Medical Science Educator最新文献

Students in health professional studies are often faced with the daunting task of memorizing large volumes of information in a limited time. Gross anatomy is usually the first course students may take in their curriculum, and the volume and complexity of anatomical information students must memorize, including muscle names, become overwhelming. Here, we outline a teaching method and pedagogical application of self-retrieval in gross anatomy courses, where students were provided with a number system that served as goals and cues for easy retrieval of muscle names for different anatomical regions.

Medical school offers comprehensive education and career development both in the classroom and clinical spaces. Much of the literature surrounding optimizing and navigating clinical rotations is directed towards faculty, such as clerkship directors. However, as advisors for medical students, we notice a large gap exists in peer-reviewed content focused on teaching medical students concrete skills of navigating clinical years. Here we offer actionable strategies that would guide both students, and their mentors and advisors, as they prepare for their upcoming clinical rotations. Suggestions are based on existing literature and our combined expert opinion. By breaking down success in the clinical space into fragmented components, we believe students will gain confidence in their own performance during clinical rotations.

A clinical pharmacology and medication safety elective was developed for fourth-year medical students to enhance students' foundational pharmacology knowledge and the importance of preventing medication errors. Using video conferencing technology represents a modern approach to facilitate vertical integration of pharmacology curricula and increase multi-institutional and interprofessional collaboration to improve student learning.

The Young Doctors Program (YDP) is a "mini medical school" series for fifth-grade elementary children. The YDP was designed and led by medical students in the Academic Medicine and Leadership Track at the Rocky Vista University College of Osteopathic Medicine in Colorado. The curriculum of the program was designed around the State of Colorado Learning Standards with the purpose of educating students about emergencies and common ailments in five body systems (cardiovascular, respiratory, gastrointestinal, musculoskeletal, and renal) while also providing exposure to healthcare as a profession. YDP provides children with insights into the healthcare system, an introduction to osteopathic medicine, and it enhances community outreach. This article provides a framework for the semester-long YDP curriculum as well as our final event which synthesizes learned information using standardized patients. We describe successes including community outreach and healthcare exposure in the elementary school, and challenges initiating connections with local schools and funding. Future goals include expanding outreach to other fifth-grade schools as well as growth to different age levels. Authors plan to pursue IRB approval for research to examine the benefits and efficacy of the YDP.

Student engagement with learning material is significantly affected by if, and how, students will be assessed. Despite the influence of assessment technique on student engagement, traditional methods like multiple-choice question examinations are most common despite known limitations. Authentic assessment, an alternative option, is a method that simulates a real-world scenario or problem encountered in practice where students must demonstrate a task or skill or create a product as a final outcome. Authentic assessment methods are better at evaluating competency or skill attainment compared with traditional methods. This report provides tips and examples for incorporating authentic assessment from beginning to end.

Medical school curricula often lack specific disability educational content. This project, driven by medical students, identified specific disability-centered educational learning points that could be integrated into existing preclinical neurology content as part of an integrated disability curriculum.

Although research is an integral component in medicine, student participation in research remains limited. This is a systematic review conducted using rapid review methods conforming to the WHO and Cochrane guidelines to synthesise evidence on the enablers and barriers of medical student participation in research. PubMed, EMBASE, and PsycINFO were searched, yielding 27 final studies. Most studies were single-centre studies, and all were cross-sectional. All were quantitative except for one mixed-methods study. Identified barriers and enablers were mapped onto the micro, meso, and macro frameworks. There are more perceived barriers than enablers of medical students' participation in research. The micro, meso, and macro frameworks provide a useful system to unpack and tackle the barriers.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02156-z.

University College London (UCL) and Newgiza University (NGU) have been in an academic collaboration since 2016. We describe the introduction of a real-time feedback model for OSCE assessments within this partnership. We developed a workshop for faculty members at UCL and NGU to co-develop OSCE stations for use in final year summative exams at NGU. Structured discussions in small groups about content and logistics of each proposed station enabled the teams to jointly finalise the assessment blueprint and station list. A synchronous workshop model has since become a popular method to improve assessment quality and co-develop assessments in international settings.

Future physicians require a strong foundational knowledge of autonomic nervous system (ANS) pharmacology to safely prescribe many medications. Spaced repetition in medical education has previously been examined in the literature. However, we have yet to elucidate the perception of spaced repetition integration into pharmacology curricula across multiple organ systems from a cohort of medical students. Preclinical students were surveyed to quantify their perceptions of ANS pharmacology curricular delivery via Qualtrics XM (Qualtrics, Provost, UT). The survey consisted of statements ranked by students on a Likert scale and then one free-response question. Free response questions underwent a narrative analysis by two members of the research team who reviewed responses to extract key themes. 95.4% of participants agreed that "revisiting the ANS curriculum in relevant Foundation Phase blocks has helped [them] remember it." More than 75% of respondents agreed with statements such as "The ANS curriculum comprehensively covered the relevant material" and "The ANS curriculum prepared me for in-house non-NBME quizzes and exams." We conclude that revisiting core concepts in ANS pharmacology across multiple organ system blocks effectively sets a solid foundation for ANS pharmacology and pathophysiology.

Purpose: To examine the characteristics between virtual multiple mini-interview (vMMI) and in-person interviews (ipMMI) in regard to difference in performance between applicant-reported gender identity and racial groups.

Methods: Retrospective multiple mini-interview (MMI) data from two vMMI interview cycles (2021 and 2022) consisting of 627 applicants and four ipMMI cycles (2017-2020) consisting of 2248 applicants. Comparisons were made between applicant subgroups including reported gender (male and female) and minority status (URiM and non-URiM). A three-way analysis of variance (ANOVA) was conducted to examine the effects of gender, URiM status, and interview modality (in-person vs. virtual) on MMI scores.

Results: There were no overall significant differences between annual ipMMI and vMMI scores. A significant main effect of gender was observed, with females scoring higher than males overall. An interaction between gender and URiM status was also found. Although not statistically significant, when the MMI was virtual, URiM applicants on average scored higher than non-URiM applicants. In both the ipMMI and vMMI, URiM males tended to score lower than their non-URiM counterparts, though this difference was not statistically significant. URiM females tended to score higher than non-URiM females during the vMMI, and this difference was statistically significant.

Conclusions: The switch to vMMI shows that there are no overall significant differences between the in-person and virtual formats; however, the finding that female URiM's better performance in the virtual setting is novel. The cause of this finding is unknown but most likely reflects the complex interaction between race and gender. This insight requires future study and builds on the evidence that the MMI is an admissions tool to mitigate bias.