculty. The fear for change amongst lecturers was also noted as a major challenge. However, the institutional collaboration created while developing competencies was identified as key strength. Conclusion Findings demonstrated that despite having common competencies, there is no standardized assessment blue print applicable to all MESAU schools. Continued collaboration and faculty development in assessment is strongly recommended. PMID:25995778

  9. The basis of the modern medical hygiene in the medieval Medical School of Salerno.

    Science.gov (United States)

    Bifulco, Maurizio; Capunzo, Mario; Marasco, Magda; Pisanti, Simona

    2015-01-01

    The link between hygiene and the concept of transmission of infective diseases was established earlier than the birth of microbiology, thanks to the studies of two neglected physicians of maternity clinic, Ignác Fülöp Semmelweis and Oliver Holmes, in the mid-1800s. Surprisingly, centuries earlier, a medieval women physician, Trotula de Ruggiero, introduced for the first time the notion of diseases’ prevention, highlighting the importance of the association of personal hygiene, balanced nutrition and physical activity for better health. Moreover, she was particularly concerned of hands hygiene for the midwives during child birth, to preserve the good health of both the mother and the baby. She practiced inside the medieval Medical School of Salerno, whose main text, the “Regimen Sanitatis Salerni” has an entire part dedicated to hygiene, providing hygienic precepts that anticipate the concepts derived from the revolutionary discoveries in medical science only centuries later.

  10. Medical student debt at the Christchurch School of Medicine. The New Zealand Wellbeing, Intentions, Debt and Experiences (WIDE) survey of medical students pilot study. Results part I.

    Science.gov (United States)

    Gill, D; Palmer, C; Mulder, R; Wilkinson, T

    2001-10-26

    To determine the level and sources of medical student debt at the Christchurch School of Medicine. A questionnaire, The New Zealand Wellbeing, Intentions, Debt, and Experiences (WIDE) Survey of Medical Students, was developed and administered to all 204 medical students at the Christchurch School of Medicine and Health Sciences. Included were questions on student demographics, sources and levels of debt, parental financial support, and student perceptions of their debt. The response rate was 88%. International students, whose debt was with an overseas government, and students with mortgages were excluded from the data analysis. The combined total debt for the remaining 165 students was $7775000 with $6290000 (81%) owed to the Government Students Loans scheme. One quarter of 6th year medical students had a debt over $83250, 50% had a debt over $70000, and 75% had a debt over $50000. Student allowances were inaccessible to 64% of 4th and 5th year students and part-time employment during term-time was common. Lack of funds was reported to impair full participation in the medical course. The majority of medical students at the Christchurch School of Medicine accumulate high levels of debt, mainly dtrough the Government Student Loans scheme, during their medical training.

  11. Nutrition education in the medical school curriculum: a review of the course content at the Royal College of Surgeons in Ireland-Bahrain.

    Science.gov (United States)

    Schreiber, K R; Cunningham, F O

    2016-11-01

    Only 14 % of American physicians report that they feel adequately trained to provide nutritional counselling. The average number of nutrition teaching hours in American medical schools is falling below recommendations by the National Academy of Sciences and nutritional education in the medical school curriculum is currently an important discussion topic. This study aimed to review the teaching hours delivered during a 6-year medical programme at The Royal College of Surgeons in Ireland-Bahrain (RCSI-B) and define the importance of nutritional education for medical students. Lecture time regarding the topic of nutrition was quantified by studying the contents of the 6-year course materials on the Moodle ® platform virtual learning environment used by RCSI-B. Students are exposed to approximately 15 h of education in nutrition during their medical studies at RCSI-B. The 15 h spent educating RCSI-B medical students on nutrition is inadequate according to international recommendations. However, RCSI-B is one of many medical schools that do not reach the minimum required hours (25-44) as set by the National Academy of Sciences and the American Society for Nutrition. We recommend that more teaching hours on nutrition be introduced into the curriculum. These extra teaching hours may greatly benefit RCSI-B students, patients and public health in Bahrain.

  12. Medical School Libraries and the “New” Curriculum

    Science.gov (United States)

    Uzelac, Constance

    1970-01-01

    The growing recognition of the need for humanities taught in schools of medicine is affecting acquisitions policies of medical libraries. This paper presents results of a survey conducted in various medical school libraries to evaluate the availability of humanities literature in their collections. PMID:5496239

  13. International students in United States’ medical schools: does the medical community know they exist?

    Directory of Open Access Journals (Sweden)

    Jashodeep Datta

    2012-06-01

    Full Text Available Background: Matriculation of international students to United States’ (US medical schools has not mirrored the remarkable influx of these students to other US institutions of higher education. Methods: While these students’ numbers are on the rise, the visibility for their unique issues remains largely ignored in the medical literature. Results: These students are disadvantaged in the medical school admissions process due to financial and immigration-related concerns, and academic standards for admittance also continue to be significantly higher compared with their US-citizen peers. Furthermore, it is simply beyond the mission of many medical schools – both public and private – to support international students’ education, especially since federal, state-allocated or institutional funds are limited and these institutions have a commitment to fulfill the healthcare education needs of qualified domestic candidates. In spite of these obstacles, a select group of international students do gain admission to US medical schools and, upon graduation, are credentialed equally as their US-citizen counterparts by the Accreditation Council for Graduate Medical Education (ACGME. However, owing to their foreign citizenship, these students have visa requirements for post-graduate training that may adversely impact their candidacy for residency placement. Conclusion: By raising such issues, this article aims to increase the awareness of considerations pertinent to this unique population of medical students. The argument is also made to support continued recruitment of international students to US medical schools in spite of these impediments. In our experience, these students are not only qualified to tackle the rigors of a US medical education, but also enrich the cultural diversity of the medical student body. Moreover, these graduates could effectively complement the efforts to augment US physician workforce diversity while contributing to

  14. Self-reported needs for improving the supervision competence of PhD supervisors from the medical sciences in Denmark

    DEFF Research Database (Denmark)

    Raffing, Rie; Jensen, Thor Bern; Tønnesen, Hanne

    2017-01-01

    Background: Quality of supervision is a major predictor for successful PhD projects. A survey showed that almost all PhD students in the Health Sciences in Denmark indicated that good supervision was important for the completion of their PhD study. Interestingly, approximately half of the students...... and wishes regarding the content of a new program in supervision, with a special focus on the supervision of PhD students in medical fields. Methods: A semi-structured interview guide was developed, and 20 PhD supervisors from the Graduate School of Health and Medical Sciences at the Faculty of Health...... and Medical Sciences at the University of Copenhagen were interviewed. Empirical data were analysed using qualitative methods of analysis. Results: Overall, the results indicated a general interest in improved competence and development of a new supervision programme. Those who were not interested argued that...

  15. The relationship of mentoring on middle school girls' science-related attitudes

    Science.gov (United States)

    Clark, Lynette M.

    This quantitative study examined the science-related attitudes of middle school girls who attended a science-focused mentoring program and those of middle school girls who attended a traditional mentoring program. Theories related to this study include social cognitive theory, cognitive development theory, and possible selves' theory. These theories emphasize social and learning experiences that may impact the science-related attitudes of middle school girls. The research questions examined the science-related attitudes of middle school girls who participate in a science-related mentoring program. The hypotheses suggested that there are significant differences that exist between the attitudes of middle school female participants in a science-related mentoring program and female participants in a traditional mentoring program. The quantitative data were collected through a survey entitled the Test of Science-Related Attitudes (TOSRA) which measures science-related attitudes. The population of interest for this study is 11-15 year old middle school girls of various racial and socio-economic backgrounds. The sample groups for the study were middle school girls participating in either a science-focused mentoring program or a traditional mentoring program. Results of the study indicated that no significant difference existed between the science-related attitudes of middle school girls in a science-related mentoring program and the attitudes of those in a traditional mentoring program. The practical implications for examining the concerns of the study would be further investigations to increase middle school girls' science-related attitudes.

  16. Educational technology infrastructure and services in North American medical schools.

    Science.gov (United States)

    Kamin, Carol; Souza, Kevin H; Heestand, Diane; Moses, Anna; O'Sullivan, Patricia

    2006-07-01

    To describe the current educational technology infrastructure and services provided by North American allopathic medical schools that are members of the Association of American Medical Colleges (AAMC), to present information needed for institutional benchmarking. A Web-based survey instrument was developed and administered in the fall of 2004 by the authors, sent to representatives of 137 medical schools and completed by representatives of 88, a response rate of 64%. Schools were given scores for infrastructure and services provided. Data were analyzed with one-way analyses of variance, chi-square, and correlation coefficients. There was no difference in the number of infrastructure features or services offered based on region of the country, public versus private schools, or size of graduating class. Schools implemented 3.0 (SD = 1.5) of 6 infrastructure items and offered 11.6 (SD = 4.1) of 22 services. Over 90% of schools had wireless access (97%), used online course materials for undergraduate medical education (97%), course management system for graduate medical education (95%) and online teaching evaluations (90%). Use of services differed across the undergraduate, graduate, and continuing medical education continuum. Outside of e-portfolios for undergraduates, the least-offered services were for services to graduate and continuing medical education. The results of this survey provide a benchmark for the level of services and infrastructure currently supporting educational technology by AAMC-member allopathic medical schools.

  17. [The new medical schools in Chile and their influence on the medical scenario].

    Science.gov (United States)

    Román A, Oscar

    2009-08-01

    There is concern about the possible consequences caused by the proliferation of private Medical Schools in Chile. Most of these schools have consolidated as health professional training centers, but its presence is changing the scenario of public health and medical profession. The most important consequence is the increase in the number of physicians that will occur, that may exceed the demand of the Chilean population and generate medical unemployment or emigration. There is also concern about the quality of the training process and the preparation and experience of teachers, that derives in the need for accreditation of medical schools. Private Universities are aware of these problems and are working on them. The struggle for clinical fields in the Public Health System has been regulated by an administrative norm of the Ministry of Health.

  18. The effects of hands-on-science instruction on the science achievement of middle school students

    Science.gov (United States)

    Wiggins, Felita

    Student achievement in the Twenty First Century demands a new rigor in student science knowledge, since advances in science and technology require students to think and act like scientists. As a result, students must acquire proficient levels of knowledge and skills to support a knowledge base that is expanding exponentially with new scientific advances. This study examined the effects of hands-on-science instruction on the science achievement of middle school students. More specifically, this study was concerned with the influence of hands-on science instruction versus traditional science instruction on the science test scores of middle school students. The subjects in this study were one hundred and twenty sixth-grade students in six classes. Instruction involved lecture/discussion and hands-on activities carried out for a three week period. Specifically, the study ascertained the influence of the variables gender, ethnicity, and socioeconomic status on the science test scores of middle school students. Additionally, this study assessed the effect of the variables gender, ethnicity, and socioeconomic status on the attitudes of sixth grade students toward science. The two instruments used to collect data for this study were the Prentice Hall unit ecosystem test and the Scientific Work Experience Programs for Teachers Study (SWEPT) student's attitude survey. Moreover, the data for the study was treated using the One-Way Analysis of Covariance and the One-Way Analysis of Variance. The following findings were made based on the results: (1) A statistically significant difference existed in the science performance of middle school students exposed to hands-on science instruction. These students had significantly higher scores than the science performance of middle school students exposed to traditional instruction. (2) A statistically significant difference did not exist between the science scores of male and female middle school students. (3) A statistically

  19. Medical Student Attitudes about Mental Illness: Does Medical-School Education Reduce Stigma?

    Science.gov (United States)

    Korszun, Ania; Dinos, Sokratis; Ahmed, Kamran; Bhui, Kamaldeep

    2012-01-01

    Background: Reducing stigma associated with mental illness is an important aim of medical education, yet evidence indicates that medical students' attitudes toward patients with mental health problems deteriorate as they progress through medical school. Objectives: Authors examined medical students' attitudes to mental illness, as compared with…

  20. Why People Apply to Medical School in Iraq?

    Directory of Open Access Journals (Sweden)

    Nesif Al-Hemiary

    2017-08-01

    Full Text Available Background: The motivations behind why people choose to study medicine in Iraqi medical schools are unknown. Such information could help school pupils to make more informed career decisions and assist medical schools in enhancing the student selection process. Aims: To investigate why people choose to study medicine in Iraq. Subjects and methods: The first-year students admitted on the academic year 2015-2016 to Baghdad College of Medicine, University of Baghdad, were invited to complete a structured questionnaire, which was administered through the college electronic education portal. The data were analyzed using IBM SPSS version 21 software. Results: A total of 152 (50% response rate students responded. Women constituted 69.1% of respondents. Most students (61.8% had made their choice by themselves without family pressure. The most frequent reasons that affected this choice were “humanitarian reasons and a wish to provide help to others” as well as “childhood dream,” “positive community appraisal of doctors,” and “ready availability of work for physicians.” About three-quarters (73.6% of the students made some inquiry about medical school before making their choice, and the people asked were most frequently a medical student or a doctor. Information provided by the consulted parties was regarded as satisfactory by 64.2% of the surveyed students, had a positive value in 47.2%, and affected their decision in 34.9%. The highest proportion (42.2% of the study sample was thinking about studying medicine since primary school. In addition, students with personal preference made their choice at a significantly younger age. Conclusions: Reasons to apply for medical schools in Iraq are similar to those in many countries. Most of the students who inquired about studying medicine had not contacted the medical school itself.

  1. Why People Apply to Medical School in Iraq?

    Science.gov (United States)

    Al-Hemiary, Nesif; Al-Nuaimi, Ahmed Sameer; Al-Saffar, Hilal; Randall, Ian

    2017-01-01

    The motivations behind why people choose to study medicine in Iraqi medical schools are unknown. Such information could help school pupils to make more informed career decisions and assist medical schools in enhancing the student selection process. To investigate why people choose to study medicine in Iraq. The first-year students admitted on the academic year 2015-2016 to Baghdad College of Medicine, University of Baghdad, were invited to complete a structured questionnaire, which was administered through the college electronic education portal. The data were analyzed using IBM SPSS version 21 software. A total of 152 (50% response rate) students responded. Women constituted 69.1% of respondents. Most students (61.8%) had made their choice by themselves without family pressure. The most frequent reasons that affected this choice were "humanitarian reasons and a wish to provide help to others" as well as "childhood dream," "positive community appraisal of doctors," and "ready availability of work for physicians." About three-quarters (73.6%) of the students made some inquiry about medical school before making their choice, and the people asked were most frequently a medical student or a doctor. Information provided by the consulted parties was regarded as satisfactory by 64.2% of the surveyed students, had a positive value in 47.2%, and affected their decision in 34.9%. The highest proportion (42.2%) of the study sample was thinking about studying medicine since primary school. In addition, students with personal preference made their choice at a significantly younger age. Reasons to apply for medical schools in Iraq are similar to those in many countries. Most of the students who inquired about studying medicine had not contacted the medical school itself.

  2. The current state of basic medical education in Israel: implications for a new medical school.

    Science.gov (United States)

    Reis, Shmuel; Borkan, Jeffrey M; Weingarten, Michael

    2009-11-01

    The recent government decision to establish a new medical school, the fifth in Israel, is an opportune moment to reflect on the state of Basic Medical Education (BME) in the country and globally. It provides a rare opportunity for planning an educational agenda tailored to local needs. This article moves from a description of the context of Israeli health care and the medical education system to a short overview of two existing Israeli medical schools where reforms have recently taken place. This is followed by an assessment of Israeli BME and an effort to use the insights from this assessment to inform the fifth medical school blueprint. The fifth medical school presents an opportunity for further curricular reforms and educational innovations. Reforms and innovations include: fostering self-directed professional development methods; emphasis on teaching in the community; use of appropriate educational technology; an emphasis on patient safety and simulation training; promoting the humanities in medicine; and finally the accountability to the community that the graduates will serve.

  3. Parents', nurses', and educators' perceptions of risks and benefits of school attendance by children who are medically fragile/technology-dependent.

    Science.gov (United States)

    Rehm, Roberta S; Rohr, Julie A

    2002-10-01

    Few studies have focused on school activities of children who are medically fragile/technology-dependent. This article reports on an exploratory, interpretive study that examined the perceptions of parents, nurses, and educators with regard to their school concerns and strategies for ensuring the safety and health of these students. Informants all believed that attending school provided benefits to most children who are medically fragile/technology-dependent, including opportunities for skill acquisition, socialization, and respite care for families. However, they also perceived that there were real risks involved, including obtaining appropriate care, exposure to infection, and social isolation or teasing. Copyright 2002, Elsevier Science (USA). All rights reserved.

  4. Associations between medical school and career preferences in Year 1 medical students in Scotland.

    Science.gov (United States)

    Cleland, Jennifer; Johnston, Peter W; French, Fiona H; Needham, Gillian

    2012-05-01

    Little is known about the relationship between the career preferences of medical students and the medical schools at which they are enrolled. Our aim was to explore this relationship early in students' medical training. Year 1 (2009-2010) medical students at the five Scottish medical schools were invited to take part in a career preference questionnaire survey. Questions were asked about demographic factors, career preferences and influencing factors. The response rate was 87.9% (883/1005). No significant differences were found among medical schools with regard to first-choice specialty. Surgery (22.5%), medicine (19.0%), general practice (17.6%) and paediatrics (16.1%) were the top career choices. Work-life balance, perceived aptitude and skills, intellectual satisfaction, and amount of patient contact were rated as the most important job-related factors by most respondents. Few differences were found among schools in terms of the impact of job-related factors on future career preferences. Students for whom the work-life balance was extremely important (odds ratio [OR]=0.6) were less likely to prefer surgery. Students for whom the work-life balance (OR=2.2) and continuity of care (OR=2.1) were extremely important were more likely to prefer general practice. Students' early career preferences were similar across the five medical schools. These preferences result from the interplay among demographic factors and the perceived characteristics of the various specialties. Maintaining a satisfactory work-life balance is very important to tomorrow's doctors, and the data hint that this may be breaking down some of the traditional gender differences in specialty choice. Longitudinal work is required to explore whether students' career preferences change as they progress through medical school and training. © Blackwell Publishing Ltd 2012.

  5. Forensic Science Curriculum for High School Students

    Science.gov (United States)

    Burgess, Christiana J.

    Over the last several decades, forensic science---the application of science to civil and criminal legal matters---has become of increasing popularity with the public. The range of disciplines within the field is immense, offering individuals the potential for a unique career, regardless of their specific interests or expertise. In response to this growth, many organizations, both public and private, have recognized the need to create forensic science programs that strive to maintain and enhance the quality of forensic science education. Unfortunately, most of the emphasis placed on developing these materials relates to post-secondary education, and creates a significant lack of forensic science educational materials available in the U.S., especially in Oklahoma. The purpose of this project was to create a high school curriculum that provides the foundation for building a broad, yet comprehensive, overview of the field of forensic science and its associated disciplines. The overall goal was to create and provide course materials to high school teachers in order to increase their knowledge of forensic science such that they are able to teach its disciplines effectively and with accuracy. The Forensic Science Curriculum for High School Students includes sample lesson plans, PowerPoint presentations, and lab activities with step-by-step instructions.

  6. Ranking Spain's medical schools by their performance in the national residency examination.

    Science.gov (United States)

    Lopez-Valcarcel, B G; Ortún, V; Barber, P; Harris, J E; García, B

    2013-12-01

    Medical school graduates in Spain must take a uniform national exam (called "examen MIR") in order to enter postgraduate training in a specialty. Its results offer a unique opportunity to rank medical schools according to this exam. We measured differences in the MIR exam results among Spanish medical schools and assessed the stability of the MIR-based rankings for the period 2003-2011. In the year 2011 a total of 6873 residency positions nationwide were offered by the Spanish Ministry of Health, Social Services and Equality. These positions covered 47 specialties distributed over 231 training centers. A total of 11,550 medical graduates (including 1997 foreign graduates) took the MIR examination. Marked differences among medical schools were evident. The median graduate from medical school #1 and #29 occupied the positions 1477 and 5383, respectively. These figures correspond to a standardized ranking of 21 out of 100 for medical school #1 (that is, 1477/6873; half of medical school #1 obtained better [below position 21%] and half worse [over position 21%] results) and a standardized ranking of 70 out of 100 for medical school #29. While 81% of the medical school #1 graduates were amongst the best 3000 MIR exams and only 5% above the 5000 position the corresponding figures for medical school #29 graduates were 21% and 44%, respectively. The ranking position of the 29 medical schools was very stable between the years 2003 and 2011. There are marked differences in medical schools in Spain and these differences are very consistent over the years 2003-2011. Copyright © 2013 Elsevier España, S.L. All rights reserved.

  7. Secondary School Students' Predictors of Science Attitudes

    Science.gov (United States)

    Tosun, Cemal; Genç, Murat

    2016-01-01

    The purpose of this study is to identify the factors that affect the secondary school students' attitudes in science. This study was conducted using survey method. The sample of the study was 503 students from four different secondary schools in Bartin and Düzce. Data were obtained using the Survey of Factors Affecting Students' Science Attitudes…

  8. [A survey of medical information education in radiological technology schools].

    Science.gov (United States)

    Ohba, Hisateru; Ogasawara, Katsuhiko; Hoshino, Shuhei; Hosoba, Minoru; Okuda, Yasuo; Konishi, Yasuhiko; Ikeda, Ryuji

    2010-08-20

    The purpose of this study was to clarify actual conditions and problems in medical information education and to propose the educational concept to be adopted in medical information. A questionnaire survey was carried out by the anonymous method in June 2008. The survey was intended for 40 radiological technology schools. The questionnaire items were as follows: (1) educational environment in medical information education, (2) content of a lecture in medical information, (3) problems in medical information education. The response rate was 55.0% (22 schools). Half of the responding schools had a laboratory on medical information. Seventeen schools had a medical information education facility, and out of them, approximately 50% had an educational medical information system. The main problems of the medical information education were as follows: (a) motivation of the students is low, (b) the educational coverage and level for medical information are uncertain, (c) there are not an appropriate textbook and educational guidance. In conclusion, these findings suggest that it is necessary to have a vision of medical information education in the education of radiological technologists.

  9. A survey of medical information education in radiological technology schools

    International Nuclear Information System (INIS)

    Ohba, Hisateru; Ogasawara, Katsuhiko; Hoshino, Shuhei; Hosoba, Minoru; Okuda, Yasuo; Konishi, Yasuhiko; Ikeda, Ryuji

    2010-01-01

    The purpose of this study was to clarify actual conditions and problems in medical information education and to propose the educational concept to be adopted in medical information. A questionnaire survey was carried out by the anonymous method in June 2008. The survey was intended for 40 radiological technology schools. The questionnaire items were as follows: educational environment in medical information education, content of a lecture in medical information, problems in medical information education. The response rate was 55.0% (22 schools). Half of the responding schools had a laboratory on medical information. Seventeen schools had a medical information education facility, and out of them, approximately 50% had an educational medical information system. The main problems of the medical information education were as follows: motivation of the students is low, the educational coverage and level for medical information are uncertain, there are not an appropriate textbook and educational guidance. In conclusion, these findings suggest that it is necessary to have a vision of medical information education in the education of radiological technologists. (author)

  10. The effects of medical school on health outcomes: Evidence from admission lotteries

    NARCIS (Netherlands)

    Leuven, E.; Oosterbeek, H.; de Wolf, I.

    2013-01-01

    This paper estimates the effects of attending medical school on health outcomes by exploiting that admission to medical school in the Netherlands is determined by a lottery. Among the applicants for medical school, people who attended medical school have on average 1.5 more years of completed

  11. Teaching, learning and assessment of medical ethics at the UK medical schools.

    Science.gov (United States)

    Brooks, Lucy; Bell, Dominic

    2017-09-01

    To evaluate the UK undergraduate medical ethics curricula against the Institute of Medical Ethics (IME) recommendations; to identify barriers to teaching and assessment of medical ethics and to evaluate perceptions of ethics faculties on the preparation of tomorrow's doctors for clinical practice. Questionnaire survey of the UK medical schools enquiring about content, structure and location of ethics teaching and learning; teaching and learning processes; assessment; influences over institutional approach to ethics education; barriers to teaching and assessment; perception of student engagement and perception of student preparation for clinical practice. The lead for medical ethics at each medical school was invited to participate (n=33). Completed responses were received from 11/33 schools (33%). 73% (n=8) teach all IME recommended topics within their programme. 64% (n=7) do not include ethics in clinical placement learning objectives. The most frequently cited barrier to teaching was lack of time (64%, n=7), and to assessment was lack of time and suitability of assessments (27%, n=3). All faculty felt students were prepared for clinical practice. IME recommendations are not followed in all cases, and ethics teaching is not universally well integrated into clinical placement. Barriers to assessment lead to inadequacies in this area, and there are few consequences for failing ethics assessments. As such, tomorrow's patients will be treated by doctors who are inadequately prepared for ethical decision making in clinical practice; this needs to be addressed by ethics leads with support from medical school authorities. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

  12. Exploring emotional intelligence in a Caribbean medical school.

    Science.gov (United States)

    Sa, B; Baboolal, N; Williams, S; Ramsewak, S

    2014-03-01

    To explore the emotional intelligence (EI) in medical students in a Caribbean medical school and investigate its association with gender, age, year of study and ethnicity. A cross-sectional design using convenient sampling of 304 years two to five undergraduate medical students at the School of Medicine, the University of the West Indies (UWI), St Augustine campus, was conducted. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-V2.0) was administered to test four branches of EI: perceiving emotions, facilitating thought, understanding emotions and managing emotions. Data were analysed using SPSS version 19. T-test, analysis of variance (ANOVA) and r (product moment correlation) were calculated to establish the effects of selected variables (gender, age, year of study and ethnicity) on total and sub-scales EI scores and tested against 0.05 and 0.01 significance levels. The total mean score for EI fell within the average according to MSCEIT standards. Gender analysis showed significantly higher scores for males and for younger age groups (maturity and emotional stability. It would be valuable to widen this study by including other UWI campuses and offshore medical schools in the Caribbean. This preliminary study examined a sample of medical students from a well-established Caribbean medical school. Since EI is considered to be important in the assessment and training of medical undergraduates, consideration should be given to introducing interventions aimed at increasing EI.

  13. Nuclear science summer school for high scholl students

    International Nuclear Information System (INIS)

    Foster, D.E.; Stone, C.A.

    1997-01-01

    We have developed a two-week summer lecture and laboratory course that introduces hihg school students to concepts in nuclear science. The program has operated at the San Jose State University Nuclear Science Facility for two years. Experienced high school science teachers run the summer scholl, assisted by other science teachers. Students consider the program to be effective. Its popularity is shown by numerous requests for reservations and the necessity to offer multiple sections in 1997. (author)

  14. Providing context for a medical school basic science curriculum: The importance of the humanities.

    Science.gov (United States)

    Thompson, Britta M; Vannatta, Jerry B; Scobey, Laura E; Fergeson, Mark; Humanities Research Group; Crow, Sheila M

    2016-01-01

    To increase students' understanding of what it means to be a physician and engage in the everyday practice of medicine, a humanities program was implemented into the preclinical curriculum of the medical school curriculum. The purpose of our study was to determine how medical students' views of being a doctor evolved after participating in a required humanities course. Medical students completing a 16-clock hour humanities course from 10 courses were asked to respond to an open-ended reflection question regarding changes, if any, of their views of being a doctor. The constant comparative method was used for coding; triangulation and a variety of techniques were used to provide evidence of validity of the analysis. A majority of first- and second-year medical students (rr = 70%) replied, resulting in 100 pages of text. A meta-theme of Contextualizing the Purpose of Medicine and three subthemes: the importance of Treating Patients Rather than a Disease, Understanding Observation Skills are Important, and Recognizing that Doctors are Fallible emerged from the data. Results suggest that requiring humanities as part of the required preclinical curriculum can have a positive influence on medical students and act as a bridge to contextualize the purpose of medicine.

  15. Interdisciplinary and inter-institutional differences in learning preferences among Malaysian medical and health sciences students

    Directory of Open Access Journals (Sweden)

    REBECCA S.Y. WONG

    2017-10-01

    Full Text Available Introduction: The learner-centred approach in medical and health sciences education makes the study of learning preferences relevant and important. This study aimed to investigate the interdisciplinary, interinstitutional, gender and racial differences in the preferred learning styles among Malaysian medical and health sciences students in three Malaysian universities, namely SEGi University (SEGi, University of Malaya (UM and Universiti Tunku Abdul Rahman (UTAR. It also investigated the differences in the preferred learning styles of these students between high achievers and non-high achievers. Methods: This cross-sectional study was carried out on medical and health sciences students from three Malaysian universities following the approval of the Research and Ethics Committee, SEGi University. Purposive sampling was used and the preferred learning styles were assessed using the VARK questionnaire. The questionnaire was validated prior to its use. Three disciplines (medicine, pharmacy and dentistry were chosen based on their entry criteria and some similarities in their course structure. The three participating universities were Malaysian universities with a home-grown undergraduate entry medical program and students from a diverse cultural and socioeconomic background. The data were analysed using the Statistical Package for the Social Sciences (SPSS software, version 22. VARK subscale scores were expressed as mean±standard deviation. Comparisons of the means were carried out using t-test or ANOVA. A p value of 0.05. Conclusion: This study gives an insight into the learner characteristics of more than one medical school in Malaysia. Such multi-institutional studies are lacking in the published literature and this study gives a better representation of the current situation in the learning preferences among medical students in Malaysia.

  16. Interdisciplinary and inter-institutional differences in learning preferences among Malaysian medical and health sciences students.

    Science.gov (United States)

    Wong, Rebecca S Y; Siow, Heng Loke; Kumarasamy, Vinoth; Shaherah Fadhlullah Suhaimi, Nazrila

    2017-10-01

    The learner-centred approach in medical and health sciences education makes the study of learning preferences relevant and important. This study aimed to investigate the interdisciplinary, inter-institutional, gender and racial differences in the preferred learning styles among Malaysian medical and health sciences students in three Malaysian universities, namely SEGi University (SEGi), University of Malaya (UM) and Universiti Tunku Abdul Rahman (UTAR). It also investigated the differences in the preferred learning styles of these students between high achievers and non-high achievers. This cross-sectional study was carried out on medical and health sciences students from three Malaysian universities following the approval of the Research and Ethics Committee, SEGi University. Purposive sampling was used and the preferred learning styles were assessed using the VARK questionnaire. The questionnaire was validated prior to its use. Three disciplines (medicine, pharmacy and dentistry) were chosen based on their entry criteria and some similarities in their course structure. The three participating universities were Malaysian universities with a home-grown undergraduate entry medical program and students from a diverse cultural and socioeconomic background. The data were analysed using the Statistical Package for the Social Sciences (SPSS) software, version 22. VARK subscale scores were expressed as mean+standard deviation. Comparisons of the means were carried out using t-test or ANOVA. A p value of 0.05). This study gives an insight into the learner characteristics of more than one medical school in Malaysia. Such multi-institutional studies are lacking in the published literature and this study gives a better representation of the current situation in the learning preferences among medical students in Malaysia.

  17. The Language Demands of Science Reading in Middle School

    Science.gov (United States)

    Fang, Zhihui

    2006-04-01

    The language used to construct knowledge, beliefs, and worldviews in school science is distinct from the social language that students use in their everyday ordinary life. This difference is a major source of reading difficulty for many students, especially struggling readers and English-language learners. This article identifies some of the linguistic challenges involved in reading middle-school science texts and suggests several teaching strategies to help students cope with these challenges. It is argued that explicit attention to the unique language of school science should be an integral part of science literacy pedagogy.

