scholarly journals Skin of Color in Preclinical Medical Education: A Cross-Institutional Comparison and A Call to Action

2021 ◽  
Vol 108 (4) ◽  
Author(s):  
Uzoamaka Okoro
Keyword(s):  
Medical Education ◽  
Call To Action ◽  
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

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-Led Curricular Approaches in Medical Education: The Value-Added Effects of a Virtual Fundamentals of COVID-19 Course

2021 ◽  
Author(s):  
Megan Z. Chiu ◽  
Joseph M. Baker ◽  
Maritza Gomez ◽  
Cameron M. Brown ◽  
Abigail M. Brenner ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Value Added ◽  
Composite Score ◽  
Self Assessment ◽  
Call To Action ◽  
Future Clinical Practice ◽  
Fourth Year Medical Students ◽  
Strongly Agree ◽  
Composite Scores

Abstract Background As the field of education was adapting to virtual learning during the COVID-19 pandemic, a need quickly emerged for a course to prepare medical students for future clinical practice. This call to action was answered by creating an innovative Fundamentals of COVID-19 course at the Indiana University School of Medicine (IUSM). As a group of medical student leaders at IUSM, we developed this online course in order to support our fellow students and the community. The course was implemented in May 2020 and enrolled a total of 724 third- and fourth-year medical students. Subsequently, we carried out a research study about this student-led curricular approach and its implications for medical education. Methods The study examined the value-added educational effects of completing the Fundamentals of COVID-19 course. In order to examine these effects, the study asked enrolled students to complete both a pre- and post-course self-assessment survey. Students were asked an identical set of questions on each survey about their knowledge (7), skills (5), and abilities (5) (KSA) regarding COVID-19. Composite scores were created for each KSA learning domain. Responses were provided using a five-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Results Out of the 724 students enrolled, 645 students completed both the pre- and post-course assessment surveys. Findings show that there were both meaningful and statistically significant differences in students’ responses to the pre- and post-course surveys. Results show 1.) a significant mean increase in the knowledge composite score of 1.01, 95% CI [0.95, 1.06], t(644) = 36.4 , p <.001, d = 1.43; 2.) a significant mean increase in the skills composite score of .55, 95% CI [0.50, 0.60], t(644) = 20.70, p <.001, d = 0.81. and 3.) a significant mean increase of the abilities composite score of 1.02, 95% CI [.97, 1.07], t(644) = 36.56, p <.001, d = 1.44. Conclusions These findings demonstrate that the student-developed, online Fundamentals of COVID-19 course resulted in value-added educational effects. Overall, this study provides evidence to support virtually delivered, student-led curricular approaches in medical education.

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
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