This document discusses the structure and purpose of the fourth year of medical school and opportunities for advanced training in emergency medicine. It reviews the literature on the lack of standardization of the fourth year and recommendations to improve preparation for residency. Examples are provided of innovative EM electives at different institutions, including advanced topics in EM, ultrasound training, and critical care rotations. The future of competency-based education and advanced competencies is discussed. Overall, the document argues that the fourth year should provide advanced clinical training opportunities to prepare students for intern level responsibilities in their chosen specialties.
1. Review background literature on:
Undergraduate Medical Education (UME) to Graduate Medical Education (GME) continuum
Competency based medical education
Current state of the 4th year of medical school
2. Describe how a clinical track based on ACGME competencies could bridge the chasm between UME and GME.
3. Identify strategies for creating specialty specific milestones reports at your institutions.
4. Identify barriers and derive solutions to these “feedforward” concepts.
The document discusses challenges with the fourth year of medical school and proposes improvements. It describes common criticisms of the fourth year as lacking educational purpose and structure. There are also concerns about student preparation for residency. The discussion proposes using competencies and EPAs to guide curriculum development and ensure students are adequately prepared to enter residency programs. Specialty-specific objectives and tracks could help address gaps and weaknesses in training.
Austin Journal of Anatomy is an open access, peer review Journal publishing original research & review articles in all the fields of Anatomy. Anatomy is the study of body parts of Living Organisms, which is one of the important branches in medicine. Austin Journal of Anatomy provides a new platform for all researchers, scientists, scholars, students to publish their research work & update the latest research information.
Austin Journal of Anatomy is a comprehensive Open Access peer reviewed scientific journal that covers multidisciplinary fields. We provide limitless access towards accessing our literature hub with colossal range of articles. The journal aims to publish high quality varied article types such as Research, Review, Short Communications, Case Reports, Perspectives (Editorials), Clinical Images.
Austin Journal of Anatomy supports the scientific modernization and enrichment in Anatomy research community by magnifying access to peer reviewed scientific literary works. Austin also brings universally peer reviewed member journals under one roof thereby promoting knowledge sharing, collaborative and promotion of multidisciplinary science.
The USC Keck School of Medicine offers a 33-month master's degree program for physician assistants. Applicants must complete prerequisite coursework and submit applications by December 1st. The program prioritizes clinical experience, community service, and academic performance in their holistic review process. Accepted students complete didactic and clinical training across multiple specialties with an emphasis on primary care.
axuedu.com is dedicated to help you choose the best University and the course of your choice. Obviously grades are very important for admittance to school of medicine, but most medical colleges perform interviews and many ask you to write an autobiographical declaration, reference letters and/or extracurricular activities.
Read more: http://www.axuedu.com/
Medical students’ approaches to learning before and after the cardiology prob...Eugenia Savvidou
Background: Recent literature reports inconsistent findings concerning the effect of the problem based
learning (PBL) on medical students’ approaches to learning. However, there is a lack of studies focused on
the comparison of a pre-clinical traditional teaching context to a post clinical PBL context. Furthermore, no
study has focused on approaches to learning reported by students with different pace of study and academic
qualifications before and after the experience of a PBL curriculum. Objectives: The present study focuses on
differences in approaches to learning reported by students of a Greek medical school before and after their
clinical practice in cardiology employing a PBL curriculum. The effect of the PBL clinical practice on students’
approaches to learning was explored for the total study group, as well as for students with different study pace
and with and without a previous degree in a subject relevant to medicine. Methods: The sample consists of
109 5th-year students. The approaches to learning were explored by the Finnish version of the Approaches to
Learning and Studying Inventory (ALSI). Results: Students in all groups reported higher scores in organized
study and lower scores in the surface approach after the clinical practice compared with their scores prior
to their practice. The deep approach was slightly increased in all groups after the clinical practice. The study
indicated good psychometric properties of the questionnaire. Conclusion: The PBL clinical practice seems to be
of benefit for all the groups of students concerning their approaches to learning (post-clinical scores). Curriculum
planners are suggested to work toward the PBL clinical training to be early integrated in the curriculum
How Many Emergency Medicine Rotations Are Students Completing?Zach Jarou
Background: The CORD Advising Students Committee in Emergency Medicine (ASC-EM) recommends EM-bound medical students complete two EM clerkship rotations. In recent years, the number of VSAS applications per applicant has increased, leading to increased demand for rotation slots.
Objective: Determine how many EM rotations medical students are completing during their fourth year. We hypothesized that medical students are scheduling more than the recommended two rotations, and that DO students are completing more rotations than MD students.
This document summarizes a study that aimed to address the shortage of faculty facilitators for problem-based learning (PBL) modules by training residents as facilitators. The study compared the teaching skills of 5 senior resident tutors to 5 senior faculty tutors after both groups received 1 month of training in facilitation skills. Students evaluated the tutors in areas like content knowledge, PBL skills, student-centered learning, and group skills. Results showed that faculty scored higher than residents in content knowledge and group skills, but there was no significant difference in PBL and student-centered learning skills. Overall, faculty scores were significantly higher than residents. The study concluded that residents can effectively supplement faculty as PBL facilitators after receiving teacher
1. Review background literature on:
Undergraduate Medical Education (UME) to Graduate Medical Education (GME) continuum
Competency based medical education
Current state of the 4th year of medical school
2. Describe how a clinical track based on ACGME competencies could bridge the chasm between UME and GME.
3. Identify strategies for creating specialty specific milestones reports at your institutions.
4. Identify barriers and derive solutions to these “feedforward” concepts.
The document discusses challenges with the fourth year of medical school and proposes improvements. It describes common criticisms of the fourth year as lacking educational purpose and structure. There are also concerns about student preparation for residency. The discussion proposes using competencies and EPAs to guide curriculum development and ensure students are adequately prepared to enter residency programs. Specialty-specific objectives and tracks could help address gaps and weaknesses in training.
Austin Journal of Anatomy is an open access, peer review Journal publishing original research & review articles in all the fields of Anatomy. Anatomy is the study of body parts of Living Organisms, which is one of the important branches in medicine. Austin Journal of Anatomy provides a new platform for all researchers, scientists, scholars, students to publish their research work & update the latest research information.
