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Medical Schools - Science topic

Educational institutions for individuals specializing in the field of medicine.
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Hello everyone,
Recently, the Journal of Continuing Education in the Health Professions published one of our studies.
In this study, we investigated how certain physician characteristics influence Covid treatment approaches.
Their preferences were determined by a number of factors, including the gender of the physicians and the differences in specializations.
We have discovered that all physicians, regardless of specialty, will require additional pandemic education throughout their academic and professional careers. For instance, we discovered that female physicians were more comply with the guidelines.
What are your thoughts regarding this?
I am fascinated about your insightful ideas and remarks.
Thank you.
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Actually, I work as a language teacher but I am really interested in any field of science and that is why I participate in these discussions. Mine is rather an opinion and not (yet) supported by facts. If I find something I will be glad of sharing it and deepen this discussion.
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I have created and validated a Campus Climate Identity Survey, as part of my doctoral work at NYU dealing with my home institution and am now looking for collaborators. The survey is validated with the pilot and really designed as a way to get comprehensive data in all the schools in academic health science centers not just the medical school component. Are you looking to gain a comprehensive view of the plight of your staff, students, and faculty at an academic health science center, then I'd love to chat with you.
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thanks for the great information. where does it take place?
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Why not medical humanities are not considered in curricula of medical schools in the Middle East?
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The deteriorating ethics of medical professionals clearly indicate that the medical education is not well embedded in humanities that transcends technical boundaries of professional competence. Since the medical curricula is developed by these professionals they are not able to see and then make up this deficiency.
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What are some (distance or open learning) degrees which could be done alongside medical school (MD in USA or MBBS in UK/India) which can be useful to work in the medical sector? For example, LLB (Bachelor's Degree in Law) which is taken to become an advocate can be helpful in Medical Law and Legislature, but it does not have distance learning options; or Bachelor's Degree in Hospital Management which will be helpful in future for hospital administration or so on. Feel free to pitch in your suggestions.
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Mindy Wolfe Yes it's working now. Thank you.
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We were researching medical school OSCE finals and one of the aspects was comparing pre-exam OSCE confidence and self- perceived competence with the actual mark achieved. The confidence and competence level is on a 7- point likert scale (1-7 with 7 being most confident) and the mark for each OSCE station is out of 5 (1 being a clear fail and 5 being a strong pass).
I was thinking whether perhaps linear regression could be used? The independent variable in this case being pre-exam confidence which is ordinal scale and the dependent variable being exam performance for the station (which is interval or ordinal?)
The other query was that in our mock OSCE, there were 2 different sets of examiners- one for A.M and one set for PM with one cohort of students in AM and one cohort in PM. Is there any potential way to standardise the marks between the 2 cohorts of students as they were marked by different examiners?
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I agree with Dr Lukas , regarding the use of rank correlation coefficient Sperman test
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The online assessment is of great challenges to the faculty and administrative during COVID_19 especially if we are looking for achieving the accreditation in Medical School teaching, What are the great challenges and possible solutions for them?
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Mert Kurnaz thank you
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The word curriculum has its roots in the Latin word for track or race course. From there it came to mean course of study or syllabus. ... In contemporary medical education it is argued that the curriculum should achieve a “symbiosis” with the health services and communities in which the students will serve.
The first two years of medical school are a mixture of classroom and lab time. Students take classes in basic sciences, such as anatomy, biochemistry, microbiology, pathology and pharmacology. They also learn the basics of interviewing and examining a patient.
Need you suggestions for curriculum development for the medical school graduates.
Thank you.....!!!
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Dear Dr, Christian Jost - Unpleasent truth !!
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Hi, sorry I'm stumped. I'm going to do a study on the leadership styles (using the MLQ Form 5X) of minority women administrators in medical schools.
How will I calculate the sample size?
Thank you!!
Laura
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David Eugene Booth 's final reference is a charming and perceptive review. I loved the authors' statement that Unaware of the depth of this tar pit, we undertook to prepare a short note on it.
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One of my dearest professors has recommended me to a global health professor in a great US university to pursue a Ph.D. in global health. And, the second professor also is inviting me to apply there. What is your opinion about a Ph.D. in global health? Do you think it is not a time-wasting process to follow global health in an academic setting? Some say, for global health, you should be in the playfield and not in the classrooms! What What do you think? Also what between Ph.D. and a MPH in global health? Please share your opinion; your thoughts are constructive for me.
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PhD allow that you have been an ability what is you show your experience and talk to others who have worries alike yours. It's excellent oportunity to dissussion about global health.
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A talented undergraduate student did internship in my lab (in a medical school). She is going to take a gap year before she apply for a graduate school, maybe taking a language course in a normal university. What affiliation should she belong to when publishing the work she did in the medical school? The medical school or the normal university? Does her affiliation influence the applying of the graduate school?
