Postgraduate student’s perception on preclinical prosthodontics curricula: A web-based survey

This study aimed to determine the current background of teaching pre-clinical prosthodontics for post graduate students. It describes the perception of post graduate students regarding the effectiveness of the preclinical prosthodontic curriculum in preparing them to operate efficiently in the clinical setting.: To assess student’s knowledge and perception of preclinical postgraduate prosthodontics course in different dental colleges of India.: The study sample was obtained from 148 postgraduate student, both male and female, an anonymous questionnaire consisting of 15 questions regarding knowledge, attitude and practice of the preclinical curriculum. This research was conducted after getting permission from the respective authority and consent from all respondents. Data acquired from structured questionnaires were analysed and compared by simple percentage method.After careful assessment and graphical representation of responses acquired from participants, results were formulated. Participants expressed through open ended and closed ended questionnaire that exercises conducted for complete denture prostheses and fixed partial denture prostheses were adequate and preclinical curriculum for implantology and maxillofacial prostheses needs to be streamlined.This paper has found that, while all schools make efforts to ensure that their postgraduate dental students are best prepared for subsequent independent practices, prosthodontic education varies among schools. Although some trends in curricular formats and content are evident. This survey indicated that active and passive learning for preclinical prosthodontics and frequent feedback from students plays a vital role.

Ultrasound Curriculum Integration Review and a Survey of its Utility in Regional Medical Campuses

to guide procedures. As the technology becomes more portable and affordable, schools have increasingly utilized this technology in training physicians. Ultrasonography may be especially useful in rural settings to fill the limitations that rural hospitals have in terms of imaging. The mission of many regional medical campuses is to train physicians to work in rural or underserved communities. Given this goal, we wanted to explore how regional medical campuses are utilizing ultrasound preclinically and determine the best approach for developing a standardized ultrasound curriculum, keeping regional medical campus resources in mind. A literature review of medical schools’ preclinical ultrasound curriculum was completed, and information was collected regarding curriculum programming, faculty, assessment, and student feedback. Based on data from this search, a fourteen question Qualtrics survey was sent out to regional medical campuses with questions regarding the use of ultrasound in their own preclinical curriculum. Of the 11 campuses that responded, 10 (90.9%) indicated that they include ultrasound in their curriculum. Respondents from nine of these schools progressed through the survey and information regarding topics covered in ultrasound curriculum, teachers of curriculum, patients used, ultrasound equipment used, and assessment of student knowledge all varied among medical campuses. The data suggested that regional medical campuses are focusing on similar aspects of ultrasound curriculum however, a standardized curriculum does not currently exist to ensure that all students are receiving similar ultrasound training.

A new roadmap for social medicine curriculum design based on mixed methods student and faculty evaluations of the preclinical curriculum

Background To support the development of social medicine curricula that empower medical school graduates to redress health inequities, we conducted a mixed methods student and faculty evaluation of an expanded and innovative preclinical social medicine curriculum. Methods We implemented a longitudinal, interactive preclinical social medicine curriculum that was closely integrated with foundational science teaching then conducted a survey-based mixed methods student and faculty curriculum evaluation. Based on these results, we propose a novel conceptual roadmap for social medicine curriculum design. Results Student and faculty evaluations of an expanded and innovative longitudinal preclinical social medicine curriculum were strongly favorable. Both student and faculty respondents indicated a particular desire for deeper coverage of race and poverty among other social medicine domains. Qualitative student evaluations highlighted the importance of faculty champions to social medicine teaching as well as the educational impact of stories that exemplify the practical impact of the social determinants of health on specific patient experiences. Qualitative faculty evaluations pointed to the challenges of curriculum integration and the need for faculty career development in social medicine teaching. Conclusions Based on mixed methods student and faculty curriculum evaluation data, we propose a novel conceptual roadmap for the design of social medicine curricula at other institutions.

Factors Influencing Choice of Medical Specialty among Ophthalmology and Non-Ophthalmology Residency Applicants