Austin Journal of Anatomy is a comprehensive Open Access peer reviewed scientific journal that covers multidisciplinary fields. We provide limitless access towards accessing our literature hub with colossal range of articles. The journal aims to publish high quality varied article types such as Research, Review, Short Communications, Case Reports, Perspectives (Editorials), Clinical Images.
Austin Journal of Anatomy supports the scientific modernization and enrichment in Anatomy research community by magnifying access to peer reviewed scientific literary works. Austin also brings universally peer reviewed member journals under one roof thereby promoting knowledge sharing, collaborative and promotion of multidisciplinary science.
The USC Keck School of Medicine offers a 33-month master's degree program for physician assistants. Applicants must complete prerequisite coursework and submit applications by December 1st. The program prioritizes clinical experience, community service, and academic performance in their holistic review process. Accepted students complete didactic and clinical training across multiple specialties with an emphasis on primary care.
axuedu.com is dedicated to help you choose the best University and the course of your choice. Obviously grades are very important for admittance to school of medicine, but most medical colleges perform interviews and many ask you to write an autobiographical declaration, reference letters and/or extracurricular activities.
Read more: http://www.axuedu.com/
Medical students’ approaches to learning before and after the cardiology prob...Eugenia Savvidou
Background: Recent literature reports inconsistent findings concerning the effect of the problem based
learning (PBL) on medical students’ approaches to learning. However, there is a lack of studies focused on
the comparison of a pre-clinical traditional teaching context to a post clinical PBL context. Furthermore, no
study has focused on approaches to learning reported by students with different pace of study and academic
qualifications before and after the experience of a PBL curriculum. Objectives: The present study focuses on
differences in approaches to learning reported by students of a Greek medical school before and after their
clinical practice in cardiology employing a PBL curriculum. The effect of the PBL clinical practice on students’
approaches to learning was explored for the total study group, as well as for students with different study pace
and with and without a previous degree in a subject relevant to medicine. Methods: The sample consists of
109 5th-year students. The approaches to learning were explored by the Finnish version of the Approaches to
Learning and Studying Inventory (ALSI). Results: Students in all groups reported higher scores in organized
study and lower scores in the surface approach after the clinical practice compared with their scores prior
to their practice. The deep approach was slightly increased in all groups after the clinical practice. The study
indicated good psychometric properties of the questionnaire. Conclusion: The PBL clinical practice seems to be
of benefit for all the groups of students concerning their approaches to learning (post-clinical scores). Curriculum
planners are suggested to work toward the PBL clinical training to be early integrated in the curriculum
How Many Emergency Medicine Rotations Are Students Completing?Zach Jarou
Background: The CORD Advising Students Committee in Emergency Medicine (ASC-EM) recommends EM-bound medical students complete two EM clerkship rotations. In recent years, the number of VSAS applications per applicant has increased, leading to increased demand for rotation slots.
Objective: Determine how many EM rotations medical students are completing during their fourth year. We hypothesized that medical students are scheduling more than the recommended two rotations, and that DO students are completing more rotations than MD students.
This document summarizes a study that aimed to address the shortage of faculty facilitators for problem-based learning (PBL) modules by training residents as facilitators. The study compared the teaching skills of 5 senior resident tutors to 5 senior faculty tutors after both groups received 1 month of training in facilitation skills. Students evaluated the tutors in areas like content knowledge, PBL skills, student-centered learning, and group skills. Results showed that faculty scored higher than residents in content knowledge and group skills, but there was no significant difference in PBL and student-centered learning skills. Overall, faculty scores were significantly higher than residents. The study concluded that residents can effectively supplement faculty as PBL facilitators after receiving teacher
Based on the history and investigations, what is your provisional diagnosis for this child?
Student: The provisional diagnosis is Thalassemia Major.
Thalassemia is an inherited blood disorder caused by reduced or absent amounts of hemoglobin. The key features that point to Thalassemia Major in this case are:
- Recurrent pallor and need for frequent blood transfusions since birth indicating severe anemia.
- Hepatosplenomegaly which is commonly seen in Thalassemia Major due to extramedullary hematopoiesis.
- Microcytic hypochromic anemia on blood smear examination.
- Hemoglobin electrophoresis showing
The document describes the typical curriculum for a MD-PhD program at the University of Pennsylvania. It involves integration of medical school and graduate school coursework and research over 7-8 years. Students typically complete the first two years of medical school, followed by graduate school coursework and thesis research in years 3-6. They then resume clinical training in years 7-8 to graduate with an MD and PhD. The curriculum is flexible and emphasizes training physician-investigators through research, mentorship, and experience in both medical and graduate education.
University of toronto transcription background paperAndrew Brown
The document summarizes the debate around changing the grading system at the University of Toronto Faculty of Medicine from Honours/Pass/Fail to Credit/No Credit. It provides background on the systems and outlines arguments presented by students and faculty on both sides of the issue. A referendum will be held for current students to provide input on the proposed change before it is considered by the Education Committee and Faculty Council. The summary aims to concisely inform students of the key issues to facilitate an informed discussion and vote.
This document describes a study that compared the effects of traditional teaching methods versus problem-based integrated teaching (PBIT) on second year medical students learning about bronchial asthma. Students were randomly divided into a control group that received traditional teaching and a study group that received PBIT. Scores on pre- and post-tests showed that students in the PBIT group had significantly greater improvements in knowledge compared to the control group. Feedback from students and faculty also indicated majority support and preference for the PBIT approach over traditional methods. The study concluded that PBIT is more effective for teaching and helping students develop clinical understanding compared to traditional fragmented teaching.
The differential impact of various assessment parameters on the medical stude...lukeman Joseph Ade shittu
This study was designed to assess the convergent validity of the professional anatomy (a multifaceted examination) with other markers of success (the various interactive assessment components of the curriculum) in determining the overall performance of third-year medical students. The aim was to isolate area of academic weakness among the students and to readjust the curriculum content to balance the weakness. A total of 66 third year medical students with records of their grades in the various assessments criteria were analyzed. Parameters on the average End-in course assessment, Short Essays Question (SEQ), Multiple-Choice Questions (MCQ), and Practical (Steeple-chase) were considered. The Practical significantly correlated with overall performance (r = 0.89, P< 0.01). The Practical, MCQ, SEQ and End incourse showed an overall rank order of relative performance in assessment tasks and therefore indicate that, in general, students performance in the Professional examination was better than in the End-incourse examination.
