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https://www.readbyqxmd.com/read/30118571/clinical-case-based-image-portfolios-in-medical-histopathology
#1
Thomas S King, Ramaswamy Sharma, Jeff Jackson, Kristin R Fiebelkorn
This descriptive article describes the use of clinical case-based portfolios in histopathology teaching laboratories in conjunction with virtual microscopy not only to integrate histology and pathology disciplines for first and second year medical students but also to stimulate student engagement, promote self-directed and group-based learning and enhance student-to-student interaction in a structured manner. Portfolios consisted of PowerPoint files encompassing four to five clinical case studies relevant to the topics covered that week...
August 17, 2018: Anatomical Sciences Education
https://www.readbyqxmd.com/read/29580252/early-musculoskeletal-classroom-education-confers-little-advantage-to-medical-student-knowledge-and-competency-in-the-absence-of-clinical-experiences-a-retrospective-comparison-study
#2
COMPARATIVE STUDY
Derek Khorsand, Ansab Khwaja, Gregory A Schmale
BACKGROUND: Deficiencies in medical student knowledge in musculoskeletal medicine have been well documented. To address these deficiencies, numerous curricular changes at our institution were instituted. The objective of this study was to determine whether medical students in their preclinical years benefit from early exposure to musculoskeletal medicine when compared to students exposed to musculoskeletal medicine just prior to completion of their preclinical curriculum. METHODS: United States Medical Licensing Examination (USMLE) Step 1 and 2 scores were compared for periods of time before and after institution of the new curriculum...
March 27, 2018: BMC Medical Education
https://www.readbyqxmd.com/read/29471965/early-experience-with-a-combined-surgical-and-obstetrics-gynecology-clerkship-we-do-get-along
#3
Sherif Abdel-Misih, Nicole Verbeck, Curtis Walker, Wanjiku Musindi, Katherine Strafford, Lori Meyers, Kimberly Tartaglia, Alan Harzman
BACKGROUND: In 2012, the Ohio State University College of Medicine (OSUCOM) implemented a new undergraduate medical curriculum. We compare outcomes of a third year traditional clerkship format to a combined Surgery and Obstetrics/Gynecology 'ring'. METHODS: Performance outcomes of 4 consecutive classes were compared between pre- (2014, 2015) and post-curricular revision (2016, 2017). RESULTS: Three hundred ninety-one students consented use of their educational data for research...
November 2018: American Journal of Surgery
https://www.readbyqxmd.com/read/29353536/a-progressive-three-phase-innovation-to-medical-education-in-the-united-states
#4
Cory M Pfeifer
The practice of medicine has changed greatly over the past 100 years, yet the structure of undergraduate medical education has evolved very little. Many schools have modified their curricula to incorporate problem-based learning and organ systems-based curricula, but few schools have adequately addressed rising tuition costs. Undergraduate medical education has become cost-prohibitive for students interested in primary care. In the meanwhile, the concept of a separate dedicated intern year is outdated and mired in waste despite remaining a requirement for several hospital-based and surgical specialties...
December 2018: Medical Education Online
https://www.readbyqxmd.com/read/29287874/the-impact-of-a-resident-run-review-curriculum-and-usmle-scores-on-the-otolaryngology-in-service-exam
#5
Andrew J Redmann, Kareem O Tawfik, Charles M Myer
OBJECTIVE: Describe the association of USMLE Step 1 scores and the institution of a dedicated board review curriculum with resident performance on the Otolaryngology training examination. STUDY DESIGN: Retrospective cross sectional study. METHODS: We reviewed American Board of Otolaryngology Training Examination (OTE) scores for an otolaryngology residency program between 2005 and 2016. USMLE Step 1 scores were collected. In 2011 a resident-run OTE review curriculum was instituted with the goal of improving test preparation...
January 2018: International Journal of Pediatric Otorhinolaryngology
https://www.readbyqxmd.com/read/29234501/characterization-of-reproductive-endocrinology-and-infertility-rei-fellowship-applicants-guiding-our-mentees-toward-success
#6
Jason Franasiak, Daniel Kaser, Linnea Goodman, George Patounakis, Caroline Juneau, Scott Morin, Shelby Neal, William Schlaff, Richard Scott
Background: Advanced subspecialty training in reproductive endocrinology and infertility (REI) entails a competitive application process with many data points considered. It is not known what components weigh more heavily for applicants. Thus, we sought to study the REI fellow applicant and compare 1) those who apply but do not receive an interview, 2) those who receive an interview but do not match, and 3) those who successfully match. Methods: This retrospective cohort study was conducted at a single REI fellowship program from 2013 to 2017...