Objective The study aimed to investigate factors influencing choice of specialty among ophthalmology and non-ophthalmology residency applicants. Patients and Methods Anonymous, web-based surveys were distributed through REDCap to the 2019 to 2020 residency applicants to the Penn State Department of Ophthalmology and, as a control group, Penn State medical students applying to non-ophthalmology residencies for the 2019 to 2020 cycle. The primary outcome was factors that influenced specialty choice among ophthalmology versus non-ophthalmology applicants. Secondary outcomes include hours of exposure to applicants' selected specialty in the medical school preclinical curriculum, and proportion of ophthalmology versus non-ophthalmology applicants who decided on, or developed a strong interest in, their specialty prior to clinical rotations. Results Surveys were completed by 203/441 (46.0%) ophthalmology and 85/139 (61.1%) non-ophthalmology applicants. Fewer than 20 hours of exposure to an applicant's selected specialty were provided in the medical school preclinical curriculum for 86.7% of ophthalmology and 42.4% of non-ophthalmology applicants (p < 0.001). Ophthalmology applicants decided on, or developed a strong interest in, their selected specialty before clinical rotations at a similar rate to non-ophthalmology applicants (60.6 vs. 58.8%, respectively). Factors influencing specialty choice cited most commonly by ophthalmology applicants include professional satisfaction (94.1%), performing surgeries/procedures (92.6%), personal fit with specialty (91.1%), work-life balance (91.1%), and ability to see patients in a clinic setting (90.6%), compared to personal fit with specialty (95.3%)%, clinical rotation in selected specialty (95.3%), professional satisfaction (91.8%), intellectual stimulation (89.4%), and subinternship or away rotation (89.4%) among non-ophthalmology applicants. Conclusion Professional satisfaction and personal fit with specialty were among the most commonly cited factors influencing specialty choice for both groups. Other factors cited most frequently by ophthalmology applicants include performing surgeries/procedures, work-life balance, and ability to see patients in a clinic setting. Despite limited ophthalmology exposure in medical school preclinical curricula, ophthalmology applicants decided on, or developed a strong interest in, their selected specialty before clinical rotations at a rate similar to non-ophthalmology applicants.

Increasing Medical Student Exposure to Pathology by Creating an Integrated Rotation During Surgery Clerkship

Following a nationwide trend, the University of Michigan Medical School has restructured its curriculum to facilitate integration of basic science curricula and early inclusion of clinical experiences, resulting in a truncation of a 19-month didactic-based preclinical curriculum to 13 months. Because preclinical didactic and lab sessions formed the bulk of pathology contact hours, the curriculum overhaul significantly reduced student exposure to pathologists. This reduction in exposure may decrease student understanding of how pathology integrates into the larger picture of healthcare delivery and could also decrease the pipeline of students interested in pursuing pathology as a career choice. To ameliorate these concerns, a mandatory 1-week rotation through the Pathology Department was integrated into the surgery clerkship. This brief report outlines the process of creating a new, unique pathology rotation for surgery clerkship students that includes observation in autopsy and surgical pathology sign-out, small group sessions focused on foundational concepts in microbiology, chemistry, and transfusion medicine, and access to online case-based modules. Available qualitative student feedback indicates that students appreciate how this rotation granted them a “behind the scenes” look at pathology but also noted that the fast pace of clinical sign-out sessions and length of small group sessions were suboptimal for student learning. This feedback and future survey data will serve as a platform on which curricular improvements can be made to enhance the learning environment for both learners and educators.

“Speedy Biochemistry” As a New Teaching Method in Preclinical Curriculum

Previous conventional practical session was reported to be less effective in achieving its objectives. Therefore, “Speedy Biochemistry” was introduced to assist students to apply knowledge they have learnt in the classroom. This setting promotes teamwork and application of knowledge in problem solving which can be achieved through active learning. Active learning has piqued the interest of the academic community in giving more benefits to the students. Steps on how to conduct the “Speedy Biochemistry” among Year-1 medical students were illustrated and collection of their feedback was recorded. “Speedy Biochemistry” can be a good active learning session to enhance and improve medical students’ interest in learning and their self-learning abilities in Biochemistry.

Ultrasound Curricula of Student Education in Europe: Summary of the Experience

Background Despite the increasing role of ultrasound, structured ultrasound teaching is only slowly being integrated into the curricula of medical schools and universities all over Europe. Aim To survey the current situation at European universities regarding the integration of ultrasound in student medical education and to report on models of student ultrasound training from selected European universities. Methods A questionnaire survey focusing on the implementation of curricular ultrasound education was sent out to the 28 presidents of the national ultrasound societies of the European Federation of Societies for Ultrasound in Medicine and Biology (EFSUMB), who were asked to distribute the questionnaires to the medical universities of their countries. Results Overall, 53 questionnaires were returned from 46 universities in 17 European countries. In most of the universities (40/46 universities, 87%), the theoretical background of ultrasound is taught. However, in only a minority of universities is ultrasound integrated in anatomy courses (8/46 universities, 17%) or basic science courses (16/46 universities, 35%). Practical skills in ultrasound are taught in 56% of the universities (26/46 universities) and tested in a practical exam in seven of the responding universities (15%). The number of hours in which ultrasound was taught ranged from one to 58 (mean, seven). The respondents reported that lack of time and limited faculty funding were major hurdles. Conclusion According to our survey, only a minority of European universities has integrated ultrasound into the preclinical curriculum thus far. Future EFSUMB initiatives will continue to promote the introduction of ultrasound as an integrative part of the core curriculum of student medical education, and the preparation of proper teaching material.