Vietnamese nursing students’ perceptions of their clinical learning environme...nataliej4
This document presents a thesis that investigated Vietnamese nursing students' perceptions of their clinical learning environment. The study aimed to translate and validate a clinical learning environment inventory for use in Vietnam. It conducted a two-phase study - the first involved translating and validating the inventory, while the second administered the translated inventory to 209 nursing students to understand their perceptions and examine the instrument's psychometric properties. The results found the translated inventory was not a valid or reliable measure for the Vietnamese context. However, it provided some initial insights into factors influencing students' perceptions, such as clinical location and timeframe. The study recommends further modifications to develop a valid instrument for Vietnam and identifies improvements to clinical learning environments.
Does neuro-anatomy award/ prize impact on student performance in the first pr...lukeman Joseph Ade shittu
Concern has been expressed about the motivational impact of neuro-anatomy award/prize in determining the overall student performance in the final professional anatomy examinations by comparing it with the result outcome of a high stake examination like neuro-anatomy incourse examination using the concept of convergent validity. A total of 57 third year medical students with the records of their grades/scores (Mean ± SD) in the various assessments criteria, were analyzed. In this study, the neuro-incourse examination was consistently a high predictor (r = 0.80; P<0.01)><0.01>< 0.01 respectively). However, the neuro-incourse examination tests students’ performance in a relatively difficult module and was found to be consistently correlated and highest when compared with the overall professional examination as a result of student motivation.
Three main approaches to learning and studying are identified: deep approach, surface apathetic approach, and strategic approach. The deep approach involves seeking meaning, relating ideas, and monitoring understanding, while the surface apathetic approach focuses on minimal effort and memorization. A strategic approach manages time and effort to achieve high grades. Factors like assessments, curriculum demands, teaching methods, and the overall learning environment can influence which approaches students adopt. Promoting deep and strategic approaches through measures like well-designed assessments and active learning teaching methods can optimize learning outcomes.
Lauren Bishop has been accepted to several post-baccalaureate pre-medical programs and hopes this presentation will help her decide which to attend. The programs discussed are at Mississippi College, University of Pennsylvania, American University, and Barry University. She also provides information on requirements for admission to medical school at the Medical University of South Carolina and the career of a surgeon. Organizing this information has helped her evaluate how each graduate program prepares her for acceptance into medical school and her goal of becoming a surgeon.
This document summarizes the Master of Physician Assistant program at Loma Linda University School of Allied Health Professions. It outlines the roles and responsibilities of a Physician Assistant, their education and training requirements, application process, prerequisites, technical standards, costs of the program, and employment statistics.
The document describes the Competency Oriented Residency Education (CORE) curriculum developed at the University of Illinois at Chicago Department of Family Medicine. The CORE curriculum transitions from a traditional topic-based model to a clinical presentations-based model. It utilizes interactive case-based sessions led by faculty to help residents develop clinical reasoning and diagnostic skills for various patient presentations. Evaluation of the CORE curriculum found it improved resident learning over traditional models, with residents reporting it was highly likely to change their clinical practice.
This is an abstract of my thesis entitled "Critical Analysis of Student Nursing Care Plans in the Different Nursing Schools in Dagupan City". This study was created because my eager curiosity on how do our nurse educators evaluate the nursing care plans of the students,
This document discusses the challenges of assessing the thorax, lungs, cardiovascular, and peripheral vascular systems due to their complex interrelated structures and functions. It notes that less experienced nurses like the author may provide inaccurate information when evaluating these systems. Age differences can also impact findings interpretation. Additionally, pediatric patients cannot always supply clarifying information during exams. The author advocates collaborating with experienced nurses to accurately interpret exam findings like breath sounds. Patient factors like occupation may further aid interpretation.
The Investigation of Primary School Students’ Ability to Identify Quadrilater...theijes
In Vietnamese mathematics curricula, primary school students explicitly learn the concept of quadrilaterals such as parallelogram, rhombus, rectangle, square and trapezoid in the Grades 3, 4 and 5. They are presented individually, and there is no comparison between their characteristics. Therefore, the students will be difficult to recognize the relationships among kinds of quadrilaterals. The results of an investigation of 186 primary school students revealed that most of them found it easy to identify squares and rectangles but many of them asserted that “a square is not a rectangle”
The document summarizes the typical path and education of a medical student in the United States. It describes that years 1-2 consist of basic science and clinical courses, including lectures on anatomy, histology, pathology, and biochemistry. Students take the first part of the USMLE at the end of year 2. Years 3-4 include clinical rotations in specialties like internal medicine, surgery, and psychiatry, with electives in subspecialties. Students take the second part of the USMLE after year 4. After medical school, students complete a general internship and residency training lasting 2-7 years to specialize in a field like ophthalmology, which was the specialty of the guest speaker Dr. John Dick
The document provides an orientation for UCSD School of Medicine, founded in 1968. It summarizes the integrated scientific curriculum, which aims to foster an integrated appreciation of medicine and science through active learning and longitudinal education. It describes the contents and methods of instruction for organ system blocks, as well as elective opportunities. The orientation outlines clinical facilities, independent study projects, dual degree programs, specialty choices, academic communities, student affairs support, financial aid, housing options, and the multiple mini interview process.
This document outlines the structure and content for a personal philosophy and theoretical concepts paper for a nursing course. It includes sections for an autobiography, discussion of the four metaparadigms of nursing (patient, environment, nursing, health), two concepts from a nursing theory and how they apply clinically, and references. The document provides guidance on the length and level of detail expected for each section.
Medical Education: Reorientation of Medical Education program training and fi...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
This document describes a study that assessed the acquisition and long-term retention of bedside ultrasound skills in first-year medical students at McGill University after completing a new undergraduate ultrasound curriculum. The study found that:
1) According to instructor evaluations, an average of 98% of students were rated as strongly agreeing or agreeing they met the learning objectives for each of the 6 teaching sessions.
2) Student self-evaluations rated themselves as having strongly agreed with meeting the objectives at a significantly higher rate than instructor evaluations.
3) An evaluation of skill retention 8 months later found 91% of students strongly agreed or agreed they could demonstrate the skills taught in the first session.
