Questions related to Medical Schools
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.
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.
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.
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?
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?
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.
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?
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.
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?
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?
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?
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)
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.
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?
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,
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
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.
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.
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.
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
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
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
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.
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?
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.
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.
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?
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.
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.
Go J. Yoshida MD,PhD.
Researchers at University of Pretoria veterinary faculty reported that mathematics was the best predictor of student performance in veterinary training.
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?
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?
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
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.
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!
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
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.
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.
Key Performance indicators are very important for measuring performance and progress toward our goals.
How we can develop them.
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
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...........?
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
I am most interested in the intersections between family medicine doctors-in-training and aging patients living with dementia.
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?
I'm interested in studying medical school students' study habits and the ways in which they impact anxiety and depression.
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.
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.
I am trying to get a picture on existing programs (voluntary or obligatory) in DM education on medical schools.
Actually we have some literature findings and samples... But all are in medical education field. Perhaps there might be more in other disciplines.
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?
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?
Considering that most of them have just a few skills on pathology and physiology, and they have access to investigate about issues they need.