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The overlap that you mentioned, or the gaps (year or months) happen, and it is a common thing to students and researchers. As I stated earlier, the last institute they belonged to should be the option. They can write a note in the cover letter stating "currently moving to another college", or "I am waiting for an appointment at another institute" etc.
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My research topic is faculty's perceptions and awareness of students with disabilities in medical schools.
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nearby the corporations.
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Commonwealth medical school in Scranton follows LIC as a model for medical education. How does it functions? Is it a effective model for medical education in a resource poor country?
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Thanks Jorge Andrés Sánchez-Duque for your interest in the topic and valued addition to the discussion.
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At the Split University School of Medicine, discussion on clinical training intensified in the summer of 2009 and the Curriculum Reform Committee entered into permanent session. Training of basic and general clinical skills was programmed to start early in six two-week modules in the first two ("preclinical") years (Ref. 1). Teaching of clinical examination skills stays in the third year, and training of special clinical skills (ENT, surgery, gynecology) will continue in the fourth and fifth (clinical) years, where they will take place in appropriate blocks of clinical courses. Radical changes are anticipated for the sixth year of study, which will become “the clinical practical year” when the students will have the opportunity to immerse themselves in the real world of clinical practice.
According to our “Catalogue of clinical skills” there are as many as 550 practical skills to be mastered during the undergraduate study (Ref. 2) and, in our opinion, this is the only possible approach to guarantee the mastering of all important skills in a systematic manner and to the fullest extent.
Is it advisable to structure the curriculum like this, with clinical topics being introduced in the "preclinical part" of curriculum?
References:
1. Simunovic VJ. Basic & General Clinical Skills; Charleston (SC): CreateSpace Independent Publishing Platform: 2013. (http://www.amazon.com/General-Clinical-Skills-Vladimir-Simunovic/dp/1489556648/ref=sr_1_2?s=books&ie=UTF8&qid=1392901355&sr=1-2)
2. Simunovic VJ. Catalogue of Clinical Skills; Charleston (SC): CreateSpace Independent Publishing Platform: 2013. (http://www.amazon.com/Catalogue-Clinical-Skills-Vladimir-Simunovic/dp/1489580212/ref=sr_1_4?s=books&ie=UTF8&qid=1392901355&sr=1-4)
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Good Answer Todd Fredricks
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I am a medical school student in China, and I have written several short articles like 400-600 words regarding Chinese medical policy, medical education and so on. I focus on the violence against doctors, doctors' social status and the educational patterns of medical graduate students. I know that the correspondence collum of Lancet, New England may be suitable, but these journals are far too difficult for me. Please someone help me, tell me some other journals which are available to publish letters or correspondence articles, regardless of the Impact Factor.
THX!
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I would suggest you submit tho the high impact journals that you have mentioned. If rejected, you would still get feedback from the editor and then you can revise and tailor your letters/papers and submit elsewhere. Many indexed medical and nursing journals accept guest editorials too. You can also try BMJ.
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In medical schools (especially in Chile) the prevailing scientific paradigm is linear and reductionist. By teaching complexity sciences this paradigm is broken giving new perspectives to the confrontation of problems that affect our patients. Is it necessary to think about the need to teach this new discipline to future doctors?
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It is also necessary that the Sciences of Complexity expand their knowledge to the general public to "normalize" their use
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Although it is widely accepted that early involvement in research has many advantages for medical students, there is a controversy regarding whether students are actually getting enough research opportunities. Which are the main barriers towards conducting research for an undergraduate student and how could the involvement rates be improved?
I would like to open this discussion and kindly invite you to make comments reflecting your opinion on this topic.
Thank you for your consideration,
Best regards,
Eleftherios
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My view is that although the curricula are hectic there should contained more research opportunities. The other barrier I think is the individual and their willingness to be involved which not also the case especially for students perhaps because they don't have time.
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The complexity is raised as an important question of how to implement it in the curriculum of the medical schools of Chile and the world
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Some work I did a few years ago for the Health Foundation in the UK suggested that reframing medical education and professional learnign in terms of various habits of mind (one of which is systems thinking) it can help
Hope this gets you thinking helpfully!
Bill
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Universities must accept that there will be consequences if early-career researchers are not properly supported.
Letters from research funders to university leaders rarely raise eyebrows. But a letter sent this month by the heads of the United Kingdom’s three largest medical-research funders did just that.
It says that some types of funding could be withheld unless universities provide better support for early- and mid-career staff — particularly women and trainees. And it warns that institutions could be prevented from bidding for funded posts unless they change their ways. The letter is signed by the heads of the Medical Research Council, the National Institute for Health Research (NIHR) and Wellcome.