2017: Fertility Research and Practice
https://www.readbyqxmd.com/read/29081263/revisiting-the-merits-of-a-mandatory-large-group-classroom-learning-format-an-md-mba-perspective
#7
Shawn X Li, Roshini Pinto-Powell
The role of classroom learning in medical education is rapidly changing. To promote active learning and reduce student stress, medical schools have adopted policies such as pass/fail curriculums and recorded lectures. These policies along with the rising importance of the USMLE (United States Medical Licensing Examination) exams have made asynchronous learning popular to the detriment of classroom learning. In contrast to this model, modern day business schools employ mandatory large group classes with assigned seating and cold-calling...
2017: Medical Education Online
https://www.readbyqxmd.com/read/29065026/study-behaviors-and-usmle-step-1-performance-implications-of-a-student-self-directed-parallel-curriculum
#8
Jesse Burk-Rafel, Sally A Santen, Joel Purkiss
PURPOSE: To determine medical students' study behaviors when preparing for the United States Medical Licensing Examination (USMLE) Step 1, and how these behaviors are associated with Step 1 scores when controlling for likely covariates. METHOD: The authors distributed a study-behaviors survey in 2014 and 2015 at their institution to two cohorts of medical students who had recently taken Step 1. Demographic and academic data were linked to responses. Descriptive statistics, bivariate correlations, and multiple linear regression analyses were performed...
November 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29065019/formative-assessment-in-an-integrated-curriculum-identifying-at-risk-students-for-poor-performance-on-usmle-step-1-using-nbme-custom-exam-questions
#9
Judith M Brenner, Jeffrey B Bird, Joanne M Willey
PURPOSE: The Hofstra Northwell School of Medicine (HNSOM) uses an essay-based assessment system. Recognizing the emphasis graduate medical education places on the United States Medical Licensing Examination (USMLE) Step exams, the authors developed a method to predict students at risk for lower performance on USMLE Step 1. METHOD: Beginning with the inaugural class (2015), HNSOM administered National Board of Medical Examiners (NBME) Customized Assessment Service (CAS) examinations as formative assessment at the end of each integrated course in the first two years of medical school...
November 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28817433/class-wide-access-to-a-commercial-step-1-question-bank-during-preclinical-organ-based-modules-a-pilot-project
#10
James H Baños, Mark E Pepin, Nicholas Van Wagoner
PURPOSE: The authors examined the usefulness of a commercially available Step 1 question bank as a formative academic support tool throughout organ-based modules in an integrated preclinical medical curriculum. The authors also determined the extent to which correlation between question bank utilization and academic metrics varied with Medical College Admission Test (MCAT) scores. METHOD: In 2015, a cohort of 185 first-year medical students at University of Alabama School of Medicine were provided with 18-month full access to a commercially available Step 1 question bank of over 2,100 items throughout organ-based modules, although there were no requirements for use...
March 2018: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28670149/use-of-the-national-board-of-medical-examiners-%C3%A2-comprehensive-basic-science-exam-survey-results-of-us-medical-schools
#11
William S Wright, Kirk Baston
PURPOSE: The National Board of Medical Examiners(®) (NBME) Comprehensive Basic Science Exam (CBSE) is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination(®) (USMLE) Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools...
2017: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/28261395/fourth-year-medical-school-course-load-and-success-as-a-medical-intern
#12
Christopher J Richards, Kenneth J Mukamal, Nikki DeMelo, C Christopher Smith
BACKGROUND : The fourth year of medical school has come under recent scrutiny for its lack of structure, cost- and time-effectiveness, and quality of education it provides. Some have advocated for increasing clinical burden in the fourth year, while others have suggested it be abolished. OBJECTIVE : To assess the relationship between fourth-year course load and success during internship. METHODS : We reviewed transcripts of 78 internal medicine interns from 2011-2013 and compared the number of intensive courses (defined as subinternships, intensive care, surgical clerkships, and emergency medicine rotations) with multi-source performance evaluations from the internship...
February 2017: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/28235753/testing-and-evaluation-the-present-and-future-of-the-assessment-of-medical-professionals
#13
REVIEW
Steven A Haist, Agata P Butler, Miguel A Paniagua
The aim of this review is to highlight recent and potential future enhancements to the United States Licensing Examination (USMLE) program. The USMLE program is co-owned by the National Board of Medical Examiners (NBME) and the Federation of State Medical Boards. The USMLE includes four examinations: Step 1, Step 2 Clinical Knowledge, Step 2 Clinical Skills, and Step 3; every graduate of Liaison Committee on Medical Education-accredited allopathic medical schools and all international medical graduates must pass this examination series to practice medicine in the United States...
