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Volume 21
To view the entire issue, click on the link listed below.
To view the individual articles, click on the link listed to the left.
Volume 21 No. 4
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Volume 21 No. 3s
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Volume 21 No. 3
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Volume 21 No. 2
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Volume 21 No. 1s
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Volume 21 No. 1
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Letter from the Editor-in-Chief
Peter G.M. de Jong
Letter from the President
Frazier T. Stevenson
Clinical Documentation in Electronic Medical Records: The Student Perspective
Mark B. Stephens1, Timothy S. Corcoran2 & Charles Motsinger3
Note:
The opinions herein are those of the authors. They do not represent official policy of the Department of the Navy, the Department of the Air Force, the Department of Defense or the Uniformed Services University.
Abstract
The American Recovery and Reinvestment Act is encouraging widespread implementation and meaningful use of electronic medical records (EMR). Despite this, there is little precedent for teaching medical students the process of clinical documentation when using EMR. Following standardized training, we used a focused survey to assess medical student attitudes regarding positive and negative aspects of using an EMR to document clinical care.
An Interactive Anatomy Experience Utilizing a Computerized 3-Dimensional Radiation Oncology Planning and Treatment System
Richard S. Pieters, Ronald Bogdasarian & TJ FitzGerald
Using “Active Learning” Methods to Teach Physiology
Gary L. Anderson, John C. Passmore, William B. Wead, Jeff C. Falcone, Richard W. Stremel & Dale A. Schuschke
Abstract
The teaching faculty of the Department of Physiology and Biophysics at the University of Louisville School of Medicine have designed and implemented various “active learning” approaches within three different courses that teach physiology to medical and graduate students. The courses are: 1) medical physiology, 2) advanced physiology, and 3) integrated physiology. The unique aspect incorporated within these courses is that students prepare answers to pre-assigned questions or topics and then “teach” that topic to their peers. This pedagogical exercise encourages students to learn the material at a more comprehensive level and to speak the language of physiology. This paper presents the rationale and design for this type of approach within each course and provides feedback comments from both student and faculty participants. We also provide a list of some of the questions and topics used in two of these courses as a practical guide to readers who may want to implement similar approaches.
A Three-year Study of Lecture Multimedia Utilization in the Medical Curriculum: Associations with Performances in the Basic Sciences
John A. McNulty1, Amy Hoyt1, Arcot J. Chandrasekhar1, Baltazar Espiritu2, Gregory Gruener1,2, Ron Price Jr.1 & Ross Naheedy1
Abstract
This study assesses the frequency with which medical students access video and audio files of lectures in the basic sciences and attempts to determine if the use of such multimedia is associated with examination performance. Data from nine separate courses were analyzed over a three-year period. Students were required to log into the server, which recorded the date and time that specific multimedia files were accessed. The server logs were entered into an Excel spreadsheet, sorted according to student identification numbers and the frequencies of downloads and viewings tabulated by course and lecture. The scores received in each course by individual students were entered before deleting the identification number to preserve anonymity. The data were analyzed using Pearson‟s correlation for the sample and one-way analysis of variance. Students viewed lecture videos more frequently than they downloaded the audio files, with the overall ratio of video viewings to audio downloads being 2.5:1. The majority of students (64-78%) accessed relatively few video and audio files of lectures (<10%), trends that were consistently seen in all courses. There were significant correlations for the frequency with which individual students viewed videos of lectures regardless of the course. The patterns for distribution of lecture videos viewed were similar from year-to-year and were unaffected by the elimination of course handouts. Finally, there was an inverse trend between the frequency with which students viewed videos of lectures and their performance in the courses as reflected in their final grades. We found that a small percentage (<10%) of all students regularly use lecture multimedia (audio and video), and results suggest that those students who perform less well on assessments use these multimedia resources to a greater extent.