4) 95% of students
This document provides an overview of the Biomedical Health & Life Sciences degree program. It describes the program's focus on science, research, technology and human health. The 4-year program immerses students in modern medical and biological sciences and focuses on applying scientific developments to disease prevention, detection and treatment. The modular structure allows students to specialize in areas that interest them. Coursework covers fundamental biomedical concepts in years 1-3 and develops research skills through rotations in year 4. Elective modules allow students to tailor their learning in areas like cell biology, biochemistry, physiology and specific diseases.
Objectives
Describe how a clinical track based on ACGME competencies could bridge the chasm between UGME and GME.
Demonstrate how Clinical Tracks are improving the 4th year at our institution.
The document discusses stress experienced by nursing students. It notes that nursing students experience higher levels of stress than students in other programs like medicine, social work, and pharmacy. Sources of stress for nursing students include their learning experiences, which involve 24 hours per week spent in clinical duties like patient interaction and procedures. Stress can negatively impact students' performance and mental health, causing issues like burnout, illness, and even suicidal thoughts in some cases. While many students experience stress, most are able to graduate on time, suggesting they utilize effective stress management techniques. The study aims to understand the relationship between stress levels and stress management techniques used by nursing students during their clinical learning experiences.
Based on the history and investigations, what is your provisional diagnosis for this child?
Student: The provisional diagnosis is Thalassemia Major.
Thalassemia is an inherited blood disorder caused by reduced or absent amounts of hemoglobin. The key features that point to Thalassemia Major in this case are:
- Recurrent pallor and need for frequent blood transfusions since birth indicating severe anemia.
- Hepatosplenomegaly which is commonly seen in Thalassemia Major due to extramedullary hematopoiesis.
- Microcytic hypochromic anemia on blood smear examination.
- Hemoglobin electrophoresis showing
The document describes the typical curriculum for a MD-PhD program at the University of Pennsylvania. It involves integration of medical school and graduate school coursework and research over 7-8 years. Students typically complete the first two years of medical school, followed by graduate school coursework and thesis research in years 3-6. They then resume clinical training in years 7-8 to graduate with an MD and PhD. The curriculum is flexible and emphasizes training physician-investigators through research, mentorship, and experience in both medical and graduate education.
University of toronto transcription background paperAndrew Brown
The document summarizes the debate around changing the grading system at the University of Toronto Faculty of Medicine from Honours/Pass/Fail to Credit/No Credit. It provides background on the systems and outlines arguments presented by students and faculty on both sides of the issue. A referendum will be held for current students to provide input on the proposed change before it is considered by the Education Committee and Faculty Council. The summary aims to concisely inform students of the key issues to facilitate an informed discussion and vote.
This document describes a study that compared the effects of traditional teaching methods versus problem-based integrated teaching (PBIT) on second year medical students learning about bronchial asthma. Students were randomly divided into a control group that received traditional teaching and a study group that received PBIT. Scores on pre- and post-tests showed that students in the PBIT group had significantly greater improvements in knowledge compared to the control group. Feedback from students and faculty also indicated majority support and preference for the PBIT approach over traditional methods. The study concluded that PBIT is more effective for teaching and helping students develop clinical understanding compared to traditional fragmented teaching.
The differential impact of various assessment parameters on the medical stude...lukeman Joseph Ade shittu
This study was designed to assess the convergent validity of the professional anatomy (a multifaceted examination) with other markers of success (the various interactive assessment components of the curriculum) in determining the overall performance of third-year medical students. The aim was to isolate area of academic weakness among the students and to readjust the curriculum content to balance the weakness. A total of 66 third year medical students with records of their grades in the various assessments criteria were analyzed. Parameters on the average End-in course assessment, Short Essays Question (SEQ), Multiple-Choice Questions (MCQ), and Practical (Steeple-chase) were considered. The Practical significantly correlated with overall performance (r = 0.89, P< 0.01). The Practical, MCQ, SEQ and End incourse showed an overall rank order of relative performance in assessment tasks and therefore indicate that, in general, students performance in the Professional examination was better than in the End-incourse examination.
Vietnamese nursing students’ perceptions of their clinical learning environme...nataliej4
This document presents a thesis that investigated Vietnamese nursing students' perceptions of their clinical learning environment. The study aimed to translate and validate a clinical learning environment inventory for use in Vietnam. It conducted a two-phase study - the first involved translating and validating the inventory, while the second administered the translated inventory to 209 nursing students to understand their perceptions and examine the instrument's psychometric properties. The results found the translated inventory was not a valid or reliable measure for the Vietnamese context. However, it provided some initial insights into factors influencing students' perceptions, such as clinical location and timeframe. The study recommends further modifications to develop a valid instrument for Vietnam and identifies improvements to clinical learning environments.
Does neuro-anatomy award/ prize impact on student performance in the first pr...lukeman Joseph Ade shittu
Concern has been expressed about the motivational impact of neuro-anatomy award/prize in determining the overall student performance in the final professional anatomy examinations by comparing it with the result outcome of a high stake examination like neuro-anatomy incourse examination using the concept of convergent validity. A total of 57 third year medical students with the records of their grades/scores (Mean ± SD) in the various assessments criteria, were analyzed. In this study, the neuro-incourse examination was consistently a high predictor (r = 0.80; P<0.01)><0.01>< 0.01 respectively). However, the neuro-incourse examination tests students’ performance in a relatively difficult module and was found to be consistently correlated and highest when compared with the overall professional examination as a result of student motivation.
Three main approaches to learning and studying are identified: deep approach, surface apathetic approach, and strategic approach. The deep approach involves seeking meaning, relating ideas, and monitoring understanding, while the surface apathetic approach focuses on minimal effort and memorization. A strategic approach manages time and effort to achieve high grades. Factors like assessments, curriculum demands, teaching methods, and the overall learning environment can influence which approaches students adopt. Promoting deep and strategic approaches through measures like well-designed assessments and active learning teaching methods can optimize learning outcomes.
Lauren Bishop has been accepted to several post-baccalaureate pre-medical programs and hopes this presentation will help her decide which to attend. The programs discussed are at Mississippi College, University of Pennsylvania, American University, and Barry University. She also provides information on requirements for admission to medical school at the Medical University of South Carolina and the career of a surgeon. Organizing this information has helped her evaluate how each graduate program prepares her for acceptance into medical school and her goal of becoming a surgeon.