March 1, 2017: Advances in Physiology Education
https://www.readbyqxmd.com/read/28166035/obstetrics-and-gynecology-clerkship-for-males-and-females-similar-curriculum-different-outcomes
#14
LaTasha B Craig, Chad Smith, Sheila M Crow, Whitney Driver, Michelle Wallace, Britta M Thompson
Objective To determine if performance differences exist between male and female students on a 6-week obstetrics and gynecology (Ob/Gyn) clerkship and to evaluate potential variables that might underlie any observed variations. Study Design Final clerkship grades and component scores (clinical evaluations, objective structured clinical examination [OSCE], oral examination, and National Board of Medical Examiners [NBME] subject examination) from July 2007 to June 2010 were matched by student and analyzed by gender...
January 2013: Medical Education Online
https://www.readbyqxmd.com/read/28165950/a-brief-simulation-intervention-increasing-basic-science-and-clinical-knowledge
#15
Maria L Sheakley, Gregory E Gilbert, Kim Leighton, Maureen Hall, Diana Callender, David Pederson
Background The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. Purpose To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors...
January 2016: Medical Education Online
https://www.readbyqxmd.com/read/27060102/a-brief-simulation-intervention-increasing-basic-science-and-clinical-knowledge
#16
Maria L Sheakley, Gregory E Gilbert, Kim Leighton, Maureen Hall, Diana Callender, David Pederson
BACKGROUND: The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. PURPOSE: To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors...
2016: Medical Education Online
https://www.readbyqxmd.com/read/26505103/characteristics-and-implications-of-diagnostic-justification-scores-based-on-the-new-patient-note-format-of-the-usmle-step-2-cs-exam
#17
Rachel Yudkowsky, Yoon Soo Park, Abbas Hyderi, Georges Bordage
BACKGROUND: To determine the psychometric characteristics of diagnostic justification scores based on the patient note format of the United States Medical Licensing Examination Step 2 Clinical Skills exam, which requires students to document history and physical findings, differential diagnoses, diagnostic justification, and plan for immediate workup. METHOD: End-of-third-year medical students at one institution wrote notes for five standardized patient cases in May 2013 (n = 180) and 2014 (n = 177)...
November 2015: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/26381089/investing-in-success-student-experiences-in-a-structured-decelerated-preclinical-medical-school-curriculum
#18
Cindy G Arvidson, Wrenetta D Green, Renoulte Allen, Christopher Reznich, Brian Mavis, Janet R Osuch, Wanda Lipscomb, John O'Donnell, Patricia Brewer
PURPOSE: Many students in the Michigan State University College of Human Medicine (CHM) are non-traditional with unique needs and experiences. To meet these needs, in 1988 CHM developed a structured Extended Curriculum Program (ECP), which allows students to take longer than 2 years to complete the preclinical curriculum. This work examined the reasons why students extended their programs, their perceptions of that experience, and the outcome with respect to satisfaction and success in their careers after graduation...
2015: Medical Education Online
https://www.readbyqxmd.com/read/26173524/us-medical-student-performance-on-the-nbme-subject-examination-in-internal-medicine-do-clerkship-sequence-and-clerkship-length-matter
#19
Wenli Ouyang, Monica M Cuddy, David B Swanson
BACKGROUND: Prior to graduation, US medical students are required to complete clinical clerkship rotations, most commonly in the specialty areas of family medicine, internal medicine, obstetrics and gynecology (ob/gyn), pediatrics, psychiatry, and surgery. Within a school, the sequence in which students complete these clerkships varies. In addition, the length of these rotations varies, both within a school for different clerkships and between schools for the same clerkship. OBJECTIVE: The present study investigated the effects of clerkship sequence and length on performance on the National Board of Medical Examiner's subject examination in internal medicine...
September 2015: Journal of General Internal Medicine
https://www.readbyqxmd.com/read/26170418/collaborative-concept-mapping-and-critical-thinking-in-fourth-year-medical-students
#20
G Michael Bixler, Amy Brown, David Way, Cynthia Ledford, John D Mahan
OBJECTIVE: To test the hypothesis that small group concept mapping of 4 core neonatal topics as part of a fourth-year allopathic medical student elective would improve critical thinking (CT) as measured by the California Critical Thinking Skills Test (CCTST). To describe any correlations between scores on the CCTST and the step 1 and step 2 Clinical Knowledge parts of the United States Medical Licensing Exam. METHODS: Twenty-seven students participated in this pilot study during a 1-month elective...
August 2015: Clinical Pediatrics
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