  18. Medical Physics in the new undergraduate curriculum of Spanish medical schools

    International Nuclear Information System (INIS)

    Guibelalde, E.; Calzado, A.; Chevalier, M.

    2011-01-01

    The purpose of this paper is to present a systematic review of the contents of Medical Physics in the curricula of the new curriculum Grade in Spanish medical schools after the entry into force of that legislation.

  19. Opinion and Special Articles: Neurology education at US osteopathic medical schools.

    Science.gov (United States)

    Freedman, Daniel A; Albert, Dara V F

    2017-12-12

    Osteopathic medical schools have a longstanding tradition of training primary care physicians (PCP). Neurologic symptoms are common in the PCP's office and there is an undersupply of neurologists in the United States. It is therefore crucial for osteopathic medical students to have a strong foundation in clinical neurology. Despite the importance, a mere 6% of osteopathic medical schools have required neurology clerkships. Furthermore, exposure to neurology in medical school through required clerkships has been correlated with matching into neurology residency. As osteopathic medical schools continue to expand, it will become increasingly important to emphasize the American Academy Neurology's published guidelines for a core clerkship curriculum. Practicing neurologists should take an active role in encouraging osteopathic medical schools to adopt these guidelines. © 2017 American Academy of Neurology.

  20. Middle School Students' Attitudes toward Science, Scientists, Science Teachers and Classes

    Science.gov (United States)

    Kapici, Hasan Özgür; Akçay, Hakan

    2016-01-01

    It is an indispensable fact that having a positive attitude towards science is one of the important factors that promotes students for studying in science. The study is a kind of national study that aims to investigate middle school students', from different regions of Turkey, attitudes toward science, scientists and science classes. The study was…

  1. Survey of keyword adjustment of published articles medical subject headings in journal of mazandaran university of medical sciences (2009-2010).

    Science.gov (United States)

    Kabirzadeh, Azar; Siamian, Hasan; Abadi, Ebrahim Bagherian Farah; Saravi, Benyamin Mohseni

    2013-01-01

    NONE DECLARED. Keywords are the most important tools for Information retrieval. They are usually used for retrieval of articles based on contents of information reserved from printed and electronic resources. Retrieval of appropriate keywords from Medical Subject Headings (MeSH) can impact with exact, correctness and short time on information retrieval. Regarding the above mentioned matters, this study was done to compare the Latin keywords was in the articles published in the Journal of Mazandaran University of Medical Sciences. This is a descriptive study. The data were extracted from the key words of Englsih abstracts of articles published in the years 2009-2010 in the Journal of Mazandaran University of Medical Sciences by census method. Checklist of data collection is designed, based on research objectives and literature review which has face validity. Compliance rate in this study was to determine if the keywords cited in this article as a full subject of the main subject headings in a MeSH (Bold and the selected word) is a perfect adjustment. If keywords were cited in the article but the main heading is not discussed in the following main topics to be discussed with reference to See and See related it has considered has partial adjustment. Out of 148 articles published in 12 issues in proposed time of studying, 72 research papers were analyzed. The average numbers of authors in each article were 4 ± 1. Results showed that most of specialty papers 42 (58. 4%), belonging to the (Department of Clinical Sciences) School of Medicine, 11 (15.3%) Basic Science, 6(8.4%) Pharmacy, Nursing and Midwifery 5(6.9%), 4(5.5%) Health, paramedical Sciences 3(4.2%), and non medical article 1(1.3%) school of medicine. In general, results showed that 80 (30%) of key words have been used to complete the adjustment. Also, only 1(1.4%) had complete adjustment with all the MeSH key words and in 8 articles(11.4%) key words of had no adjustment with MeSH. The results showed that only

  2. Elementary school children's science learning from school field trips

    Science.gov (United States)

    Glick, Marilyn Petty

    This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.

  3. High School Science Teachers' Views on Science Process Skills

    Science.gov (United States)

    Gultepe, Nejla

    2016-01-01

    The current research is a descriptive study in which a survey model was used. The research involved chemistry (n = 26), physics (n = 27), and biology (n = 29) teachers working in Science High Schools and Anatolian High Schools in Turkey. An inventory that consisted of seven questions was designed to ascertain what teachers' think about the…

  4. Evaluation of doctors' performance as facilitators in basic medical science lecture classes in a new Malaysian medical school.

    Science.gov (United States)

    Ismail, Salwani; Salam, Abdus; Alattraqchi, Ahmed G; Annamalai, Lakshmi; Chockalingam, Annamalai; Elena, Wan Putri; Rahman, Nor Iza A; Abubakar, Abdullahi Rabiu; Haque, Mainul

    2015-01-01

    Didactic lecture is the oldest and most commonly used method of teaching. In addition, it is considered one of the most efficient ways to disseminate theories, ideas, and facts. Many critics feel that lectures are an obsolete method to use when students need to perform hands-on activities, which is an everyday need in the study of medicine. This study evaluates students' perceptions regarding lecture quality in a new medical school. This was a cross-sectional study conducted of the medical students of Universiti Sultan Zainal Abidin. The study population was 468 preclinical medical students from years 1 and 2 of academic year 2012-2013. Data were collected using a validated instrument. There were six different sections of questions using a 5-point Likert scale. The data were then compiled and analyzed, using SPSS version 20. The response rate was 73%. Among 341 respondents, 30% were male and 70% were female. Eighty-five percent of respondents agree or strongly agree that the lectures had met the criteria with regard to organization of lecture materials. Similarly, 97% of students agree or strongly agree that lecturers maintained adequate voices and gestures. Medical students are quite satisfied with the lecture classes and the lectures. However, further research is required to identify student-centered teaching and learning methods to promote active learning.

  5. Analysis of students’ science motivation and nature of science comprehension in middle school

    Directory of Open Access Journals (Sweden)

    Azizul Ghofar Candra Wicaksono

    2018-03-01

    Full Text Available The purpose of this study was to explore the pattern of science motivation and nature of science (NoS and the relationship between science motivation and nature of science in middle school students located in Semarang, Central Java, Indonesia. The design of this study was survey followed by the correlation study to discover the relationship between science motivation level and nature of science comprehension. This research included 113 students as sample. The instrument used for data collection was SMQ and seven essay test from NoS indicator. This study revealed that the students had a median score of science motivation and the low score in nature of science comprehension. There were students’ science motivation and nature of science comprehension urgently need to be improved. It can be done by developing learning process and any support from school or family.

  6. Entry of US Medical School Graduates Into Family Medicine Residencies: 2015-2016.

    Science.gov (United States)

    Kozakowski, Stanley M; Travis, Alexandra; Bentley, Ashley; Fetter, Gerald

    2016-10-01

    This is the 35th national study conducted by the American Academy of Family Physicians (AAFP) that reports retrospectively the percentage of graduates from MD-granting and DO-granting medical schools who entered Accreditation Council for Graduate Medical Education (ACGME)-accredited family medicine residency programs as first-year residents. Approximately 8.7% of the 18,929 students graduating from US MD-granting medical schools and 15.5% of the 5,314 students graduating from DO-granting medical schools between July 2014 and June 2015 entered an ACGME family medicine residency in 2015. Together, 10.2% of graduates of MD- and DO-granting schools entered family medicine. Of the 1,640 graduates of the MD-granting medical schools who entered a family medicine residency in 2015, 80% graduated from 70 of the 134 schools (52%). In 2015, DO-granting medical schools graduated 823 into ACGME-accredited family medicine residencies, 80% graduating from 19 of the 32 schools (59%). In aggregate, medical schools west of the Mississippi River represent less than a third of all MD-granting schools but have a rate of students selecting family medicine that is 40% higher than schools located east of the Mississippi. Fifty-one percent (24/47) of states and territories containing medical schools produce 80% of the graduates entering ACGME-accredited family medicine residency programs. A rank order list of MD-granting medical schools was created based on the last 3 years' average percentage of graduates who became family medicine residents, using the 2015 and prior AAFP census data.

  7. Physiotherapy Students’ Attitudes to Basic Medical Sciences Courses

    Directory of Open Access Journals (Sweden)

    Vasaghi Gharamaleki B

    2015-04-01

    Full Text Available  Aims: Students’ attitude to the basic sciences courses has a considerable impact in their clinical practice. The aim of this study was to investigate the attitudes of undergraduate and graduate students to the Physiotherapy rather than basic science. Instrument & Methods: This descriptive cross-sectional study was done on 151 undergraduate and graduate schools of Physiotherapy and Rehabilitation, Tehran and Iran University of Medical Sciences students using easy access sampling in October and November of 2012. To evaluate the attitude and the importance and effectiveness subscales the West questionnaire was used. Data were analyzed using SPSS 17 software using One-way ANOVA, independent T, and logistic regression tests. Findings: There was a significant difference between the sexes in response to items 1, 4, 7 and 8. The attitudes mean and the importance and effectiveness subscales were greater in women in the bachelor fifth and seventh semesters. The attitude and the importance of women were significantly more positive than men in Master degree students of the first semester, but there was no statistically significant difference between the sexes in the third semester of the Master degree students. Conclusion: Bachelor and Master students' positive attitudes toward physical science is affected by their gender and women pay more attention to learn treatment physiologically details, while men are more likely to emphasize on the results of the treatment. By increasing the presence of women in Master degrees their attitude get closer to men.

  8. The key factors affecting students' individual interest in school science lessons

    Science.gov (United States)

    Cheung, Derek

    2018-01-01

    Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students' individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students' individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school.

  9. Journal of Medical and Biomedical Sciences: Editorial Policies

    African Journals Online (AJOL)

    Focus and Scope. Journal of Medical and Biomedical Science publishes original, novel, peer-reviewed reports that pertain to medical and allied health sciences; confirmatory reports of previously described phenomena that either contain a novel finding or are of such magnitude to enhance the field; as well as laboratory or ...

  10. Changing Medical School IT to Support Medical Education Transformation.

    Science.gov (United States)

    Spickard, Anderson; Ahmed, Toufeeq; Lomis, Kimberly; Johnson, Kevin; Miller, Bonnie

    2016-01-01

    Many medical schools are modifying curricula to reflect the rapidly evolving health care environment, but schools struggle to provide the educational informatics technology (IT) support to make the necessary changes. Often a medical school's IT support for the education mission derives from isolated work units employing separate technologies that are not interoperable. We launched a redesigned, tightly integrated, and novel IT infrastructure to support a completely revamped curriculum at the Vanderbilt School of Medicine. This system uses coordinated and interoperable technologies to support new instructional methods, capture students' effort, and manage feedback, allowing the monitoring of students' progress toward specific competency goals across settings and programs. The new undergraduate medical education program at Vanderbilt, entitled Curriculum 2.0, is a competency-based curriculum in which the ultimate goal is medical student advancement based on performance outcomes and personal goals rather than a time-based sequence of courses. IT support was essential in the creation of Curriculum 2.0. In addition to typical learning and curriculum management functions, IT was needed to capture data in the learning workflow for analysis, as well as for informing individual and programmatic success. We aligned people, processes, and technology to provide the IT infrastructure for the organizational transformation. Educational IT personnel were successfully realigned to create the new IT system. The IT infrastructure enabled monitoring of student performance within each competency domain across settings and time via personal student electronic portfolios. Students use aggregated performance data, derived in real time from the portfolio, for mentor-guided performance assessment, and for creation of individual learning goals and plans. Poorly performing students were identified earlier through online communication systems that alert the appropriate instructor or coach of

  11. How Do Turkish Middle School Science Coursebooks Present the Science Process Skills?

    Science.gov (United States)

    Aslan, Oktay

    2015-01-01

    An important objective in science education is the acquisition of science process skills (SPS) by the students. Therefore, science coursebooks, among the main resources of elementary science curricula, are to convey accurate SPS. This study is a qualitative study based on the content analysis of the science coursebooks used at middle schools. In…

  12. Do reciprocal relationships between academic workload and self-regulated learning predict medical freshmen's achievement? A longitudinal study on the educational transition from secondary school to medical school.

    Science.gov (United States)

    Barbosa, Joselina; Silva, Álvaro; Ferreira, Maria Amélia; Severo, Milton

    2018-04-16

    One of the most important factors that makes the transition from secondary school to medical school challenging is the inability to put in the study time that a medical school curriculum demands. The implementation of regulated learning is essential for students to cope with medical course environment and succeed. This study aimed to investigate the reciprocal relationships between self-regulated learning skills (SRLS) and academic workload (AW) across secondary school to medical school transition. Freshmen enrolled in medical school (N = 102) completed questionnaires at the beginning and at the end of their academic year, assessing AW (measured as study time hours and perceived workload), SRLS (planning and strategies for learning assessment, motivation and action to learning and self-directedness) and academic achievement. An exploratory factor analysis (EFA) and a longitudinal path analysis were performed. According to the EFA, study time and perceived workload revealed two factors of AW: students who had a high perceived workload also demonstrated increased study time (tandem AW); and those who had a low perceived workload also demonstrated increased study time (inverse AW). Only a longitudinal relationship between SRLS and AW was found in the path analysis: prior self-directedness was related to later tandem AW. Moreover, success during the first year of medical school is dependent on exposure to motivation, self-directedness and high study time without overload during secondary school and medical school, and prior academic achievement. By better understanding these relationships, teachers can create conditions that support academic success during the first year medical school.

  13. Transformative Multicultural Science curriculum: A case study of middle school robotics

    Science.gov (United States)

    Grimes, Mary Katheryn

    Multicultural Science has been a topic of research and discourse over the past several years. However, most of the literature concerning this topic (or paradigm) has centered on programs in tribal or Indigenous schools. Under the framework of instructional congruence, this case study explored how elementary and middle school students in a culturally diverse charter school responded to a Multicultural Science program. Furthermore, this research sought to better understand the dynamics of teaching and learning strategies used within the paradigm of Multicultural Science. The school's Robotics class, a class typically stereotyped as fitting within the misconceptions associated with the Western Modern Science paradigm, was the center of this case study. A triangulation of data consisted of class observations throughout two semesters; pre and post student science attitude surveys; and interviews with individual students, Robotic student teams, the Robotics class instructor, and school administration. Three themes emerged from the data that conceptualized the influence of a Multicultural Science curriculum with ethnically diverse students in a charter school's Robotics class. Results included the students' perceptions of a connection between science (i.e., Robotics) and their personal lives, a positive growth in the students' attitude toward science (and engineering), and a sense of personal empowerment toward being successful in science. However, also evident in the findings were the students' stereotypical attitudes toward science (and scientists) and their lack of understanding of the Nature of Science. Implications from this study include suggestions toward the development of Multicultural Science curricula in public schools. Modifications in university science methods courses to include the Multicultural Science paradigm are also suggested.

  14. The State of Disability Awareness in American Medical Schools.

    Science.gov (United States)

    Seidel, Erica; Crowe, Scott

    2017-09-01

    This study was designed to: (1) determine how many American medical schools include disability awareness in their curriculum, (2) explore the format of disability awareness programs in existence, and (3) understand why some schools do not include disability awareness in their curriculum. An online survey was sent to deans of medical education (or equivalent positions) at accredited allopathic and osteopathic American medical schools (N = 167) in 2015. Seventy-five schools (45%) completed surveys. Fifty-two percent (39/75) reported having a disability awareness program. The most common format was people with disabilities or caregivers speaking in a large group setting. Programs were most likely to focus on adults with physical disabilities. Among schools without a program, the top barriers were no one advocating for inclusion in the curriculum and time constraints. Nearly half of schools without a program expressed interest in adopting an awareness curriculum if one was made available. Such results indicate that efforts should be made to increase the number of schools that provide disability awareness education through increased advocacy and providing additional resources to schools without a curriculum.

  15. Adolescents' goal orientations for science in single-gender Israeli religious schools

    Science.gov (United States)

    Fortus, David; Daphna, Limor

    2017-01-01

    Israeli students and their families can choose between state-funded secular, religious, orthodox, and other alternative schools (e.g., Waldorf, Montessori, democratic). Earlier studies showed that the motivation to engage with science differs greatly between Israeli students in secular schools and democratic schools, with these differences being attributed to differences in school culture rather than home influence (Vedder-Weiss & Fortus, 2011, 2012). In this study we extend earlier studies by looking at religious state-funded schools that serve 18% of Israel's Jewish population. These schools provide a unique research environment since from grade 6 they are gender-separated. We examined the science-related mastery, performance-approach, and performance-avoid goal orientations, perceptions of the science teachers, parents, schools, and peers' goal emphases in relation to science of the students in these schools. We compared between students in religious schools (newly collected data) and secular schools (data reported in prior studies), and found that there is a distinct difference between these two populations that is associated with differing attitudes toward gender and science at these schools. This study provides additional evidence for the influence of culture on students' motivation to engage with science, suggests mechanisms by which this influence may occur.

  16. A mixed-age science collaborative between elementary and high school physics students: A study of attitude toward school science and inquiry skill

    Science.gov (United States)

    Blain, Mary Perron

    Grade three students had significant improvements in inquiry ability and attitude toward school science as a function of their participation in mixed-age dyads completing inquiry-based science experiments with a high school physics partner. The social interaction between the 'more capable other' (Vygotsky, 1978) with the grade three student in the mixed-age problem solving team indicates a contributing factor in this improvement. This study employed a quasi-experimental design with intact groups of non-random assignment. The non-parametric Wilcoxon test (p = 0.025) was used to analyze scores for each academic achievement group for significant differences pre- and post-collaborative in "Inquiry" skill and "Attitude" toward school science scores. Three grade three classrooms from one elementary school and one high school physics class from the same school district were involved in the study. The high school physics class teamed with one intact grade three class as the mixed-age dyad performing the "hands-on" experiments (treatment). The two grade three classes teamed as same-age peer dyads (comparison group) to perform the same experiments on the same day. Using methods patterned after the way scientists investigate their world, the dyads performed experiments considered for future grade three national assessments (NAEP, 1994), i.e. "Which paper towel holds the most water?"; "Which magnet is stronger?"; "Which type of sugar, cubed or loose, dissolves best in warm water?" Trained raters scored the written lab reports using standardized scoring guides and characteristic benchmark responses to determine the "Inquiry" skill score for each subject. The "Attitude" toward school science score for each subject was determined from the Likert scale survey, Individual and Group Attitudes Toward Science and the open-ended Sentence Completion Test (SCT) (Piburn & Sidlick, 1992). Three raters scored the SCT survey for each subject. This study showed that for a grade three student

  17. Computer science education for medical informaticians.

    Science.gov (United States)

    Logan, Judith R; Price, Susan L

    2004-03-18

    The core curriculum in the education of medical informaticians remains a topic of concern and discussion. This paper reports on a survey of medical informaticians with Master's level credentials that asked about computer science (CS) topics or skills that they need in their employment. All subjects were graduates or "near-graduates" of a single medical informatics Master's program that they entered with widely varying educational backgrounds. The survey instrument was validated for face and content validity prior to use. All survey items were rated as having some degree of importance in the work of these professionals, with retrieval and analysis of data from databases, database design and web technologies deemed most important. Least important were networking skills and object-oriented design and concepts. These results are consistent with other work done in the field and suggest that strong emphasis on technical skills, particularly databases, data analysis, web technologies, computer programming and general computer science are part of the core curriculum for medical informatics.

  18. Environmental Science for All? Considering Environmental Science for Inclusion in the High School Core Curriculum

    Science.gov (United States)

    Edelson, Daniel C.

    2007-01-01

    With the dramatic growth of environmental science as an elective in high schools over the last decade, educators have the opportunity to realistically consider the possibility of incorporating environmental science into the core high school curriculum. Environmental science has several characteristics that make it a candidate for the core…

  19. Malaysian Journal of Medical Sciences: A Step Forward towards an International Journal

    Science.gov (United States)

    Ghazli, Nur Farahin; Che Annual, Norfatiha; Abdullah, Jafri Malin

    2015-01-01

    In 1986, the Malaysian Journal of Medical Sciences (MJMS) began as the small and newly established journal Diagnosa, established by the Universiti Sains Malaysia School of Medicine. After 28 years in the publishing industry, we have received the honor of a listing as a local journal in the Emerging Sources Citation Index (ESCI) created by Thomson Reuters (TR) to spotlight emerging high-quality scientific publications. The editorial team of MJMS looks forward to the next step in the march of progress toward the status of an international journal. PMID:28223878

  20. Who Wants to Learn More Science? The Role of Elementary School Science Experiences and Science Self-Perceptions

    Science.gov (United States)

    Aschbacher, Pamela R.; Ing, Marsha

    2017-01-01

    Background/Context: Much science education reform has been directed at middle and high school students; however, earlier experiences in elementary school may well have an important impact on young people's future science literacy and preparation for possible STEM careers. Purpose/Objective/Research Question/Focus of Study: This study explores the…

  1. Curriculum reform at Chinese medical schools: what have we learned?

    Science.gov (United States)

    Huang, Lei; Cheng, Liming; Cai, Qiaoling; Kosik, Russell Olive; Huang, Yun; Zhao, Xudong; Xu, Guo-Tong; Su, Tung-Ping; Chiu, Allen Wen-Hsiang; Fan, Angela Pei-Chen

    2014-12-01

    Curriculum reform at Chinese medical schools has attracted a lot of attention recently. Several leading medical schools in China have undergone exploratory reforms and in so doing, have accumulated significant experience and have made considerable progress. An analysis of the reforms conducted by 38 Chinese medical colleges that were targeted by the government for upgrade was performed. Drawing from both domestic and international literature, we designed a questionnaire to determine what types of curricular reforms have occurred at these institutions and how they were implemented. Major questions touched upon the purpose of the reforms, curricular patterns, improvements in teaching methods post-reform, changes made to evaluation systems post-reform, intra-university reform assessment, and what difficulties the schools faced when instituting the reforms. Besides the questionnaire, relevant administrators from each medical school were also interviewed to obtain more qualitative data. Out of the 38 included universities, twenty-five have undergone major curricular reforms. Among them, 60.0% adopted an organ system-based curriculum model, 32.0% adopted a problem-based curriculum model, and 8.0% adopted a hybrid curriculum model. About 60.0% of the schools' reforms involved both the "pre-clinical" and the "clinical" curricula, 32.0% of the schools' reforms were limited to the "pre-clinical" curricula, and 8.0% of the schools' reforms only involved the "clinical" curricula. Following curricular reform, 60.0% of medical schools experienced an overall reduction in teaching hours, 76.0% reported an increase in their students' clinical skills, and 60.0% reported an increase in their students' research skills. Medical curricular reform is still in its infancy in China. The republic's leading medical schools have engaged in various approaches to bring innovative teaching methods to their respective institutions. However, due to limited resources and the shackle of traditional

  2. The Malaysia DREEM: perceptions of medical students about the learning environment in a medical school in Malaysia

    Science.gov (United States)

    Al-Naggar, Redhwan A; Abdulghani, Mahfoudh; Osman, Muhamed T; Al-Kubaisy, Waqar; Daher, Aqil Mohammad; Nor Aripin, Khairun Nain Bin; Assabri, Ali; Al-Hidabi, Dawood A; Ibrahim, Mohamed Izham B Mohamed; Al-Rofaai, Ahmed; Ibrahim, Hisham S; Al-Talib, Hassanain; Al-Khateeb, Alyaa; Othman, Gamil Qasem; Abdulaziz, Qaid Ali; Chinna, Karuthan; Bobryshev, Yuri V

    2014-01-01

    Background Students’ perceptions of their learning environment, by defining its strengths and weaknesses, are important for continuous improvement of the educational environments and curriculum. Therefore, the aim of this study was to explore students’ perceptions of their learning environment, among medical students in Malaysia. Various aspects of the education environment were compared between year levels and sex. Methods This cross-sectional study was conducted at the Management and Science University, Shah Alam, Malaysia in 2012. A total number of 438 medical students participated in this study, and the response rate was 87.6%. Data were analyzed using SPSS. Comparisons of the mean scores of Dundee Ready Education Environment Measure (DREEM) subscales were calculated. The t-test was used to determine statistically significant differences. Results The majority of the study participants were female, Malay, and from year 3 (68.7%, 65.3%, and 55.7%; respectively). Analysis of each of the 50 items of the DREEM inventory showed that 47 items scored ranged between 2.00 and 3.00, and three items scored below 2.00. These were identified as problem areas in this medical school that are required to be critically addressed. The overall score showed that the medical students’ perceptions were positive. The students’ perception toward educational environment was positive for all five DREEM subscales. Conclusion The study found that, in general, the perceptions of the participants about the learning environment were positive. Nevertheless, the study also found there is a need for curriculum improvement in this school and identified priority areas for such improvement. PMID:24959093

  3. Otolaryngology in the medical school curriculum: Current trends in the United States.

    Science.gov (United States)

    Boscoe, Elizabeth F; Cabrera-Muffly, Cristina

    2017-02-01

    To identify trends in medical school otolaryngology curriculum requirements. Survey of United States allopathic medical schools. A survey was sent to deans of curriculum at allopathic medical schools. We identified opportunities for medical students to learn basic concepts in otolaryngology during their undergraduate medical training. The opportunities were classified into preclinical and clinical as well as elective and mandatory rotations. Of the schools surveyed, 60% responded. Mean class size was 149 students. Sixty-eight percent of surveyed schools noted that 75% to 100% of their students participated in preclinical otolaryngology experiences, with 59% reporting a mandatory preclinical otolaryngology module for all students. Eighty-nine percent of schools offered otolaryngology as a clinical elective rotation, with a mean of 12 students participating yearly. Only 7% of schools required a mandatory otolaryngology clinical rotation. Our data suggest that medical students do not receive sufficient exposure to otolaryngology during medical school. Increased requirements for otolaryngology curriculum may be beneficial to all medical students, regardless of their specialty choice. NA. Laryngoscope, 00:000-000, 2016 127:346-348, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

  4. Scientific production of medical sciences universities in north of iran.

    Science.gov (United States)

    Siamian, Hasan; Firooz, Mousa Yamin; Vahedi, Mohammad; Aligolbandi, Kobra

    2013-01-01

    NONE DECLARED. The study of the scientific evidence citation production by famous databases of the world is one of the important indicators to evaluate and rank the universities. The study at investigating the scientific production of Northern Iran Medical Sciences Universities in Scopus from 2005 through 2010. This survey used scientometrics technique. The samples under studies were the scientific products of four northern Iran Medical universities. Viewpoints quantity of the Scientific Products Mazandaran University of Medical Sciences stands first and of Babol University of Medical Sciences ranks the end, but from the viewpoints of quality of scientific products of considering the H-Index and the number of cited papers the Mazandaran University of Medical Sciences is a head from the other universities under study. From the viewpoints of subject of the papers, the highest scientific products belonged to the faculty of Pharmacy affiliated to Mazandaran University of Medial Sciences, but the three other universities for the genetics and biochemistry. Results showed that the Mazandaran University of Medical Sciences as compared to the other understudies universities ranks higher for the number of articles, cited articles, number of hard work authors and H-Index of Scopus database from 2005 through 2010.

  5. Mentorship at Qazvin Medical School: A pilot study in Iran

    Directory of Open Access Journals (Sweden)

    Asefzadeh S

    2004-01-01

    Full Text Available Background: Mentorship is not practiced in any Iranian university, while it has been expanded in medical schools in some developed countries. Purpose: To evaluate the results of mentorship program on the educational achievements of first-year medical students in Qazvin University of Medical Sciences during 2000-2001 academic year. Methods: The mentors were selected from the third-year volunteer students. Forty five students and nine mentors (each five novices for one mentor entered the study. At the end of the year the viewpoints of the mentees were surveyed through a self-administered questionnaire and the mentors participated in focus group discussions. Results: The interpretation of the quantitative and qualitative data indicated that both mentors and mentees were satisfied with the mentorship program and stressed on its continuation for the coming years. They had found mentorship a give-and-take process and constructive in their careers. Their teachers had also considered mentorship, to some extend, useful. Conclusion: More studies need to be conducted to define the role of mentors more clearly and to evaluate the effects of mentorship on Iranian medical students’ educational development.

  6. Podcasting as a novel way to communicate with medical school applicants.

    Science.gov (United States)

    Ferguson, Benjamin D; Bister, Mary K; Krapec, Joni N

    2014-09-01

    Podcasting in medical education is becoming more widely used and may be a useful tool for communicating with applicants to medical school. Given recent trends in the popularity of podcasting and mobile media, we created a podcast to communicate more effectively with applicants to our medical school as well as with the broader premedical community. The purpose of this study was to characterize the listening habits and motivations of our audience and compare the podcast's benefits to those of other resources. We additionally sought to understand patterns by which our podcast was consumed by a premedical audience. We surveyed medical school applicants who interviewed at the University of Chicago Pritzker School of Medicine for matriculation in 2013. Forty-one percent of those surveyed had listened to the podcast prior to their interview. Only 12 % of listeners accessed the podcast using a mobile device. Ninety-two percent of listeners felt that it faithfully represented the medical school, and 81 % felt that listening would encourage the decision to matriculate. A majority of listeners responded that the podcast was more helpful than other traditional resources. This is the first use of podcasting in medical school admissions and represents a novel way to communicate with prospective students. Our findings demonstrate that podcasting can be an effective tool for communicating with applicants to medical school and highlight its usefulness in recruitment. This method of communication could be adopted by other medical schools to enhance the ways in which they inform their own prospective medical students.

  7. A survey of factors influencing career preference in new-entrant and exiting medical students from four UK medical schools

    Science.gov (United States)

    2014-01-01

    Background Workforce planning is a central issue for service provision and has consequences for medical education. Much work has been examined the career intentions, career preferences and career destinations of UK medical graduates but there is little published about medical students career intentions. How soon do medical students formulate careers intentions? How much do these intentions and preferences change during medical school? If they do change, what are the determining factors? Our aim was to compare medical students’ career preferences upon entry into and exit from undergraduate medical degree programmes. Methods This was a cross-sectional questionnaire survey. Two cohorts [2009–10, 2010–11] of first and final year medical students at the four Scottish graduating medical schools took part in career preference questionnaire surveys. Questions were asked about demographic factors, career preferences and influencing factors. Results The response rate was 80.9% [2682/3285]. Significant differences were found across the four schools, most obviously in terms of student origin [Scotland, rest of UK or overseas], age group, and specialty preferences in Year 1 and Year 5. Year 1 and Year 5 students’ specialty preferences also differed within each school and, while there were some common patterns, each medical school had a different profile of students’ career preferences on exit. When the analysis was adjusted for demographic and job-related preferences, specialty preferences differed by gender, and wish for work-life balance and intellectual satisfaction. Conclusions This is the first multi-centre study exploring students’ career preferences and preference influences upon entry into and exit from undergraduate medical degree programmes. We found various factors influenced career preference, confirming prior findings. What this study adds is that, while acknowledging student intake differs by medical school, medical school itself seems to influence

  8. A survey of factors influencing career preference in new-entrant and exiting medical students from four UK medical schools.