What has sparked funder frustration is the fact that universities promise to look after new researchers when applying for grants — making pledges including the provision of quality mentoring, or a path to promotion. But in some cases these commitments are ignored once grant money is banked — sometimes in violation of contracts. No institutions are named in the letter, which has been seen by Nature, but it points to “some very large and well-established Universities and Medical Schools”.
One of the signatories — the NIHR — was an early adopter of tough measures in support of advancing women’s careers. In 2011, it made grants conditional on medical schools achieving a gold or silver in the Athena SWAN Charter, a scheme designed to improve women’s career prospects that has also raised awareness of the structural barriers to gender equality in universities. However, there have been unintended consequences: it is mostly women who have had to take on the additional burden of work needed to meet the scheme’s requirements.
Early- and mid-career researchers face enormous pressures, including job insecurity, fierce competition for academic positions, and administrative burdens. That is in addition to a treadmill of grant applications and publication submissions.
There are clearly lessons to be learnt from the experience of Athena SWAN — including recognizing those universities and university departments where early-career researchers are supported, and where positive action is being taken to advance equality and diversity.
But when it comes to the needs of early- and mid-career clinical researchers, the NIHR and the other medical-research funders are right to challenge universities that are not doing enough. A strongly worded letter warning universities that they could be sanctioned unless they change is a necessary step.
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I think its easy for a young but potential scientist to get research project. Like you can have a look of TWAS website for the opportunity.
Good luck
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In medical schools, how much anatomy should we teach? What are the boundaries and guidelines that help us in drawing a line? Is teaching anatomy about quantity or quality of what we want students to comprehend?
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My experience as a tutor in cadaver courses about minimally invasive procedures in plastic and aesthetic surgery convinced me that, if anatomy is directly connected with practical clinical and technical aspects, is easily learned and enter in the physicians' baggage of knowledge. If anatomy is practical, it becomes an "instrument" used daily by doctor. I'm agree with dr. Ternyik that anatomy has to be integrated with clinics. Unfortunately now in Italy anatomy is a big exam to pass before starting to study the clinics.
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OBJECTIVE: To describe the spectrum of surgical outcome in persons with human immunodeficiency virus (HIV) infection.
DESIGN: Retrospective (or Prospective where possible) survey of medical records of surgical patients.
SETTING: Several clinics, hospitals, and private medical practices; multi-country settings.
PATIENTS: A calculated estimated total of about 500 patients 13 years of age or older with HIV infection who received medical and/ surgical care in the last five years till date to be enrolled.
MAIN OUTCOME MEASURES: Any history of diseases in the 1987 case definition for the acquired immunodeficiency syndrome (AIDS), and during the 24-month period preceding enrollment (baseline period), the occurrence of other major diseases, or surgical outcome, hospitalizations, and results of CD4+ lymphocyte counts.
CONCLUSIONS: The study will ultimately explore the spectrum of surgical outcome in the selected HIV population and also determine the possible overall effect of HIV and AIDS on surgical practice.
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Yes I'm interested share your mail
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Hello all, I am currently running a project I started at my former office of employment before starting medical school. The project is nearing fruition and I have since added two medical students to the project to assist me. The conundrum I face is what do I list as their affiliation? Their (our) school has zero roll in this project, but it is the only association they have. Should I have them go as unaffiliated, the school, or something else? Cheers.
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I would acknowledge their current position, afterall it is the individual you are acknowledging and reference to their school only really serves to identify where they are currently.
If you declared them to be unaffiliated then the implication is that they do not work at, or for, a school.
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The human anatomy teaching is an very essential part of medical education during the 1st two years in studying medicine worldwide
however, the traditional way was to give the anatomy practical session in the lab by cadaver dissection and dealing with real cadaver to see the details in reality
nowadays the medical school try to substitute that way by new technology like virtual anatomy device and anatomage table ( 3D demonstration of human anatomy on large touchable interactive table )
my own opinion is based on 20 years experience in teaching anatomy in different medical colleges, still we need to go back to the cadaver to study real anatomy and may be helpful to use the new technology as supportive not substitution
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Cadaveric teaching is essential to a sound anatomy knowledge. Dissection May not need to be essential part for all students, but using preparations is of high importance. Using virtual teaching tools is nowadays important but it can not replace cadavers in teaching and - for surgical specialties - well supervised training Programs. Human medicine is an art that requires experience to Individualise treatments as required.
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I've had an account, my name is Joseph Perlman and I just created one today because I was trying to read my cousins article. I just graduated medical school, have my MBS and MD now, and am working at Prime Healthcarea for a year to save money for step 2 ck cs and applications. I was just wondering anything I can do about that account I do not know the email or password for.
