"In consequence of enemy action": British medical students in North American medical schools, 1939-45

BMJ ◽  
2010 ◽  
Vol 341 (dec13 1) ◽  
pp. c7041-c7041
Author(s):  
S. T. Casper
2020 ◽  
Vol 44 (2) ◽  
Author(s):  
Evelyn Lockhart ◽  
Michael Corrin ◽  
Paula James ◽  
Ric Lowe ◽  
Jodie Jenkinson

Physicians have difficulty recognizing and diagnosing disorders of primary hemostasis. The root of this may lie in their education, where students are often taught hemostasis using static graphics. We aimed to create a didactic animation on primary hemostasis for medical students to be used in North American medical schools. To promote widespread use of the animation, we surveyed hemostasis educators from Canada and the US on the animation’s learning objectives. The animation’s script and storyboard were developed using the Animation Processing Model (APM), a psychological processing model that addresses the perceptual limitations of learners. This animation is the first biomedical animation to use the APM in its design. Furthermore, this is the first didactic hemostasis animation which sought peer consensus for its learning objectives.


PRiMER ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Candace A. Adedokun ◽  
Wesley G. Curles ◽  
Emily L. DeMaio ◽  
Irfan M. Asif

Introduction: The benefits of physical activity (PA) are widely recognized; American medical schools have begun to emphasize PA, but the effectiveness of these changes is unclear. Methods: We performed a cross-sectional analysis of medical students enrolled in US osteopathic and allopathic medical schools between August 2019 and May 2020. All participants completed an electronic survey about PA instruction across the 4 years of medical school. Objective information including hours and format of PA instruction was collected. Subjectively, participants reported their relative comfort discussing various aspects of PA education with patients. Results: A total of 480 medical students completed the survey, representing 82 of the 192 US medical schools (69 allopathic, 13 osteopathic). Students are more comfortable discussing overall exercise benefits than exercise testing, exercise prescription, and exercise physiology (P<.0001). They also report more exposure to general PA guidelines related to overall PA duration than strength training (P<.0001). Students at allopathic and osteopathic schools reported similar outcomes regarding PA education, while students with class sizes under 200 reported increased familiarity with National Physical Activity Guidelines regarding PA duration (P<.0001) and strength training (P=.01).  Conclusion: Despite recent efforts to improve PA education in medical school, students feel unprepared to apply their knowledge in a clinical setting and remain unaware of national PA guidelines. Future studies should determine how to practically integrate PA education longitudinally into curricula to change PA education from an afterthought to an essential component of medical school education.


Contraception ◽  
2011 ◽  
Vol 83 (5) ◽  
pp. 459-465 ◽  
Author(s):  
Tami S. Rowen ◽  
James F. Smith ◽  
Michael L. Eisenberg ◽  
Benjamin N. Breyer ◽  
Eleanor A. Drey ◽  
...  

2006 ◽  
Vol 13 (8) ◽  
pp. 1038-1046 ◽  
Author(s):  
Ingrid Ganske ◽  
Teddy Su ◽  
Marios Loukas ◽  
Kitt Shaffer

2010 ◽  
Vol 7 (7) ◽  
pp. 2391-2400 ◽  
Author(s):  
Benjamin N. Breyer ◽  
James F. Smith ◽  
Michael L. Eisenberg ◽  
Kathryn A. Ando ◽  
Tami S. Rowen ◽  
...  

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