This document summarizes the Master of Physician Assistant program at Loma Linda University School of Allied Health Professions. It outlines the roles and responsibilities of a Physician Assistant, their education and training requirements, application process, prerequisites, technical standards, costs of the program, and employment statistics.
The document describes the Competency Oriented Residency Education (CORE) curriculum developed at the University of Illinois at Chicago Department of Family Medicine. The CORE curriculum transitions from a traditional topic-based model to a clinical presentations-based model. It utilizes interactive case-based sessions led by faculty to help residents develop clinical reasoning and diagnostic skills for various patient presentations. Evaluation of the CORE curriculum found it improved resident learning over traditional models, with residents reporting it was highly likely to change their clinical practice.
This is an abstract of my thesis entitled "Critical Analysis of Student Nursing Care Plans in the Different Nursing Schools in Dagupan City". This study was created because my eager curiosity on how do our nurse educators evaluate the nursing care plans of the students,
This document discusses the challenges of assessing the thorax, lungs, cardiovascular, and peripheral vascular systems due to their complex interrelated structures and functions. It notes that less experienced nurses like the author may provide inaccurate information when evaluating these systems. Age differences can also impact findings interpretation. Additionally, pediatric patients cannot always supply clarifying information during exams. The author advocates collaborating with experienced nurses to accurately interpret exam findings like breath sounds. Patient factors like occupation may further aid interpretation.
The Investigation of Primary School Students’ Ability to Identify Quadrilater...theijes
In Vietnamese mathematics curricula, primary school students explicitly learn the concept of quadrilaterals such as parallelogram, rhombus, rectangle, square and trapezoid in the Grades 3, 4 and 5. They are presented individually, and there is no comparison between their characteristics. Therefore, the students will be difficult to recognize the relationships among kinds of quadrilaterals. The results of an investigation of 186 primary school students revealed that most of them found it easy to identify squares and rectangles but many of them asserted that “a square is not a rectangle”
The document summarizes the typical path and education of a medical student in the United States. It describes that years 1-2 consist of basic science and clinical courses, including lectures on anatomy, histology, pathology, and biochemistry. Students take the first part of the USMLE at the end of year 2. Years 3-4 include clinical rotations in specialties like internal medicine, surgery, and psychiatry, with electives in subspecialties. Students take the second part of the USMLE after year 4. After medical school, students complete a general internship and residency training lasting 2-7 years to specialize in a field like ophthalmology, which was the specialty of the guest speaker Dr. John Dick
The document provides an orientation for UCSD School of Medicine, founded in 1968. It summarizes the integrated scientific curriculum, which aims to foster an integrated appreciation of medicine and science through active learning and longitudinal education. It describes the contents and methods of instruction for organ system blocks, as well as elective opportunities. The orientation outlines clinical facilities, independent study projects, dual degree programs, specialty choices, academic communities, student affairs support, financial aid, housing options, and the multiple mini interview process.
This document outlines the structure and content for a personal philosophy and theoretical concepts paper for a nursing course. It includes sections for an autobiography, discussion of the four metaparadigms of nursing (patient, environment, nursing, health), two concepts from a nursing theory and how they apply clinically, and references. The document provides guidance on the length and level of detail expected for each section.
Medical Education: Reorientation of Medical Education program training and fi...iosrjce
IOSR Journal of Dental and Medical Sciences is one of the speciality Journal in Dental Science and Medical Science published by International Organization of Scientific Research (IOSR). The Journal publishes papers of the highest scientific merit and widest possible scope work in all areas related to medical and dental science. The Journal welcome review articles, leading medical and clinical research articles, technical notes, case reports and others.
This document describes a study that assessed the acquisition and long-term retention of bedside ultrasound skills in first-year medical students at McGill University after completing a new undergraduate ultrasound curriculum. The study found that:
1) According to instructor evaluations, an average of 98% of students were rated as strongly agreeing or agreeing they met the learning objectives for each of the 6 teaching sessions.
2) Student self-evaluations rated themselves as having strongly agreed with meeting the objectives at a significantly higher rate than instructor evaluations.
3) An evaluation of skill retention 8 months later found 91% of students strongly agreed or agreed they could demonstrate the skills taught in the first session.
4) 95% of students
This document provides an overview of the Biomedical Health & Life Sciences degree program. It describes the program's focus on science, research, technology and human health. The 4-year program immerses students in modern medical and biological sciences and focuses on applying scientific developments to disease prevention, detection and treatment. The modular structure allows students to specialize in areas that interest them. Coursework covers fundamental biomedical concepts in years 1-3 and develops research skills through rotations in year 4. Elective modules allow students to tailor their learning in areas like cell biology, biochemistry, physiology and specific diseases.
Objectives
Describe how a clinical track based on ACGME competencies could bridge the chasm between UGME and GME.
Demonstrate how Clinical Tracks are improving the 4th year at our institution.
The document discusses stress experienced by nursing students. It notes that nursing students experience higher levels of stress than students in other programs like medicine, social work, and pharmacy. Sources of stress for nursing students include their learning experiences, which involve 24 hours per week spent in clinical duties like patient interaction and procedures. Stress can negatively impact students' performance and mental health, causing issues like burnout, illness, and even suicidal thoughts in some cases. While many students experience stress, most are able to graduate on time, suggesting they utilize effective stress management techniques. The study aims to understand the relationship between stress levels and stress management techniques used by nursing students during their clinical learning experiences.
This document discusses opportunities to integrate emergency medicine education throughout the four years of medical school. It outlines how EM education can be incorporated in pre-medical, pre-clinical, clinical, and longitudinal phases of medical education. Examples provided include EM lectures, simulation cases, electives, research, shadowing, and learning communities that span all four years. The goal is to ensure all medical students receive basic EM training and exposure to help prepare them for independent practice and residency.
Explain importance of early, consistent EM education for all medical students.
Discuss opportunities to engage & have impact throughout the 4 year curriculum.
Highlight learning communities, the “How to be a doctor course”, and EMIG.
Evaluate factors that influence a student’s choice of specialty as related to above.
The document reviews literature on teaching undergraduate medical students about oncology. It finds that involving patients in teaching through methods like portfolio learning is effective. Using simulated models or standardized patients to teach skills like breast examination improves students' clinical assessment abilities. Computer-based learning has a role but is not necessarily superior to other approaches. Teaching about cancer screening and prevention increases students' knowledge and skills and changes their behaviors. The conclusion recommends oncology educators consider evidence-based teaching approaches covered in the review and that more research is needed in this field.