Joseph Perlman me with a hat in rutgers library Follow
OverviewResearchInfo
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Hi,
If it is a RG account you might want to approach the RG help center for help. It is accessible at the bottom of this page.
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Which is more better paper based or web based portfolio?
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Yes, indeed. This is the generation of electronics and all can be done with such modern technology. This is a lot easier than before and of utmost high quality.
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There are many Medical School Curriculum, either classic, or Team-Based Learning (TBL) or Problem Based Learning (PBL) ...and each school try to do it best for own students...according to your opinion which one you think is more interesting for the students with good feedback outcome?? Thanks
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Thanks for all your wonderful opinions ...I will take them in my consideration...
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Burnout is a public health issue and concern that we deem as secondary yet has detrimental effects on one's health if not treated appropriately.
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Luis, your tips are vastly appreciated! Thank you for your kind contribution...
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What are the gains and losses of a medical student who while in medical school both (1) trains to be a physician (clinician) and (2) conducts research under a research mentor?
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i've seen a number of medical students and residents who have worked with a mentor on completing secondary data analysis with existing datasets to answer research questions in which they are interested. Provided you have the analysis skills it's a more manageable way to consider the research questions in which you are interested. in terms of gains and losses a lot depends on where you see your career headed but if nothing else, participating in the process will mean you will be a much more savvy consumer of research findings.
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Considering CVD and cancer are the top leading causes of death in the USA, it's a serious issue that most of our physicians no little to nothing about nutrition. What could be proposed to medical schools so that they benefit from making a change to their curriculum? Saving human lives (although the reality of such a change) won't be motivating enough. There's got to be funding. And not from drug companies.
The incentive ($) for drug companies is to continue to have people dependent on the use of their drugs--so that's a definite conflict of interest.
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Fantastic research article here:
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Some Colleges are supporting a move away from cadavers towards images and models for surgical examinations and some medical schools are attempting to teach anatomy to medics without cadavers. Research shows improved outcomes in learning when using cadavers however. I believe that a move away from cadaver training and examining is a poor one.
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I saw a cadaver for the first time in my first year at Medical School and decided that I could not be anything else but a surgeon. Cadaveric dissection will teach you anatomy but the unique feeling will make you a surgeon. There are some things in life that cannot be replaced by technology. This is one of them.
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Inquiry skills are of utmost importance for doctors to contribute to improvement of health systems. Despite available evidence in many published works, still most of medical schools nowadays ignore that and keep adopting strategies that can seldom achieve such acquisition. What you think?
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Inquiry is one of several communication-related competencies. It is best developed if the learner is in a setting that stimulates deliberate practice. That, in turn, requires many opportunities for the learner to engage in, or practice, inquiry in interactive settings, with a coach, and feedback. Anders Ericsson has written, brilliantly I believe, about this approach and how it is used by actors, other performers, sports stars, and even persons in management. His latest book is “Peak” and it is interesting reading.
I fear that in the health professions we do not provide enough opportunities for inquiry, that when we do we have not got enough good coaches, and the learners do not get as helpful feedback as they need.
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There has been a growing concern about the significant shortage of the number of young physician-scientists, who can contribute to the development of basic medicine with the objective of patient-oriented medicine.1-3 This fact holds true of Japan as well as US.1,2 As Armstrong et al. have pointed out,3 early exposure as a medical student or a resident to the challenging clinical cases is crucial for the patient-driven scientific inquiry as to the underlying pathophysiology of the as-yet-unrecognized disorders. In Japan, the establishment of the new medical-internship program and the specialist physician system has made increasingly difficult for young doctors to have enough time to realize the importance of patient-based scientific inquiry. Not a few medical schools in Japan introduced the medical scientist training program also referred to as MD-PhD program, while PhD researchers take the place of physician-scientists in the field of basic research.4 Therefore, it seems to be essential to emphasize the value of the collaboration between PhD scientists with the superior technique in the lab and physician-scientists with the clinical point of view.
[References]
1: Koike S, Ide H, Imamura T. Physician-scientists in Japan: attrition, retention, and implications for the future. Acad Med. 2012;87:662–7.
2: Yamazaki Y, Uka T, Shimizu H, Miyahira A, Sakai T, Marui E. Japanese medical students’ interest in basic sciences: a questionnaire survey of a medical school in Japan. Tohoku J Exp Med. 2013;229:129–36.
3: Armstrong K, Ranganathan R, Fishman M. Toward a Culture of Scientific Inquiry - The Role of Medical Teaching Services. N Engl J Med. 2018;378:1-3.
