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JIAMSE Volume 19 No 1
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Message from Editor-in-Chief
Uldis N. Streips, Ph.D.
Welcome to JIAMSE Volume 19-1
Hello everyone! This is the first issue of a four issue year. At the 12th annual meeting in Salt Lake City, it was decided to
expand the Journal to four issues per year and include all types of publications in the volume, rather than separating according
to Supplement material and regular volume publications. This will facilitate the documentation of your publications for your
educator portfolios.
Volume 19-1 has a Letter to the Editor with a possible solution to the two Medical Education Cases Studies we have published
earlier, two new innovations, four research articles, and a new Medical Education Case Study that will interest you. Let me
remind you that “solutions” or your opinions on the Medical Education Case Studies can be sent to us, as Letters to the Editor,
and will be peer reviewed. They count as a documentable publication. Let me also remind you to look toward your own
teaching program and determine whether there is something innovative, successful, and perhaps unique to what you do and
that might be of value to someone else who is teaching or even starting out in the education field. Such material can be written
up and submitted to JIAMSE in one of our many possible formats for publication (see the website: www.iamse.org). With four
volumes per year, the turnaround times will be relatively short and also, as always, our editorial policy is very user-friendly. I
look forward to receiving your contributions.
All best,
Uldis N. Streips, Ph.D.
Editor-in-Chief
LETTER TO THE EDITOR
Uldis N. Streips, Ph.D.
I have read two of the medical cases in recent issues of JIAMSE which deal with examination question
“security”. Our experience at the University of Louisville, School of Medicine bears on this case.
For years our course in Medical Microbiology and Immunology released the examinations to the medical
students. After many years, it became difficult to come up with new, relevant questions. Even in a dynamic
field such as ours, it becomes hard to ask a question in new, valid ways. We would keep stems and change
answers, or change stems for same answers. Anyway, this all became moot, when our school went to Block
Testing. We run classes for five semester weeks, give the students four days free, and test them all day
Friday of the sixth week on all the subjects presented in the five weeks (Streips, et al. JIAMSE, 2006,
16:10-18). The questions are scrambled and presented in 6 sections of 50 questions each. The test is
carefully assembled, proofread, validated, integrated, and made as close to NBME type question sets, as
possible. The test is also sequestered. Once they take it, the section is removed and the students don’t see
the test again until review. The test is only revealed with answers in a review session, where they can’t take
notes but can challenge questions. This allows them to discuss questions with peers and learn in that way,
as well. However, with 300 questions it is impossible for them to pass on this test to next year students,
aside from a question or two. We have a bank of questions which obviates this method as well. We have
had no changes in success rates for questions in question analysis as long as we have done the examination
process this way.
I feel we have the best of both worlds and the best answer for the cases proposed in the Journal. The
students “see” the questions after taking the test, can discuss and learn, challenge answers, but cannot pass
the question on to later classes. That way there is no copy of the exam floating around, which would be
accessible to some people but not others. Also, students cannot study from our question set for the exams,
but must study the material as they would for the USMLE Step 1.
Radiology CT Sessions as a Teaching Modality in Gross Anatomy for First-Year Medical Students
Allison Grayev, M.D. 1, Kathryn Huggett, Ph.D. 2, Martin Goldman, M.D. 1, Jennifer Chambers, B.G.S. 2, Floyd Knoop, Ph.D. 2*
ABSTRACT
This innovation is related to the integration of radiology sessions into a first-year basic science anatomy course. The authors used a Picture Archiving and Communication System (PACS) to provide computerized tomography (CT) radiology images that enhanced visual learning in anatomy and provided an interactive exchange among faculties and students.
INNOVATION - A Creative Final Evaluation: Measuring Achievement in a First Year Patient Centered Medicine Course
Norma S. Saks, Ed.D.*, Carol A. Terregino, M.D.
MEDICAL EDUCATION CASE STUDY - Between God and Man: A Student’s Dilemma
Case Writer
Anne Nedrow, M.D.
ABSTRACT
This case highlights the challenges both faculty and entering medical students face when faith-based practices collide with schedules. Specifically in this case, the faculty member ponders the balance between accommodation and avocation for an entering Muslim student attempting to maintain all religious holidays, fasts and prayer five times/day.
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