scholarly journals Shift to emergency remote preclinical medical education amidst the Covid‐19 pandemic: A single‐institution study

2021 ◽  
Author(s):  
Ilias P. Nikas ◽  
Demetris Lamnisos ◽  
Maria Meletiou‐Mavrotheris ◽  
Sophia C. Themistocleous ◽  
Chryso Pieridi ◽  
...  
Keyword(s):  
Medical Education ◽  
Single Institution ◽  
Preclinical Medical Education

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

scholarly journals The Quality Of Evidence In Preclinical Medical Education Literature: A Systematic Review

2019 ◽  
Vol Volume 10 ◽  
pp. 925-933
Author(s):  
Marilyn Leif ◽  
Natali Semerad ◽  
Vaishnavi Ganesan ◽  
Kevin Selting ◽  
Justin Burr ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Quality Of Evidence ◽  
Education Literature ◽  
Preclinical Medical Education ◽  
Medical Education Literature

Early Bedside Care During Preclinical Medical Education: Can Technology-Enhanced Patient Simulation Advance the Flexnerian Ideal?

2010 ◽  
Vol 85 (2) ◽  
pp. 370-377 ◽  
Author(s):  
James A. Gordon ◽  
Emily M. Hayden ◽  
Rami A. Ahmed ◽  
John B. Pawlowski ◽  
Kimberly N. Khoury ◽  
...  
Keyword(s):  
Medical Education ◽  
Patient Simulation ◽  
Preclinical Medical Education

Podiatric Medical Students’ Perceptions of Professionalism in the Clinical Setting

2012 ◽  
Vol 102 (6) ◽  
pp. 434-445 ◽  
Author(s):  
Nancy L. Parsley ◽  
Ilene B. Harris
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Setting ◽  
Clinical Training ◽  
Initial Assessment ◽  
Demographic Information ◽  
Single Institution ◽  
Instructional Activities ◽  
Data Collection Process ◽  
Constant Comparative Analysis

Background: The teaching and assessment of professionalism have become central areas of research and practice in medicine and in allopathic and osteopathic undergraduate and graduate medical education generally. In contrast, discussion of professionalism as it relates to podiatric medical education is nearly nonexistent in the literature. Methods: A study of podiatric medical students’ perceptions of professionalism-related issues in the clinical setting was performed using a qualitative analysis. A written survey was sent to 88 students who had recently completed their clinical training experiences. The survey was completed anonymously, and all identifying information was redacted before analysis of the data, which was performed using thematic content analysis with constant comparative analysis. In addition, basic demographic information was acquired as part of the data collection process. Results: Sixty-six students (75%) responded and agreed to participate in the survey. Students provided written reports of lapses in professional behavior that they had witnessed, heard about, or been personally involved in performing. The study confirmed that podiatric medical students had experienced various types of professional lapses in behavior, and six predominant themes were identified. Conclusions: This study, which was performed with a selected group of individuals at a single institution, serves as an initial assessment of the needs of podiatric medical students and will be useful for developing professionalism-related instructional activities that could benefit students in the future. (J Am Podiatr Med Assoc 102(6): 434–445, 2012)

scholarly journals Student Perspectives on the “Step 1 Climate” in Preclinical Medical Education

2019 ◽  
Vol 94 (3) ◽  
pp. 302-304 ◽  
Author(s):  
David R. Chen ◽  
Kelsey C. Priest ◽  
Jason N. Batten ◽  
Ligia E. Fragoso ◽  
Bradley I. Reinfeld ◽  
...  
Keyword(s):  
Medical Education ◽  
Student Perspectives ◽  
Preclinical Medical Education

Response : Preclinical Medical Education

Science ◽  
1975 ◽  
Vol 187 (4174) ◽  
pp. 300-300
Author(s):  
John C. Rose
Keyword(s):  
Medical Education ◽  
Preclinical Medical Education

scholarly journals Race Matters? Examining and Rethinking Race Portrayal in Preclinical Medical Education

2016 ◽  
Vol 91 (7) ◽  
pp. 916-920 ◽  
Author(s):  
Jennifer Tsai ◽  
Laura Ucik ◽  
Nell Baldwin ◽  
Christopher Hasslinger ◽  
Paul George
Keyword(s):  
Medical Education ◽  
Preclinical Medical Education
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