4: Yaginuma H, Matsumura G, Mori C, et al. Results of a questionnaire on efforts to increase research-oriented doctors. Kaibogaku Zasshi. 2013;88:3-8.
***
I am deeply appreciated if you would give me some comments and opinions as to how medical education should be improved in terms of the shortage of the number of young physician-scientists.
Sincerely
Go J. Yoshida MD,PhD.
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The best medical system also educate students that
  1. The health care is for both rich and financial disadvantage system.
  2. Do not use patients as your white mouse. Test on self first. If a researcher or the doctor do not want to take the drug or therapy, do not give to the patient. Like MDs prefer natural die without chemotherapy or surgery, why ask cancer patients to do those treatments?
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Researchers at University of Pretoria veterinary faculty reported that mathematics was the best predictor of student performance in veterinary training.
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The rest the answer:
There is much research going on to better identify this and both colleagues at Monash and Flinders Universities are involved in a consortium seeking to answer this question. The next conference related to this is in Melbourne in April:
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sometime it becomes very confusing to manage the scenario in which student found to be sleeping in the middle of the class; and he/she has the reason for it but not actually to be valid to consider for his deed, like viewing TV shows for late night or viewing foot ball for late night. should i take disciplinary action against him/her or let him sleep there or send him to his room to sleep?
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I see this differently. Human brains are changing, affected by technology, exposure to voluminous screen time, multiple inputs. I hate to be the one to say it to this group, but the talking head is dead. Even highly educated adults, in voluntary situations, cannot stand to sit for hours on end anymore. Class should be more focused on the higher end of the learning pyramid: towards analysis, synthesis, and this often the best use of class time, not lecturing on what can be read outside of class. The world needs the skills of collaborative thinking, design thinking, not ability to rehash and regurgitate. Tolerance for this is long gone, and I fear many of us have failed to retool. Rethink, retool, reboot our schools (or class)!
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IR residency will be challenged by being one of the most specialized residencies in the NRMP match and yet not having a required clerkship in the medical school curriculum. How do you plan on ensuring that students have adequate exposure to IR prior to making their career decisions?
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A good lecture session for half a day or one day should be informative.
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Do you currently participate in any of the following activities to improve medical student exposure to IR:
a. IR Student Interest Group
b. IR Sub-Internship
c. IR Electives
d. Participation in an IR Medical Student Symposium
e. IR faculty teaching in the M1-M3 medical school curriculum
f. Encourage student engagement in the SIR RFS
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A medical or surgical rotation should include students on rounds with the team to see all radiographs (interventional or non-interventional) taken on each day of the medical student rotation on any service where radiographs are taken.
The radiologist should begin questioning of the interpretation of the radiographs with the medical student going first.
Dennis
Dennis Mazur
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There are so many diseases are out of our medical school learning scope. They are unreal diseases from people's grief, guilt, against ethics, past life wound, karma, etc.
Could you please share your experience and how did you treat and the result. Thanks.
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Dear Dr. Kemp,
Thanks for your reply. I treated patients who are not really very sick as their MDs treated. It induced me to ask the question here to see if shared clinical experiences can let doctors use another approach to treat patients that are not only cut down medical cost. But also make the patient go back to his normal life to have production instead of sick and consume resources without any productivity.
Now, I am rushing for something. Three days later, when I have more time, I will post some cases.
Frieda
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i cant enter medical schools in my situation yet, i will finance my studies so I plan on working while studying Masters first.
what is best Masters course that i can take for career advancement and one that can actually help me in med studies someday?? Thanks!
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If you want to really help patients, I highly recommend you study Chinese medicine.
If you want to make a big money, learn brain surgery.
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Please share different methods employed by academicians globally to make the students have a keen interest towards research at incipient years of their study at a dental school / medical school.
Thanks in advance
Regards
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Another possibility is show them pratical examples that have arisen from research projects.
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I know there are schools of thanatology and perhaps a few classes at medical schools, but I am looking for courses outside of the religion dep'ts of universities. 
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Marion, I pulled up 5 courses on google wih the terms (in quotation marks) "death, dying, bereavement" and "university, college, course" - give it a try.
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I am looking for publications or experiences of the application of the SErvice LEarning Benefit (SELEB) scale that measures students perceptions of service  learning experiences in a Medical or Dental setting, any knowledge of such would be appreciated. 
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Thank you for your response, it is appreciated.
Regards.
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Key Performance indicators are very important for measuring performance and progress toward our goals.
How we can develop them.
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KPIs must be process specific and organization wide, and be related to purpose of a process. Victor Basili has developed a Goal-Question-Metric (GQM) method that is intuitive and useful in identifying effective KPIs. Here two links to his work:
Organization level, KPIs should be business objectives focused, and at the process level they should be related to the process outcome, its inputs and in-process activities. 