A positive response to health promotion in undergraduate medical core curricu...meducationdotnet
Health promotion is now a core part of many medical school curriculums, including at King's College London School of Medicine (KCLSM) where it is taught throughout all years. Initially, there was limited student interest in health promotion, but since integrating it as a core part of the curriculum in 2006, student interest and engagement has increased significantly. The number of students choosing health promotion electives and research has grown five-fold. Students are also increasingly selecting health promotion topics for publications, conference presentations, and grant/award applications. The increased emphasis on health promotion has had many positive outcomes for students and faculty at KCLSM.
Chnaging trends in Medical Education Oct 23.pptxRajan Duda
Teaching : Latest concepts in medical education
how best to optimize medical education
new trends in undergraduate and post graduate teaching in pediatrics
AAMC Table 92 Residency Readiness in the 4th Year of Medical School: Using ACGME Milestones to Assess & Prepare Medical Students for Residency
In many cases, the fourth year of medical school continues to be a lost opportunity for learning. The popularity of boot camps with an emphasis on the student’s specialty of choice continues to grow. At several institutions, the fourth year is designed to use specialty-specific milestones to improve the transition to residency. The senior year should be more robust with consideration for student assessment for selected ACGME milestones expected of an incoming resident in their designated specialty.
The document discusses medical education in the Philippines. It describes the traditional model of medical education, which involved 2 years of pre-clinical basic sciences followed by 2 years of clinical rotations. It then outlines reforms and changes made over time, including integrating basic and clinical sciences, introducing problem-based learning, defining competencies, and increasing early clinical exposure. The document also discusses the transition to an outcomes-based education model in response to national reforms, with the goal of producing holistic physicians committed to lifelong learning.
The document provides a summary of gaps identified in senior year pre-licensure nursing courses at Washington State University based on evaluation against various criteria. For N408 Professional Development III: Leadership & Management, gaps identified include a need for more diverse guest speakers and improved methods for discussing sensitive topics in large classes. For N414 Child & Family Health: Theory, gaps identified include a need for more class discussion time and improved use of evidence-based practice by students. Recommendations to address the gaps include inviting more community nurse leaders, using small group discussions or classroom response systems, and having students review case studies online prior to class.
How do we create and lead a culture that supports the demands of tomorrow’s Physician Assistant (PA) student? It starts with a strong Program curriculum at its foundation. PA education must be solid from its inception--well before we try to build and add additional layers of education and training on top of the degree--in order to train and graduate PA leaders that will enhance the profession and contribute to healthcare solutions nationwide. Absent this strong foundation, anything we try to layer on top of it will fail.
Anecdote And Evidence A Comparison Of Student Performance Using Two Learning ...Mary Calkins
This study compared student performance on an exam when information was presented using two different teaching styles - one emphasizing the lecturer's personal experiences with patients, and the other emphasizing formal sources like textbooks and journals. Students scored higher overall and in specific domains when the personal experience style was used. Most student comments also indicated they found the personal experience style more useful for learning. The study argues anecdotal teaching can be an effective method by enhancing authenticity, providing context, and giving students a sense of ownership over the material. Hearing real stories from experienced clinicians makes the information seem more believable and realistic to students.
This document summarizes the experiences of two medical students, Chris and Camille, as peer-assisted learning (PAL) tutors. As PAL tutors, they taught clinical skills to younger medical students and provided reflections on their teaching experiences. Some of their key learnings included gaining confidence as medical educators, identifying areas for self-improvement through reflection, and refreshing their own clinical skills knowledge. They found the opportunity to teach and apply what they had learned during their medical degree to be valuable. Both students enjoyed being PAL tutors and hoped to continue in the role and encourage other students.
This study surveyed the status of formal patient safety (PS) curriculum across 17 Canadian medical schools. It found PS curriculum to be inconsistent and not fully addressing key competencies. Common topics included PS culture, teamwork, systems approach and adverse event reporting. Teaching methods varied from didactic large groups to small experiential learning. Time devoted ranged from episodic to elective-only. Online resources like IHI modules were commonly used. Limitations included reliance on publicly available information and need for further data collection.
The document discusses the challenges facing medical education and proposes a new curriculum model. Some of the key challenges mentioned are:
- Medical education focuses too much on disease biology rather than behavioral factors that influence health.
- Most clinical education occurs in inpatient settings, despite most medicine being practiced outpatient.
- Basic science research focuses on subcellular levels removed from direct application to clinical practice.
- Medical knowledge is doubling every 73 days and will continue accelerating, making it impossible to simply add more material to curriculums.
The proposed new curriculum model aims to organize content around disease mechanisms rather than disciplines, organ systems, or patient complaints to better integrate knowledge and address many of the challenges.
Clinical Practicum CPCU at Tanner Medical Center Reflection Paper.pdfbkbk37
The document is a reflection paper from a nursing student about their clinical practicum experiences at an intensive care unit and emergency department. It discusses four key themes: 1) The experience involved intense emotions for students, both positive feelings from patient improvements and negative feelings from serious situations and death. 2) Attitudes are important over techniques in caring for critically ill patients. 3) Students identified with nurses who could manage complex environments and provide close care to patients. 4) Students reflected on how to improve care for critically ill patients and their families.
This document outlines learning objectives, outcomes, and competency frameworks for medical education. It defines key terms like competence, learning outcomes, and objectives. Competence refers to the ability to perform job duties successfully. Learning outcomes describe what students should be able to do by the end of a program. Objectives define what students will learn in individual lessons. The document provides examples of outcomes for an MBBS program and objectives for lectures. It discusses frameworks for evaluating competencies and provides guidance on writing objectives and outcomes, including making them specific, measurable, attainable, relevant and time-bound.
Robbins and Cotran Review of Pathology 4th Ed 2015.pdfRocoHuamn2
Robbins, libro completo donde contiene imágenes histológicas de problemas patológicas, también contiene lo normal y lo patológico, todo esto a color y algunas imágenes señaladas y con explicación a lado de las imágenes.
