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*All units: abstract, text (including introduction, materials & methods, results, discussion & conclusion, references and ±tables/figures) JIAMSE CONTENTS CRITERIA COMMENTS Letters to the Editor Short, clear Concise Resource Guide (MERG) Website review 150-300 Words Commentary on Medical Education Editorial, Viewpoint, Essay Critical statement, All units* Innovation Novel ideas 350 Words Single data entry References Monograph Specific subject “ How to. . .” General interest Short Communication Brief observations Not preliminary Longer than INNOVATIONS Text not separated 1200 Words 3 Figures/Tables Full Length Manuscript Complete research topic All units* Opinions & Announcements Medical Education Related IAMSE, government, conferences, international issues Reviews Books, articles, software for medical education Consult the Editor-in-Chief Medical Education Case Study Interactions with students, faculty, curriculum ≈ 2 pages, single space
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A series of short website reviews by specialists in the medical sciences to assist the medical educator
Purpose is to call attention to exceptional websites
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Easy Access to More Than 380 Medical e-Learning Applications. Leiden University Medical Center, Leiden, Netherlands
http://medischonderwijs.nl or http://medicaleducation.nl
A consortium of Dutch Medical Schools has developed a website directory of medical education lessons that are "self-contained interactive learning units with a defined learning goal". The website catalogues “learning units” in both basic medical science and clinical medicine. The “learning units” were developed at several Dutch medical schools and medical institutions worldwide. The site claims a total of 380 “learning units”, including animations, case histories, review questions, and links to external websites. The materials are classified by Academic Department, Institution, and Organ System. There is also a keyword search function. At present, most of the instructional materials are in Dutch or English – a user can specify his or her preferred language. The search engine is quick and efficiently displays a list of the retrieved sites with a capsule summary of the contents, language of instruction, and authoring institution. A "user rating" for some units reflects feedback from users, although in most cases this is based on a rather small sample. Based on information available from the search result, a medical student, resident or faculty member can quickly identify appropriate material for self-study or as a learning resource. Once a user has registered and setup a password, all of the catalogued “learning units” are directly accessible for free without a separate password by clicking on the website link. The site has a brief "user manual"; however, few users will need this, as the site is fairly intuitive. Lastly, the website offers RSS feeds to track “What’s hot” and “What’s new” in medical education.
Quizzes are for Learning not just Evaluation Jonathan Europi, Ph.D. Department of Microbiology and Immunology School of Medicine University of Kingston Kingston, Belgium Phone: (+)31- 555-882-5365 Fax: (+)31-555-882-7531 Email: firstname.lastname@example.org
In the Medical Microbiology and Immunology course, which I direct, I have included 6 quizzes during the semester with 2 between each Block Test. To make the quizzes a more meaningful educational experience for the students, I have designed them to provide subject discussion as well as evaluation of knowledge. Each quiz consists of two parts- “First take” (FT) and “Second take” (ST). First take is taken individually and has 10 questions for 15 minutes and is worth 10 points. The FT is handed in to the proctors and then the ST is distributed. The Second take consists of another 10 questions on the same subjects as FT but crafted to be more difficult and requiring some discussion for solution. On the ST, groups of students collaborate on knowledge but have no study aids permitted. The groups can be assigned or allowed to form freely. I prefer to have them do it whatever way they choose, and some students have huge groups, while others do it in smaller units. The groups are allowed 35 minutes for ST. The discussion is usually lively and loud. The groups arrive at a group answer for each question, hand individual answer sheets in to the proctor, and ST is worth 5 points. Technically, after discussion most everyone should receive 5 points, but some receive or transmit faulty information and receive less. Such students usually seek out other groups or accept other opinions. The ST provides students with an in depth discussion of the subjects covered by the quiz, cements vital concepts into their mind beyond just answering a multiple choice question and handing it in, and also develops group dynamics which will be useful later. Students accept this method readily and feel it helps them in acquiring and retaining information for subsequent tests.
8. Opinions & announcements Medical education related announcements or opinions: IAMSE-related Government activity/Medical education Medical education organizations medical education conference information International issues in medical education