While implementing KPis, we must always consider data collection and quality of date being collected for KPIs. 
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Hi all,
I am working on a paper on medical education curriculum and how much it could be improved. I wanted more insights on the benefits of behavioural science in a medical school's curriculum. Please all ideas will be well welcomed. Many thanks
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I think Dean is right that you need to hone this down. Do you mean the integration of behavioural sciences, or the introduction of human factors training or perhaps the communication skills training which incorporates counselling skills?
This is a huge area/concept and you potentially need to be clearer about that.
I would advise that you look at organisations like the UK General Medical Council and their documentation on the development of their curricula and the associated reports e.g http://www.gmc-uk.org/2008_09_Oxford_report_and_response.pdf_60839558.pdf. The gmc has a searchable function for their reports.
You could also look at the University of Edinburghs website https://www.eemec.med.ed.ac.uk/curriculum there might be some aspects of thought for you.
Hope that helps
Duncan
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As I see and feel that  most of the students know the theory of any treatment but when we told to perform on patients they feel that they don't know anything about that. So is there any method that we can improve their practical skill...........? 
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In lieu of a hospital clinic to use for student exposure, we have students practice on each other, pass technique competencies within clinical lab courses, use standardized patients for practice and for testing, and run a 1xweek pro-bono clinic in which students are required to spend a minimum number of hours per semester assessing and treating the patients that walk in.  The clinic also provides an opportunity for 2nd year students to teach and review skills with 1st year students, as well as provide administrative experience for students who volunteer to be on the clinic's advisory board. It is organized by 1 faculty  member, and 2 faculty are always in the clinic, so students are supervised throughout the eval and interventions that are provided. It is open to the university and general community, so students benefit and the community benefits.
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Hi all,
I am working on a paper on medical education curriculum and how much it could be improved. I wanted more insights on the benefits of behavioural science in a medical school's curriculum. Please all ideas will be well welcomed. Many thans
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Hi Hakeem,
  I think behavioral science should be a requirement (and it is, in most Uni's) because there are so many diagnostic rule-outs, as well as explanations for human behaviors that are directly linked to medical conditions. For example, all of the Somatic Disorders, and Schizophrenic spectrum disorders rule-out actual medical conditions or substance-abuse response. Regarding Anxiety disorders, a case in point, I once had a patient who had Panic attacks. The rule-out is myocardial infarction - The heart surgeon didn't have a clue, or the wisdom to check with his psychotherapist and misdiagnosed him, performed emergency heart surgery, only to have the chest pain return after surgery and the next panic attack. An extended Behavioral science curriculum should be a requirement for all medical students.
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What best strategies to adopt in reforming a PBL medical school curriculum?
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There are many interpretations of PBL, but if the primary instructional strategy is to give learners a problem and ask them to discover the solution themselves with minimal guidance, then there is little evidence  for effectiveness (See Kirschner, Sweller, and Clark, 2006), except perhaps for learners with substantial prior knowledge.  For complex tasks, the evidence reveals the effectiveness of using cognitive task analysis with multiple experts to capture the knowledge and skills they use to perform complex tasks and solve difficult problems.  CTA results can then be demonstrated and practiced by learners using increasingly complex problems to enhance transferability and adaptability. 
Richard E. Clark has written extensively on medical education and I recommend following him on RG.
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I am most interested in the intersections between family medicine doctors-in-training and aging patients living with dementia.
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Francine, thanks so much for your response.  I am very familiar with Peter's work -- and in fact just had the pleasure of bringing him to the Philadelphia area to give the keynote address at a symposium on dementia and the arts that I organized in early November.  His work at The Intergenerational School is of great interest to us, though a bit removed from the notion of med students learning from elders with dementia.
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The medical schools in UK started to reform educational curriculum as a response to GMC-UK Tomorrow's Doctors documents. However, existing curriculum of different medical schools fluctuate in degree of change and variably diverge from the SPICES model and other quality models in the modern medical education of the last 20 years. Any input from UK and other medical schools colleagues?   
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Most medical school undergraduate curricula are fine if we are in the business of training students to think and act as if the patient were a complex biological machine requiring a mechanistic fix depending on the nature of the organic dysfunction. With the major epidemiological shift from acute illness to chronic, long term, socially complex multi-morbid illness, which accounts for some 70% of global mortality now, then our current training models are most certainly incomplete and require the introduction of key additional learning skills. The attached paper gives some further explanation. 
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I'm interested in studying medical school students' study habits and the ways in which they impact anxiety and depression.
