Medical Schools in the United States, 2010-2011

Division of Undergraduate Medical Education, American Medical Association, 515 N State St, Chicago, IL 60654, USA.
JAMA The Journal of the American Medical Association (Impact Factor: 30.39). 09/2011; 306(9):1007-14. DOI: 10.1001/jama.2011.1220
Source: PubMed
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    ABSTRACT: To determine whether attitudes towards patient-centered care differed by socio-demographic characteristics (race, gender, socioeconomic status) among a cohort of 3,191 first year Black and White medical students attending a stratified random sample of US medical schools. Methods This study used baseline data from Medical Student CHANGES, a large national longitudinal cohort study of medical students. Multiple logistic regression was used to assess the association of race, gender and SES with attitudes towards patient-centered care.
    Patient Education and Counseling 11/2014; 98(3). DOI:10.1016/j.pec.2014.11.013 · 2.60 Impact Factor
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    ABSTRACT: Purpose The number of medical schools offering MD and MBA training has increased fivefold in the last two decades. The authors evaluated graduates' perceptions of the role of such training on their career and professional development. Method In 2011, the authors surveyed physician graduates from the Wharton School MBA Program in Heath Care Management at the University of Pennsylvania from 1981 to 2010. Survey responses were analyzed and evaluated using grounded theory. Results Among 247 eligible graduates, 59.9% (148/247) completed the questionnaire and 89.9% (133/148) of them provided free-text responses. Approximately 85.1% (126/148) of respondents were male and 79.7% (118/148) entered residency training; however, both rates declined slightly over time. Among respondents within their first decade after graduation, 46.2% (24/52) reported clinical practice as their primary work sector compared with 39.5% (15/38) among respondents 11 to 20 years after graduation and 19.2% (5/26) of respondents 21 to 30 years after graduation. Overall, graduates reported mostly positive attitudes and often noted the benefits of career acceleration, professional flexibility, and credibility in multidisciplinary domains. The few negative remarks were focused on the opportunity cost of time and how peers in one discipline may negatively perceive the role of the other discipline's degree. Conclusions Graduates with an MD and MBA report mostly positive attitudes towards their training, and many are pursuing leadership and primarily nonclinical roles later in their careers. These findings reveal new insights for policies affecting physician workforce. Further study is necessary to evaluate whether similar trends exist more broadly.
    Academic medicine: journal of the Association of American Medical Colleges 06/2014; 89(9). DOI:10.1097/ACM.0000000000000366 · 3.47 Impact Factor
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    ABSTRACT: Current remediation strategies for students failing standardized patient examinations represent poorly targeted approaches since the specific nature of clinical performance weaknesses has not been defined. The purpose is to determine the impact of a specifically targeted clinical performance course required of students who failed a clinical performance examination. A month-long clinical performance course, targeted to treat specific types of clinical performance deficiencies, was designed to remediate students failing standardized patient examinations in 2007 (n=8) and 2008 (n=5). Participating students were assessed on pre- and postperformance measures, including multiple-choice tests that measured diagnostic pattern recognition and clinical data interpretation and clinical performance measures using standardized clinical encounters. Comparisons between average pre- and postintervention performance scores were computed using paired sample t tests. Results were adjusted for regression toward the mean. In both 2007 and 2008, the mean preintervention clinical data interpretation and standardized patient examination scores were below the criterion referenced passing standard set for the clinical competency exam. In both years the mean postintervention scores for the participants were above the passing standard for these two examinations. Pre- and postintervention differences were statistically significant in both cases. This study provides insight into the reasons that students fail clinical performance examinations and elucidates one method by which such students may be successfully remediated.
    Teaching and Learning in Medicine 01/2011; 23(1):3-11. DOI:10.1080/10401334.2010.536749 · 1.12 Impact Factor