    Science.gov (United States)

    Cleland, Jennifer A; Johnston, Peter W; Anthony, Micheal; Khan, Nadir; Scott, Neil W

    2014-07-23

    Workforce planning is a central issue for service provision and has consequences for medical education. Much work has been examined the career intentions, career preferences and career destinations of UK medical graduates but there is little published about medical students career intentions. How soon do medical students formulate careers intentions? How much do these intentions and preferences change during medical school? If they do change, what are the determining factors? Our aim was to compare medical students' career preferences upon entry into and exit from undergraduate medical degree programmes. This was a cross-sectional questionnaire survey. Two cohorts [2009-10, 2010-11] of first and final year medical students at the four Scottish graduating medical schools took part in career preference questionnaire surveys. Questions were asked about demographic factors, career preferences and influencing factors. The response rate was 80.9% [2682/3285]. Significant differences were found across the four schools, most obviously in terms of student origin [Scotland, rest of UK or overseas], age group, and specialty preferences in Year 1 and Year 5. Year 1 and Year 5 students' specialty preferences also differed within each school and, while there were some common patterns, each medical school had a different profile of students' career preferences on exit. When the analysis was adjusted for demographic and job-related preferences, specialty preferences differed by gender, and wish for work-life balance and intellectual satisfaction. This is the first multi-centre study exploring students' career preferences and preference influences upon entry into and exit from undergraduate medical degree programmes. We found various factors influenced career preference, confirming prior findings. What this study adds is that, while acknowledging student intake differs by medical school, medical school itself seems to influence career preference. Comparisons across medical school

  9. Gaming science innovations to integrate health systems science into medical education and practice.

    Science.gov (United States)

    White, Earla J; Lewis, Joy H; McCoy, Lise

    2018-01-01

    Health systems science (HSS) is an emerging discipline addressing multiple, complex, interdependent variables that affect providers' abilities to deliver patient care and influence population health. New perspectives and innovations are required as physician leaders and medical educators strive to accelerate changes in medical education and practice to meet the needs of evolving populations and systems. The purpose of this paper is to introduce gaming science as a lens to magnify HSS integration opportunities in the scope of medical education and practice. Evidence supports gaming science innovations as effective teaching and learning tools to promote learner engagement in scientific and systems thinking for decision making in complex scenarios. Valuable insights and lessons gained through the history of war games have resulted in strategic thinking to minimize risk and save lives. In health care, where decisions can affect patient and population outcomes, gaming science innovations have the potential to provide safe learning environments to practice crucial decision-making skills. Research of gaming science limitations, gaps, and strategies to maximize innovations to further advance HSS in medical education and practice is required. Gaming science holds promise to equip health care teams with HSS knowledge and skills required for transformative practice. The ultimate goals are to empower providers to work in complex systems to improve patient and population health outcomes and experiences, and to reduce costs and improve care team well-being.

  10. Exploring Connections Between Earth Science and Biology - Interdisciplinary Science Activities for Schools

    Science.gov (United States)

    Vd Flier-Keller, E.; Carolsfeld, C.; Bullard, T.

    2009-05-01

    To increase teaching of Earth science in schools, and to reflect the interdisciplinary nature and interrelatedness of science disciplines in today's world, we are exploring opportunities for linking Earth science and Biology through engaging and innovative hands-on science activities for the classroom. Through the NSERC-funded Pacific CRYSTAL project based at the University of Victoria, scientists, science educators, and teachers at all levels in the school system are collaborating to research ways of enriching the preparation of students in math and science, and improving the quality of science education from Kindergarten to Grade 12. Our primary foci are building authentic, engaging science experiences for students, and fostering teacher leadership through teacher professional development and training. Interdisciplinary science activities represent an important way of making student science experiences real, engaging and relevant, and provide opportunities to highlight Earth science related topics within other disciplines, and to expand the Earth science taught in schools. The Earth science and Biology interdisciplinary project builds on results and experiences of existing Earth science education activities, and the Seaquaria project. We are developing curriculum-linked activities and resource materials, and hosting teacher workshops, around two initial areas; soils, and marine life and the fossil record. An example activity for the latter is the hands-on examination of organisms occupying the nearshore marine environment using a saltwater aquarium and touch tank or beach fieldtrip, and relating this to a suite of marine fossils to facilitate student thinking about representation of life in the fossil record e.g. which life forms are typically preserved, and how are they preserved? Literacy activities such as fossil obituaries encourage exploration of paleoenvironments and life habits of fossil organisms. Activities and resources are being tested with teachers

  11. Psychology departments in medical schools: there's one in Canada, eh?

    Science.gov (United States)

    McIlwraith, Robert D

    2014-12-01

    Comments on the original article by Robiner et al. (see record 2014-07939-001) regarding psychologists in medical schools and academic medical center settings. Robiner et al. reported that their extensive review "revealed no independent departments of psychology in U.S. medical schools." The current authors note north of the border in Canada there is one department of psychology in a medical school. The Department of Clinical Health Psychology has been a department within the Faculty of Medicine of the University of Manitoba since 1995. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  12. Supporting Struggling Readers in Secondary School Science Classes

    Science.gov (United States)

    Roberts, Kelly D.; Takahashi, Kiriko; Park, Hye-Jin; Stodden, Robert A.

    2012-01-01

    Many secondary school students struggle to read complex expository text such as science textbooks. This article provides step-by-step guidance on how to foster expository reading for struggling readers in secondary school science classes. Two strategies are introduced: Text-to-Speech (TTS) Software as a reading compensatory strategy and the…

  13. Depression in medical students: current insights

    Directory of Open Access Journals (Sweden)

    Moir F

    2018-05-01

    Full Text Available Fiona Moir,1 Jill Yielder,2 Jasmine Sanson,3 Yan Chen4 1Department of General Practice and Primary Health Care, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand; 2Medical Programme Directorate, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand; 3Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand; 4Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand Abstract: Medical students are exposed to multiple factors during their academic and clinical study that have been shown to contribute to high levels of depression, anxiety, and stress. The purpose of this article was to explore the issue of depression in the medical student population, including prevalence, causes, and key issues, along with suggestions for early identification and support from one medical school in New Zealand. After establishing that the prevalence of depression is higher for medical students than the general population, the key issues explored include assessment used in the program, characteristics of the student population (such as Type A personality and perfectionism, resilience, selection procedures, students’ motivation, and the nature of the clinical environment. This review includes several recommendations to improve students’ psychological health such as positioning well-being within an overarching comprehensive workplace wellness model and integrating peer and faculty-led support into the day-to-day running of the institution. It also highlights the advantages of the addition of a well-being curriculum, as skills to prevent and manage distress and depression are relevant in supporting the competencies required by medical practitioners. It concludes that medical schools need wide-ranging strategies to address the complexities associated with the particular student

  14. Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.

    Science.gov (United States)

    Dienstag, Jules L

    2011-01-01

    In 1985, Harvard Medical School adopted a "New Pathway" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.

  15. Achievement Motivation and Academic Motivation among Students of Kermanshah University of Medical Sciences in 2013

    OpenAIRE

    Firoozeh Khamoushi; Arash Parsa Moghaddam; Mahtab Sadeghi; Ali Akbar Parvizifard; Akram Ahmadzadeh

    2016-01-01

    Introduction: Students are often similar in terms of learning ability and talent. However, there are remarkable differences in their academic performance during their schooling, which can be due to the differences in their academic motivation and achievement motivation. The current study was carried out to compare achievement motivation and academic achievement among the students of Kermanshah University of Medical Sciences (KUMS) in 2013. Methods: In this descriptive Analytical cross-sec...

  16. Medical school gift restriction policies and physician prescribing of newly marketed psychotropic medications: difference-in-differences analysis.

    Science.gov (United States)

    King, Marissa; Essick, Connor; Bearman, Peter; Ross, Joseph S

    2013-01-30

    To examine the effect of attending a medical school with an active policy on restricting gifts from representatives of pharmaceutical and device industries on subsequent prescribing behavior. Difference-in-differences approach. 14 US medical schools with an active gift restriction policy in place by 2004. Prescribing patterns in 2008 and 2009 of physicians attending one of the schools compared with physicians graduating from the same schools before the implementation of the policy, as well as a set of contemporary matched controls. Probability that a physician would prescribe a newly marketed medication over existing alternatives of three psychotropic classes: lisdexamfetamine among stimulants, paliperidone among antipsychotics, and desvenlafaxine among antidepressants. None of these medications represented radical breakthroughs in their respective classes. For two of the three medications examined, attending a medical school with an active gift restriction policy was associated with reduced prescribing of the newly marketed drug. Physicians who attended a medical school with an active conflict of interest policy were less likely to prescribe lisdexamfetamine over older stimulants (adjusted odds ratio 0.44, 95% confidence interval 0.22 to 0.88; P=0.02) and paliperidone over older antipsychotics (0.25, 0.07 to 0.85; P=0.03). A significant effect was not observed for desvenlafaxine (1.54, 0.79 to 3.03; P=0.20). Among cohorts of students who had a longer exposure to the policy or were exposed to more stringent policies, prescribing rates were further reduced. Exposure to a gift restriction policy during medical school was associated with reduced prescribing of two out of three newly introduced psychotropic medications.

  17. Students' approaches to medical school choice: relationship with students' characteristics and motivation.

    Science.gov (United States)

    Wouters, Anouk; Croiset, Gerda; Schripsema, Nienke R; Cohen-Schotanus, Janke; Spaai, Gerard W G; Hulsman, Robert L; Kusurkar, Rashmi A

    2017-06-12

    The aim was to examine main reasons for students' medical school choice and their relationship with students' characteristics and motivation during the students' medical study. In this multisite cross-sectional study, all Year-1 and Year-4 students who had participated in a selection procedure in one of the three Dutch medical schools included in the study were invited to complete an online survey comprising personal data, their main reason for medical school choice and standard, validated questionnaires to measure their strength of motivation (Strength of Motivation for Medical School-Revised) and autonomous and controlled type of motivation (Academic Self-regulation Questionnaire). Four hundred seventy-eight students participated. We performed frequency analyses on the reasons for medical school choice and regression analyses and ANCOVAs to study their associations with students' characteristics and motivation during their medical study. Students indicated 'city' (Year-1: 24.7%, n=75 and Year-4: 36.0%, n=52) and 'selection procedure' (Year-1: 56.9%, n=173 and Year-4: 46.9%, n=68) as the main reasons for their medical school choice. The main reasons were associated with gender, age, being a first-generation university student, ethnic background and medical school, and no significant associations were found between the main reasons and the strength and type of motivation during the students' medical study. Most students had based their medical school choice on the selection procedure. If medical schools desire to achieve a good student-curriculum fit and attract a diverse student population aligning the selection procedure with the curriculum and taking into account various students' different approaches is important.

  18. Students’ approaches to medical school choice: relationship with students’ characteristics and motivation

    Science.gov (United States)

    Croiset, Gerda; Schripsema, Nienke R.; Cohen-Schotanus, Janke; Spaai, Gerard W.G.; Hulsman, Robert L.; Kusurkar, Rashmi A.

    2017-01-01

    Objectives The aim was to examine main reasons for students’ medical school choice and their relationship with students’ characteristics and motivation during the students’ medical study. Methods In this multisite cross-sectional study, all Year-1 and Year-4 students who had participated in a selection procedure in one of the three Dutch medical schools included in the study were invited to complete an online survey comprising personal data, their main reason for medical school choice and standard, validated questionnaires to measure their strength of motivation (Strength of Motivation for Medical School-Revised) and autonomous and controlled type of motivation (Academic Self-regulation Questionnaire). Four hundred seventy-eight students participated. We performed frequency analyses on the reasons for medical school choice and regression analyses and ANCOVAs to study their associations with students’ characteristics and motivation during their medical study. Results Students indicated ‘city’ (Year-1: 24.7%, n=75 and Year-4: 36.0%, n=52) and ‘selection procedure’ (Year-1: 56.9%, n=173 and Year-4: 46.9%, n=68) as the main reasons for their medical school choice. The main reasons were associated with gender, age, being a first-generation university student, ethnic background and medical school, and no significant associations were found between the main reasons and the strength and type of motivation during the students’ medical study. Conclusions Most students had based their medical school choice on the selection procedure. If medical schools desire to achieve a good student-curriculum fit and attract a diverse student population aligning the selection procedure with the curriculum and taking into account various students’ different approaches is important. PMID:28624778

  19. Do students from public schools fare better in medical school than their colleagues from private schools? If so, what can we learn from this?

    Science.gov (United States)

    Costa-Santos, Cristina; Vieira-Marques, Pedro; Costa-Pereira, Altamiro; Ferreira, Maria Amélia; Freitas, Alberto

    2018-03-27

    Internal grade inflation is a documented practice in secondary schools (mostly in private schools) that jeopardises fairness with regard to access to medical school. However, it is frequently assumed that the higher internal grades are in fact justifiable, as they correspond to better preparation of students in private schools in areas that national exams do not cover but nevertheless are important. Consequently, it is expected that students from private schools will succeed better in medical school than their colleagues, or at least not perform worse. We aimed to study whether students from private schools do fare better in medical school than their colleagues from public schools, even after adjusting for internal grade inflation. We analysed all students that entered into a medical course from 2007 to 2014. A linear regression was performed using mean grades for the 1st-year curse units (CU) of the medical school curriculum as a dependent variable and student gender, the nature of students' secondary school (public/private), and whether their secondary school highly inflated grades as independent variables. A logistic regression was also performed, modelling whether or not students failed at least one CU exam during the 1st year of medical school as a function of the aforementioned independent variables. Of the 1709 students analysed, 55% came from public secondary schools. Private (vs. public) secondary school (β = - 0.459, p schools highly inflated grades (β = - 0.246, p = 0.003) were independent factors that significantly influenced grades during the first year of medical school. Having attended a private secondary school also significantly increased the odds of a student having failed at least one CU exam during the 1st year of medical school (OR = 1.33), even after adjusting for whether or not the secondary school used highly inflated grades. It is important to further discuss what we can learn from the fact that students from public

  20. The Case of the Royal School of Library and Information Science

    DEFF Research Database (Denmark)

    Borlund, Pia

    2010-01-01

    The present paper forms the basis of the invited talk to be given by the author at the International Symposium on the Transformation and Innovation of Library and Information Science, November 16-17, 2010, Taipei, Taiwan. The paper introduces the Royal School of Library and Information Science......, Denmark, as a European School of Library and Information Science and a member of iSchool Caucus. The paper outlines some of the current challenges of the Royal School of Library and Information Science and how these challenges are met, including how the membership of the iSchool movement is considered...

  1. Curricular trends in Malaysian medical schools: innovations within.

    Science.gov (United States)

    Azila, Nor Mohd Adnan; Rogayah, Jaafar; Zabidi-Hussin, Zabidi Azhar Mohd Hussin

    2006-09-01

    Various curricular innovations were adopted by medical schools worldwide in an attempt to produce medical graduates that could meet future healthcare needs of society locally and globally. This paper presents findings on curricular approaches implemented in Malaysian medical schools, in trying to meet those needs. Information was obtained from published records, responses from various questionnaires, personal communication and involvement with curricular development. Curricular innovations tended to be implemented in new medical schools upon their establishment. Established medical schools seemed to implement these innovations much later. Curricular trends appear to move towards integration, student-centred and problem-based learning as well as community-oriented medical education, with the Student-centred learning, Problem-based learning, Integrated teaching, Community-based education, Electives and Systematic programme (SPICES) model used as a reference. The focus is based on the premise that although the short-term aim of undergraduate medical education in Malaysia is to prepare graduates for the pre-registration house officer year, they must be able to practise and make decisions independently and be sensitive to the needs of the country's multiracial, multi-religious, and often remote communities. In most cases, curricular planning starts with a prescriptive model where planners focus on several intended outcomes. However, as the plan is implemented and evaluated it becomes descriptive as the planners reassess the internal and external factors that affect outcomes. A common trend in community-oriented educational activities is evident, with the introduction of interesting variations, to ensure that the curriculum can be implemented, sustained and the intended outcomes achieved.

  2. Attitudes and Views of Medical Students toward Science and Pseudoscience.

    Science.gov (United States)

    Peña, Adolfo; Paco, Ofelia

    2004-12-01

    To know opinions, attitudes and interest of medical students toward science and pseudoscience. A questionnaire was administered to 124 medical students of the San Marcos University in Lima, Peru. 173 students were surveyed. The response rate was 72%. Eighty-three percent (100/121) of respondents said that science is the best source of knowledge, 67% (82/123) said they were interested in science and technology news, 76% said they had not read any science magazine or book (other than medical texts and journals) in the last five years. Thirteen percent (16/124) of respondents said that astrology is "very scientific" and 40% (50/124) stated that it is "sort of scientific." 50% of respondents shared the opinion that some people possess psychic powers. Medical students' attitudes toward science are generally not favorable.

  3. Empowerment evaluation: a collaborative approach to evaluating and transforming a medical school curriculum.

    Science.gov (United States)

    Fetterman, David M; Deitz, Jennifer; Gesundheit, Neil

    2010-05-01

    Medical schools continually evolve their curricula to keep students abreast of advances in basic, translational, and clinical sciences. To provide feedback to educators, critical evaluation of the effectiveness of these curricular changes is necessary. This article describes a method of curriculum evaluation, called "empowerment evaluation," that is new to medical education. It mirrors the increasingly collaborative culture of medical education and offers tools to enhance the faculty's teaching experience and students' learning environments. Empowerment evaluation provides a method for gathering, analyzing, and sharing data about a program and its outcomes and encourages faculty, students, and support personnel to actively participate in system changes. It assumes that the more closely stakeholders are involved in reflecting on evaluation findings, the more likely they are to take ownership of the results and to guide curricular decision making and reform. The steps of empowerment evaluation include collecting evaluation data, designating a "critical friend" to communicate areas of potential improvement, establishing a culture of evidence, encouraging a cycle of reflection and action, cultivating a community of learners, and developing reflective educational practitioners. This article illustrates how stakeholders used the principles of empowerment evaluation to facilitate yearly cycles of improvement at the Stanford University School of Medicine, which implemented a major curriculum reform in 2003-2004. The use of empowerment evaluation concepts and tools fostered greater institutional self-reflection, led to an evidence-based model of decision making, and expanded opportunities for students, faculty, and support staff to work collaboratively to improve and refine the medical school's curriculum.

  4. The status of evolutionary medicine education in North American medical schools.

    Science.gov (United States)

    Hidaka, Brandon H; Asghar, Anila; Aktipis, C Athena; Nesse, Randolph M; Wolpaw, Terry M; Skursky, Nicole K; Bennett, Katelyn J; Beyrouty, Matthew W; Schwartz, Mark D

    2015-03-08

    Medical and public health scientists are using evolution to devise new strategies to solve major health problems. But based on a 2003 survey, medical curricula may not adequately prepare physicians to evaluate and extend these advances. This study assessed the change in coverage of evolution in North American medical schools since 2003 and identified opportunities for enriching medical education. In 2013, curriculum deans for all North American medical schools were invited to rate curricular coverage and perceived importance of 12 core principles, the extent of anticipated controversy from adding evolution, and the usefulness of 13 teaching resources. Differences between schools were assessed by Pearson's chi-square test, Student's t-test, and Spearman's correlation. Open-ended questions sought insight into perceived barriers and benefits. Despite repeated follow-up, 60 schools (39%) responded to the survey. There was no evidence of sample bias. The three evolutionary principles rated most important were antibiotic resistance, environmental mismatch, and somatic selection in cancer. While importance and coverage of principles were correlated (r = 0.76, P evolutionary principles were covered by 4 to 74% more schools. Nearly half (48%) of responders anticipated igniting controversy at their medical school if they added evolution to their curriculum. The teaching resources ranked most useful were model test questions and answers, case studies, and model curricula for existing courses/rotations. Limited resources (faculty expertise) were cited as the major barrier to adding more evolution, but benefits included a deeper understanding and improved patient care. North American medical schools have increased the evolution content in their curricula over the past decade. However, coverage is not commensurate with importance. At a few medical schools, anticipated controversy impedes teaching more evolution. Efforts to improve evolution education in medical schools

  5. Integrated School of Ocean Sciences: Doctoral Education in Marine Sciences in Kiel

    Science.gov (United States)

    Bergmann, Nina; Basse, Wiebke; Prigge, Enno; Schelten, Christiane; Antia, Avan

    2016-04-01

    Marine research is a dynamic thematic focus in Kiel, Germany, uniting natural scientists, economists, lawyers, philosophers, artists and computing and medical scientists in frontier research on the scientific, economic and legal aspects of the seas. The contributing institutions are Kiel University, GEOMAR Helmholtz Centre for Ocean Research Kiel, Kiel Institute for the World Economy and Muthesius University in Kiel. Marine science education in Kiel trains young scientists to investigate the role of the oceans in global change, risks arising from ocean usage and sustainable management of living and non-living marine resources. Basic fundamental research is supplemented with applied science in an international framework including partners from industry and public life. The Integrated School of Ocean Sciences (ISOS) established through the Cluster of Excellence "The Future Ocean", funded within the German Excellence Initiative, provides PhD candidates in marine sciences with interdisciplinary education outside of curricular courses. It supports the doctoral candidates through supplementary training, a framework of supervision, mentoring and mobility, the advisors through transparency and support of doctoral training in their research proposals and the contributing institutions by ensuring quality, innovation and excellence in marine doctoral education. All PhD candidates financed by the Helmholtz Research School for Ocean System Science and Technology (HOSST) and the Collaborative Research Centre 754 "Climate-biogeochemical interactions in the tropical ocean" (SFB 754) are enrolled at the ISOS and are integrated into the larger peer community. Over 150 PhD candidate members from 6 faculties form a large interdisciplinary network. At the ISOS, they sharpen their scientific profile, are challenged to think beyond their discipline and equip themselves for life after a PhD through early exposure to topics beyond research (e.g. social responsibility, public communication

  6. Community perceptions of a rural medical school: a pilot qualitative study

    Directory of Open Access Journals (Sweden)

    Nestel D

    2014-11-01

    Full Text Available Debra Nestel,1 Katherine Gray,1 Margaret Simmons,1 Shane A Pritchard,1 Rumana Islam,1 Wan Q Eng,1 Adrian Ng,1 Tim Dornan2 1Gippsland Medical School/School of Rural Health, Monash University, Clayton, Australia; 2School of Health Professions Education, Maastricht University, Maastricht, the Netherlands Background: This paper explores local community perceptions of a relatively new rural medical school. For the purposes of this paper, community engagement is conceptualized as involvement in planning, delivering, and evaluating the medical program. Although there are several reviews of patient involvement in medical curricula development, this study was designed to pilot an approach to exploring the perspectives of well members of the community in the transition of institutional policy on community engagement to one medical school. Methods: An advertisement in the local newspaper invited volunteers to participate in a telephone interview about the new medical school. An independent researcher external to the medical school conducted the interviews using a topic guide. Audio recordings were not made, but detailed notes including verbatim statements were recorded. At least two research team members analyzed interview records for emergent themes. Human research ethics approval was obtained. Results: Twelve interviews were conducted. Participants offered rich imaginings on the role of the school and expectations and opportunities for students. Most participants expressed strong and positive views, especially in addressing long-term health workforce issues. It was considered important that students live, mix, and study in the community. Some participants had very clear ideas about the need of the school to address specified needs, such as indigenous health, obesity, aging, drug and alcohol problems, teenage pregnancy, ethnic diversity, and working with people of low socioeconomic status. Conclusion: This study has initiated a dialogue with potential

  7. Pakistan Journal of Medical Sciences: A bibliometric assessment 2001-2010.

    Science.gov (United States)

    Baladi, Zameer Hussain; Umedani, Loung V

    2017-01-01

    The aim of this study was to measure the growth of scientific research, authors' productivity, affiliation with the institute and geographic locations published in the Pakistan Journal of Medical Sciences during the period of 2001 - 2010. This numerical analysis was conducted during mid-August 2016 to mid-October, 2016. The data for the study was downloaded from websites of e-journal of Pakistan Journal of Medical Sciences (PJMS) and Pak Medi-Net Com. A total number of 1199 articled were covered by PJMS in 10 volumes and 40 issues with contribution of 3798 (3%) authors during 2001 - 2010. The average number of papers per issue is 30%. A gender wise contribution of males was higher 3050 (80%) than the females 748 (20%). A majority of articles were multi-authored 1052 (87%) as opposed to single author contribution 147 (13%). All 1199 articles were covered under four major disciplines i.e Basic medical sciences, medicine & allied, surgery & allied and radiological sciences and 39 sub-specialties according to medical subject headings (MeSH). It observed that 467 (39%) articles were published in Pakistan and 732 (61%) articles produced by other 32 countries. The Karachi city of Pakistan has produced 199 (16%) articles as highest as its national level and followed by Tehran (Iran) 77 (6%) as followed internationally. This study reveals that the participation of 32 countries in the PJMS publications proves it to be an internationally circulated journal to support research with the constant approach of publishing articles to each volume in basic medical sciences, biomedical, clinical and public health sciences. Abbreviations: DOAJ: Directory of Open Access Journals IMEMR: Index Medicus Eastern Mediterranean Region HEC: Higher Education Commission (Pakistan) PJMS: Pakistan Journal of Medical Sciences MeSH: Medical Subject Headings PMDC: Pakistan Medical & Dental Council SCIE: Science Citation Index Expanded.

  8. Evaluation and comparison of medical records department of Iran university of medical sciences teaching hospitals and medical records department of Kermanshah university of medical sciences teaching hospitals according to the international standards ISO 9001-2000 in 2008

    Directory of Open Access Journals (Sweden)

    maryam ahmadi

    2010-04-01

    Conclusion: The rate of final conformity of medical records system by the criteria of the ISO 9001-2000 standards in hospitals related to Iran university of medical sciences was greater than in hospitals related to Kermanshah university of medical sciences. And total conformity rate of medical records system in Kermanshah hospitals was low. So the regulation of medical records department with ISO quality management standards can help to elevate its quality.

  9. What factors influence UK medical students' choice of foundation school?

    Science.gov (United States)

    Miah, Saiful; Pang, Karl H; Rebello, Wayne; Rubakumar, Zoe; Fung, Victoria; Venugopal, Suresh; Begum, Hena

    2017-01-01

    We aimed to identify the factors influencing UK medical student applicants' choice of foundation school. We also explored the factors that doctors currently approaching the end of their 2-year program believe should be considered. A cross-sectional study was conducted during the 2013-2014 academic year. An online questionnaire was distributed to 2092 final-year medical students from nine UK medical schools and 84 foundation year-2 (FY2) doctors from eight foundation schools. Participants were asked to rank their top 3 from a list of 12 factors that could potentially influence choice of foundation school on a 5-point Likert scale. Collated categorical data from the two groups were compared using a chi-square test with Yates correction. Geographic location was overwhelmingly the most important factor for medical students and FY2 doctors with 97.2% and 98.8% in agreement, respectively. Social relationships played a pivotal role for medical student applicants. Clinical specialties within the rotations were of less importance to medical students, in comparison to location and social relationships. In contrast, FY2 doctors placed a significantly greater importance on the specialties undertaken in their 2-year training program, when compared to medical students (chi-square; p =0.0001). UK medical schools should make their foundation program applicants aware of the importance of choosing rotations based on specialties that will be undertaken. Individual foundation schools could provide a more favorable linked application system and greater choice and flexibility of specialties within their 2-year program, potentially making their institution more attractive to future applicants.

  10. Mental and Medical sciences today

    OpenAIRE

    David L. Rowland; Ion G. Motofei

    2014-01-01

    Journal of Mind and Medical Sciences is designed as a free online, open access, interdisciplinary and peer-reviewed journal. The JMMS mission is to address ideas and issues related to mind and medicine, publishing scientific review and empirical papers regarding mental and medical health and disease. Our goal is to stimulate constructive debates among scholars, researchers, physicians, scientists and health professionals with respect to the latest discoveries and trends in the field. The jour...

  11. Status of portfolios in undergraduate medical education in the LCME accredited US medical school.

    Science.gov (United States)

    Chertoff, Jason; Wright, Ashleigh; Novak, Maureen; Fantone, Joseph; Fleming, Amy; Ahmed, Toufeeq; Green, Marianne M; Kalet, Adina; Linsenmeyer, Machelle; Jacobs, Joshua; Dokter, Christina; Zaidi, Zareen

    2016-09-01

    We sought to investigate the number of US medical schools utilizing portfolios, the format of portfolios, information technology (IT) innovations, purpose of portfolios and their ability to engage faculty and students. A 21-question survey regarding portfolios was sent to the 141 LCME-accredited, US medical schools. The response rate was 50% (71/141); 47% of respondents (33/71) reported that their medical school used portfolios in some form. Of those, 7% reported the use of paper-based portfolios and 76% use electronic portfolios. Forty-five percent reported portfolio use for formative evaluation only; 48% for both formative and summative evaluation, and 3% for summative evaluation alone. Seventy-two percent developed a longitudinal, competency-based portfolio. The most common feature of portfolios was reflective writing (79%). Seventy-three percent allow access to the portfolio off-campus, 58% allow usage of tablets and mobile devices, and 9% involve social media within the portfolio. Eighty percent and 69% agreed that the portfolio engaged students and faculty, respectively. Ninety-seven percent reported that the portfolios used at their institution have room for improvement. While there is significant variation in the purpose and structure of portfolios in the medical schools surveyed, most schools using portfolios reported a high level of engagement with students and faculty.

  12. Student mistreatment in medical school and planning a career in academic medicine.

    Science.gov (United States)

    Haviland, Mark G; Yamagata, Hisashi; Werner, Leonard S; Zhang, Kehua; Dial, Thomas H; Sonne, Janet L

    2011-01-01

    Student mistreatment in medical school is a persistent problem with both known and unexplored consequences [corrected]. The purpose of this study was to determine whether a perception of having been mistreated in medical school had an association with planning a full-time career in academic medicine. Using Association of American Medical Colleges' 2000-2004 Medical School Graduation Questionnaire data, we evaluated the relationship between students' mistreatment experience and their career choice, academic versus nonacademic setting. Meta-analysis and regression were used to evaluate this relationship. At medical schools where relatively high percentages of graduating seniors were planning academic careers, students reporting mistreatment experiences were less likely at graduation to be planning careers in academic medicine. A perception of having been mistreated in medical school is related to students' career choices, a finding that may be useful to medical school administrators/faculty and students as mistreatment is addressed in program planning, counseling, and faculty recruitment.

  13. Medical Student Perceptions of the Learning Environment at the End of the First Year: A 28-Medical School Collaborative.

    Science.gov (United States)

    Skochelak, Susan E; Stansfield, R Brent; Dunham, Lisette; Dekhtyar, Michael; Gruppen, Larry D; Christianson, Charles; Filstead, William; Quirk, Mark

    2016-09-01

    Accreditation and professional organizations have recognized the importance of measuring medical students' perceptions of the learning environment, which influences well-being and professional competency development, to optimize professional development. This study was conducted to explore interactions between students' perceptions of the medical school learning environment, student demographic variables, and students' professional attributes of empathy, coping, tolerance of ambiguity, and patient-centeredness to provide ideas for improving the learning environment. Twenty-eight medical schools at 38 campuses recruited 4,664 entering medical students to participate in the two-cohort longitudinal study (2010-2014 or 2011-2015). The authors employed chi-square tests and analysis of variance to examine the relationship between Medical School Learning Environment Survey (MSLES) scores and student characteristics. The authors used mixed-effects models with random school and campus effects to test the overall variances accounted for in MSLES scores at the end of the first year of medical school. Student attributes and demographic characteristics differed significantly across schools but accounted for only 2.2% of the total variance in MSLES scores. Medical school campus explained 15.6% of the variance in MSLES scores. At year's end, students' perceptions toward the learning environment, as reported on the MSLES, differed significantly according to the medical school campus where they trained. Further studies are needed to identify specific factors, such as grading policies, administrative support, and existence of learning communities, which may influence perceptions of the learning environment at various schools. Identifying such variables would assist schools in developing a positive learning environment.