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Jill, you look at papers by the following authors:
Sirin, E. F. (2011). Academic procrastination among undergraduates attending school of physical education and sports: Role of general procrastination, academic motivation and academic self-efficacy. Educational Research and Reviews, 6 (5), 447-455
Steel, P. (2010). Arousal, avoidant and decisional procrastinators: Do they exist? Personality and Individual Differences, 48, 926-934.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.
Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2005). Assessing academic self-regulated learning. In KA Moore, LH Lippman (Eds). What do children need to flourish? (pp. 251-270). New York: Springer.
van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35, 1401-1418.
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I teach a six-week seminar on research methods to second-year residents (not biostatics). I am interested in connecting with other individuals who also teach research methods in a medical school setting, to share curriculum and research ideas.
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in addition to what is suggested above by scholars, I would like to add: give adequate attention to the IRB procedure and ethical issues in research. in addition to the RCT and intervetions approaches. Good luck
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Should Disaster Medicine be part of Curriculum in  Medical  Schools ?
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Dear Ishag,
Disaster Medicine is an entity of its own in medicine, and should be part, in my eyes, of every medical school curriculum. At least in Israel it is. I guess only those who had to face mass casualty situations can really appreciate it.
You cannot handle it successfully unless you are well prepared, in terms of organizing your medical and non-medical teams, logistics (medical and non-medical), infra-structure (water supply, electricity etc.), media, and international collaboration.
There are some basic rules, kind of a generic check list, for basic response. On top of it, you should have different and specific response plans for different disaster scenarios that add to the basic generic plan, enabling you maximal flexibility when facing an un-expected disaster.
You must also be familiar with other relevant first response organizations. If the police don't know what to expect from the fire brigades or from the emergency medical teams, the situation may become chaotic even more.
This is only a brief overview of the subject. It is being taught in Israel both in Medical Schools and in the hospitals, as part of our home-front preparedness.
So disaster medicine is not only about medicine, but also about every other relevant organization that has a role in disaster response.
Once you are prepared, you will be able to improvise well. I know this sounds weird, but the truth is that you are never fully prepared to an event, there are always surprises, and only if you plan and train/exercise, and have the right equipment, you will be able to tackle well with an event.
Arik Eisenkraft
Jerusalem, Israel
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Experience of working and teaching in medical education has indicated that one main reason medical students struggle in their first few years is not academic ability but poor study skills ability.  I'm looking to develop an integrated approach to develop student study skills, particularly from the transition from schools/colleges into HE.  I'm particularly interested in an interactive approach, integrating online resources with lectures and seminars in order to get students to actively develop their own study skills and techniques in order to make them better learners.  This might also help with their transition to the clinical years.
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Hello Paul,
have a look at my publications, there is a poster ("Lernen lernen", unfortunately in German), indicating major themes when setting up a course for "learning how to learn". It is a comparison of experiences we made in Vienna and Hanover, where these courses are offered for over 10 years now.
Apart from the study skills like time management, presentation, collaborative and cooperative learning, self organisation, a.s.o., do not forget that the biggest transition may take place in the student's personal lives. They move out from home, leave their friends... They have to do the house work on their own, some of them are in a bigger city for longer than a visit for the first time in their live... Meaning, accomodation to the new surroundings takes most of their energy and concentration. So, what ever fancy program you may start, it still passes by because people are overwhelmed, already. These are only experiences from the German-speaking world and maybe preparation for students to be in England is much better. Then you can focus more on your course.
If you want to get more on this, write me an e-mail. All the best for your effort which is, in my estimation, very useful and good for the students!
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I am trying to get a picture on existing programs (voluntary or obligatory) in DM education on medical schools.
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Disaster medicine education in British Columbia, (and the situation is similar across Canada per chats with my colleagues) is thin.
There are a number of very interested individuals across the country, from a variety of professional backgrounds, who are active in promoting improved disaster prep, education, training, etc. However, like all things that don't occur daily.... out of site = out of mind, and the funding isn't there to do this work more than off the side of one's desk. 
What is interesting to me is that we have a divide between Emergency Management and Emergency Medicine. With such similar names, you'd think they work very closely together. The Emergency Management community is very involved in professional preparation for disasters regionally affecting people, property and infrastructure, but there is very little funded collaboration time between them and the Emergency Medicine Community.
There is an assumption that "the hospitals will know what to do", but the time, funding and effort to get disaster drills and "code orange" training off the ground precludes it in working professionals... the result, very little systematic teaching in disaster medicine. As such, the medical schools have no formal curriculum in disaster medicine and/or emergency management. They may get a lecture on it during an emergency medicine rotation, but this is not consistent.