The document discusses medical education and proposes that students have gaps in their clinical pathology knowledge even in their senior year, highlighting issues identified in a pre-test. It then describes a two-week course given to fourth-year medical students to address these gaps, focusing on case-based teaching and discussions of primary literature. The conclusion is that identifying and remediating gaps is important given standards of 100% performance are needed for success in some medical areas.
Similar to Advanced Competencies in EM: Moving Beyond the Clerkship (20)
This document summarizes Dr. Nicholas Kman's use of social media, particularly Facebook Live, for his "First Aid Friday" sessions to educate the public on various medical topics. It provides best practices for using Facebook Live that Dr. Kman has learned, such as testing the video quality first, engaging with viewers' comments, and analyzing metrics like viewership and audience retention to improve future broadcasts. The document also shares statistics on Dr. Kman's First Aid Friday videos so far, which have reached thousands of people and addressed various medical emergencies.
This lecture intended for Medical Students bound for Emergency Medicine will:
Map out 4th year for EM Applicants citing important dates and deadlines.
Discuss AAMC Standardized Video Interview and important dates associated with it’s completion.
The document describes a curriculum at The Ohio State University College of Medicine called the Lead Serve Inspire Curriculum (LSI) which aims to develop competency in healthcare quality improvement and patient safety. It consists of three parts, with Part 1 focusing on clinical foundations, Part 2 on clinical applications, and Part 3 containing the Health Systems, Informatics, and Quality (HSIQ) project. The HSIQ project is a longitudinal experience where students work in groups on value-creation projects around cost-conscious care, patient experience, and identifying systems failures. They apply a process improvement methodology to propose, implement, and measure interventions. The document discusses lessons learned and challenges in engaging students and assessing competency in quality improvement and patient
Social Networking 201:Engaging Learners and Professional Networking with Tw...Nicholas Kman, MD, FACEP
Presentation from the Generalists in Medial Education with Larry Hurtubise (@hur2buzy) Kristina Dzara (@KristinaDzara)
Elissa Hall (@erhall1) Nicholas Kman (@DrNickKman) and Justin Kreuter (@kreutermd)
Discuss, Develop and Demonstrate strategies for leveraging social media networking sites (twitter) for dissemination of scholarly work and medical education
Compare and contrast the features and benefits of social media networking sites for development of a national reputation.
Use basic feature of Twitter like #, and @, as well as deleting tweets to best harness the potential reach of your profile, expand your social network, and develop a national reputation
This document discusses various environmental emergencies, beginning with snake envenomations. It provides statistics on snake bites in the US and describes the clinical effects of different snake species. It discusses the signs and symptoms of envenomation as well as the treatment, including antivenin administration. It also covers spider bites from black widows and brown recluses. For marine envenomations, it describes jellyfish and echinoderm stings and their treatments. It concludes with sections on drowning, discussing the pathophysiology and emphasizing the importance of immediate resuscitation.
This document provides an overview of environmental emergencies, including thermal injuries, burns, electrical injuries, hypothermia, frostbite, and heat-related illness. It discusses the epidemiology, presentation, assessment, treatment, and management of these conditions. Key points include that burns can be classified based on depth and size, inhalation injury increases mortality, and fluid resuscitation follows the Parkland formula. Hypothermia ranges from mild to severe based on core temperature, with cardiovascular and neurological impacts. Rewarming techniques include passive external rewarming and active external or internal rewarming depending on severity.
This document provides an overview of emergency response to natural disasters since 9/11. It discusses key aspects of the disaster management cycle including preparation, mitigation, response, recovery and prevention. Specific natural disasters like floods, winds and earthquakes are examined. Injury patterns from collapsed buildings, winds and flooding are defined. The importance of preparation, having an incident command system and surge capacity plan are emphasized.
After watching this lecture, learners will be able to:
Describe the various etiologies of non-traumatic paralysis
Illustrate the neuro exam for the paralyzed patient
Recognize the signs and symptoms of acute peripheral neuropathies
Explain the treatment of acute peripheral neuropathies
Curricular Innovations: An Expert Educator Shift for Assessing MilestonesNicholas Kman, MD, FACEP
This document describes a study that used expert educator shifts to assess medical students on emergency medicine milestones. During the shifts, students were directly observed by attending physicians as they cared for patients, and were assessed on 10 milestones. Results showed that students who participated rated direct observation, feedback, and the educational experience more highly compared to previous students. The study concluded that expert educator shifts can effectively assess competency-based milestones and help prepare students for residency. Future directions involve developing an advanced clinical track to teach residency-level milestones prior to graduation.
Observation without Active Participation is an Effective Method of LearningNicholas Kman, MD, FACEP
Participants in team-based simulation are often assigned or self-selected to play active or passive roles
Limited data on impact of learner roles on the efficacy of simulation-based training
A few studies have suggested that observation alone may be as effective for learning as active participation in simulation
CDEM has grown significantly since its founding in 2007. It now represents over half of US medical schools' EM clerkships and provides various educational resources for members. Challenges include establishing CDEM's role within SAEM and addressing tensions between the organizations. The future includes further developing the curriculum, collaborating with other groups like CORD and EMRA, and establishing CDEM as the leader in undergraduate EM education.
This is my Grand Rounds for Nationwide Children's Hospital on 9/11/14 at 8am. This talk gives the background of National and Regional Preparedness in Columbus, OH post 9/11.
This document provides an overview of environmental emergencies, including snake envenomations, spider bites, marine envenomations, drowning, dysbarism, dive medicine, and high altitude illness. For snake envenomations, it discusses common venomous snakes, signs and symptoms, grading of envenomation severity, antivenin treatment, and complications. For spider bites, it focuses on black widow and brown recluse spiders. For marine envenomations, it reviews jellyfish stings, symptoms, and treatment involving vinegar or alcohol to inactivate nematocysts.
This document provides an overview of environmental emergencies related to thermal injuries, including burns, electrical injuries, lightning injuries, hypothermia, and frostbite. It discusses the pathophysiology, clinical presentation, treatment priorities, and management strategies for each type of injury. For burns, it covers burn depth, size assessment, fluid resuscitation formulas, wound care, and referral criteria. For hypothermia, it describes the stages based on core temperature, associated signs and symptoms, diagnostic testing, and active external and internal rewarming techniques. Throughout, it emphasizes the importance of preventing further heat loss, anticipating cardiac issues, and treating hypothermia before addressing other injuries.