  14. Sexual and gender minority identity disclosure during undergraduate medical education: "in the closet" in medical school.

    Science.gov (United States)

    Mansh, Matthew; White, William; Gee-Tong, Lea; Lunn, Mitchell R; Obedin-Maliver, Juno; Stewart, Leslie; Goldsmith, Elizabeth; Brenman, Stephanie; Tran, Eric; Wells, Maggie; Fetterman, David; Garcia, Gabriel

    2015-05-01

    To assess identity disclosure among sexual and gender minority (SGM) students pursuing undergraduate medical training in the United States and Canada. From 2009 to 2010, a survey was made available to all medical students enrolled in the 176 MD- and DO-granting medical schools in the United States and Canada. Respondents were asked about their sexual and gender identity, whether they were "out" (i.e., had publicly disclosed their identity), and, if they were not, their reasons for concealing their identity. The authors used a mixed-methods approach and analyzed quantitative and qualitative survey data. Of 5,812 completed responses (of 101,473 eligible respondents; response rate 5.7%), 920 (15.8%) students from 152 (of 176; 86.4%) institutions identified as SGMs. Of the 912 sexual minorities, 269 (29.5%) concealed their sexual identity in medical school. Factors associated with sexual identity concealment included sexual minority identity other than lesbian or gay, male gender, East Asian race, and medical school enrollment in the South or Central regions of North America. The most common reasons for concealing one's sexual identity were "nobody's business" (165/269; 61.3%), fear of discrimination in medical school (117/269; 43.5%), and social or cultural norms (110/269; 40.9%). Of the 35 gender minorities, 21 (60.0%) concealed their gender identity, citing fear of discrimination in medical school (9/21; 42.9%) and lack of support (9/21; 42.9%). SGM students continue to conceal their identity during undergraduate medical training. Medical institutions should adopt targeted policies and programs to better support these individuals.

  15. How to implement the Science Fair Self-Help Development Program in schools

    Energy Technology Data Exchange (ETDEWEB)

    Menicucci, D.

    1994-01-01

    This manual is intended to act as a working guide for setting up a Science Fair Volunteer Support Committee at your school. The Science Fair Volunteer Support Committee, or SFVSC, is the key component of the Science Fair Self-Help program, which was developed by Sandia National Laboratories and is designed to support a school`s science activities. The SFVSC is a team of parents and community volunteers who work in concert with a school`s teaching staff to assist and manage all areas of a school Science and Engineering Fair. The main advantage of creating such a committee is that it frees the science teachers from the organizational aspects of the fair and lets them concentrate on their job of teaching science. This manual is based on information gained through a Self-Help Development pilot program that was developed by Sandia National Laboratories during the 1991--92 school year at three Albuquerque, NM, middle schools. The manual describes the techniques that were successful in the pilot program and discusses how these techniques might be implemented in other schools. This manual also discusses problems that may be encountered, including suggestions for how they might be resolved.

  16. Investigation of science production in Iran’s type I universities of medical sciences, a 6-year assessment

    Directory of Open Access Journals (Sweden)

    M Yadollahi

    2014-07-01

    Full Text Available Introduction: Science production is one of the main dimensions of sustainable development in any country. Thus, universities as the major centers for science production play a key role in development. The present study aimed to assess the trend of science production in Iran’s type I universities of medical sciences from 2007 to 2012. Method: In this study, the universities’ scores of empowering, governance and leadership, science production, student researches, and number of published articles were computed based on the evaluations of universities of medical sciences by the Ministry of Health, Treatment, and Medical Education from 2007 to 2012. Then, the data were analyzed using descriptive statistics and the figures were drawn by Excel software. Results: This study assessed science production in Iran’s type I universities of medical sciences and analyzed each university’s proportion in publication of articles. According to the results, most of the published articles were affiliated to Tehran University of Medical Sciences. However, considering the role of number of faculty members, different results were obtained. With respect to the evaluation raw scores, Isfahan University of Medical Sciences showed a considerable reduction of scores in 2012, while other universities had a constant or ascending trend. Besides, indexed articles followed an ascending trend in all the universities and most of the articles had been published in index 1. Conclusion: Similar to other studies, the findings of this study revealed an increase in science productions in Iran through the recent years. Yet, the highest scores of the studied indexes, except for student researches, were related to Tehran University of Medical Sciences. This great difference between this university and other universities might be due to accumulation of specific potentials and forces in this region. Overall, science productions followed an ascending trend in all type I universities of

  17. Science fiction/science fact: medical genetics in news stories.

    Science.gov (United States)

    Petersen, Alan; Anderson, Alison; Allan, Stuart

    2005-12-01

    News media coverage of biotechnology issues offers a rich source of fictional portrayals, with stories drawing strongly on popular imagery and metaphors in descriptions of the powers and dangers of biotechnology. This article examines how science fiction metaphors, imagery and motifs surface in British newspaper (broadsheet and tabloid) coverage of medical genetic issues, focusing on press reporting of two recent highly publicised news media events; namely, the Hashmi and Whitaker families' plights to use stem cells from a 'perfectly matched sibling' for the treatment of their diseased children. It is concerned in particular with the extent to which journalists' use of certain literary devices encourages preferred formulations of medical genetics, and thereby potentially shapes public deliberation about scientific developments and their consequences for society. Understanding how science fiction sustains science fact, and vice versa, and how the former is portrayed in news media, it is argued, would thus seem to be crucial in the effort to understand why people respond so strongly to biotechnologies, and what they imagine their consequences to be.

  18. School 2.0: The Science Leadership Academy

    Science.gov (United States)

    Lehmann, Christopher

    2007-01-01

    This article features the Science Leadership Academy, a new public partnership school in Philadelphia that incorporates core values of inquiry, research, collaboration, presentation, and reflection. Founded by the School District of Philadelphia and The Franklin Institute, SLA is one of four partnership high schools that opened in September 2006…

  19. Investigating Your School's Science Teaching and Learning Culture

    Science.gov (United States)

    Sato, Mistilina; Bartiromo, Margo; Elko, Susan

    2016-01-01

    The authors report on their work with the Academy for Leadership in Science Instruction, a program targeted to help science teachers promote a science teaching and learning culture in their own schools.

  20. Influence of science and technology magnet middle schools on students' motivation and achievement in science

    Science.gov (United States)

    Allen, David

    Some informal discussions among educators regarding motivation of students and academic performance have included the topic of magnet schools. The premise is that a focused theme, such as an aspect of science, positively affects student motivation and academic achievement. However, there is limited research involving magnet schools and their influence on student motivation and academic performance. This study provides empirical data for the discussion about magnet schools influence on motivation and academic ability. This study utilized path analysis in a structural equation modeling framework to simultaneously investigate the relationships between demographic exogenous independent variables, the independent variable of attending a science or technology magnet middle school, and the dependent variables of motivation to learn science and academic achievement in science. Due to the categorical nature of the variables, Bayesian statistical analysis was used to calculate the path coefficients and the standardized effects for each relationship in the model. The coefficients of determination were calculated to determine the amount of variance each path explained. Only five of 21 paths had statistical significance. Only one of the five statistically significant paths (Attended Magnet School to Motivation to Learn Science) explained a noteworthy amount (45.8%) of the variance.

  1. Capacity building in nutrition science: revisiting the curricula for medical professionals.

    Science.gov (United States)

    Dimaria-Ghalili, Rose Ann; Edwards, Marilyn; Friedman, Gerald; Jaferi, Azra; Kohlmeier, Martin; Kris-Etherton, Penny; Lenders, Carine; Palmer, Carole; Wylie-Rosett, Judith

    2013-12-01

    The current nutrition education curricula for students in U.S. medical schools, and schools of other health professions, such as nursing and oral health, do not provide enough opportunity to gain knowledge of the interactions among micro- and macronutrients, their role in maintaining optimal body functions, factors that interfere with these interactions, or, importantly, how to integrate this knowledge into medical practice. There is a need to better prepare healthcare professionals for identifying nutrition risk and managing hospitalized patients, especially those with chronic conditions, using an interprofessional, team-based approach. A major goal of this report is to revisit current nutrition training programs for physicians and other healthcare professionals in order to explore opportunities for providing healthcare providers with the essential tools of preventative and therapeutic nutrition intervention strategies. The issues addressed include whether a consensus exists on how to integrate basic and applied nutrition into the general healthcare professional curriculum, and if so, at which stages of training and at what depth should these integrations occur; how nutrition education is dealt with and achieved throughout all the health professions; and whether current nutrition education models are sufficient. To help address these issues, the report will review current nutrition education practices-their strengths and weaknesses-as well as evaluate promising new initiatives, and offer proposals for new directions for nutrition education training of future generation of medical practitioners. © 2013 New York Academy of Sciences.

  2. Learning to teach science in urban schools

    Science.gov (United States)

    Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea

    2001-10-01

    Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.

  3. Ethics Education in New Zealand Medical Schools.

    Science.gov (United States)

    McMillan, John; Malpas, Phillipa; Walker, Simon; Jonas, Monique

    2018-07-01

    This article describes the well-developed and long-standing medical ethics teaching programs in both of New Zealand's medical schools at the University of Otago and the University of Auckland. The programs reflect the awareness that has been increasing as to the important role that ethics education plays in contributing to the "professionalism" and "professional development" in medical curricula.

  4. Inspiring science achievement: a mixed methods examination of the practices and characteristics of successful science programs in diverse high schools

    Science.gov (United States)

    Scogin, Stephen C.; Cavlazoglu, Baki; LeBlanc, Jennifer; Stuessy, Carol L.

    2017-08-01

    While the achievement gap in science exists in the US, research associated with our investigation reveals some high school science programs serving diverse student bodies are successfully closing the gap. Using a mixed methods approach, we identified and investigated ten high schools in a large Southwestern state that fit the definition of "highly successful, highly diverse". By conducting interviews with science liaisons associated with each school and reviewing the literature, we developed a rubric identifying specific characteristics associated with successful science programs. These characteristics and practices included setting high expectations for students, providing extensive teacher support for student learning, and utilizing student-centered pedagogy. We used the rubric to assess the successful high school science programs and compare them to other high school science programs in the state (i.e., less successful and less diverse high school science programs). Highly successful, highly diverse schools were very different in their approach to science education when compared to the other programs. The findings from this study will help schools with diverse students to strengthen hiring practices, enhance teacher support mechanisms, and develop student-focused strategies in the classroom that increase science achievement.

  5. Modernizing dermatology interest groups in medical school: Certificate programs.

    Science.gov (United States)

    Wang, Jordan V; Korta, Dorota Z; Keller, Matthew

    2017-11-15

    This commentary addresses the increasingly competitive nature of applying to dermatology residency programs and how both interest groups in medical schools and their dermatology departments can help to better prepare applicants. As previous literature argued that dermatology has been underemphasized in medical school curricula, we propose five fundamental options that interest groups can implement in order to offer increased exposure to our field in medical training. Furthermore, with therecent trend of many schools conferring certificates in various specialized concentrations, we also discuss interest groups pioneering certificate-grantingprograms in dermatology competency. The pros and cons of having a recognized certificate program in dermatology are presented.

  6. Caught in the Balance: An Organizational Analysis of Science Teaching in Schools with Elementary Science Specialists

    Science.gov (United States)

    Marco-Bujosa, Lisa M.; Levy, Abigail Jurist

    2016-01-01

    Elementary schools are under increasing pressure to teach science and teach it well; yet, research documents that classroom teachers must overcome numerous personal and school-based challenges to teach science effectively at this level, such as access to materials and inadequate instructional time. The elementary science specialist model…

  7. The formation of science choices in secondary school

    Science.gov (United States)

    Cleaves, Anna

    2005-04-01

    In this paper I examine the formation of post-16 choices over 3 years among higher achieving students with respect to enrolment in post-compulsory science courses. Transcripts from four interviews carried out over 3 years with 72 secondary school students were qualitatively analysed. Students were found to shape their choices for science in a variety of ways across time. The situation regarding science choices hinges on far more dynamic considerations than the stereotypical image of the potential advanced science student, committed to becoming a scientist from an early age. There is an interplay of self-perception with respect to science, occupational images of working scientists, relationship with significant adults and perceptions of school science The findings are informative for science educators and for career guidance professionals who may need to take into account the complexity of young people's choices.

  8. Primary care careers among recent graduates of research-intensive private and public medical schools.

    Science.gov (United States)

    Choi, Phillip A; Xu, Shuai; Ayanian, John Z

    2013-06-01

    Despite a growing need for primary care physicians in the United States, the proportion of medical school graduates pursuing primary care careers has declined over the past decade. To assess the association of medical school research funding with graduates matching in family medicine residencies and practicing primary care. Observational study of United States medical schools. One hundred twenty-one allopathic medical schools. The primary outcomes included the proportion of each school's graduates from 1999 to 2001 who were primary care physicians in 2008, and the proportion of each school's graduates who entered family medicine residencies during 2007 through 2009. The 25 medical schools with the highest levels of research funding from the National Institutes of Health in 2010 were designated as "research-intensive." Among research-intensive medical schools, the 16 private medical schools produced significantly fewer practicing primary care physicians (median 24.1% vs. 33.4%, p schools. In contrast, the nine research-intensive public medical schools produced comparable proportions of graduates pursuing primary care careers (median 36.1% vs. 36.3%, p = 0.87) and matching in family medicine residencies (median 7.4% vs. 10.0%, p = 0.37) relative to the other 66 public medical schools. To meet the health care needs of the US population, research-intensive private medical schools should play a more active role in promoting primary care careers for their students and graduates.

  9. What factors influence UK medical students’ choice of foundation school?

    Science.gov (United States)

    Miah, Saiful; Pang, Karl H; Rebello, Wayne; Rubakumar, Zoe; Fung, Victoria; Venugopal, Suresh; Begum, Hena

    2017-01-01

    Background We aimed to identify the factors influencing UK medical student applicants’ choice of foundation school. We also explored the factors that doctors currently approaching the end of their 2-year program believe should be considered. Methods A cross-sectional study was conducted during the 2013–2014 academic year. An online questionnaire was distributed to 2092 final-year medical students from nine UK medical schools and 84 foundation year-2 (FY2) doctors from eight foundation schools. Participants were asked to rank their top 3 from a list of 12 factors that could potentially influence choice of foundation school on a 5-point Likert scale. Collated categorical data from the two groups were compared using a chi-square test with Yates correction. Results Geographic location was overwhelmingly the most important factor for medical students and FY2 doctors with 97.2% and 98.8% in agreement, respectively. Social relationships played a pivotal role for medical student applicants. Clinical specialties within the rotations were of less importance to medical students, in comparison to location and social relationships. In contrast, FY2 doctors placed a significantly greater importance on the specialties undertaken in their 2-year training program, when compared to medical students (chi-square; p=0.0001). Conclusion UK medical schools should make their foundation program applicants aware of the importance of choosing rotations based on specialties that will be undertaken. Individual foundation schools could provide a more favorable linked application system and greater choice and flexibility of specialties within their 2-year program, potentially making their institution more attractive to future applicants. PMID:28458589

  10. Medical women of the West.

    Science.gov (United States)

    Scully, A L

    1988-01-01

    The presence in the West of women physicians with degrees from regular medical schools spans a period of approximately 130 years. Women's Medical College of Pennsylvania graduated many of these early women physicians. The first woman medical graduate of a western school was Lucy M. Field Wanzer, who finished in 1876 at the Department of Medicine, University of California in San Francisco. Soon thereafter, schools that would become Stanford University and the Oregon Health Sciences University schools of medicine, as well as the newly founded University of Southern California, were contributing to the pool of women physicians. The University of Michigan Medical School, the first coeducational state medical school, also educated some of the western women physicians, who by 1910 numbered about 155. This regional account of the progress of women physicians as they strove to become an integral part of the profession emphasizes the familiar themes of altruism, ingenuity, and perseverance that characterized their efforts. Images PMID:3074578

  11. [Plagiarism in medical schools, and its prevention].

    Science.gov (United States)

    Annane, Djillali; Annane, Frédérique

    2012-09-01

    The plagiarism has become very common in universities and medical school. Undoubtedly, the easy access to a huge amount of electronic documents is one explanation for the increasing prevalence of plagiarism among students. While most of universities and medical school have clear statements and rules about plagiarism, available tools for the detection of plagiarism remain inefficient and dedicate training program for students and teachers too scarce. As lack of time is one reason for students to choose plagiarism, it should be one main target for educational programs. Copyright © 2012. Published by Elsevier Masson SAS.

  12. Professional Learning Communities (PLCs) as a Means for School-Based Science Curriculum Change

    Science.gov (United States)

    Browne, Christi L.

    The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to

  13. Female military medical school graduates entering surgical internships: are we keeping up with national trends?

    Science.gov (United States)

    Vertrees, Amy; Laferriere, Nicole; Elster, Eric; Shriver, Craig D; Rich, Norman M

    2014-10-01

    Ratios of women graduating from the only US military medical school and entering surgical internships were reviewed and compared with national trends. Data were obtained from the Uniformed Services University of the Health Sciences graduation announcements from 2002 to 2012. There were 1,771 graduates from 2002 to 2012, with 508 female (29%) and 1,263 male (71%) graduates. Female graduates increased over time (21% to 39%; P = .014). Female general surgery interns increased from 3.9% to 39% (P = .025). Female overall surgical subspecialty interns increased from 20% in 2002 to 36% in 2012 (P = .046). Women were represented well in obstetrics (57%), urology (44%), and otolaryngology (31%), but not in neurosurgery, orthopedics, and ophthalmology (0% to 20%). The sex disparity between military and civilian medical students occurs before entry. Once in medical school, women are just as likely to enter general surgery or surgical subspecialty as their male counterparts. Increased ratio of women in the class is unlikely to lead to a shortfall except in specific subspecialties. Published by Elsevier Inc.

  14. Urban High School Teachers' Beliefs Concerning Essential Science Teaching Dispositions

    Science.gov (United States)

    Miranda, Rommel

    2012-01-01

    This qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include…

  15. Surgical and procedural skills training at medical school - a national review.

    Science.gov (United States)

    Davis, Christopher R; Toll, Edward C; Bates, Anthony S; Cole, Matthew D; Smith, Frank C T

    2014-01-01

    This national study quantifies procedural and surgical skills training at medical schools in the United Kingdom (UK), a stipulated requirement of all graduates by the General Medical Council (GMC). A questionnaire recorded basic procedural and surgical skills training provided by medical schools and surgical societies in the UK. Skills were extracted from (1) GMC Tomorrows Doctors and (2) The Royal College of Surgeons Intercollegiate Basic Surgical Skills (BSS) course. Data from medical school curricula and extra-curricular student surgical societies were compared against the national GMC guidelines and BSS course content. Data were analysed using Mann-Whitney U tests. Representatives from 23 medical schools completed the survey (71.9% response). Thirty one skills extracted from the BSS course were split into 5 categories, with skills content cross referenced against GMC documentation. Training of surgical skills by medical schools was as follows: Gowning and gloving (72.8%), handling instruments (29.4%), knot tying (17.4%), suturing (24.7%), other surgical techniques (4.3%). Surgical societies provided significantly more training of knot tying (64.4%, P = 0.0013) and suturing (64.5%, P = 0.0325) than medical schools. Medical schools provide minimal basic surgical skills training, partially supplemented by extracurricular student surgical societies. Our findings suggest senior medical students do not possess simple surgical and procedural skills. Newly qualified doctors are at risk of being unable to safely perform practical procedures, contradicting GMC Guidelines. We propose a National Undergraduate Curriculum in Surgery and Surgical Skills to equip newly qualified doctors with basic procedural skills to maximise patient safety. Copyright © 2014 Surgical Associates Ltd. Published by Elsevier Ltd. All rights reserved.

  16. High school students presenting science: An interactional sociolinguistic analysis

    Science.gov (United States)

    Bleicher, Robert

    Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed.Received: 14 April 1993; Revised: 15 February 1994;

  17. Motivation, learning strategies, participation and medical school performance

    NARCIS (Netherlands)

    Stegers-Jager, Karen M.; Cohen-Schotanus, Janke; Themmen, Axel P. N.

    Medical Education 2012: 46:678688 Context Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation

  18. Development of a Flipped Medical School Dermatology Module.

    Science.gov (United States)

    Fox, Joshua; Faber, David; Pikarsky, Solomon; Zhang, Chi; Riley, Richard; Mechaber, Alex; O'Connell, Mark; Kirsner, Robert S

    2017-05-01

    The flipped classroom module incorporates independent study in advance of in-class instructional sessions. It is unproven whether this methodology is effective within a medical school second-year organ system module. We report the development, implementation, and effectiveness of the flipped classroom methodology in a second-year medical student dermatology module at the University of Miami Leonard M. Miller School of Medicine. In a retrospective cohort analysis, we compared attitudinal survey data and mean scores for a 50-item multiple-choice final examination of the second-year medical students who participated in this 1-week flipped course with those of the previous year's traditional, lecture-based course. Each group comprised nearly 200 students. Students' age, sex, Medical College Admission Test scores, and undergraduate grade point averages were comparable between the flipped and traditional classroom students. The flipped module students' mean final examination score of 92.71% ± 5.03% was greater than that of the traditional module students' 90.92% ± 5.51% ( P flipped methodology to attending live lectures or watching previously recorded lectures. The flipped classroom can be an effective instructional methodology for a medical school second-year organ system module.

  19. Entry of US Medical School Graduates Into Family Medicine Residencies: 2014-2015.

    Science.gov (United States)

    Kozakowski, Stanley M; Fetter, Gerald; Bentley, Ashley

    2015-10-01

    This is the 34th national study conducted by the American Academy of Family Physicians (AAFP) that reports retrospectively the percentage of graduates from US MD-granting and DO-granting medical schools who entered Accreditation Council for Graduate Medical Education (ACGME)-accredited family medicine residency programs as first-year residents in 2014. Approximately 8.5% of the 18,241 students graduating from US MD-granting medical schools between July 2013 and June 2014 entered a family medicine residency. Of the 1,458 graduates of the US MD-granting medical schools who entered a family medicine residency in 2014, 80% graduated from 69 of the 131 schools. Eleven schools lacking departments or divisions of family medicine produced only a total of 26 students entering family medicine. In aggregate, medical schools west of the Mississippi River represent less than a third of all US MD-granting schools but have an aggregate rate of students selecting family medicine that is two-thirds higher than schools to the east of the Mississippi. A rank order list of US MD-granting medical schools was created based on the last 3 years' average percentage of graduates who became family medicine residents, using the 2014 and prior AAFP census data. US MD schools continue to fail to produce a primary care workforce, a key measure of social responsibility as measured by their production of graduates entering into family medicine. DO-granting and international medical school graduates filled the majority of ACGME-accredited family medicine first-year resident positions in 2014.

  20. Social Justice and Out-of-School Science Learning: Exploring Equity in Science Television, Science Clubs and Maker Spaces

    Science.gov (United States)

    Dawson, Emily

    2017-01-01

    This article outlines how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. The author applies these ideas to out-of-school learning via television, science clubs, and maker spaces, looking at research as well…

  1. Evaluating Junior Secondary Science Textbook Usage in Australian Schools

    Science.gov (United States)

    McDonald, Christine V.

    2016-08-01

    A large body of research has drawn attention to the importance of providing engaging learning experiences in junior secondary science classes, in an attempt to attract more students into post-compulsory science courses. The reality of time and resource constraints, and the high proportion of non-specialist science teachers teaching science, has resulted in an overreliance on more transmissive pedagogical tools, such as textbooks. This study sought to evaluate the usage of junior secondary science textbooks in Australian schools. Data were collected via surveys from 486 schools teaching junior secondary (years 7-10), representing all Australian states and territories. Results indicated that most Australian schools use a science textbook in the junior secondary years, and textbooks are used in the majority of science lessons. The most highly cited reason influencing choice of textbook was layout/colour/illustrations, and electronic technologies were found to be the dominant curricula material utilised, in addition to textbooks, in junior secondary science classes. Interestingly, the majority of respondents expressed high levels of satisfaction with their textbooks, although many were keen to stress the subsidiary role of textbooks in the classroom, emphasising the textbook was `one' component of their teaching repertoire. Importantly, respondents were also keen to stress the benefits of textbooks in supporting substitute teachers, beginning teachers, and non-specialist science teachers; in addition to facilitating continuity of programming and staff support in schools with high staff turnover. Implications from this study highlight the need for high quality textbooks to support teaching and learning in Australian junior secondary science classes.

  2. Medical school personal statements: a measure of motivation or proxy for cultural privilege?

    Science.gov (United States)

    Wright, Sarah

    2015-08-01

    Students from state schools are underrepresented in UK medical schools. Discussions often focus on deficient academic and motivational traits of state school students, rather than considering the effects of student support during the admissions process. This qualitative study explored student experiences of support from schools and families during the medical school admissions process with particular focus on the personal statement. Interviews were conducted with thirteen medical students at a British medical school who had each attended a different secondary school (classified as private or state funded). A thematic analysis was performed. Bourdieu's concepts of capital and field were used as a theoretical lens through which to view the results. Interviews revealed substantial differences in support provided by private and state funded schools. Private schools had much more experience in the field of medical school admissions and had a vested interest in providing students with support. State schools were lacking by comparison, offering limited support that was often reactive rather than proactive. Students from private schools were also more likely to have social contacts who were knowledgeable about medical school admissions and who could help them gain access to work experience opportunities that would be recognised as legitimate by selectors. While medical schools endeavour to make fair admissions policies, there is an unintended link between a student's access to capital and ability to demonstrate commitment and motivation on personal statements. This helps explain why academically capable but financially or socially challenged students are less likely to be recognised as having potential during the admissions process. Medical schools need to be challenged to review their admissions policies to ensure that the do not inadvertently favour cultural privilege rather than student potential.

  3. Medical Sciences Division report for 1993

    Energy Technology Data Exchange (ETDEWEB)

    1993-12-31

    This year`s Medical Sciences Division (MSD) Report is organized to show how programs in our division contribute to the core competencies of Oak Ridge Institute for Science and Education (ORISE). ORISE`s core competencies in education and training, environmental and safety evaluation and analysis, occupational and environmental health, and enabling research support the overall mission of the US Department of Energy (DOE).

  4. Medical Sciences Division report for 1993

    International Nuclear Information System (INIS)

    1993-01-01

    This year's Medical Sciences Division (MSD) Report is organized to show how programs in our division contribute to the core competencies of Oak Ridge Institute for Science and Education (ORISE). ORISE's core competencies in education and training, environmental and safety evaluation and analysis, occupational and environmental health, and enabling research support the overall mission of the US Department of Energy (DOE)

  5. Reducing health disparities: the social role of medical schools.

    Science.gov (United States)

    Dopelt, Keren; Davidovitch, Nadav; Yahav, Zehava; Urkin, Jacob; Bachner, Yaacov G

    2014-06-01

    Medical education based on the principles of social medicine can contribute toward reducing health disparities through the "creation" of doctors who are more involved in community programs. This study compared the social medicine orientation of graduates from various medical schools in Israel. The authors conducted an online cross-sectional survey in May 2011 among physicians who are graduates of Israeli medical schools. The study included 1050 physicians practicing medicine in Israel: 36% who are graduates from the Hebrew University, 26% from Tel Aviv University, 22% from the Technion and 16% from Ben-Gurion University. A greater percentage of physicians who studied either at the Technion or Ben-Gurion are working or have worked in the periphery (∼50% vs. ∼30% at the Hebrew and Tel Aviv Universities). Among Ben-Gurion graduates, 47% are active in social medicine programs vs. 34-38% from other schools. Among physicians active in social medicine programs, 32% of Ben-Gurion alumni estimated that their medical education greatly influenced their social medicine involvement vs. 8-15% from other schools. Hebrew University alumni described their studies as more research-oriented. In contrast, Ben-Gurion graduates described their studies as more social medicine-oriented and they exhibited more positive attitudes about the role of physicians in reducing health disparities. Social medicine-oriented medical education induces a socialization process reinforcing human values regarding doctor-patient relationships and produces positive attitudes among future doctors about social involvement. Findings emphasize the need to develop educational programs with this orientation and to strengthen medical schools in the periphery.

  6. The connection between students' out-of-school experiences and science learning

    Science.gov (United States)

    Tran, Natalie A.

    This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers

  7. Learner-Directed Nutrition Content for Medical Schools to Meet LCME Standards

    Directory of Open Access Journals (Sweden)

    Lisa A. Hark

    2015-01-01

    Full Text Available Deficiencies in medical school nutrition education have been noted since the 1960s. Nutrition-related non-communicable diseases, including heart disease, stroke, cancer, diabetes, and obesity, are now the most common, costly, and preventable health problems in the US. Training medical students to assess diet and nutritional status and advise patients about a healthy diet, exercise, body weight, smoking, and alcohol consumption are critical to reducing chronic disease risk. Barriers to improving medical school nutrition content include lack of faculty preparation, limited curricular time, and the absence of funding. Several new LCME standards provide important impetus for incorporating nutrition into existing medical school curriculum as self-directed material. Fortunately, with advances in technology, electronic learning platforms, and web-based modules, nutrition can be integrated and assessed across all four years of medical school at minimal costs to medical schools. Medical educators have access to a self-study nutrition textbook, Medical Nutrition and Disease, Nutrition in Medicine© online modules, and the NHLBI Nutrition Curriculum Guide for Training Physicians. This paper outlines how learner-directed nutrition content can be used to meet several US and Canadian LCME accreditation standards. The health of the nation depends upon future physicians’ ability to help their patients make diet and lifestyle changes.

  8. Physical activity education in the undergraduate curricula of all UK medical schools: are tomorrow's doctors equipped to follow clinical guidelines?

    Science.gov (United States)

    Weiler, Richard; Chew, Stephen; Coombs, Ngaire; Hamer, Mark; Stamatakis, Emmanuel

    2012-11-01

    Physical activity (PA) is a cornerstone of disease prevention and treatment. There is, however, a considerable disparity between public health policy, clinical guidelines and the delivery of physical activity promotion within the National Health Service in the UK. If this is to be addressed in the battle against non-communicable diseases, it is vital that tomorrow's doctors understand the basic science and health benefits of physical activity. The aim of this study was to assess the provision of physical activity teaching content in the curricula of all medical schools in the UK. Our results, with responses from all UK medical schools, uncovered some alarming findings, showing that there is widespread omission of basic teaching elements, such as the Chief Medical Officer recommendations and guidance on physical activity. There is an urgent need for physical activity teaching to have dedicated time at medical schools, to equip tomorrow's doctors with the basic knowledge, confidence and skills to promote physical activity and follow numerous clinical guidelines that support physical activity promotion.