Locally, our Mass Gathering Medicine research team (http://mgm.med.ubc.ca) involves students and residents in participating in aspects of the planning for mass gathering and mass participation events. We very deliberately get them thinking about the logistics, power, water, sanitation, personnel, communication, transportation, equipment, resupply lines, and many other issues that mass gathering medical response shares with disaster medicine. Developing a more organized curriculum, and using mass gatherings as a "live fire" or "field" exercise is our future goal. I've attached an article that explores this further for those interested. 
Canada is a very geographically large country with a very distributed population. Face to face training for specialized topics is prohibitive in this environment. An eLearning solution to Disaster Medicine Education is a topic that our team has explored in the past. During my residency, when 2 colleagues and I were working on our Masters, we piloted an online program to provide case-based disaster education for medical students and emergency medicine residents. We got great feedback on the National pilot, but the lack of sustainable funding to develop more modules eventually relegated it to the back-burner. 
Back to your question, Luc... Canada does not have a robust model of education for disaster medicine in its Medical Schools. 
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Actually we have some literature findings and samples... But all are in medical education field. Perhaps there might be more in other disciplines.
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I actually have a wonderful overlay model for blended learning.  It is based on the Motivations-Attributes-Skills-Motivation Quality Validation Model (Stevens, 2003).  If I am clear on what you are seeking, this could be tailored to meet your needs.  If I can be off assistance, my email is drstevens@wsc.cc.
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Do you use high fidelity simulators? Standardized patients? Demonstration on peers?
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Great points....thanks for your answer!
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Are we providing enough to justify good training for Resident Doctors in Internal Medicine? What are the things we need to improve in order to have skilled and can pass the Specialty Board?
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you should already have some if not enough knowledge.
what i expect to be lacking is the capacity to reason in front of ambiguous (real life i would say) situations. so probably interns or residents should receive medical reasoning courses on how to combine analytical and intuitive approaches in something that wont get the patient killed.
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The age old debate of "to dissect, or not to dissect" rages on. This recent article in the Globe and Mail has once again sparked discussion about the value of mandatory cadaveric dissection in medical schools. Is it simply a rite of passage, or is it a fundamental experience that we should demand for our future doctors?
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Mortui vivos docent
... and here are some hints from the literature mirroring an undulating debate:
Davis CR, Bates AS, Ellis H, Roberts AM. Human Anatomy: Let the students tell
us how to teach. Anat Sci Educ. 2013 Nov 18. doi: 10.1002/ase.1424.
Khan HM, Mirza TM. Physical and psychological effects of cadaveric dissection
on undergraduate medical students. J Pak Med Assoc. 2013 Jul;63(7):831-4.
Plaisant O, Courtois R, Toussaint PJ, Mendelsohn GA, John OP, Delmas V, Moxham
BJ. Medical students' attitudes toward the anatomy dissection room in relation to
personality. Anat Sci Educ. 2011 Nov-Dec;4(6):305-10. doi: 10.1002/ase.251.
Quince TA, Barclay SI, Spear M, Parker RA, Wood DF. Student attitudes toward
cadaveric dissection at a UK medical school. Anat Sci Educ. 2011
Jul-Aug;4(4):200-7. doi: 10.1002/ase.237.
Kerby J, Shukur ZN, Shalhoub J. The relationships between learning outcomes
and methods of teaching anatomy as perceived by medical students. Clin Anat. 2011
May;24(4):489-97. doi: 10.1002/ca.21059. Epub 2010 Oct 14.
Moon K, Filis AK, Cohen AR. The birth and evolution of neuroscience through
cadaveric dissection. Neurosurgery. 2010 Sep;67(3):799-809; discussion 809-10.
doi: 10.1227/01.NEU.0000383135.92953.A3.
Patel KM, Moxham BJ. The relationships between learning outcomes and methods
of teaching anatomy as perceived by professional anatomists. Clin Anat. 2008
Mar;21(2):182-9. doi: 10.1002/ca.20584.
Evans DJ, Watt DJ. Provision of anatomical teaching in a new British medical
school: getting the right mix. Anat Rec B New Anat. 2005 May;284(1):22-7.
McLachlan JC, Bligh J, Bradley P, Searle J. Teaching anatomy without cadavers.
Med Educ. 2004 Apr;38(4):418-24.
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Considering that most of them have just a few skills on pathology and physiology, and they have access to investigate about issues they need.
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Dear Taffazul, in order to clarify, I would tell you: the students will apply at the middle of this year in our workshop should be acreditted anatomy, histology, primary health care and biochemistry. They will be doing physiology and pathology while starting the workshop. It means they will have a few knowledge about clinical sympotoms or semiology skills, because they will do semiology next year. I know we have to use case based teaching but we are in doubt which trigger would be better without utilizing much clinical sympotms, perhaps an EKG pattern or sodium level in plasma.
I hope to hear about you soon. Best