Perspective: “How to Fix the Premedical Curriculum” Revisited
Indiana University, Indianapolis, Indiana, USA.Academic medicine: journal of the Association of American Medical Colleges (Impact Factor: 2.93). 01/2009; 83(12):1158-61. DOI: 10.1097/ACM.0b013e31818c6515
The authors celebrate the 30th anniversary of Lewis Thomas's provocative essay, "How to Fix the Premedical Curriculum," by reexamining its three central themes: the influence of medical schools on undergraduate education, the selection of students for admission to medical school, and a radical proposed reform of premedical education. At issue are fundamental questions concerning the relationship between the liberal arts and medical education--questions that are no less vital today than when Thomas first posed them: What is the purpose of undergraduate education? How closely aligned are the undergraduate and graduate phases of medical education? What do future physicians need to know that is not taught in medical school? Thomas reminds us that the undergraduate curriculum is no less vital to the future of medicine than medical school itself, and that premature specialization does not serve the best interests of future physicians or patients. Instead of treating premedical education as a mere prelude to medical school, we should encourage undergraduates to take full advantage of their college years as an opportunity to develop as human beings.
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- "Thus among medical educators, it is widely agreed that the process of becoming a physician begins " long before medical school, since a student's success at learning medicine depended heavily on the aptitude, characteristics, and educational background that person brought to medical school in the first place " (Ludmerer, 1999, p. 59). The conversation about how to prepare would-be medical students remains lively (Coombs and Paulson, 1990; Fishbein, 1999; Gunderman and Kanter, 2008): What is the appropriate mix of (mainly science and math) courses (Brieger, 1999; Coombs and Paulson, 1990; Dienstag, 2008; Emanuel, 2006; Gunderman and Kanter, 2008)? What should be included on the Medical College Admission Test (MCAT), and what is its value in selecting strong candidates for medical school (Anderson, 1984; Dienstag, 2011; Kaplan et al., 2012; McGaghie, 2002; Powers, 1984)? "
ABSTRACT: How does a lay person become a doctor? How is a physician made? These questions have been central to work of medical sociologists for well over a half-century. Despite this abiding focus on socialization, nearly all of the literature on this process in the US is informed by studies of the medical school and residency years, with almost no empirical attention paid to the premedical years. Our study addresses this gap in knowledge. To better understand the premedical years we conducted 49 in-depth interviews with premedical students at a selective, public Midwestern university. We found that students understand and explain decisions made during the premedical years with narratives that emphasize the qualities of achievement-orientation, perseverance, and individualism. We also find that these qualities are also emphasized in narratives employed to account for the choice to collaborate with, or compete against, premedical peers. Examination of premedical narratives, and the qualities they emphasize, enriches our understanding of how premedical education shapes a physician's moral development, and underscores the need to include the premedical years in our accounts of “becoming a doctor.”
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ABSTRACT: Topologies comparison of a 1 GHz quadrature voltage controlled oscillator, VCO, based on simulation results is presented. VCO circuits are simulated using 0.25 micron CMOS process from 2.5 V supply. The comparison is introduced from two different perspectives: constant VCO DC power and constant output swing. The main differences between different topologies seeking same targeted VCO specifications are shown.
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