  9. The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

    Science.gov (United States)

    Newsome, Demetria Lynn

    Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors

  10. Cooperative learning in science: intervention in the secondary school

    Science.gov (United States)

    Topping, K. J.; Thurston, A.; Tolmie, A.; Christie, D.; Murray, P.; Karagiannidou, E.

    2011-04-01

    The use of cooperative learning in secondary school is reported - an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self-esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre-test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications.

  11. Current practices in library/informatics instruction in academic libraries serving medical schools in the Western United States: a three-phase action research study.

    Science.gov (United States)

    Eldredge, Jonathan D; Heskett, Karen M; Henner, Terry; Tan, Josephine P

    2013-09-04

    To conduct a systematic assessment of library and informatics training at accredited Western U.S. medical schools. To provide a structured description of core practices, detect trends through comparisons across institutions, and to identify innovative training approaches at the medical schools. Action research study pursued through three phases. The first phase used inductive analysis on reported library and informatics skills training via publicly-facing websites at accredited medical schools and the academic health sciences libraries serving those medical schools. Phase Two consisted of a survey of the librarians who provide this training to undergraduate medical education students at the Western U.S. medical schools. The survey revealed gaps in forming a complete picture of current practices, thereby generating additional questions that were answered through the Phase Three in-depth interviews. Publicly-facing websites reviewed in Phase One offered uneven information about library and informatics training at Western U.S. medical schools. The Phase Two survey resulted in a 77% response rate. The survey produced a clearer picture of current practices of library and informatics training. The survey also determined the readiness of medical students to pass certain aspects of the United States Medical Licensure Exam. Most librarians interacted with medical school curricular leaders through either curricula committees or through individual contacts. Librarians averaged three (3) interventions for training within the four-year curricula with greatest emphasis upon the first and third years. Library/informatics training was integrated fully into the respective curricula in almost all cases. Most training involved active learning approaches, specifically within Problem-Based Learning or Evidence-Based Medicine contexts. The Phase Three interviews revealed that librarians are engaged with the medical schools' curricular leaders, they are respected for their knowledge and

  12. Psychotropic Medications: An Update for School Psychologists

    Science.gov (United States)

    Rappaport, Nancy; Kulick, Deborah; Phelps, LeAdelle

    2013-01-01

    This article provides an overview of medications used frequently in the treatment of pediatric depression, anxiety, and bipolar disorder. The need for a collaborative relationship between the prescribing physician, school personnel, and the family is outlined. School psychologists can play crucial roles by providing the physician with information…

  13. Medical Spanish in U.S. Colleges and Schools of Pharmacy

    Directory of Open Access Journals (Sweden)

    Geoffrey A Mospan

    2016-09-01

    Full Text Available Objective: To determine characteristics of Medical Spanish education provided to pharmacy students in schools and colleges of pharmacy in the United States. Methods: A survey of U.S. pharmacy schools and colleges was performed to determine availability of Medical Spanish in pharmacy curriculum, course(s containing Medical Spanish education, and characteristics of Medical Spanish courses. Additional follow-up questions were asked if a school did not offer Medical Spanish. Results: 61 out of 138 institutions completed the survey (response rate = 44%. 36% (22/61 of respondents reported Medical Spanish education was offered in their curriculum. The most common barrier to offering a Medical Spanish course included a lack of personnel to teach the course (n=21, 54% or no room in the curriculum (n=15, 38%. Conclusion: While there is a limited number of institutions that provide Medical Spanish education to their pharmacy students, results of this survey provide a basic description of Medical Spanish education in schools and colleges of pharmacy in the United States. Data obtained from this survey can be used to refine or initiate Medical Spanish courses, including the teaching and assessment methods used. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received, employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents and royalties   Type: Original Research

  14. What basic clinical procedures should be mastered by junior clerkship students? Experience at a single medical school in Tanzania

    Directory of Open Access Journals (Sweden)

    Konje ET

    2016-03-01

    Full Text Available Eveline T Konje,1,2 Rodrick Kabangila,2,3 Mange Manyama,2,4 Jacqueline M van Wyk2,5 1Department of Epidemiology and Biostatistics, School of Public Health, Catholic University of Health and Allied Sciences, Mwanza, Tanzania; 2Medical Education Fellowship, Southern Africa FAIMER Regional Institute – SAFRI, Cape Town, South Africa; 3Department of Internal Medicine, 4Department of Anatomy and Cell Biology, School of Medicine, Catholic University of Health and Allied Sciences, Mwanza, Tanzania; 5Department of Clinical and Professional Education, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa Background: Clinical training in most medical schools, including the Catholic University of Health and Allied Sciences (CUHAS, is offered in the form of junior and senior rotations. During these clinical rotations, students are expected to acquire and master the basic procedural skills. However, students’ learning process should be evaluated for quality improvement. Objectives: This study was conducted to identify the basic medical procedural skills that third-year medical students should acquire and master and determine the level of students’ exposure on these procedures at the end of junior rotation in internal medicine. Identification of the gap between clinicians’ opinions, skills practiced by students, and third-year students’ curriculum in the medical department at CUHAS was also done. Methods: The descriptive cross-sectional study was used to collect data through a self-administered, structured questionnaire from clinicians in medicine. A review of logbooks was considered to determine level of students’ exposure, and a document analysis was done using existing medical curriculum. Results: The response of 71% (n=22 was obtained. Clinicians agreed on basic procedures that students should perform independently (ie, Foley catheter insertion, venipuncture, and intravenous drip insertion. Clinicians thought

  15. Health-profession students’ teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison

    Directory of Open Access Journals (Sweden)

    Wakida EK

    2015-12-01

    Full Text Available Edith K Wakida,1 Gad Ruzaaza,1 Kintu Muggaga,2 Peter Akera,3 Hussein Oria,4 Sarah Kiguli4 1Medical School, Mbarara University of Science and Technology, Mbarara, 2Medical School, Kampala International University, Kampala, 3Medical School, Gulu University, Gulu, 4Medical School, Makerere University Kampala, Kampala, Uganda Purpose: The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students’ thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. Methods: The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Results: Students’ learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to

  16. Using a Science Centre as a School Lab ? a Case Story

    DEFF Research Database (Denmark)

    Sørensen, Helene

    2004-01-01

    responsibility for their own learning committed themselves to learn the scientific language. The study shows that in school science there has to be scaffolding around a project to insure that all students gain experience with science as a learning process in an environment with self-motivated, self......The study has the overall goal of finding suggestions for improving school visits to Science Centres and similar places. One such centre (Experimentarium) has established a partnership with a nearby school to investigate possibilities for cooperation. This case story tells about a project where...... tenth graders were trained to become museum ?explainers? as part of their science education. The objectives were to investigate if it was possible to obtain a quality out-of?school experience using the Experimentarium as a science lab. The intention of the study was to look at science learning...

  17. Pre-Medical Preparation in Microbiology among Applicants and Matriculants in Osteopathic Medical School in the United States.

    Science.gov (United States)

    Ramos, Raddy L; Guercio, Erik; Martinez, Luis R

    2017-01-01

    It is recognized that medical school curricula contain significant microbiology-related content as part of the training of future physicians who will be responsible stewards of antimicrobials. Surprisingly, osteopathic and allopathic medical schools do not require pre-medical microbiology coursework, and the extent to which medical students have completed microbiology coursework remains poorly understood. In this report, we show that fewer than 3% of applicants and matriculants to osteopathic medical school (OMS) have completed an undergraduate major or minor in microbiology, and fewer than 17% of applicants and matriculants to OMS have completed one or more microbiology-related courses. These data demonstrate limited pre-medical microbiology-related knowledge among osteopathic medical students, which may be associated with an increase in perceived stress when learning this content or during clinical rotations as well as a potential lack of interest in pursuing a career in infectious diseases.

  18. Too Few, Too Weak: Conflict of Interest Policies at Canadian Medical Schools

    Science.gov (United States)

    Shnier, Adrienne; Lexchin, Joel; Mintzes, Barbara; Jutel, Annemarie; Holloway, Kelly

    2013-01-01

    Introduction The education of medical students should be based on the best clinical information available, rather than on commercial interests. Previous research looking at university-wide conflict of interest (COI) policies used in Canadian medical schools has shown very poor regulation. An analysis of COI policies was undertaken to document the current policy environment in all 17 Canadian medical schools. Methods A web search was used to initially locate COI policies supplemented by additional information from the deans of each medical school. Strength of policies was rated on a scale of 0 to 2 in 12 categories and also on the presence of enforcement measures. For each school, we report scores for all 12 categories, enforcement measures, and summative scores. Results COI policies received summative scores that ranged from 0 to 19, with 0 the lowest possible score obtainable and 24 the maximum. The highest mean scores per category were for disclosure and ghostwriting (0.9) and for gifts and scholarships (0.8). Discussion This study provides the first comprehensive evaluation of all 17 Canadian medical school-specific COI policies. Our results suggest that the COI policy environment at Canadian medical schools is generally permissive. Policy development is a dynamic process. We therefore encourage all Canadian medical schools to develop restrictive COI policies to ensure that their medical students are educated based on the best clinical evidence available, free of industry biases and COI relationships that may influence the future medical thinking and prescribing practices of medical students in Canada once they graduate. PMID:23861928

  19. Improving pupils’ conceptual understanding by a connected in-school and out-of-school science program: a multiple case study

    NARCIS (Netherlands)

    Geveke, Carla; Steenbeek, Henderien; Doornenbal, Jeannette; van Geert, Paul

    2016-01-01

    The number of out-of-school science programs, which refers to science education at outside school environments, is gradually increasing. Although out-of-school programs are generally considered to be important for the development of pupils’ science knowledge and skills, more evidence concerning the

  20. Science and Mathematics Teaching Efficacy Beliefs of Pre-School Teachers

    Science.gov (United States)

    Aydogdu, Bülent; Peker, Murat

    2016-01-01

    The aim of this research was to examine science and mathematics teaching efficacy beliefs of pre-school teachers in terms of some variables. The sample of the study was comprised of 191 pre-school teachers working in a city in Aegean Region of Turkey. Since it attempted to define self-efficacy beliefs of pre-school teachers toward science and…

  1. Academic profile of students who transferred to Zagreb School of Medicine from other medical schools in Croatia.

    Science.gov (United States)

    Dusek, Davorka; Dolovcak, Svjetlana; Kljaković-Gaspić, Marko

    2004-02-01

    To assess the academic performance of students who transferred to the Zagreb School of Medicine from other three medical schools in Croatia. Academic performance of medical students who moved from Rijeka, Osijek, or Split University Medical Schools to the Zagreb University School of Medicine at the second or third year was compared with academic performance of students enrolled at the Zagreb University School of Medicine. Using the Zagreb Medical School's registry, we made a list of 57 transfer students to Zagreb Medical School in the 1985-1994 period. Control group was formed of students enrolled at the Zagreb School of Medicine in the same period, whose names followed in alphabetical order after the names of transfer students. Students' performance was analyzed according to their grade average before transfer, grade average in the first year after transfer, total grade average after transfer, overall grade average, and duration of studies. We also analyzed the proportion of students in each group who did not pass the admission test at the Zagreb School of Medicine in the year before the enrollment in Zagreb, Osijek, Rijeka, and Split Medical Schools. Nineteen transfer students, transferred between 1985 and 1988, and their controls were excluded from the analysis because of incomplete data. Transfer students had significantly lower grade average before transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03, Student t-test), lower grade average in the first year after transfer (3.2-/+0.6 vs 3.5-/+0.7, p=0.03), lower total grade average after transfer (3.6-/+0.5 vs 4.0-/+0.6, pZagreb School of Medicine in the year before the final enrollment than their controls (15/38 vs 4/38, p=0.009, chi-square test). Transfer students had poorer academic performance than students who passed the admission test and were enrolled at the Zagreb School of Medicine from the first year of studies.

  2. Original Paper Intestinal Helminthiasis among School Children in ...

    African Journals Online (AJOL)

    of Basic Medical Science, Olabisi Onabanjo University, Sagamu, Ogun State, 4School of Medical Laboratory Sciences,. Obafemi ... the infections such as poverty, poor sanitation, ignorance and ..... Mem Inst Oswaldo Cruz, Riode Janeiro.

  3. The Key Factors Affecting Students' Individual Interest in School Science Lessons

    Science.gov (United States)

    Cheung, Derek

    2018-01-01

    Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The…

  4. Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

    Science.gov (United States)

    Forbes, Anne; Skamp, Keith

    2016-02-01

    MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups—primary teachers, primary students and mentors—interact around the `domain' of `investigating scientifically'. This paper builds on three earlier publications and interprets the findings of the views of four secondary science teachers and five year 9 secondary science students who were first-timer participants—as mentors—in MyScience. Perceptions of these mentors' interactions with primary students were analysed using attributes associated with both `communities of practice' and the `nature of science'. Findings reveal that participation in MyScience changed secondary science teachers' views and practices about how to approach the teaching of science in secondary school and fostered primary-secondary links. Year 9 students positively changed their views about secondary school science and confidence in science through participation as mentors. Implications for secondary science teaching and learning through participation in primary school community of science practice settings are discussed.

  5. Teaching psychosomatic (biopsychosocial) medicine in United States medical schools: survey findings.

    Science.gov (United States)

    Waldstein, S R; Neumann, S A; Drossman, D A; Novack, D H

    2001-01-01

    A survey of US medical schools regarding the incorporation of psychosomatic (biopsychosocial) medicine topics into medical school curriculum was conducted. The perceived importance and success of this curriculum, barriers to teaching psychosomatic medicine, and curricular needs were also assessed. From August 1997 to August 1999, representatives of US medical schools were contacted to complete a survey instrument either by telephone interview or by written questionnaire. Survey responses were received from 54 of the 118 US medical schools contacted (46%). Responses were obtained from representatives of both public (57%) and private (43%) institutions. Only 20% of respondents indicated that their schools used the term "psychosomatic medicine"; the terms "behavioral medicine" (63%) and "biopsychosocial medicine" (41%) were used more frequently. Coverage of various health habits (eg, substance use and exercise) ranged from 52% to 96%. The conceptualization and/or measurement of psychosocial factors (eg, stress and social support) was taught by 80% to 93% of schools. Teaching about the role of psychosocial factors in specific disease states or syndromes ranged from 33% (renal disease) to 83% (cardiovascular disease). Coverage of treatment-related issues ranged from 44% (relaxation/biofeedback) to 98% (doctor-patient communication). Topics in psychosomatic medicine were estimated to comprise approximately 10% (median response) of the medical school curriculum. On a scale of 1 (lowest) to 10 (highest), ratings of the relative importance of this curriculum averaged 7 (SD = 2.5; range = 2-10). Student response to the curriculum varied from positive to mixed to negative. Perceived barriers to teaching psychosomatic medicine included limited resources (eg, time, money, and faculty), student and faculty resistance, and a lack of continuity among courses. Sixty-three percent of respondents expressed an interest in receiving information about further incorporation of topics in

  6. Constructing Your Self in School Science

    DEFF Research Database (Denmark)

    Otrel-Cass, Kathrin

    2016-01-01

    of school science. Classrooms together with the new technological tools that are being used are places that fabricate and (re)align how young people see themselves in science and form their subjectivity in relation to society’s core values and rationalities and are embodied in primary science education...... in science classrooms. The findings suggest that digital tools used in classrooms expand not only the means of teaching and learning science but represent spaces for the emergence, negotiation and struggle of different forms of subjectivities.......It has been repeatedly argued that young people need to acquire science knowledge, skills and competencies, so that future economies can maintain social welfare, economic growth and international competitiveness. However, the attainment of understanding in science is not the only importance...

  7. An exploration of middle school science teachers' understandings and teaching practice of science as inquiry

    Science.gov (United States)

    Castle, Margaret Ann

    A number of reports have raised a concern that the U.S. is not meeting the demands of 21st century skill preparation of students, teachers, and practitioners in the areas of science, technology, engineering, and mathematics (STEM). In 2005 and 2006 five reports were released indicating a need for improvement in science and mathematics education in the U.S. The reports were: Keeping America Competitive: Five Strategies To Improve Mathematics and Science Education (Coble & Allen, 2005); National Defense Education and Innovation Initiative: Meeting America's Economic and Security Challenges in the 21st Century (The Association of American Universities, 2006); Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (National Academies Press, 2007); Tapping America's Potential: The Education for Innovation Initiative (Business Roundtable Taskforce , 2005); and Waiting for Sputnik: Basic Research and Strategic Competition (Lewis, 2005). Consensus of data in these reports indicates that the U.S., as compared to other industrialized nations, does not fare very well in science achievement and STEM degree attainment. For example, on the 2003 Program for International Assessment (PISA), 15-year-old students in the U.S. ranked 28th in math and 24th in science literacy (Kuenzi, Matthews, & Mangon, 2006). Furthermore, the U.S. ranked 20th among all nations in the proportion of 24-year-olds who earned degrees in natural sciences or engineering (Kuenzi, 2008). As a result, if the U.S. is to remain scientifically and technologically competitive in the world, it is necessary to increase our efforts to incorporate scientific practices associated with science, technology, engineering, and mathematics into the science classroom. Middle school is a critical point in students' science education and it is in middle school that they begin to dislike science. Research indicates that when students learn science through inquiry their interest in and

  8. Middle school girls: Experiences in a place-based education science classroom

    Science.gov (United States)

    Shea, Charlene K.

    The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase student recognition of the importance of educational concepts by reducing the disconnection between education and community (Gruenewald, 2008; Smith, 2007; Sobel, 2004). The current study provides two unique voices---the teacher and her students. I describe how this teacher and her students perceived PBE science instruction impacting the girls' participation in science and their willingness to pursue advanced science classes and science careers. The data were collected during the last three months of the girls' last year of middle school by utilizing observations, interviews and artifacts of the teacher and her female students in their eighth grade PBE science class. The findings reveal how PBE strategies, including the co-creation of science curriculum, can encourage girls' willingness to participate in advanced science education and pursue science careers. The implications of these findings support the use of PBE curricular strategies to encourage middle school girls to participate in advance science courses and science careers.

  9. Predicting the admission into medical school of African American college students who have participated in summer academic enrichment programs.

    Science.gov (United States)

    Hesser, A; Cregler, L L; Lewis, L

    1998-02-01

    To identify cognitive and noncognitive variables as predictors of the admission into medical school of African American college students who have participated in summer academic enrichment programs (SAEPs). The study sample comprised 309 African American college students who participated in SAEPs at the Medical College of Georgia School of Medicine from 1980 to 1989 and whose educational and occupational statuses were determined by follow-up tracking. A three-step logistic regression was used to analyze the data (with alpha = .05); the criterion variable was admission to medical school. The 17 predictor variables studied were one of two types, cognitive and noncognitive. The cognitive variables were (1) Scholastic Aptitude Test mathematics (SAT-M) score, (2) SAT verbal score, (3) college grade-point average (GPA), (4) college science GPA, (5) SAEP GPA, and (6) SAEP basic science GPA (BSGPA). The noncognitive variables were (1) gender, (2) highest college level at the time of the last SAEP application, (3) type of college attended (historically African American or predominately white), (4) number of SAEPs attended, (5) career aspiration (physician or another health science option) (6) parents who were professionals, (7) parents who were health care role models, (8) evidence of leadership, (9) evidence of community service, (10) evidence of special motivation, and (11) strength of letter of recommendation in the SAEP application. For each student the rating scores for the last four noncognitive variables were determined by averaging the ratings of two judges who reviewed relevant information in each student's file. In step 1, which explained 20% of the admission decision variance, SAT-M score, SAEP BSGPA, and college GPA were the three significant cognitive predictors identified. In step 2, which explained 31% of the variance, the three cognitive predictors identified in step 1 were joined by three noncognitive predictors: career aspiration, type of college, and

  10. Getting Mercury out of Schools.

    Science.gov (United States)

    1999

    This guide was prepared while working with many Massachusetts schools to remove items that contain mercury and to find suitable alternatives. It contains fact sheets on: mercury in science laboratories and classrooms, mercury in school buildings and maintenance areas, mercury in the medical office and in medical technology classrooms in vocational…

  11. Perspective: private schools of the Caribbean: outsourcing medical education.

    Science.gov (United States)

    Eckhert, N Lynn

    2010-04-01

    Twenty-five percent of the U.S. physician workforce is made up of international medical graduates (IMGs), a growing proportion of whom (27% in 2005) are U.S. citizens. Most IMGs graduate from "offshore medical schools" (OMSs), for-profit institutions primarily located in the Caribbean region and established to train U.S. students who will return home to practice medicine. Following the recent call for a larger physician workforce, OMSs rapidly increased in number. Unlike U.S. schools, which must be accredited by the Liaison Committee on Medical Education, OMSs are recognized by their home countries and may not be subject to a rigorous accreditation process. Although gaps in specific data exist, a closer look at OMSs reveals that most enroll three groups of students per year, and many educate students initially at "offshore campuses" and later at clinical sites in the United States. Students from some OMSs are eligible for the U.S. Federal Family Education Loan Program. The lack of uniform data on OMSs is problematic for state medical boards, which struggle to assess the quality of the medical education offered at any one school and which, in some cases, disapprove a school. With the United States' continued reliance on IMGs to meet its health needs, the public and the profession will be best served by knowing more about medical education outside of the United States. Review of medical education in OMSs whose graduates will become part of U.S. health care delivery is timely as the United States reforms its health-care-delivery system.

  12. Teaching planetary sciences to elementary school teachers: Programs that work

    Science.gov (United States)

    Lebofsky, Larry A.; Lebofsky, Nancy R.

    1993-01-01

    Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are

  13. Learning Science and English: How School Reform Advances Scientific Learning for Limited English Proficient Middle School Students

    OpenAIRE

    Minicucci, Catherine

    1996-01-01

    This article presents findings from the School Reform and Student Diversity Study, a 4-year project to locate and analyze schools offering exemplary science and mathematics programs to middle school students with limited proficiency in English. In contrast to the vast majority of schools, the four schools described in this article give these students access to stimulating science and mathematics curricula by instructing them either in the students' primary language or in English using shelter...

  14. Linking medical faculty stress/burnout to willingness to implement medical school curriculum change: a preliminary investigation.

    Science.gov (United States)

    Arvandi, Zeinab; Emami, Amirhossein; Zarghi, Nazila; Alavinia, Seyed Mohammad; Shirazi, Mandana; Parikh, Sagar V

    2016-02-01

    Balancing administrative demands from the medical school while providing patient support and seeking academic advancement can cause personal hardship that ranges from high stress to clinically recognizable conditions such as burnout. Regarding the importance of clinical faculties' burnout and its effects on different aspects of their professional career, this study was conducted and aimed to evaluate the relationship between willingness to change teaching approaches as characterized by a modified stage-of-change model and measures of stress and burnout. This descriptive analytic study was conducted on 143 clinical faculty members of Tehran University of Medical Sciences in Iran. Participants were asked to complete three questionnaires: a modified stages of change questionnaire the Maslach Burnout Inventory and the General Health Questionnaire. Data were analysed by SPSS: 16 using non-parametric statistical tests such as multiple regression and ICC (intra-class coefficient) and Spearman correlation coefficient test. A significant relationship was found between faculty members' readiness to change teaching approaches and the subscales of occupational burnout. Specifically, participants with low occupational burnout were more likely to be in the action stage, while those with high burnout were in the attitude or intention stage, which could be understood as not being ready to implement change. There was no significant correlation between general health scores and stage of change. We found it feasible to measure stages of change as well as stress/burnout in academic doctors. Occupational burnout directly reduces the readiness to change. To have successful academic reform in medical schools, it therefore would be beneficial to assess and manage occupational burnout among clinical faculty members. © 2015 John Wiley & Sons, Ltd.

  15. The effect of science-technology-society issue instruction on the attitudes of female middle school students toward science

    Science.gov (United States)

    Mullinnix, Debra Lynn

    An assessment of the science education programs of the last thirty years reveals traditional science courses are producing student who have negative attitudes toward science, do not compete successfully in international science and mathematics competitions, are not scientifically literate, and are not interested in pursuing higher-level science courses. When the number of intellectually-capable females that fall into this group is considered, the picture is very disturbing. Berryman (1983) and Kahle (1985) have suggested the importance of attitude both, in terms of achievement in science and intention to pursue high-level science courses. Studies of attitudes toward science reveal that the decline in attitudes during grades four through eight was much more dramatic for females than for males. There exists a need, therefore, to explore alternative methods of teaching science, particularly in the middle school, that would increase scientific literacy, improve attitudes toward science, and encourage participation in higher-level science courses of female students. Yager (1996) has suggested that science-technology-society (STS) issue instruction does make significant changes in students' attitudes toward science, stimulates growth in science process skills, and increases concept mastery. The purpose of this study was to examine the effect STS issue instruction had on the attitudes of female middle school students toward science in comparison to female middle school students who experience traditional science instruction. Another purpose was to examine the effect science-technology-society issue instruction had on the attitudes of female middle school students in comparison to male middle school students. The pretests and the posttests were analyzed to examine differences in ten domains: enjoyment of science class; usefulness of information learned in science class; usefulness of science skills; feelings about science class in general; attitudes about what took place

  16. Financial-Ratio Analysis and Medical School Management.

    Science.gov (United States)

    Eastaugh, Steven R.

    1980-01-01

    The value of a uniform program of financial assistance to medical education and research is questioned. Medical schools have an uneven ability to compensate for declining federal capitation and research grants. Financial-ratio analysis and cluster analysis are utilized to suggest four adaptive responses to future financial pressures. (Author/MLW)

  17. Students? approaches to medical school choice: relationship with students? characteristics and motivation

    OpenAIRE

    Wouters, Anouk; Croiset, Gerda; Schripsema, Nienke R.; Cohen-Schotanus, Janke; Spaai, Gerard W.G.; Hulsman, Robert L.; Kusurkar, Rashmi A.

    2017-01-01

    Objectives The aim was to examine main reasons for students? medical school choice and their relationship with students? characteristics and motivation during the students? medical study. Methods In this multisite cross-sectional study, all Year-1 and Year-4 students who had participated in a selection procedure in one of the three Dutch medical schools included in the study were invited to complete an online survey comprising personal data, their main reason for medical school choice and sta...

  18. Out-of-School Activities Related to Science and Technology

    Directory of Open Access Journals (Sweden)

    Ángel Vázquez Alonso

    2007-05-01

    Full Text Available Artificial and natural environments constitute an extensive educational resource in whose framework the basic experiences that contribute to the development process of human beings occur. These experiences are the source of previous knowledge that students bring to school and that are key for building scientific school learning. This article reports the results of a study that addresses out-of-school experiences related to science and technology, through the application of an inventory list to a sample of students who were in their last year of compulsory education. The results show a relatively low overall frequency of experiences, characterized by some qualitative and quantitative differences according to a few grouping variables such as gender, the choice of an elective science subject, and different scientific topics and disciplines. In spite of its importance for learning, the school curriculum often ignores students’ previous experiences. Finally, we discuss the relevance of these results for developing a more equitable science and technology curriculum, from a perspective of a universal, humanistic science education.

  19. The Medical Ethics Curriculum in Medical Schools: Present and Future.

    Science.gov (United States)

    Giubilini, Alberto; Milnes, Sharyn; Savulescu, Julian

    2016-01-01

    In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students' levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: counteracting the bad effects of the "hidden curriculum," teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors' right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course. Copyright 2016 The Journal of Clinical Ethics. All rights reserved.

  20. 42. Science week: Laser Science and applications, Aleppo (SY), 2-4 Nov 2002, Book two: Laser science and medical laser applications

    International Nuclear Information System (INIS)

    2005-01-01

    This publication includes the papers presented at the 42nd science week of the Supreme Council of Sciences, held in Aleppo (Syria) from 2-4 November 2002. This proceedings is published in three books covering laser science and applications and in particular on material studies and medical uses. Part two covers medical applications, Part three on applications of laser in material sciences, while Part one is for contents and the proceedings program

  1. The distinctiveness and effectiveness of science teaching in the Malaysian `Smart school'

    Science.gov (United States)

    Tek Ong, Eng; Ruthven, Kenneth

    2010-04-01

    A recent reform initiative in the Malaysian educational system has sought to develop 'Smart schools', intended to better prepare students for adult life in a developing economy and to increase the flow of young people prepared for scientific and technological careers. The study reported in this paper examined lower-secondary science teaching, comparing two Smart schools officially judged to be successfully implementing the reform, with two neighbouring mainstream schools. Through analysis of classroom observation, supported by teacher interview and student report, the distinctive features of science teaching in the Smart schools were found to be use of ICT-based resources and of student-centred approaches, often intertwined to provide extended support for learning; accompanied by a near absence of the note giving and copying prevalent in the mainstream schools. Through analysis of measures of student attitude to science, science process skills and general science attainment, science teaching in Smart schools was found to be relatively effective overall. However, while the positive attitude effect was general, both academic effects were much weaker amongst students who had been of lower attainment on entry to secondary school.

  2. [Teaching evaluation at Medical School, UNAM].

    Science.gov (United States)

    Salas-Gómez, Luz Elena; Ortiz-Montalvo, Armando; Alaminos-Sager, Isabel Luisa

    2006-01-01

    The purpose of this article is to offer a synthesis of what has been done in the Teaching Evaluation Program at the Medical School of the Autonomous National University of Mexico (UNAM). The Program involves three questionnaires of the students' opinion that evaluate professors of the basic and sociomedical areas, microbiology and parasitology laboratory and surgery. Between 1994 and 2003, 134,811 questionnaires were answered to evaluate the teaching performance of 6262 professors of pregraduate students. Although the evaluation of teaching through a single way is insufficient, the results obtained allow us to affirm that the Medical School at UNAM has a good professor staff, as well as they are useful for the design of programs dedicated to the acknowledgment of excellence and the needs for teaching education.

  3. The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School: An Ethnographic Case Study

    Science.gov (United States)

    Meier, Lori T.

    2012-11-01

    This ethnographic case study investigated the science practices of teachers at one public elementary magnet school in light of how school culture influenced science curriculum design and instruction. The purpose of the study was to address how school culture impacted the school's overall treatment of science as a viable content area. Key informant teachers were interviewed to explore their personal beliefs and values, teaching, access to materials, and views of the adopted integrated thematic curriculum model and magnet structure. The resulting data, triangulated with informal observation and artifact collection, were analyzed using a theoretical framework that emphasized five interdependent school culture indicators (values, beliefs, practices, materials, and problems). Findings suggest that the school's culture adversely influenced the treatment of science.

  4. At-risk high school seniors: Science remediation for Georgia's High School Graduation Test

    Science.gov (United States)

    Carroll, Carolyn M.

    State departments of education have created a system of accountability for the academic achievement of students under the mandate of the No Child Left Behind Act of 2001. The Georgia Department of Education established the Georgia High School Graduation Test (GHSGT) as their method of evaluating the academic achievement of high school students. The GHSGT consist of five sections and students must pass all five sections before students they are eligible to receive a diploma. The purpose of the study was to examine the effects of teacher-lead and computer based remediation for a group of high school seniors who have been unsuccessful in passing the science portion of the GHSGT. The objectives of this study include (a) Identify the most effective method of remediation for at-risk students on the science section of the GHSGT, and (b) evaluate the methods of remediation for at-risk students on the science section of GHSGT available to high school students. The participants of this study were at-risk seniors enrolled in one high school during the 2007-2008 school year. The findings of this research study indicated that at-risk students who participated in both types of remediation, teacher-led and computer-based, scored significantly higher than the computer-based remediation group alone. There was no significant relationship between the test scores and the number of times the students were tested.