Faculty and Academic Institution: A Covenantal Relationship
William E. Seifert Jr. & Henry W. Strobel
Abstract
Over the past few decades universities and academic health centers seem to be shifting from faculties composed predominantly of tenured or tenure-track faculty members to faculties who are increasingly made up of non-tenure track or part-time members. This trend may have deleterious effects on the academic endeavors and other activities of the institution. This paper examines the nature of the relationship between faculty members and the educational institutions focusing on whether the relationship is contractual or covenantal. The authors conclude that the nature of the relationship is primarily covenantal and offer proposals to extend this relationship to faculty members who are either part-time or not on the tenure track.
A Learning Community of Learning Communities
Learning Communities Institute 4th Annual Meeting, Johns Hopkins University School of Medicine, Baltimore MD, November 6, 2010
Team-Based Learning: Fundamentals, Implementation and Research An IAMSE Webcast Audio Seminar Series
Fall series, September 23 – October 21, 2010
Developing Physician Leaders for Over 50 years: The Duke Medical Student Research Experience in the US and Singapore
Sandy Cook1, Colleen O’Connor Grochowski2, Alison Atherton2, Daniel T. Laskowitz2, Shazib Pervaiz1, Edward Buckley2 & Robert K Kamei1
Abstract
Duke University has long incorporated research into its medical school curriculum. Its sister school, Duke-National University of Singapore, adopted the same model to inculcate a culture of research and develop graduates with a strong scientific foundation. The results are an impressive percentage of student publications and students pursuing academic careers.
Letter from the Editor-in-Chief
Peter G.M. de Jong
Teaching students the basic sciences of medicine is an important aspect in the training of future health science professionals. A solid scientific and evidenced based knowledge foundation is necessary to deliver capable doctors who are able to combine compassion, understanding and communication skills with a readily accessible knowledge base. However, teaching students fundamental research competencies and training them in the process of scientific critical and analytical thinking, should be another important aspect of every medical curriculum. Schools also have to offer students opportunities to practice the learned research skills by performing real research projects and to be challenged to scientifically explore medicine. This asks for dedicated training programs and different educator skills than solely teaching basic science knowledge.
The way scientific training is incorporated in the medical curriculum differs from country to country and even from institution to institution. In this issue we present 10 examples of scientific training programs in medical schools in North and South America, Europe, Asia, Africa and Australia. It provides us a nice overview of different situations and different approaches to address scientific training.
The various student conferences in the world that deal with scientific output of students, demonstrate that performing scientific research is already of great importance to students. One of the largest student conferences in Europe is the bi-annual LIMSC meeting. The conference provides talented medical and biomedical students with the opportunity to present their research projects and outcomes to an international audience. For the second time, the journal of IAMSE offers the students of the international LIMSC meeting a platform to publish their research abstract as an illustration of their excellent work. This year the 50 best rated abstracts are published, giving you as our readers an insight in the extraordinary and extremely high quality research projects students are involved in.
I hope that you will enjoy this special supplement of Medical Science Educator and that it might be of inspiration to you for your own teaching programs.
Peter G.M. de Jong, PhD
Editor-in-Chief
Using Research as a Tool for Reinforcing Basic Sciences in the Clinical Years: Description of a Fourth Year Teaching/Research Requirement at the University of Vermont College of Medicine
Eileen M. CichoskiKelly
Abstract
This communication describes a fourth-year research requirement at the University of Vermont College of Medicine. The purpose of the requirement is to improve communication, reasoning and analytical skills and reinforce basic science after students have had clinical exposure. Results indicate research is an effective tool for achieving these curricular goals.
Translational Research Track for Medical Students: Developing Interprofessional Collaborative Competencies for Translational Research
Judith F. Aronson, Gustavo A. Valbuena, Mark R. Hellmich & Gregory K. Asimakis
Abstract
UTMB’s Translational Research Track aims to equip medical students to participate in collaborative translational research projects. The track will capitalize upon UTMB’s integrative approach to basic science and clinical education, and will partner with the translational research Ph.D. program to emphasize interprofessional education activities between medical students and graduate students.
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