  5. Incorporating Earth Science into Other High School Science Classes

    Science.gov (United States)

    Manning, C. L. B.; Holzer, M.; Colson, M.; Courtier, A. M. B.; Jacobs, B. E.

    2016-12-01

    As states begin to review their standards, some adopt or adapt the NGSS and others write their own, many basing these on the Framework for K-12 Science Education. Both the NGSS and the Frameworks have an increased emphasis on Earth Science but many high school teachers are being asked to teach these standards in traditional Biology, Chemistry and Physics courses. At the Earth Educators Rendezvous, teachers, scientists, and science education researchers worked together to find the interconnections between the sciences using the NGSS and identified ways to reference the role of Earth Sciences in the other sciences during lectures, activities and laboratory assignments. Weaving Earth and Space sciences into the other curricular areas, the teams developed relevant problems for students to solve by focusing on using current issues, media stories, and community issues. These and other lessons and units of study will be presented along with other resources used by teachers to ensure students are gaining exposure and a deeper understanding of Earth and Space Science concepts.

  6. Reducing corruption in a Mexican medical school: impact assessment across two cross-sectional surveys

    OpenAIRE

    Paredes-Solís, Sergio; Villegas-Arrizón, Ascensio; Ledogar, Robert J; Delabra-Jardón, Verónica; Álvarez-Chávez, José; Legorreta-Soberanis, José; Nava-Aguilera, Elizabeth; Cockcroft, Anne; Andersson, Neil

    2011-01-01

    Abstract Background Corruption pervades educational and other institutions worldwide and medical schools are not exempt. Empirical evidence about levels and types of corruption in medical schools is sparse. We conducted surveys in 2000 and 2007 in the medical school of the Autonomous University of Guerrero in Mexico to document student perceptions and experience of corruption and to support the medical school to take actions to tackle corruption. Methods In both 2000 and 2007 medical students...

  7. The attractions of medicine: the generic motivations of medical school applicants in relation to demography, personality and achievement

    Directory of Open Access Journals (Sweden)

    Katona Cornelius

    2006-02-01

    Full Text Available Abstract Background The motivational and other factors used by medical students in making their career choices for specific medical specialities have been looked at in a number of studies in the literature. There are however few studies that assess the generic factors which make medicine itself of interest to medical students and to potential medical students. This study describes a novel questionnaire that assesses the interests and attractions of different aspects of medical practice in a varied range of medical scenarios, and relates them to demographic, academic, personality and learning style measures in a large group of individuals considering applying to medical school. Methods A questionnaire study was conducted among those attending Medlink, a two-day conference for individuals considering applying to medical school for a career in medicine. The main outcome measure was the Medical Situations Questionnaire, in which individuals ranked the attraction of three different aspects of medical practise in each of nine detailed, realistic medical scenarios in a wide range of medical specialities. As well as requiring clear choices, the questionnaire was also designed so that all of the possible answers were attractive and positive, thereby helping to eliminate social demand characteristics. Factor analysis of the responses found four generic motivational dimensions, which we labelled Indispensability, Helping People, Respect and Science. Background factors assessed included sex, ethnicity, class, medical parents, GCSE academic achievement, the 'Big Five' personality factors, empathy, learning styles, and a social desirability scale. Results 2867 individuals, broadly representative of applicants to medical schools, completed the questionnaire. The four generic motivational factors correlated with a range of background factors. These correlations were explored by multiple regression, and by path analysis, using LISREL to assess direct and

  8. The attractions of medicine: the generic motivations of medical school applicants in relation to demography, personality and achievement.

    Science.gov (United States)

    McManus, I C; Livingston, G; Katona, Cornelius

    2006-02-21

    The motivational and other factors used by medical students in making their career choices for specific medical specialities have been looked at in a number of studies in the literature. There are however few studies that assess the generic factors which make medicine itself of interest to medical students and to potential medical students. This study describes a novel questionnaire that assesses the interests and attractions of different aspects of medical practice in a varied range of medical scenarios, and relates them to demographic, academic, personality and learning style measures in a large group of individuals considering applying to medical school. A questionnaire study was conducted among those attending Medlink, a two-day conference for individuals considering applying to medical school for a career in medicine. The main outcome measure was the Medical Situations Questionnaire, in which individuals ranked the attraction of three different aspects of medical practise in each of nine detailed, realistic medical scenarios in a wide range of medical specialities. As well as requiring clear choices, the questionnaire was also designed so that all of the possible answers were attractive and positive, thereby helping to eliminate social demand characteristics. Factor analysis of the responses found four generic motivational dimensions, which we labelled Indispensability, Helping People, Respect and Science. Background factors assessed included sex, ethnicity, class, medical parents, GCSE academic achievement, the 'Big Five' personality factors, empathy, learning styles, and a social desirability scale. 2867 individuals, broadly representative of applicants to medical schools, completed the questionnaire. The four generic motivational factors correlated with a range of background factors. These correlations were explored by multiple regression, and by path analysis, using LISREL to assess direct and indirect effects upon the factors. Helping People was

  9. Evaluation of a health-promoting school program to enhance correct medication use in Taiwan

    Directory of Open Access Journals (Sweden)

    Hsueh-Yun Chi

    2014-06-01

    Full Text Available This study was an evaluation of the Health Promoting School (HPS program in Taiwan and its effectiveness in enhancing students' knowledge and abilities with regard to correct medication usage. In 2011, baseline and follow-up self-administered online surveys were received from 3520 middle-school and primary students from intervention schools, and 3738 students from comparison primary and secondary schools completed the same survey. The results indicated that after implementing the correct medication use HPS program, students' knowledge and abilities concerning correct medication usage (i.e., the need to express clearly personal conditions to physicians, to check information on the medication packages, to take medication correctly and adhere to prescribed medication regimens, not to buy or acquire medication from unlicensed sources, and to consult pharmacists/physicians were significantly increased among the students in the intervention schools (p < 0.001. In addition, students' knowledge and abilities concerning correct medication usage were significantly higher in the intervention schools compared with the comparison schools (p < 0.001. In conclusion, the correct medication use HPS program significantly enhanced students' knowledge and abilities concerning correct medication usage.

  10. Bedside ultrasound education in Canadian medical schools: A national survey

    Directory of Open Access Journals (Sweden)

    Peter Steinmetz

    2016-04-01

    Results:  Approximately half of the 13 responding medical schools had integrated bedside ultrasound teaching into their undergraduate curriculum. The most common trends in undergraduate ultrasound teaching related to duration (1-5 hours/year in 50% of schools, format (practical and theoretical in 67% of schools, and logistics (1:4 instructor to student ratio in 67% of schools. The majority of responding vice-deans indicated that bedside ultrasound education should be integrated into the medical school curriculum (77%, and cited a lack of ultrasound machines and infrastructure as barriers to integration. Conclusions: This study documents the current characteristics of undergraduate ultrasound education in Canada.

  11. Determination of in-service needs of Turkish high school science teachers in Istanbul

    Science.gov (United States)

    Ogan, Feral

    The purposes of this study were to identify the in-service needs of high school science teachers in Istanbul, Turkey according to the subgroups such as school type and gender and determine the priority obstacles preventing these science teachers from attendance at in-service programs. Moreover, this study aimed to find the other greatest needs of high school science teachers that are not mentioned in the survey instrument. The data for this research was gathered by conducting a survey in Istanbul, Turkey in Fall 2001 and Spring 2002 Semesters. Turkish translation of the modified version of a science teacher's needs inventory, Science Teacher Inventory of Need (STIN), entitled STIN-2 was used as the survey instrument. The subjects consisted of 75 high school science teachers who were selected from 369 high schools by using stratified random sampling in grades nine through eleven. By personally administering the survey, 422 science teachers from 75 high schools completed the survey and a 97% response rate was achieved. The results obtained in this study show that Turkish high school science teachers in Istanbul have a number of shared needs. One other indication is that they also have a number of needs, which are specific to subgroups of those science teachers.

  12. Physiology of school burnout in medical students: Hemodynamic and autonomic functioning

    Directory of Open Access Journals (Sweden)

    Ross W. May

    2016-09-01

    Full Text Available This study investigated the relationship between burnout and hemodynamic and autonomic functioning in both medical students (N = 55 and premedical undergraduate students (N = 77. Questionnaires screened for health related issues and assessed school burnout and negative affect symptomatology (anxiety and depression. Continuous beat-to-beat blood pressure (BP through finger plethysmography and electrocardiogram (ECG monitoring was conducted during conditions of baseline and cardiac stress induced via the cold pressor task to produce hemodynamic, heart rate variability, and blood pressure variability indices. Independent sample t-tests demonstrated that medical students had significantly higher school burnout scores compared to their undergraduate counterparts. Controlling for age, BMI, anxiety and depressive symptoms, multiple regression analyses indicated that school burnout was a stronger predictor of elevated hemodynamics (blood pressure, decreased heart rate variability, decreased markers of vagal activity and increased markers of sympathetic tone at baseline for medical students than for undergraduates. Analyses of physiological values collected during the cold pressor task indicated greater cardiac hyperactivity for medical students than for undergraduates. The present study supports previous research linking medical school burnout to hemodynamic and autonomic functioning, suggests biomarkers for medical school burnout, and provides evidence that burnout may be implicated as a physiological risk factor in medical students. Study limitations and potential intervention avenues are discussed.

  13. THE ROLE OF SCHOOL TECHNICIANS IN PROMOTING SCIENCE THROUGH PRACTICAL WORK

    Directory of Open Access Journals (Sweden)

    Anne T. Helliar

    2011-11-01

    Full Text Available This is a review of the role of practical work in UK’s secondary school science lessons, the impact that practical work has in the promotion of science, the challenges created through use of non-specialist science teachers and a possible additional role for science technicians. The paper considers how improved deployment of suitably experienced school science technicians and their recognition, by schools’ management, for their involvement in the delivery of training in the use of practical work, for less experienced teachers, could benefit schools and their students. This together with its companion paper endeavours to show how the more effective use of practical work and technicians can encourage more students to select science at higher, non-compulsory levels.

  14. Assessing Prinary School; Second Cycle Social Science Textbooks ...

    African Journals Online (AJOL)

    Assessing Prinary School; Second Cycle Social Science Textbooks in ... second cycle primary level social science textbooks vis-à-vis the principles of multiculturalism. ... Biases were disclosed in gender, economic and occupational roles.

  15. [The function of philosophy of science in the teaching of medical history].

    Science.gov (United States)

    Li, Yaming

    2014-05-01

    The philosophy of science yields 3 important functions in the teaching of medical history. Firstly, by analyzing the development of medicine from the perspective of philosophy, we can integrate medical history into the history of human thought and clearly show the close connection between the development of humanity and the development of medical science. Secondly, philosophical analysis on the general rules of scientific discoveries involved in medical history can help medical students to understand the methodology in the research of sciences in history. Thirdly, philosophy of science offers new dimensions for understanding the relationship between medicine and the society. By making use of the relevant theory in scientific philosophy to explore the relationship between medicine and the society, the nature of medicine and the social nature and function of science can be further understood by medical students so as to exert an active role in the research and clinical work in the future.

  16. Factors influencing medical students' choice of future specialization in medical sciences: a cross-sectional questionnaire survey from medical schools in china, malaysia and regions of South asian association for regional cooperation.

    Science.gov (United States)

    Kumar, Arun; Mitra, Kasturi; Nagarajan, Sangeetha; Poudel, Bibek

    2014-03-01

    In future, increase in the number of healthcare professionals is dependent on the career interest among present undergraduate medical students. Based on their interest to pursue their specialty, the availability of medical doctors in each specialty could be done. This study was to find out future career interest and factors that influence undergraduate medical students to choose their future specialization. The study was carried out among first-year medical students from five countries. The students were asked to complete an 8-item questionnaire. Two thousand one hundred fifty three participants were enrolled in the study. Data were analyzed in Microsoft-Excel and Statistical Package for the Social Sciences. Of the 2153 participants, only 1470 responded. Among the 1470 participants, 169 participants were excluded due to the ambiguity in responses, finally making it to 1301participants. Among them, Anatomy (49.3%) followed by Biochemistry (26.7%) and Physiology (24%) were the most preferred subjects. Anatomy was the most preferred basic science subject among the other subjects and the students were interested to pursuing surgery in future. Furthermore, the most preferred future specialties were surgery, internal medicine and pediatrics with gender variations; males preferring surgery and females in obstetrics and gynecology.

  17. 2 Rumbles in the Medical Schools?

    African Journals Online (AJOL)

    user

    deficient in basic clinical skills, of taking a focused history and making a physical examination';. Kakande1 ... A medical school administration ... resourced health clinics or hospitals in the rural ... cases; the resource presented by teaching in.

  18. Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project

    Energy Technology Data Exchange (ETDEWEB)

    AISES, None

    2013-09-25

    The American Indian Science and Engineering Society (AISES) has been funded under a U.S. Department of Energy (DOE) grant (Grant Award No. DE-SC0004058) to host an Intertribal Middle-School Science and Math Bowl (IMSSMB) comprised of teams made up of a majority of American Indian students from Bureau of Indian Education-funded schools and public schools. The intent of the AISES middle school science and math bowl is to increase participation of American Indian students at the DOE-sponsored National Science Bowl. Although national in its recruitment scope, the AISES Intertribal Science and Math Bowl is considered a “regional” science bowl, equivalent to the other 50 regional science bowls which are geographically limited to states. Most regional bowls do not have American Indian student teams competing, hence the AISES bowl is meant to encourage American Indian student teams to increase their science knowledge in order to participate at the national level. The AISES competition brings together teams from various American Indian communities across the nation. Each team is provided with funds for travel to and from the event, as well as for lodging and meals. In 2011 and 2012, there were 10 teams participating; in 2013, the number of teams participating doubled to 20. Each Science and Math Bowl team is comprised of four middle school — grades 6 through 8 — students, one alternate, and a teacher who serves as advisor and coach — although in at least two cases, the coach was not a teacher, but was the Indian Education Coordinator. Each team member must have at least a 3.0 GPA. Furthermore, the majority of students in each team must be comprised of American Indian, Alaska Native or Native Hawaiian students. Under the current DOE grant, AISES sponsored three annual middle school science bowl competitions over the years 2011, 2012 and 2013. The science and math bowls have been held in late March concurrently with the National American Indian Science and

  19. In search of the soul in science: medical ethics' appropriation of philosophy of science in the 1970s.

    Science.gov (United States)

    Aronova, Elena

    2009-01-01

    This paper examines the deployment of science studies within the field of medical ethics. For a short time, the discourse of medical ethics became a fertile ground for a dialogue between philosophically minded bioethicists and the philosophers of science who responded to Thomas Kuhn's challenge. In their discussion of the validity of Kuhn's work, these bioethicists suggested a distinct interpretation of Kuhn, emphasizing the elements in his account that had been independently developed by Michael Polanyi, and propelling a view of science that retreated from idealizations of scientific method without sacrificing philosophical realism. Appropriating Polanyi, they extended his account of science to biology and medicine. The contribution of Karl Popper to the debate on the applicability of philosophy of science to the issues of medical ethics provides the opportunity to discuss the ways in which political agendas of different epistemologies of science intertwined with questions of concern to medical ethics.

  20. Impact of Science Tutoring on African Americans' Science Scores on the High School Students' Graduation Examination

    Science.gov (United States)

    Davis, Edward

    This study investigated the relationship between an after-school tutorial program for African American high school students at a Title I school and scores on the science portion of the High School Graduation Examination (HSGE). Passing the examination was required for graduation. The target high school is 99% African American and the passing rate of the target high school was 42%---lower than the state average of 76%. The purpose of the study was to identify (a) the relationship between a science tutorial program and scores on the science portion of the HSGE, (b) the predictors of tutoring need by analyzing the relationship between biology grades and scores on the science portion of the HSGE, and (c) the findings between biology grades and scores on the science portion of the HSGE by analyzing the relationship between tutorial attendance and HSGE scores. The study was based on Piaget's cognitive constructivism, which implied the potential benefits of tutorials on high-stakes testing. This study used a 1-group pretest-posttest, quantitative methodology. Results showed a significant relationship between tutoring and scores on the biology portion of the HSGE. Results found no significant relationship between the tutorial attendance and the scores on the biology portion of the HSGE or between the biology grades and scores on the biology portion of the HSGE before tutoring. It has implications for positive social change by providing educational stakeholders with empirically-based guidance in determining the potential benefit of tutorial intervention strategies on high school graduation examination scores.

  1. Provision of undergraduate otorhinolaryngology teaching within General Medical Council approved UK medical schools: what is current practice?

    Science.gov (United States)

    Khan, M M; Saeed, S R

    2012-04-01

    Despite longstanding concern, provision of undergraduate ENT teaching has not improved in response to the aims of the UK General Medical Council's initiative Tomorrow's Doctors. Previous studies have demonstrated poor representation of ENT within the undergraduate curriculum. We aimed to identify current practice in order to establish undergraduate ENT experience across UK medical schools, a timely endeavour in light of the General Medical Council's new 2011-2013 education strategy. Questionnaires were sent to ENT consultants, medical school deans and students. All schools with a clinical curriculum were anonymously represented. Our outcome measures were the provision of mandatory or optional ENT placements, and their duration and content. A compulsory ENT placement was available to over half (53 per cent) of the students. Ten of the 26 participating schools did not offer an ENT attachment. The mean mandatory placement was 8 days. Overall, 38 per cent of students reported a satisfactory compulsory ENT placement. Most ENT consultants questioned considered that newly qualified doctors were not proficient in managing common ENT problems that did not require specialist referral. Little improvement in the provision of undergraduate ENT teaching was demonstrated. An increase in the proportion of students undertaking ENT training is necessary. Time and curriculum constraints on medical schools mean that optimisation of available resources is required.

  2. Motivation, learning strategies, participation and medical school performance.

    Science.gov (United States)

    Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

    2012-07-01

    Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation in scheduled learning activities, have been found to relate to student performance. Although participation may be a form of SRL, little is known about the relationships among motivational beliefs, learning strategies, participation and medical school performance. This study aimed to test and cross-validate a hypothesised model of relationships among motivational beliefs (value and self-efficacy), learning strategies (deep learning and resource management), participation (lecture attendance, skills training attendance and completion of optional study assignments) and Year 1 performance at medical school. Year 1 medical students in the cohorts of 2008 (n = 303) and 2009 (n = 369) completed a questionnaire on motivational beliefs and learning strategies (sourced from the Motivated Strategies for Learning Questionnaire) and participation. Year 1 performance was operationalised as students' average Year 1 course examination grades. Structural equation modelling was used to analyse the data. Participation and self-efficacy beliefs were positively associated with Year 1 performance (β = 0.78 and β = 0.19, respectively). Deep learning strategies were negatively associated with Year 1 performance (β =- 0.31), but positively related to resource management strategies (β = 0.77), which, in turn, were positively related to participation (β = 0.79). Value beliefs were positively related to deep learning strategies only (β = 0.71). The overall structural model for the 2008 cohort accounted for 47% of the variance in Year 1 grade point average and was cross-validated in the 2009 cohort. This study suggests that participation mediates the relationships between motivation and learning strategies, and medical school

  3. Changes in Student Science Interest from Elementary to Middle School

    Science.gov (United States)

    Coutts, Trudi E.

    This study is a transcendental phenomenological study that described the experience of students’ interest in science from elementary school through middle school grades and the identification of the factors that increase or decrease interest in science. Numerous researchers have found that interest in science changes among children and the change in interest seems to modulate student motivation, which ultimately leads to fewer children choosing not only science classes in the future but science careers. Research studies have identified numerous factors that affect student interest in science; however, this study incorporated the lived experience of the child and looked at this interest in science through the lens of the child. The study design was a collective cross-case study that was multi-site based. This study utilized a sample of children in fifth grade classes of three different elementary schools, two distinct seventh grade classes of different middle schools, and ninth grade children from one high school in the State of Illinois. The phenomenon was investigated through student interviews. The use of one-on-one semi-structured interviews limited to 45 minutes in length provided the researcher with data of each child’s description of science interest. All interviews were audio- recorded and transcribed verbatim. The data was collected and analyzed in order to identify themes, and finally checked for validity. The most significant findings of this study, and possible factors contributing to science interest in children as they progress from elementary to high school, were those findings relating to hands-on activities, the degree to which a student was challenged, the offering of new versus previously studied topics in the curriculum, the perceived relevance of the curricular materials to personal life, and the empowerment children felt when they were allowed to make choices related to their learning experiences. This study’s possible implications for

  4. Medical ethics education in China: Lessons from three schools.

    Science.gov (United States)

    Sherer, Renslow; Dong, Hongmei; Cong, Yali; Wan, Jing; Chen, Hua; Wang, Yanxia; Ma, Zhiying; Cooper, Brian; Jiang, Ivy; Roth, Hannah; Siegler, Mark

    2017-01-01

    Ethics teaching is a relatively new area of medical education in China, with ethics curricula at different levels of development. This study examined ethics education at three medical schools in China to understand their curricular content, teaching and learning methods, forms of assessments, changes over time, and what changes are needed for further improvement. We used student and faculty surveys to obtain information about the ethics courses' content, teaching methods, and revisions over time. The surveys also included five realistic cases and asked participants whether each would be appropriate to use for discussion in ethics courses. Students rated the cases on a scale and gave written comments. Finally, participants were asked to indicate how much they would agree with the statement that medical professionalism is about putting the interests of patients and society above one's own. There were both similarities and differences among these schools with regard to course topics, teaching and assessment methods, and course faculty compositions, suggesting their courses are at different levels of development. Areas of improvement for the schools' courses were identified based on this study's findings and available literature. A model of the evolution of medical ethics education in China was proposed to guide reform in medical ethics instruction in China. Analysis identified characteristics of appropriate cases and participants' attitudes toward the ideal of professionalism. We conclude that the development of medical ethics education in China is promising while much improvement is needed. In addition, ethics education is not confined to the walls of medical schools; the society at large can have significant influence on the formation of students' professional values.

  5. Diagnostic imaging in undergraduate medical education: an expanding role

    International Nuclear Information System (INIS)

    Miles, K.A.

    2005-01-01

    Radiologists have been involved in anatomy instruction for medical students for decades. However, recent technical advances in radiology, such as multiplanar imaging, 'virtual endoscopy', functional and molecular imaging, and spectroscopy, offer new ways in which to use imaging for teaching basic sciences to medical students. The broad dissemination of picture archiving and communications systems is making such images readily available to medical schools, providing new opportunities for the incorporation of diagnostic imaging into the undergraduate medical curriculum. Current reforms in the medical curriculum and the establishment of new medical schools in the UK further underline the prospects for an expanding role for imaging in medical education. This article reviews the methods by which diagnostic imaging can be used to support the learning of anatomy and other basic sciences

  6. Patient safety education at Japanese medical schools: results of a nationwide survey.

    Science.gov (United States)

    Maeda, Shoichi; Kamishiraki, Etsuko; Starkey, Jay

    2012-05-10

    Patient safety education, including error prevention strategies and management of adverse events, has become a topic of worldwide concern. The importance of the patient safety is also recognized in Japan following two serious medical accidents in 1999. Furthermore, educational curriculum guideline revisions in 2008 by relevant the Ministry of Education includes patient safety as part of the core medical curriculum. However, little is known about the patient safety education in Japanese medical schools partly because a comprehensive study has not yet been conducted in this field. Therefore, we have conducted a nationwide survey in order to clarify the current status of patient safety education at medical schools in Japan. Response rate was 60.0% (n = 48/80). Ninety-eight-percent of respondents (n = 47/48) reported integration of patient safety education into their curricula. Thirty-nine percent reported devoting less than five hours to the topic. All schools that teach patient safety reported use of lecture based teaching methods while few used alternative methods, such as role-playing or in-hospital training. Topics related to medical error theory and legal ramifications of error are widely taught while practical topics related to error analysis such as root cause analysis are less often covered. Based on responses to our survey, most Japanese medical schools have incorporated the topic of patient safety into their curricula. However, the number of hours devoted to the patient safety education is far from the sufficient level with forty percent of medical schools that devote five hours or less to it. In addition, most medical schools employ only the lecture based learning, lacking diversity in teaching methods. Although most medical schools cover basic error theory, error analysis is taught at fewer schools. We still need to make improvements to our medical safety curricula. We believe that this study has the implications for the rest of the world as a

  7. Patient safety education at Japanese medical schools: results of a nationwide survey

    Directory of Open Access Journals (Sweden)

    Maeda Shoichi

    2012-05-01

    Full Text Available Abstract Background Patient safety education, including error prevention strategies and management of adverse events, has become a topic of worldwide concern. The importance of the patient safety is also recognized in Japan following two serious medical accidents in 1999. Furthermore, educational curriculum guideline revisions in 2008 by relevant the Ministry of Education includes patient safety as part of the core medical curriculum. However, little is known about the patient safety education in Japanese medical schools partly because a comprehensive study has not yet been conducted in this field. Therefore, we have conducted a nationwide survey in order to clarify the current status of patient safety education at medical schools in Japan. Results Response rate was 60.0% (n = 48/80. Ninety-eight-percent of respondents (n = 47/48 reported integration of patient safety education into their curricula. Thirty-nine percent reported devoting less than five hours to the topic. All schools that teach patient safety reported use of lecture based teaching methods while few used alternative methods, such as role-playing or in-hospital training. Topics related to medical error theory and legal ramifications of error are widely taught while practical topics related to error analysis such as root cause analysis are less often covered. Conclusions Based on responses to our survey, most Japanese medical schools have incorporated the topic of patient safety into their curricula. However, the number of hours devoted to the patient safety education is far from the sufficient level with forty percent of medical schools that devote five hours or less to it. In addition, most medical schools employ only the lecture based learning, lacking diversity in teaching methods. Although most medical schools cover basic error theory, error analysis is taught at fewer schools. We still need to make improvements to our medical safety curricula. We believe that this

  8. Are new medical students' specialty preferences gendered? Related motivational factors at a Dutch medical school.

    NARCIS (Netherlands)

    Tongeren-Alers, M.L.G. van; Esch, M. van der; Verdonk, P.; Johansson, E.; Hamberg, K.; Lagro-Janssen, T.

    2011-01-01

    BACKGROUND: Female students currently outnumber male students in most medical schools. Some medical specialties are highly gender segregated. Therefore, it is interesting to know whether medical students have early specialization preferences based on their gender. Consequently, we like to know

  9. Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

    Science.gov (United States)

    Han, Alyson Kim

    According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning

  10. An Analysison Provincial Medical Science Basic Research Competitiveness Based on the National Natural Science Foundation of China

    Directory of Open Access Journals (Sweden)

    Xing Xia

    2017-06-01

    Full Text Available [Purpose/significance] The National Natural Science Foundation of China (NSFC is one of the most important channels to support basic research in China. Competition for funding by the NSFC has been a very important indicator to measure the basic research level of various province and scientific research institutions. [Method/process] By combing and analyzing the status quo of NSFC in medical science, it is helpful to narrow the provincial gap and improve the basic research of medical science in China. Based on the project information of NSFC and previous scholars’ research, the paper update the index of basic research competitiveness, and analyzes project number and project funding of medical science during 2006-2016. At the same time, the competitiveness of medical science basic research and its changing trend in 31 provinces of China are analyzed. [Result/conclusion] The result shows that, in recent years, China’s basic scientific research has greatly improved, but there is a large gap between the provinces.

  11. A discrete choice experiment studying students' preferences for scholarships to private medical schools in Japan.

    Science.gov (United States)

    Goto, Rei; Kakihara, Hiroaki

    2016-02-09

    The shortage of physicians in rural areas and in some specialties is a societal problem in Japan. Expensive tuition in private medical schools limits access to them particularly for students from middle- and low-income families. One way to reduce this barrier and lessen maldistribution is to offer conditional scholarships to private medical schools. A discrete choice experiment is carried out on a total of 374 students considering application to medical schools. The willingness to receive a conditional scholarship program to private medical schools is analyzed. The probability of attending private medical schools significantly decreased because of high tuition, a postgraduate obligation to provide a service in specific specialty areas, and the length of time of this obligation. An obligation to provide a service in rural regions had no significant effect on this probability. To motivate non-applicants to private medical schools to enroll in such schools, a decrease in tuition to around 1.2 million yen (US$ 12,000) or less, which is twice that of public schools, was found to be necessary. Further, it was found that non-applicants to private medical schools choose to apply to such schools even with restrictions if they have tuition support at the public school level. Conditional scholarships for private medical schools may widen access to medical education and simultaneously provide incentives to work in insufficiently served areas.

  12. Are new medical students' specialty preferences gendered? Related motivational factors at a Dutch medical school.

    Science.gov (United States)

    van Tongeren-Alers, Margret; van Esch, Maartje; Verdonk, Petra; Johansson, Eva; Hamberg, Katarina; Lagro-Janssen, Toine

    2011-01-01

    Female students currently outnumber male students in most medical schools. Some medical specialties are highly gender segregated. Therefore, it is interesting to know whether medical students have early specialization preferences based on their gender. Consequently, we like to know importance stipulated to motivational factors. Our study investigates new medical students' early specialization preferences and motivational factors. New students at a Dutch medical school (n = 657) filled in a questionnaire about specialty preferences (response rate = 94%; 69.5% female, 30.5% male). The students chose out of internal medicine, psychiatry, neurology, pediatrics, surgery, gynecology and family medicine, "other" or "I don't know." Finally, they valued ten motivational factors. Forty percent of the medical students reported no specialty preference yet. Taken together, female medical students preferred pediatrics and wished to combine work and care, whereas male students opted for surgery and valued career opportunities. Gender-driven professional preferences in new medical students should be noticed in order to use competencies. Changes in specialty preferences and motivational factors in pre- and post graduates should further assess the role of medical education.

  13. The survey of the nuclear sciences in the curricula of senior high schools

    International Nuclear Information System (INIS)

    Ujeno, Yowri; Okamura, Seizo; Inaoka, Mariko; Nakase, Yoshiaki.

    1994-01-01

    To know senior high school education and recognition of nuclear science, questionnaire survey was made in a total of 619 university, college or occupational school students who graduated from senior high schools before 1993. Female students accounted for 95% (n=589) because females are believed to more strongly affect the next generation than males. Of these students, 92.7% had graduated from the ordinary course of senior high school. Students who majored in physical science accounted for 38.6%. In the physical science curriculum, nuclear science had been selected in 27.8% of the students. Among the students who majored in physical science, 38.1% did not memorize the learning of basic physical science at all, and only 25% memorized the learning. These results suggest that the learning of physical science is extremely insufficient. However, such an unfamiliar phenomenon of physical science seems to be closely related to the examination system to universities and colleges. The reason why few people give a debate upon atomic power generation is that people have no accurate knowledge because of their insufficient school learning of nuclear science. Only 19.1% had taken lessons of atomic power generation in the curriculum of social science. Serious problems of the senior high school educational system are pointed out. (N.K.)

  14. A Review of Research on Technology-Assisted School Science Laboratories

    Science.gov (United States)

    Wang, Chia-Yu; Wu, Hsin-Ka; Lee, Silvia Wen-Yu; Hwang, Fu-Kwun; Chang, Hsin-Yi; Wu, Ying-Tien; Chiou, Guo-Li; Chen, Sufen; Liang, Jyh-Chong; Lin, Jing-Wen; Lo, Hao-Chang; Tsai, Chin-Chung

    2014-01-01

    Studies that incorporate technologies into school science laboratories have proliferated in the recent two decades. A total of 42 studies published from 1990 to 2011 that incorporated technologies to support school science laboratories are reviewed here. Simulations, microcomputer-based laboratories (MBLs), and virtual laboratories are commonly…

  15. SSR: What's in "School Science Review" for "PSR" Readers?

    Science.gov (United States)

    Lakin, Liz

    2004-01-01

    This article summarises ideas and developments in teaching and learning in science of relevance to "Primary Science Review" ("PSR") readers from three recent issues (309, 310, and 311) of "School Science Review" ("SSR"), the ASE journal for science education 11-19. The themes running through these are: ICT, the implications for science education…

  16. Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science

    Science.gov (United States)

    Jocz, Jennifer Ann; Zhai, Junqing; Tan, Aik Ling

    2014-10-01

    Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.

  17. National Science Resources Center Project to Improve Science Teaching in Elementary Schools with Special Emphasis on Department of Defense Dependents Schools and Other Schools Serving Children of Military Personnel

    Science.gov (United States)

    1992-10-01

    2555. NCTM to Publish Resource Directory ANNOUNCEMENTS The National Council of Teachers of Mathematics ’ ( NCTM ) Committee for a Coin- Coalition Launches...science and mathematics education: • DOD Apprenticeship Programs * DOD Teacher Internship Programs * DOD Partnership Programs * DOD Dependents Schools...elementary school teachers . The units also link science with other curriculum areas, including mathematics , language arts, social studies, and art. In

  18. Training on handover of patient care within UK medical schools

    Directory of Open Access Journals (Sweden)

    Morris Gordon

    2013-01-01

    Full Text Available Background: Much evidence exists to demonstrate that poor handover can directly impact patient safety. There have been calls for formal education on handover, but evidence to guide intervention design and implementation is limited. It is unclear how undergraduate medical schools are tackling this issue and what barrier or facilitators exist to handover education. We set out to determine curriculum objectives, teaching and assessment methods, as well as institutional attitudes towards handover within UK medical schools. Methods: A descriptive, non-experimental, cross-sectional study design was used. A locally developed online questionnaire survey was sent to all UK Medical Schools, after piloting. Descriptive statistics were calculated for closed-ended responses, and free text responses were analysed using a grounded theory approach, with constant comparison taking place through several stages of analysis. Results: Fifty percent of UK medical schools took part in the study. Nine schools (56% reported having curriculum outcomes for handover. Significant variations in the teaching and assessments employed were found. Qualitative analysis yielded four key themes: the importance of handover as an education issue, when to educate on handover, the need for further provision of teaching and the need for validated assessment tools to support handover education. Conclusions: Whilst undergraduate medical schools recognised handover as an important education issue, they do not feel they should have the ultimate responsibility for training in this area and as such are responding in varying ways. Undergraduate medical educators should seek to reach consensus as to the extent of provision they will offer. Weaknesses in the literature regarding how to design such education have exacerbated the problem, but the contemporaneous and growing published evidence base should be employed by educators to address this issue.

  19. A holistic review of the medical school admission process: examining correlates of academic underperformance

    Directory of Open Access Journals (Sweden)

    Terry D. Stratton

    2014-04-01

    academic risks were identified among students who 1 had lower mean undergraduate science GPAs (OR=0.24, p=0.001; 2 entered medical school via an accelerated BS/MD track (OR=16.15, p=0.002; 3 were 31 years of age or older (OR=14.76, p=0.005; and 4 were non-unanimous admission committee admits (OR=0.53, p=0.042. Two dimensions of the NEO PI-R™ personality inventory, openness (+ and conscientiousness (−, were modestly but significantly correlated with academic underperformance. Only for the latter, however, were mean scores found to differ significantly between academic performers and underperformers. Finally, appearing before the college's PCC (OR=4.21, p=0.056 fell just short of statistical significance. Conclusions: Our review of various correlates across the matriculation process highlights the heterogeneity of factors underlying students’ underperformance during the first year of medical school and challenges medical educators to understand the complexity of predicting who, among admitted matriculants, may be at future academic risk.

  20. Evaluation and assessment of social accountability in medical schools.

    Science.gov (United States)

    Leinster, Sam

    2011-01-01

    Social accountability as an outcome must be measured at institutional (evaluation) and individual (assessment) level. The definitions used in the measurement will be dependent on the social setting of the medical school being scrutinised. A formal framework is needed so that comparisons can be made and progress measured. The World Health Organisation suggests that there are four principles that delineate social accountability--relevance, quality, cost-effectiveness and equity. Medical schools are evaluated according to their planning, doing and impact in relation to these principles. Boelen and Woollard have clarified the ideas of planning, doing and impact into Conceptualisation, Production and Usability. THEnet group of medical schools use a shortened version of Boelen and Woollard's framework with 20 criteria to evaluate their programmes. At the individual level, there is considerable overlap between the concepts of 'social accountability' and 'professionalism'. Attempts are being made to define and measure professionalism, however, if the behaviour and attitudes of individual graduates is a significant component in defining social responsibility new methods of assessment need to be developed. Factors such as the available resources and the structure of the health services have a very large effect on doctors' attitudes and behaviour. As a result, the task of evaluating and assessing the extent to which medical schools are socially accountable is complex. Judgments on how well a school is meeting the standards will have to make allowance for the local political and economic environment.

  1. IVth Azores International Advanced School in Space Sciences

    CERN Document Server

    Santos, Nuno; Monteiro, Mário

    2018-01-01

    This book presents the proceedings of the IVth Azores International Advanced School in Space Sciences entitled "Asteroseismology and Exoplanets: Listening to the Stars and Searching for New Worlds". The school addressed the topics at the forefront of scientific research being conducted in the fields of asteroseismology and exoplanetary science, two fields of modern astrophysics that share many synergies and resources. These proceedings comprise the contributions from 18 invited lecturers, including both monographic presentations and a number of hands-on tutorials.

  2. Establishing Medical Schools in Limited Resource Settings | Girma ...

    African Journals Online (AJOL)

    Establishing Medical Schools in Limited Resource Settings. ... These countries face challenges related to the rapid scale up which is mostly done without proper strategic planning, without the basic elements of infrastructure development, educational as well as academic and administrative human resources. Medical ...

  3. Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

    Science.gov (United States)

    Earle, Sarah

    2014-05-01

    Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately. Conclusions:There is little consistency in the approaches being used by teachers to assess science in English primary schools. Nevertheless

  4. Clinical medical librarian: the last unicorn?

    Science.gov (United States)

    Demas, J M; Ludwig, L T

    1991-01-01

    In the information age of the 1990s, the clinical medical librarian (CML) concept, like many other personalized library services, is often criticized as being too labor-intensive and expensive; others praise its advantages. To determine the attitudes of medical school library directors and clinical department heads toward implementation and feasibility of a CML program, forty randomly selected medical schools were surveyed. A double-blind procedure was used to sample department heads in internal medicine, pediatrics, and surgery, as well as health sciences library directors identified by the Association of Academic Health Sciences Library Directors (AAHSLD) annual statistics. The survey instrument was designed to measure responses to the following attitudinal variables: acceptance and nonacceptance of a CML program; importance to patient care, education, and research; influence on information-seeking patterns of health care professionals; ethical issues; CML extension services; and costs. Seventy-nine usable questionnaires out of a total of 120 (66%) were obtained from clinical medical personnel, and 30 usable questionnaires out of a total of 40 (75%) were obtained from medical school library directors. Survey results indicated significant differences between clinical medical personnel and library personnel regarding attitudes toward CML influence on information-seeking patterns, ethics, alternative CML services, and costs. Survey results also indicated a continuing strong support for CML programs in the medical school setting; however, differences of opinion existed toward defining the role of the CML and determining responsibility for funding.

  5. The Reliance on Unclaimed Cadavers for Anatomical Teaching by Medical Schools in Africa

    Science.gov (United States)

    Gangata, Hope; Ntaba, Phatheka; Akol, Princess; Louw, Graham

    2010-01-01

    The study of gross Anatomy through the use of cadaveric dissections in medical schools is an essential part of the comprehensive learning of human Anatomy, and unsurprisingly, 90% of the surveyed medical schools in Africa used cadaveric dissections. Donated cadavers now make up 80% of the total cadavers in North American medical schools and all…

  6. Teachers' professional development needs and current practices at the Alexander Science Center School

    Science.gov (United States)

    Gargus, Gerald Vincent

    This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support

  7. Computer Science in High School Graduation Requirements. ECS Education Trends (Updated)

    Science.gov (United States)

    Zinth, Jennifer

    2016-01-01

    Allowing high school students to fulfill a math or science high school graduation requirement via a computer science credit may encourage more student to pursue computer science coursework. This Education Trends report is an update to the original report released in April 2015 and explores state policies that allow or require districts to apply…

  8. Moving to higher ground: Closing the high school science achievement gap

    Science.gov (United States)

    Mebane, Joyce Graham

    The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should

  9. Family Perceptions of Medication Administration at School: Errors, Risk Factors, and Consequences

    Science.gov (United States)

    Clay, Daniel; Farris, Karen; McCarthy, Ann Marie; Kelly, Michael W.; Howarth, Robyn

    2008-01-01

    Medications are administered every day in schools across the country. Researchers and clinicians have studied school nurses' and educators' experiences with medication administration, but not the experiences of children or their parents. This study examined medication administration from the child and parent perspectives to (a) determine problems…

  10. Science as Interests but Not for Career: Understanding High School Students' Engagement in Science in Abu Dhabi

    Science.gov (United States)

    Yang, Guang; Badri, Masood; Al-Mazroui, Karima; Al-Rashedi, Asma; Nai, Peng

    2017-01-01

    Understanding high school students' engagement in science is important for the Emirate of Abu Dhabi. Drawing on data from the ROSE Survey conducted in Abu Dhabi schools in 2013, this paper used a multi-dimensional framework to explore associations between high school students' engagement in science and a range of student psychosocial and…

  11. Fifteen years medical information sciences: the Amsterdam curriculum

    NARCIS (Netherlands)

    Jaspers, Monique W.; Fockens, Paul; Ravesloot, Jan H.; Limburg, Martien; Abu-Hanna, Ameen

    2004-01-01

    Objectives: To inform the medical informatics community on the rational, goals, evolution and present contents of the Medical Information Sciences program of the University of Amsterdam and our achievements. Methods: We elaborate on the history of our program, the philosophy, contents and

  12. Professionality of Junior High School (SMP) Science Teacher in Preparing Instructional Design of Earth and Space Sciences (IPBA)

    Science.gov (United States)

    Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

    2017-02-01

    The teacher is one important factor in the provision of education in schools. Therefore, improving the quality of education means we need to enhance the quality and the professionalism of teachers. We offer a solution through education and training of junior high school science teachers in developing the instructional design of Earth and Space Sciences (IPBA). IPBA is part of the science subjects which is given to students from elementary school to college. This research is a preliminary study of junior high school science teacher professionalism in creating instructional design IPBA. Mixed method design is used to design the research. Preliminary studies conducted on junior high school science teacher in one MGMPs in South Sumatera, and the respondent are 18 teachers from 13 schools. The educational background of science teachers who teach IPBA not only from physical education but also biology and agriculture. The result of preliminary study showed that the ratio of teachers who teach IPBA are 56% from physic education, 39% from biology, and 5% from agriculture. The subjects of IPBA that considered difficult by teachers are the distribution of sun, moon, and satellite motion; specific processes in lithosphere and atmosphere; and the correlation between lithosphere and atmosphere with the environment. The teachers also face difficulty in preparing media, choosing the right methods in teaching IPBA.

  13. Young Engineers and Sciences (YES) - Mentoring High School Students

    Science.gov (United States)

    Boice, Daniel C.; Asbell, E.; Reiff, P. H.

    2008-09-01

    Young Engineers and Scientists (YES) is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA) during the past 16 years. The YES program provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences (including space science) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. During these years, YES has developed a website for topics in space science from the perspective of high school students, including NASA's Magnetospheric Multiscale Mission (MMS) (http://yesserver.space.swri.edu). High school science teachers participate in the workshop and develop space-related lessons for classroom presentation in the academic year. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. Over the past 16 years, all YES graduates have entered college, several have worked for SwRI, one business has started, and three scientific publications have resulted. Acknowledgements. We acknowledge funding and support from the NASA MMS Mission, Texas Space Grant Consortium, Northside Independent School District, SwRI, and several local charitable foundations.

  14. Trends in Behavioral Sciences Education in Dental Schools, 1926 to 2016.

    Science.gov (United States)

    Centore, Linda

    2017-08-01

    This article outlines the journey of behavioral sciences education from a multidisciplinary array of topics to a discipline with a name, core identity, and mission in dental schools' curricula. While not exhaustive, it covers pivotal events from the time of the Gies report in 1926 to the present. Strengths and weaknesses of current behavioral sciences instruction in dental schools are discussed, along with identification of future opportunities and potential threats. Suggestions for future directions for behavioral sciences and new roles for behavioral sciences faculty in dental schools are proposed. This article was written as part of the project "Advancing Dental Education in the 21 st Century."

  15. Problem-based learning in a health sciences librarianship course.

    Science.gov (United States)

    Dimitroff, A; Ancona, A M; Beman, S B; Dodge, A M; Hutchinson, K L; LaBonte, M J; Mays, T L; Simon, D T

    1998-01-01

    Problem-based learning (PBL) has been adopted by many medical schools in North America. Because problem solving, information seeking, and lifelong learning skills are central to the PBL curriculum, health sciences librarians have been actively involved in the PBL process at these medical schools. The introduction of PBL in a library and information science curriculum may be appropriate to consider at this time. PBL techniques have been incorporated into a health sciences librarianship course at the School of Library and Information Science (LIS) at the University of Wisconsin-Milwaukee to explore the use of this method in an advanced Library and Information Science course. After completion of the course, the use of PBL has been evaluated by the students and the instructor. The modified PBL course design is presented and the perceptions of the students and the instructor are discussed. PMID:9681169

  16. Preparing perservice teachers to teach elementary school science

    Science.gov (United States)

    Lewis, Amy D.

    The development of scientifically literate citizens begins in the elementary school. Yet elementary school teachers are ill prepared to teach science (Trygstad, Smith, Banilower, Nelson, & Horizon Research, Inc., 2013). The research base on teacher preparation finds that programs designed to prepare elementary teachers are inadequate in providing both the content knowledge and pedagogical content knowledge necessary to teach science effectively (Baumgartner, 2010; Bodzin & Beerer, 2003; Bulunuz & Jarrett 2009). This mixed methods study examined what happened when a science methods course was interactively co-taught by an expert in elementary teaching methods and a physics expert. This study also aimed to discover what aspects of the curriculum pre-service teachers (PSTs) said helped them in developing their understanding of science content and scientific reasoning, and how to implement inquiry practices to teach science. A nested case study of three PSTs provided descriptive portraits of student experiences in the class. A whole class case analysis was used to examine what PSTs learned in terms of science, scientific reasoning skills, and pedagogical content knowledge (PCK) from their experiences in the course. It was found that students often conflated science content with the experiences they had in learning the content. Although PSTs felt the interactive co-teaching model effectively created a balance between theory and practice, it was their experiences doing science--conducting physical experiments, developing and discussing scientific models, and the use of inquiry-based instruction--that they credited for their learning. Even with careful curriculum planning, and a course purposely designed to bridge the theory to practice gap, this study found one semester-long methods course to be insufficient in providing the vast content knowledge and PCK elementary school science teachers need.

  17. Edinburgh and its role in the foundation of Sydney Medical School.

    Science.gov (United States)

    Walker-Smith, J

    2006-12-01

    In 1882, Thomas Anderson Stuart (1856-1920) was appointed as Foundation Professor of Physiology and Anatomy at the University of Sydney. At the time he was Assistant-Professor of Physiology in the University of Edinburgh. He initiated the building of the Sydney Medical School in Scottish Tudor Gothic style. He attracted notable figures to Sydney Medical School, such as Dr Robert Scot Skirving. The original medical school (now the Anderson Stuart Building) continues today as the pre-clinical medical school of the University of Sydney. Its stained glass windows and many busts of distinguished figures in the history of medicine are a constant reminder of the history of medicine. The building with its gothic architecture and echoes of northern Britain has given generations of Sydney medical students a powerful message, that they were part of an ancient and noble profession. The recruitment of Edinburgh academics to Sydney ended with Professor CG Lambie who retired in 1956. The 1950s were a watershed between the Edinburgh heritage and the Australian future.

  18. The Medical Academic Advancement Program at the University of Virginia School of Medicine.

    Science.gov (United States)

    Fang, W L; Woode, M K; Carey, R M; Apprey, M; Schuyler, J M; Atkins-Brady, T L

    1999-04-01

    Since 1984 the University of Virginia School of Medicine has conducted the Medical Academic Advancement Program for minority and disadvantaged students interested in careers in medicine. The program is a six-week residential program for approximately 130 undergraduate and post-baccalaureate students per year. It emphasizes academic course work--biology, chemistry, physics, and essay writing--to prepare the participants for the Medical College Admission Test. Non-graded activities, such as a clinical medicine lecture series, clinical experiences, and a special lecture series, and special workshops are also offered. The participants take two simulated MCAT exams. Between 1984 and 1998, 1,497 students have participated in the program, with complete follow-up information available for 690 (46%). Of the 1,487 participants, 80 (5%) have graduated from the University of Virginia School of Medicine and 174 (12%) from other medical schools; 44 (3%) are attending the medical school now, and 237 (16%) are at other medical schools; 44 (3%) have graduated from other health professions schools, and 54 (3%) are attending such schools. The retention rate for participants at the University of Virginia School of Medicine is 91% (that is, all but seven of the 80 who matriculated have been retained past the first year). The Medical Academic Advancement Program has been successful in increasing the number of underrepresented minority students matriculating into and continuing in medical education. Such programs warrant continued support and encouragement.

  19. WVU--community partnership that provides science and math enrichment for underrepresented high school students.

    Science.gov (United States)

    Rye, J A; Chester, A L

    1999-04-01

    In response to the need to help West Virginia secondary school students overcome educational and economic barriers and to increase the number of health professionals in the state, the Health Sciences and Technology Academy (hereafter, "the Academy") was established in 1994. The Academy is a partnership between West Virginia University (WVU)--including the Robert C. Byrd Health Sciences Center, Eberly College of Arts and Sciences, and the College of Human Resources and Education--and members of the community, including secondary-school teachers, health care professionals, and other community leaders. The Academy targets students from underrepresented groups (mainly African Americans and financially disadvantaged whites) in grades nine through 12. By November 1997, 290 students (69% girls and 33% African American) from 17 counties were Academy participants. Funding is from the W. K. Kellogg Foundation, Howard Hughes Medical Institute, the National Institutes of Health, the Coca-Cola Foundation, and other sources. Academy programs are an on-campus summer institute and community-based clubs, where students engage in activities for science and math enrichment, leadership development, and health careers awareness. In the Academy's clubs, students carry out extended investigations of problems related to human health and local communities. Most students report that the Academy has increased their interest in health care careers, and almost all who have continued to participate in Academy programs through their senior year have been accepted into college.

  20. Pilot Point-of-Care Ultrasound Curriculum at Harvard Medical School: Early Experience

    Science.gov (United States)

    Rempell, Joshua S.; Saldana, Fidencio; DiSalvo, Donald; Kumar, Navin; Stone, Michael B.; Chan, Wilma; Luz, Jennifer; Noble, Vicki E.; Liteplo, Andrew; Kimberly, Heidi; Kohler, Minna J.

    2016-01-01

    Introduction Point-of-care ultrasound (POCUS) is expanding across all medical specialties. As the benefits of US technology are becoming apparent, efforts to integrate US into pre-clinical medical education are growing. Our objective was to describe our process of integrating POCUS as an educational tool into the medical school curriculum and how such efforts are perceived by students. Methods This was a pilot study to introduce ultrasonography into the Harvard Medical School curriculum to first- and second-year medical students. Didactic and hands-on sessions were introduced to first-year students during gross anatomy and to second-year students in the physical exam course. Student-perceived attitudes, understanding, and knowledge of US, and its applications to learning the physical exam, were measured by a post-assessment survey. Results All first-year anatomy students (n=176) participated in small group hands-on US sessions. In the second-year physical diagnosis course, 38 students participated in four sessions. All students (91%) agreed or strongly agreed that additional US teaching should be incorporated throughout the four-year medical school curriculum. Conclusion POCUS can effectively be integrated into the existing medical school curriculum by using didactic and small group hands-on sessions. Medical students perceived US training as valuable in understanding human anatomy and in learning physical exam skills. This innovative program demonstrates US as an additional learning modality. Future goals include expanding on this work to incorporate US education into all four years of medical school. PMID:27833681

  1. Cultivation of science identity through authentic science in an urban high school classroom

    Science.gov (United States)

    Chapman, Angela; Feldman, Allan

    2017-06-01

    This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students' perceptions of the intervention as an authentic science experience, how the experience influenced their science identity, as well as their perceptions about who can do science. We found that the students believed the experience to be one of authentic science, that their science identity was positively influenced by participation in the experience, and that they demonstrated a shift in perceptions from stereotypical to more diverse views of scientists. Implications for science education are discussed.

  2. Schools and Informal Science Settings: Collaborate, Co-Exist, or Assimilate?

    Science.gov (United States)

    Adams, Jennifer D.; Gupta, Preeti; DeFelice, Amy

    2012-01-01

    In this metalogue we build on the arguments presented by Puvirajah, Verma and Webb to discuss the nature of authentic science learning experiences in context of collaborations between schools and out-of-school time settings. We discuss the role of stakeholders in creating collaborative science learning practices and affordances of out of school…

  3. Indian medical students in public and private sector medical schools: are motivations and career aspirations different? - studies from Madhya Pradesh, India.

    Science.gov (United States)

    Diwan, Vishal; Minj, Christie; Chhari, Neeraj; De Costa, Ayesha

    2013-09-15

    In recent years, there has been a massive growth in the private medical education sector in South Asia. India's large private medical education sector reflects the market driven growth in private medical education. Admission criteria to public medical schools are based on qualifying examination scores, while admission into private institutions is often dependent on relative academic merit, but also very much on the ability of the student to afford the education. This paper from Madhya Pradesh province in India aims to study and compare between first year medical students in public and private sector medical schools (i) motives for choosing a medical education (ii) career aspirations on completion of a medical degree (iii) willingness to work in a rural area in the short and long terms. Cross sectional survey of 792 first year medical students in 5 public and 4 private medical schools in the province. There were no significant differences in the background characteristics of students in public and private medical schools. Reasons for entering medical education included personal ambition (23%), parental desire (23%), prestigious/secure profession (25%) or a service motive (20%). Most students wished to pursue a specialization (91%) and work in urban areas (64%) of the country. A small proportion (7%) wished to work abroad. There were no differences in motives or career aspirations between students of public or private schools. 40% were willing to work in a rural area for 2 years after graduating; public school students were more willing to do so. There was little difference in background characteristics, motives for entering medicine or career aspirations between medical students in from public and private sector institutions.

  4. The health sciences librarian in medical education: a vital pathways project task force.

    Science.gov (United States)

    Schwartz, Diane G; Blobaum, Paul M; Shipman, Jean P; Markwell, Linda Garr; Marshall, Joanne Gard

    2009-10-01

    The Medical Education Task Force of the Task Force on Vital Pathways for Hospital Librarians reviewed current and future roles of health sciences librarians in medical education at the graduate and undergraduate levels and worked with national organizations to integrate library services, education, and staff into the requirements for training medical students and residents. Standards for medical education accreditation programs were studied, and a literature search was conducted on the topic of the role of the health sciences librarian in medical education. Expectations for library and information services in current standards were documented, and a draft standard prepared. A comprehensive bibliography on the role of the health sciences librarian in medical education was completed, and an analysis of the services provided by health sciences librarians was created. An essential role and responsibility of the health sciences librarian will be to provide the health care professional with the skills needed to access, manage, and use library and information resources effectively. Validation and recognition of the health sciences librarian's contributions to medical education by accrediting agencies will be critical. The opportunity lies in health sciences librarians embracing the diverse roles that can be served in this vital activity, regardless of accrediting agency mandates.

  5. School Psychology Research: Combining Ecological Theory and Prevention Science

    Science.gov (United States)

    Burns, Matthew K.

    2011-01-01

    The current article comments on the importance of theoretical implications within school psychological research, and proposes that ecological theory and prevention science could provide the conceptual framework for school psychology research and practice. Articles published in "School Psychology Review" should at least discuss potential…

  6. Regenerative medicine: A ray of light for medical science

    Directory of Open Access Journals (Sweden)

    Swapna Supekar

    2016-01-01

    Full Text Available The perimeters of medical science have expanded to include regenerative medicine as a translational science, which has the potential to revolutionize the treatment of incapacitating diseases and chronic disorders.

  7. A study of the factors influencing school-going students considering medical careers.

    LENUS (Irish Health Repository)

    McHugh, S M

    2011-08-01

    Obtaining a place in an Irish medical school is extremely competitive, a situation mirrored in many other countries. We aimed to determine the factors influencing school students in deciding to study medicine in university. We further determined what level of interest exists in pursuing a surgical career after completion of medical school.

  8. The economic contribution of the Northern Ontario School of Medicine to communities participating in distributed medical education.

    Science.gov (United States)

    Hogenbirk, John C; Robinson, David R; Hill, Mary Ellen; Pong, Raymond W; Minore, Bruce; Adams, Ken; Strasser, Roger P; Lipinski, Joe

    2015-01-01

    The economic contribution of medical schools to major urban centres can be substantial, but there is little information on the contribution to the economy of participating communities made by schools that provide education and training away from major cities and academic health science centres. We sought to assess the economic contribution of the Northern Ontario School of Medicine (NOSM) to northern Ontario communities participating in NOSM's distributed medical education programs. We developed a local economic model and used actual expenditures from 2007/08 to assess the economic contribution of NOSM to communities in northern Ontario. We also estimated the economic contribution of medical students or residents participating in different programs in communities away from the university campuses. To explore broader economic effects, we conducted semistructured interviews with leaders in education, health care and politics in northern Ontario. The total economic contribution to northern Ontario was $67.1 million based on $36.3 million in spending by NOSM and $1.0 million spent by students. Economic contributions were greatest in the university campus cities of Thunder Bay ($26.7 million) and Sudbury ($30.4 million), and $0.8-$1.2 million accrued to the next 3 largest population centres. Communities might realize an economic contribution of $7300-$103 900 per pair of medical learners per placement. Several of the 59 interviewees remarked that the dollar amount could be small to moderate but had broader economic implications. Distributed medical education at the NOSM resulted in a substantial economic contribution to participating communities.

  9. [The early medical textbooks in Korea: medical textbooks published at Je Joong Won-Severance Hospital Medical School].

    Science.gov (United States)

    Park, H W

    1998-01-01

    Kwang Hye Won(Je Joong Won), the first western hospital in Korea, was founded in 1885. The first western Medical School in Korea was open in 1886 under the hospital management. Dr. O. R. Avison, who came to Korea in 1893, resumed the medical education there, which was interrupted for some time before his arrival in Korea. He inaugurated translating and publishing medical textbooks with the help of Kim Pil Soon who later became one of the first seven graduates in Severance Hospital Medical School. The first western medical textbook translated into Korean was Henry Gray's Anatomy. However, these twice-translated manuscripts were never to be published on account of being lost and burnt down. The existing early anatomy textbooks, the editions of 1906 and 1909, are not the translation of Gray's Anatomy, but that of Japanese anatomy textbook of Gonda. The remaining oldest medical textbook in Korean is Inorganic Materia Medica published in 1905. This book is unique among its kind that O. R. Avison is the only translator of the book and it contains the prefaces of O. R. Avison and Kim Pil Soon. The publication of medical textbook was animated by the participation of other medical students, such as Hong Suk Hoo and Hong Jong Eun. The list of medical textbooks published includes almost all the field of medicine. The medical textbooks in actual existence are as follows: Inorganic Materia Medica (1905), Inorganic Chemistry (1906), Anatomy I (1906), Physiology (1906), Diagnostics I (1906), Diagnostics II (1907), Obstetrics (1908), Organic Chemistry (1909), Anatomy (1909), and Surgery (1910).

  10. Teaching Science in the Primary School: Surveying Teacher Wellbeing and Planning for Survival

    Science.gov (United States)

    Morgan, Anne-Marie

    2012-01-01

    A teacher-researcher in a primary school setting surveyed the middle years' teachers of her school and those in the local science hub group, to determine their confidence and satisfaction levels in relation to teaching science. Her results confirm feelings of inadequacy and reluctance to teach Science, but also indicate ways that schools can…

  11. A case study of successful e-learning: a web-based distance course in medical physics held for school teachers of the upper secondary level.

    Science.gov (United States)

    Jönsson, Bo-Anders

    2005-09-01

    Learning activities and course design in the new context of e-learning, such as in web-based courses involves a change both for teachers and students. The paper discusses factors important for e-learning to be successful. The development of an online course in medical physics and technology for high school teachers of physics, details of the course, and experience gained in connection with it are described. The course syllabus includes basics of radiation physics, imaging techniques using ionizing or non-ionizing radiation, and external and internal radiation therapy. The course has a highly didactic approach. The final task is for participants to design a course of their own centered on some topic of medical physics on the basis of the knowledge they have acquired. The aim of the course is to help the teachers integrate medical physics into their own teaching. This is seen as enhancing the interest of high school students in later studying physics, medical physics or some other branch of science at the university level, and as increasing the knowledge that they and people generally have of science. It is suggested that the basic approach taken can also have applicability to the training of medical, nursing or engineering students, and be used for continuing professional development in various areas.

  12. Evolving workplace flexibility for U.S. medical school tenure-track faculty.

    Science.gov (United States)

    Bunton, Sarah A; Corrice, April M

    2011-04-01

    The academic workplace has seen dramatic changes in recent decades, including growing faculty workloads, an increasingly demographically diverse faculty population, and changing expectations about workplace climate. Despite these significant changes, a typical medical faculty's career trajectory is often still quite linear and follows decades-old tenure policies. The authors describe the existence of flexible faculty policies related to tenure at U.S. medical schools to understand better the ways in which institutions are responding. Data primarily reflect responses from faculty affairs leaders at medical schools accredited by the Liaison Committee on Medical Education to a 2008 faculty personnel policies survey. These data are supplemented with results from the same survey fielded in previous years. The number of medical schools that have lengthened their probationary periods for faculty has increased over time, and, in 2008, nearly half of the institutions offered a probationary period length of eight years or more to faculty. Over three-fourths of the schools in 2008 had a tenure-clock-stopping policy available, and a third had a policy allowing faculty to work less than full-time while remaining on a tenure-eligible track. Findings suggest that many medical schools have made progress in making policy additions and modifications that acknowledge the changing academic workplace culture by adding flexibility to traditional tenure policies. Despite those efforts, significant opportunities remain for continued adoption of flexible policies so that faculty can achieve productive academic careers while balancing work, life, and family, and institutions can continue to recruit and retain high-quality faculty members. © by the Association of American Medical Colleges.

  13. Project-Based Learning versus Textbook/Lecture Learning in Middle School Science

    Science.gov (United States)

    Main, Sindy

    2015-01-01

    As schools continue to become more diverse, it is important to look at science teaching methods that will meet the needs of all students. In this study, 172 students in a middle school in Northwestern Illinois were taught using two methods of teaching science. Half of the students were taught using project-based science (PBS) and the other half of…

  14. Profiling interest of students in science: Learning in school and beyond

    Science.gov (United States)

    Dierks, Pay O.; Höffler, Tim N.; Parchmann, Ilka

    2014-05-01

    Background:Interest is assumed to be relevant for students' learning processes. Many studies have investigated students' interest in science; most of them however have not offered differentiated insights into the structure and elements of this interest. Purpose:The aim of this study is to obtain a precise image of secondary school students' interest for school and out-of-school learning opportunities, both formal and informal. The study is part of a larger project on measuring the students' Individual Concept about the Natural Sciences (ICoN), including self-efficacy, beliefs and achievements next to interest variables. Sample:Next to regular school students, a specific cohort will be analyzed as well: participants of science competitions who are regarded as having high interest, and perhaps different interest profiles than regular students. In the study described here, participants of the International Junior Science Olympiad (N = 133) and regular students from secondary schools (N = 305), age cohorts 10 to 17 years, participated. Design and methods:We adapted Holland's well-established RIASEC-framework to analyze if and how it can also be used to assess students' interest within science and in-school and out-of-school (leisure-time and enrichment) activities. The resulting questionnaire was piloted according to quality criteria and applied to analyze profiles of different groups (boys - girls, contest participants - non-participants). Results:The RIASEC-adaption to investigate profiles within science works apparently well for school and leisure-time activities. Concerning the interest in fostering measures, different emphases seem to appear. More research in this field needs to be done to adjust measures better to students' interests and other pre-conditions in the future. Contrasting different groups like gender and participation in a junior science contest uncovered specific interest profiles. Conclusions:The instrument seems to offer a promising approach to

  15. Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

    Science.gov (United States)

    Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

    2014-01-01

    This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

  16. Smile satisfaction and its related indicators in students of School of Dentistry, Qazvin University of Medical Sciences (2013-2014

    Directory of Open Access Journals (Sweden)

    B. Ranjbar Omidi

    2015-12-01

    Full Text Available Background: Smile is one of the most important factors determining the attractiveness of a person and has an important role in his mood and influence on others. Objective: The aim of this study was to evaluate the smile satisfaction and its related indicators in the students of School of Dentistry affiliated to Qazvin University of Medical Sciences. Methods: This cross sectional study was conducted on 80 students of School of Dentistry in Qazvin during 2013-2014. Digital photograph was provided from students’ smile. Smile esthetics of pictures was evaluated by three faculty members of restorative and orthodontics departments based on visual analogue scale. Smile satisfaction was evaluated by the students. Smile line ratio, buccal corridor ratio and symmetric ratio were measured by Photo shop CS5 software. Data were analyzed using Pearson’s correlation coefficient. Findings: Mean smile esthetics score was 59±10.5 and 71±9.4 in male and female students, respectively and the difference was statistically significant. Mean self-reported smile satisfaction was 73.7±7.8% and 72.4±17.9% in male and female students, respectively and the difference was not statistically significant. Smile line ratio was significantly different between male and female students, but the differences in buccal corridor ratio and symmetric ratio was not statistically significant. There was positive significant correlation between smile line ratio and smile esthetics score. Among the morphometric indices, only smile line ratio had significant correlation with smile satisfaction in male students. Conclusion: The correlation between smile line ratio and smile satisfaction indicates the high capability of this morphometric index for evaluating smile satisfaction.

  17. Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.

    Science.gov (United States)

    Meo, Sultan Ayoub

    2013-09-01

    This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P schools.

  18. How are we 'doing' cultural diversity? A look across English Canadian undergraduate medical school programmes.

    Science.gov (United States)

    Gustafson, Diana L; Reitmanova, Sylvia

    2010-01-01

    Cultural diversity education is a required curriculum component at all accredited North American medical schools. Each medical school determines its own content and pedagogical approaches. This preliminary study maps the approaches to cultural diversity education in English Canadian medical schools. A review of 14 English Canadian medical school websites was undertaken to identify the theoretical approaches to cultural diversity education. A PubMed search was also completed to identify the recent literature on cultural diversity medical education in Canada. Data were analysed using 10 criteria that distinguish pedagogical approaches, curricular structure, course content and theoretical understandings of cultural diversity. Based on the information posted on English Canadian medical school websites, all schools offer cultural diversity education although how each 'does' cultural diversity differs widely. Two medical schools have adopted the cultural competency model; five have adopted a critical cultural approach to diversity; and the remaining seven have incorporated some aspects of both approaches. More comprehensive research is needed to map the theoretical approaches to cultural diversity at Canadian medical schools and to evaluate the long-term effectiveness of these approaches on improving physician-patient relationships, reducing health disparities, improving health outcomes and producing positive learning outcomes in physicians.

  19. Predictors and Outcomes of Parental Involvement with High School Students in Science

    Science.gov (United States)

    Shumow, Lee; Lyutykh, Elena; Schmidt, Jennifer A.

    2011-01-01

    Demographic and psychological predictors of parent involvement with their children's science education both at home and at school were examined during high school. Associations between both types of parent involvement and numerous academic outcomes were tested. Data were collected from 244 high school students in 12 different science classrooms…

  20. A rural math, science, and technology elementary school tangled up in global networks of practice

    Science.gov (United States)

    Carlone, Heidi B.; Kimmel, Sue; Tschida, Christina

    2010-06-01

    This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced the school's science curriculum, the ways the school promoted itself to the community, and the implicit meanings of science held by school staff, parents and community members. Main sources of data were the county's newspaper articles from 2003 to 2006, the school's, town's, and business leaders' promotional materials, and interviews with school staff, parents, and community members. A key finding was the school's dual promotion of science education and character education. We make sense of this "science with character" curriculum by unpacking the school and community's entanglements with historical (cultural preservation), political (conservative politics, concerns for youth depravity), and economic (globalization) networks. We describe the ways those entanglements enabled certain reproductive meanings of school science (as add-on, suspect, and elitist) and other novel meanings of science (empathetic, nurturing, place-based). This study highlights the school as a site of struggle, entangled in multiple networks of practice that influence in positive, negative, and unpredictable ways, the enacted science curriculum.

  1. Case study of science teaching in an elementary school: Characteristics of an exemplary science teacher

    Science.gov (United States)

    Kao, Huey-Lien

    Improving the quality of science teaching is one of the greatest concerns in recent science education reform efforts. Many science educators suggest that case studies of exemplary science teachers may provide guidance for these reform efforts. For this reason, the characteristics of exemplary science teaching practices have been identified in recent years. However, the literature lacks research exploring exemplary teacher beliefs about the nature of science and science pedagogy, the relationships between their beliefs and practices, or how outstanding teachers overcome difficulties in order to facilitate their students' science learning. In this study, Sam-Yu, an identified exemplary science teacher who teaches in an elementary school in Pintung, Taiwan, was the subject. An interpretative research design (Erickson, 1986) based on principles of naturalistic inquiry (Lincoln & Guba, 1985) was used. Both qualitative and quantitative methods were employed in this case study. The qualitative method involved conducting interviews with the teacher and students, observing classroom activities and analyzing the structure of the learning materials. The quantitative methods involved using the Learning Climate Inventory (LCI) (Lin, 1997) instrument to assess the learning environment of the exemplary science classroom. This study found that Sam-Yu had a blend of views on the nature of science and a varied knowledge about science pedagogy. Personal preferences, past experiences, and the national science curriculum all played important roles in the development and refinement of Sam-Yu's beliefs about science and pedagogy. Regarding his teaching practices, Sam-Yu provided the best learning experiences, as evidenced in both classroom observations and the survey results, for his students by using a variety of strategies. In addition, his classroom behaviors were highly associated with his beliefs about science and pedagogy. However, due to school-based and socio-cultural constraints

  2. Flipped Science Inquiry@Crescent Girls' School

    Directory of Open Access Journals (Sweden)

    Peishi Goh

    2017-06-01

    Full Text Available This study shares the findings of a school-based Action Research project to explore how inquiry-based science practical lessons designed using the Flipped Science Inquiry@CGS classroom pedagogical model influence the way students learn scientific knowledge and also students' development of 21st century competencies, in particular, in the area of Knowledge Construction. Taking on a broader definition of the flipped classroom pedagogical model, the Flipped Science Inquiry@CGS framework adopts a structure that inverted the traditional science learning experience. Scientific knowledge is constructed through discussions with their peers, making use of their prior knowledge and their experiences while engaging in hands-on activities. Through the study, it is found that with the use of the Flipped Science Inquiry@CGS framework, learning experiences that are better aligned to the epistemology of science while developing 21st century competencies in students are created.

  3. Canisius College Summer Science Camp: Combining Science and Education Experts to Increase Middle School Students' Interest in Science

    Science.gov (United States)

    Sheridan, Phillip M.; Szczepankiewicz, Steven H.; Mekelburg, Christopher R.; Schwabel, Kara M.

    2011-01-01

    The Canisius College Summer Science Camp is a successful and effective annual outreach program that specifically targets middle school students in an effort to increase their interest in science. Five broadly defined science topics are explored in a camp-like atmosphere filled with hands-on activities. A 2010 module focused on chemistry topics of…

  4. Foundations in Science and Mathematics Program for Middle School and High School Students

    Science.gov (United States)

    Desai, Karna Mahadev; Yang, Jing; Hemann, Jason

    2016-01-01

    The Foundations in Science and Mathematics (FSM) is a graduate student led summer program designed to help middle school and high school students strengthen their knowledge and skills in mathematics and science. FSM provides two-week-long courses over a broad spectrum of disciplines including astronomy, biology, chemistry, computer programming, geology, mathematics, and physics. Students can chose two types of courses: (1) courses that help students learn the fundamental concepts in basic sciences and mathematics (e.g., "Precalculus"); and (2) knowledge courses that might be excluded from formal schooling (e.g., "Introduction to Universe"). FSM has served over 500 students in the Bloomington, IN, community over six years by acquiring funding from Indiana University and the Indiana Space Grant Consortium. FSM offers graduate students the opportunity to obtain first hand experience through independent teaching and curriculum design as well as leadership experience.We present the design of the program, review the achievements, and explore the challenges we face. We are open to collaboration with similar educational outreach programs. For more information, please visit http://www.indiana.edu/~fsm/ .

  5. High School Physical Sciences Teachers' Competence in Some ...

    African Journals Online (AJOL)

    Teachers' lack of competence in cognitive skills and strategies would be an important limiting factor in the successful implementation of the Physical Sciences curriculum. An urgent need ... Keywords: Cognitive skills, thinking skills, questions testing skills, problem solving, teacher training, high school physical science ...

  6. Preparing prospective physics teachers to teach integrated science in junior high school

    Science.gov (United States)

    Wiyanto; Hartono; Nugroho, S. E.

    2018-03-01

    The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

  7. [Learning objectives achievement in ethics education for medical school students].

    Science.gov (United States)

    Chae, Sujin; Lim, Kiyoung

    2015-06-01

    This study aimed to examine the necessity for research ethics and learning objectives in ethics education at the undergraduate level. A total of 393 fourth-year students, selected from nine medical schools, participated in a survey about learning achievement and the necessity for it. It was found that the students had very few chances to receive systematic education in research ethics and that they assumed that research ethics education was provided during graduate school or residency programs. Moreover, the students showed a relatively high learning performance in life ethics, while learning achievement was low in research ethics. Medical school students revealed low interest in and expectations of research ethics in general; therefore, it is necessary to develop guidelines for research ethics in the present situation, in which medical education mainly focuses on life ethics.

  8. Medical decision making and medical education: challenges and opportunities.

    Science.gov (United States)

    Schwartz, Alan

    2011-01-01

    The Flexner Report highlighted the importance of teaching medical students to reason about uncertainty. The science of medical decision making seeks to explain how medical judgments and decisions ought ideally to be made, how they are actually made in practice, and how they can be improved, given the constraints of medical practice. The field considers both clinical decisions by or for individual patients and societal decisions designed to benefit the public. Despite the relevance of decision making to medical practice, it currently receives little formal attention in the U.S. medical school curriculum. This article suggests three roles for medical decision making in medical education. First, basic decision science would be a valuable prerequisite to medical training. Second, several decision-related competencies would be important outcomes of medical education; these include the physician's own decision skills, the ability to guide patients in shared decisions, and knowledge of health policy decisions at the societal level. Finally, decision making could serve as a unifying principle in the design of the medical curriculum, integrating other curricular content around the need to create physicians who are competent and caring decision makers.

  9. Big Data and Data Science: Opportunities and Challenges of iSchools

    Directory of Open Access Journals (Sweden)

    Il-Yeol Song

    2017-08-01

    Full Text Available Due to the recent explosion of big data, our society has been rapidly going through digital transformation and entering a new world with numerous eye-opening developments. These new trends impact the society and future jobs, and thus student careers. At the heart of this digital transformation is data science, the discipline that makes sense of big data. With many rapidly emerging digital challenges ahead of us, this article discusses perspectives on iSchools’ opportunities and suggestions in data science education. We argue that iSchools should empower their students with “information computing” disciplines, which we define as the ability to solve problems and create values, information, and knowledge using tools in application domains. As specific approaches to enforcing information computing disciplines in data science education, we suggest the three foci of user-based, tool-based, and application-based. These three foci will serve to differentiate the data science education of iSchools from that of computer science or business schools. We present a layered Data Science Education Framework (DSEF with building blocks that include the three pillars of data science (people, technology, and data, computational thinking, data-driven paradigms, and data science lifecycles. Data science courses built on the top of this framework should thus be executed with user-based, tool-based, and application-based approaches. This framework will help our students think about data science problems from the big picture perspective and foster appropriate problem-solving skills in conjunction with broad perspectives of data science lifecycles. We hope the DSEF discussed in this article will help fellow iSchools in their design of new data science curricula.

  10. Luminescence in medical image science

    Energy Technology Data Exchange (ETDEWEB)

    Kandarakis, I.S., E-mail: kandarakis@teiath.gr

    2016-01-15

    Radiation detection in Medical Imaging is mostly based on the use of luminescent materials (scintillators and phosphors) coupled to optical sensors. Materials are employed in the form of granular screens, structured (needle-like) crystals and single crystal transparent blocks. Storage phosphors are also incorporated in some x-ray imaging plates. Description of detector performance is currently based on quality metrics, such as the Luminescence efficiency, the Modulation Transfer Function (MTF), the Noise Power Spectrum (NPS) and the Detective Quantum Efficiency (DQE) can be defined and evaluated. The aforementioned metrics are experimental evaluated for various materials in the form of screens. A software was designed (MINORE v1) to present image quality measurements in a graphical user interface (GUI) environment. Luminescence efficiency, signal and noise analysis are valuable tools for the evaluation of luminescent materials as candidates for medical imaging detectors. - Highlights: • Luminescence based medical imaging detectors. • Image science: MTF, NPS, DQE. • Phosphors screens light emission efficiency experimental evaluation. • Theoretical models for estimation of phosphor screen properties. • Software for medical image quality metrics.

  11. Job Satisfaction in Basic and Clinical Faculty Members in Shiraz University of Medical Sciences, Iran

    Directory of Open Access Journals (Sweden)

    Mehdi Saberi-Firoozi

    2009-02-01

    Full Text Available Background and Purpose: Shiraz University of Medical Sciences as one of the oldest and largest universities of medicine in Iran with 50 years history has more than 450 faculty members and 5000 students. This study is an attempt to find out the level of job satisfaction among Shiraz University ofMedical Sciences’ faculty members.Methods: In midterm of 2003-2004, data on job satisfaction level among 404 faculty members from all schools of Shiraz University of Medical Sciences were collected. The translation of Spector’s job satisfaction score was used including 34 questions in 9 items of job satisfaction and each one based on Likert’s Scale with score an of 1-5. A question related to overall job satisfaction of faculty members was added.Results: Of all faculties,, 252 responded to the questionnaire and 70.1% expressed satisfaction in response the added question. The mean scores of job satisfaction in items of coworkers, work nature, supervision, management methods, academic relations, promotion, salary and suitable benefits were3.771, 3.265, 2.557, 2.454, 2.395, and 2.376 out of 5 respectively (F=223.8, p=0.0001. In the promotion item, the satisfaction of female faculty was lower than male subjects. The level of job satisfaction was not different between clinical faculty members of Medical School with or without private activity. The results of linear regression analysis between the items of job satisfaction revealed that reimbursement and fringe benefits could predict the overall job satisfaction (r2=0.70, p<0.01.Conclusion: As a whole, the faculty members of the university were satisfied with their jobs, but a correction in reimbursement, benefits and promotion regulations especially in lower academic ranks is needed to improve the level of job satisfaction in this group.Key words: JOB SATISFACTION, FACULTY MEMBER, BASIC AND CLINICAL DEPARTMENTS, FULLTIME, PART-TIME

  12. Dreaming of science: Undocumented Latin[a]s' testimonios across the borderlands of high school science

    Science.gov (United States)

    Aguilar-Valdez, Jean Rockford

    This qualitative study uncovers the voices of five Latin students who are high-"achieving" and undocumented and have strong aspirations in science, in a Southern, Title I high school. Through critical race methodology and these students' testimonios/counter-stories, these students' struggles and successes reveal their crossing of cultural and political borderlands and negotiating structures of schooling and science. The students dream of someday pursuing a trajectory in the field of science despite racial, ethnic, and political barriers due to their undocumented status. I use three key theoretical approaches--Borderlands/Anzalduan theory (Anzaldua, 2007), Loving Playfulness/World Traveling (Lugones, 2003), and Latino Critical Race Theory (in which many Latin/Chican studies contribute)--to put a human face on the complex political and educational situations which the students in this study traverse. Data were collected during a full school year with follow-up contact into the present, with over 133 hours immersed in the field, involving 22 individual student interviews, six student focus group interviews, 14 teacher interviews, field notes from over 79 contact hours with participants in formal and informal science education settings, and document review. This study reveals high-"achieving" students flourishing in formal school science and informal science settings, starting a STEM (Science, Technology, Engineering, and Math) club and the first community garden in a Title I high school in their state, to benefit their immigrant-rich community. Each student professes agentic desire to follow a science trajectory but testifies to their struggle with racism, nativism, and state policies of restricted college access. Students persevere in spite of the additional obstacles they face, to "prove" their "worth" and rise above deficit narratives in the public discourse regarding students of their ethnicity and undocumented status, and hold onto hope for legislation such as

  13. How do the high school biology textbooks introduce the nature of science?

    Science.gov (United States)

    Lee, Young H.

    2007-05-01

    Although helping students to achieve an adequate understanding of the nature of science has been a consistent goal for science education for over half a century, current research reveals that the majority of students and teachers have naive views of the nature of science (Abd-El-khalick & Akerson, 2004; Bianchini & Colburn, 2000). This problem could be attributed not only to the complex nature of science, but also to the way the nature of science is presented to students during instruction. Thus, research must be conducted to examine how the science is taught, especially in science textbooks, which are a major instructional resource for teaching science. The aim of this study was to conduct a content analysis of the first chapter of four high school biology textbooks, which typically discusses "What is science?" and "What is biology?" This research used a content analysis technique to analyze the four high school biology textbooks, using a conceptual framework that has been used often for science textbook analysis. This conceptual framework consists of four themes of the nature of science: (a) science as a body of knowledge, (b) science as a way of thinking, (c) science as a way of investigating, and (d) the interaction of science, technology, and society. For this study, the four-theme-framework was modified to incorporate descriptors from national-level documents, such as Science for All Americans (AAAS, 1990) Benchmarks for Science Literacy (AAAS, 1993) and the National Science Education Standards (NRC, 1996), as well as science education research reports. A scoring procedure was used that resulted in good to excellent intercoder agreement with Cohen's kappa (k) ranging from .63 to .96. The findings show that the patterns of presentation of the four themes of the nature of science in the four high school biology textbooks are similar across the different locations of data, text, figures, and assessments. On the other hand, the pattern of presentation of the four

  14. Association of medical students' reports of interactions with the pharmaceutical and medical device industries and medical school policies and characteristics: a cross-sectional study.

    Science.gov (United States)

    Yeh, James S; Austad, Kirsten E; Franklin, Jessica M; Chimonas, Susan; Campbell, Eric G; Avorn, Jerry; Kesselheim, Aaron S

    2014-10-01

    Professional societies use metrics to evaluate medical schools' policies regarding interactions of students and faculty with the pharmaceutical and medical device industries. We compared these metrics and determined which US medical schools' industry interaction policies were associated with student behaviors. Using survey responses from a national sample of 1,610 US medical students, we compared their reported industry interactions with their schools' American Medical Student Association (AMSA) PharmFree Scorecard and average Institute on Medicine as a Profession (IMAP) Conflicts of Interest Policy Database score. We used hierarchical logistic regression models to determine the association between policies and students' gift acceptance, interactions with marketing representatives, and perceived adequacy of faculty-industry separation. We adjusted for year in training, medical school size, and level of US National Institutes of Health (NIH) funding. We used LASSO regression models to identify specific policies associated with the outcomes. We found that IMAP and AMSA scores had similar median values (1.75 [interquartile range 1.50-2.00] versus 1.77 [1.50-2.18], adjusted to compare scores on the same scale). Scores on AMSA and IMAP shared policy dimensions were not closely correlated (gift policies, r = 0.28, 95% CI 0.11-0.44; marketing representative access policies, r = 0.51, 95% CI 0.36-0.63). Students from schools with the most stringent industry interaction policies were less likely to report receiving gifts (AMSA score, odds ratio [OR]: 0.37, 95% CI 0.19-0.72; IMAP score, OR 0.45, 95% CI 0.19-1.04) and less likely to interact with marketing representatives (AMSA score, OR 0.33, 95% CI 0.15-0.69; IMAP score, OR 0.37, 95% CI 0.14-0.95) than students from schools with the lowest ranked policy scores. The association became nonsignificant when fully adjusted for NIH funding level, whereas adjusting for year of education, size of school, and publicly versus

  15. Association of medical students' reports of interactions with the pharmaceutical and medical device industries and medical school policies and characteristics: a cross-sectional study.

    Directory of Open Access Journals (Sweden)

    James S Yeh

    2014-10-01

    Full Text Available Professional societies use metrics to evaluate medical schools' policies regarding interactions of students and faculty with the pharmaceutical and medical device industries. We compared these metrics and determined which US medical schools' industry interaction policies were associated with student behaviors.Using survey responses from a national sample of 1,610 US medical students, we compared their reported industry interactions with their schools' American Medical Student Association (AMSA PharmFree Scorecard and average Institute on Medicine as a Profession (IMAP Conflicts of Interest Policy Database score. We used hierarchical logistic regression models to determine the association between policies and students' gift acceptance, interactions with marketing representatives, and perceived adequacy of faculty-industry separation. We adjusted for year in training, medical school size, and level of US National Institutes of Health (NIH funding. We used LASSO regression models to identify specific policies associated with the outcomes. We found that IMAP and AMSA scores had similar median values (1.75 [interquartile range 1.50-2.00] versus 1.77 [1.50-2.18], adjusted to compare scores on the same scale. Scores on AMSA and IMAP shared policy dimensions were not closely correlated (gift policies, r = 0.28, 95% CI 0.11-0.44; marketing representative access policies, r = 0.51, 95% CI 0.36-0.63. Students from schools with the most stringent industry interaction policies were less likely to report receiving gifts (AMSA score, odds ratio [OR]: 0.37, 95% CI 0.19-0.72; IMAP score, OR 0.45, 95% CI 0.19-1.04 and less likely to interact with marketing representatives (AMSA score, OR 0.33, 95% CI 0.15-0.69; IMAP score, OR 0.37, 95% CI 0.14-0.95 than students from schools with the lowest ranked policy scores. The association became nonsignificant when fully adjusted for NIH funding level, whereas adjusting for year of education, size of school, and publicly

  16. Perceptions of medical graduates and their workplace supervisors towards a medical school clinical audit program.

    Science.gov (United States)

    Davis, Stephanie; O'Ferrall, Ilse; Hoare, Samuel; Caroline, Bulsara; Mak, Donna B

    2017-07-07

    This study explores how medical graduates and their workplace supervisors perceive the value of a structured clinical audit program (CAP) undertaken during medical school. Medical students at the University of Notre Dame Fremantle complete a structured clinical audit program in their final year of medical school.  Semi-structured interviews were conducted with 12 Notre Dame graduates (who had all completed the CAP), and seven workplace supervisors (quality and safety staff and clinical supervisors).  Purposeful sampling was used to recruit participants and data were analysed using thematic analysis. Both graduates and workplace supervisors perceived the CAP to be valuable. A major theme was that the CAP made a contribution to individual graduate's medical practice, including improved knowledge in some areas of patient care as well as awareness of healthcare systems issues and preparedness to undertake scientifically rigorous quality improvement activities. Graduates perceived that as a result of the CAP, they were confident in undertaking a clinical audit after graduation.  Workplace supervisors perceived the value of the CAP beyond an educational experience and felt that the audits undertaken by students improved quality and safety of patient care. It is vital that health professionals, including medical graduates, be able to carry out quality and safety activities in the workplace. This study provides evidence that completing a structured clinical audit during medical school prepares graduates to undertake quality and safety activities upon workplace entry. Other health professional faculties may be interested in incorporating a similar program in their curricula.

  17. Locus of Control, Interest in Schooling and Science Achievement of Some Deaf and Typical Secondary School Students in Nigeria

    Science.gov (United States)

    Olatoye, R. Ademola; Aanu, E. Mosunmola

    2010-01-01

    This study compared locus of control, interest in school and science achievement of typical and deaf secondary school students. The study also investigated influence of students' locus of control and interest in school on general science achievement. Seventy two (72) deaf and 235 typical children were purposively selected from eight secondary…

  18. Creating a pipeline of talent for informatics: STEM initiative for high school students in computer science, biology, and biomedical informatics

    Directory of Open Access Journals (Sweden)

    Joyeeta Dutta-Moscato

    2014-01-01

    Full Text Available This editorial provides insights into how informatics can attract highly trained students by involving them in science, technology, engineering, and math (STEM training at the high school level and continuing to provide mentorship and research opportunities through the formative years of their education. Our central premise is that the trajectory necessary to be expert in the emergent fields in front of them requires acceleration at an early time point. Both pathology (and biomedical informatics are new disciplines which would benefit from involvement by students at an early stage of their education. In 2009, Michael T Lotze MD, Kirsten Livesey (then a medical student, now a medical resident at University of Pittsburgh Medical Center (UPMC, Richard Hersheberger, PhD (Currently, Dean at Roswell Park, and Megan Seippel, MS (the administrator launched the University of Pittsburgh Cancer Institute (UPCI Summer Academy to bring high school students for an 8 week summer academy focused on Cancer Biology. Initially, pathology and biomedical informatics were involved only in the classroom component of the UPCI Summer Academy. In 2011, due to popular interest, an informatics track called Computer Science, Biology and Biomedical Informatics (CoSBBI was launched. CoSBBI currently acts as a feeder program for the undergraduate degree program in bioinformatics at the University of Pittsburgh, which is a joint degree offered by the Departments of Biology and Computer Science. We believe training in bioinformatics is the best foundation for students interested in future careers in pathology informatics or biomedical informatics. We describe our approach to the recruitment, training and research mentoring of high school students to create a pipeline of exceptionally well-trained applicants for both the disciplines of pathology informatics and biomedical informatics. We emphasize here how mentoring of high school students in pathology informatics and biomedical

  19. Creating a pipeline of talent for informatics: STEM initiative for high school students in computer science, biology, and biomedical informatics.

    Science.gov (United States)

    Dutta-Moscato, Joyeeta; Gopalakrishnan, Vanathi; Lotze, Michael T; Becich, Michael J

    2014-01-01

    This editorial provides insights into how informatics can attract highly trained students by involving them in science, technology, engineering, and math (STEM) training at the high school level and continuing to provide mentorship and research opportunities through the formative years of their education. Our central premise is that the trajectory necessary to be expert in the emergent fields in front of them requires acceleration at an early time point. Both pathology (and biomedical) informatics are new disciplines which would benefit from involvement by students at an early stage of their education. In 2009, Michael T Lotze MD, Kirsten Livesey (then a medical student, now a medical resident at University of Pittsburgh Medical Center (UPMC)), Richard Hersheberger, PhD (Currently, Dean at Roswell Park), and Megan Seippel, MS (the administrator) launched the University of Pittsburgh Cancer Institute (UPCI) Summer Academy to bring high school students for an 8 week summer academy focused on Cancer Biology. Initially, pathology and biomedical informatics were involved only in the classroom component of the UPCI Summer Academy. In 2011, due to popular interest, an informatics track called Computer Science, Biology and Biomedical Informatics (CoSBBI) was launched. CoSBBI currently acts as a feeder program for the undergraduate degree program in bioinformatics at the University of Pittsburgh, which is a joint degree offered by the Departments of Biology and Computer Science. We believe training in bioinformatics is the best foundation for students interested in future careers in pathology informatics or biomedical informatics. We describe our approach to the recruitment, training and research mentoring of high school students to create a pipeline of exceptionally well-trained applicants for both the disciplines of pathology informatics and biomedical informatics. We emphasize here how mentoring of high school students in pathology informatics and biomedical informatics

  20. The implementation of a discovery-oriented science education program in a rural elementary school

    Science.gov (United States)

    Liddell, Martha Sue

    2000-10-01

    This study focused on the implementation of a discovery-oriented science education program at a rural elementary school in Mississippi. The instructional leadership role of the principal was examined in the study through identification and documentation of processes undertaken by the principal to implement a discovery-oriented science education program school. The goal of the study was to develop a suggested approach for implementing a discovery-oriented science education program for principals who wish to become instructional leaders in the area of science education at their schools. Mixed methods were used to collect, analyze, and interpret data. Subjects for the study consisted of teachers, students, and parents. Data were collected through field observation; observations of science education being taught by classroom teachers; examination of the principal's log describing actions taken to implement a discovery-oriented science education program; conducting semi-structured interviews with teachers as the key informants; and examining attitudinal data collected by the Carolina Biological Supply Company for the purpose of measuring attitudes of teachers, students, and parents toward the proposed science education program and the Science and Technology for Children (STC) program piloted at the school. To develop a suggested approach for implementing a discovery-oriented science education program, data collected from field notes, classroom observations, the principal's log of activities, and key informant interviews were analyzed and group into themes pertinent to the study. In addition to descriptive measures, chi-square goodness-of-fit tests were used to determine whether the frequency distribution showed a specific pattern within the attitudinal data collected by the Carolina Biological Supply Company. The pertinent question asked in analyzing data was: Are the differences significant or are they due to chance? An alpha level of .01 was selected to determine