This document describes different approaches to mentorship programs in emergency medicine. It discusses a near-peer mentorship program that pairs fourth-year medical students with emergency medicine residents to provide guidance on residency. It also describes a tiered mentorship model at Ohio State University involving faculty, residents, and students of various levels. This model forms small mixed-gender groups with one faculty mentor and one resident mentor. An evaluation found that students were not influenced by the gender makeup of their group and preferred identifying with faculty mentors regardless of gender. The document introduces challenges with assigning mentors and managing group sizes and dynamics.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
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2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
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A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
Advanced Competencies in EM: Moving Beyond the Clerkship
1. Beyond the Clerkship: Advanced
Competencies and the Senior Year of
Medical School Training
Dr. David Wald, DO
Dr. Nicholas Kman, MD
@drnickkman
2. Objectives
Review the literature on current and future structure
of the fourth year of medicine as it relates to EM.
Describe the specialization of medical students
during 4th year.
Describe curricula that can be implemented to
provide advanced opportunities for students in EM.
Explain the concept of Advanced Competencies in
EM as they relate to Entrustable Professional
Activities (EPAs).
6. The Present
Only 4th year constants across institutions:
Expectation that students will take USMLE Step 2
Select a specialty
Interview for residency positions.
Cosgrove, E M (02/19/2014). "Empowering Fourth-Year Medical Students: The Value of the
Senior Year". Academic medicine (1040-2446), p. 1.
7. The 4th Year: Purpose
Preparing for residency through increased responsibility
for patient care
Making wise and judicious career choices
Creating defined time for guidance and preparation for
USMLE examinations and residency interviews
Having the time to study/explore specialty in depth
Developing an understanding of different practice settings
to prepare for later decisions
Having time to foster and nurture socially responsible
activities and interests such as service learning
Cosgrove, E M (02/19/2014). "Empowering Fourth-Year Medical Students: The Value of the
Senior Year". Academic medicine (1040-2446), p. 1.
8. 8
Flexner, Abraham (1910), Medical Education in the United States and Canada: A Report to the
Carnegie Foundation for the Advancement of Teaching, Bulletin No. 4., New York City: The Carnegie
Foundation for the Advancement of Teaching, p. 346, OCLC 9795002.
10. What do the Program Director’s think?
Semi structured interviews
30 PD’s, broad range of specialties
3 EM PD’s
10
11. Common struggles of interns
Identify problems that could be better addressed in
the MS IV year
Lack of self-reflection and improvement
Poor organizational skills
Underdeveloped professionalism
Weak medical knowledge
11
12. Competencies
Competencies MS IV students should gain before
staring residency
Advanced clinical reasoning
Near intern level independence
Responsibility and reliability
Ownership of patient care
12
14. Comments from the Author – M Harper
Additional insight or comments
Curricular change is hard
Currently involved in a curricular renewal
process
Most of the focus is on the 3rd year
Under consideration
All 4th year students should develop an
individualized learning plan approved by a
career advisor
14
15. Expert recommendations for MS IV
curriculum
English language literature review (1974-2009)
66 publications
40 – Aspects of MS IV education
26 – Overview / general reviews
15
16. Three recurring themes
Lack of clarity about the educational purpose
Problems in curricular content and organization
Concerns about the educational quality of
courses
16
17. Lack of clarity about the educational
purpose
Preparation for residency
“Preresidency syndrome”
Culmination of medical school education
Clear understanding of the objectives and
competencies to be mastered by graduation
No publications on the role of the MS IV year
in the preparation of the medical graduate
17
18. Problems in curricular content and
organization
Recommendations from specialty organizations
College and pathway programs
Accelerated programs
Specific MS IV courses
18
19. Concerns about educational quality
No publications specifically addressing
educational quality
Unclear course objectives
Lack of structured learning
Grade inflation
19
20. Comments from the Author – A Walling
Additional insight or comments
ACGME policies and practices will increasingly
influence medical student education
Fourth year as capstone for medical school
versus preparation year for residency
Turned in favor of the pre-residency viewpoint
Other factors that increase the pressure towards
using the fourth year to prepare for residency are
student debt and the growing specter
of unmatched US graduates
20
21. Description of the impact of an innovative
MS IV curriculum
“College Program” UCLA – implemented
2001
Improved career advising and mentoring
21
22. College structure
Organized around a set of related specialties that
share similar traits
College Chair and faculty
Delivering specific curricular activities
Advising students / mentoring
Overseeing scholarly projects
22
23. 23
College structure – 6 UCLA colleges
Acute Care: time-based decision-making specialties
(Anesthesia, critical care EM)
Applied Anatomy: structure-oriented fields (Surgery, radiology,
pathology)
Medical Leadership: dual-degree programs in public health or
business administration
Medical Subspecialties: subspecialties focused on clinical reasoning
and advance fellowship training
Primary Care: longitudinal care specialties (FM, IM, pediatrics)
Urban Underserved: focuses on care of underserved communities
26. Comments from the Author – W Coates
Variable college sizes year to year
Yearly reallocation of resources
Interdisciplinary faculty
Mentoring junior faculty
Residents as teachers
Two tiered level of student advising / mentoring
Group / peer
Structural individual
26
27. Comments from the Author – L Wilkerson
Senior scholarship day
Facilitated poster and oral presentations
Colleges sponsor the Special Interest Groups
and electives in the preclinical years
Earlier college involvement
Colleges shifting to an earlier start date
Considering new senior year requirements
More elective time
Reviewing the role of the College Chairs in
preparing the MSPE
27
29. “Undergraduate Rotations” Listing from
www.saem.org
Ultrasound, International, Disaster Medicine,
Geriatric EM, Toxicology, and Pediatric EM
29
30. What does VSAS say?
353 Electives under “Emergency Medicine”
30
31. What does VSAS say?
353 Electives under “Emergency Medicine”
31
Peds 21
Research 12
Toxicology 16
Ultrasound 24
Trauma Critical Care 5
EMS/Disaster 14
Wilderness Medicine 6
Global/International Health 4
Hyperbaric/Undersea 1
103
32. Didactics
Small group case-based discussions
Small group labs
Self-directed learning
Critical care workbook
Clinical shifts (12 x 9-hour shifts) at 2 clinical
sites
Critical care experience/workbook (5 days)
Exam
33. Students identify a critical care patient in the
ED during their eve shift (2 pm – 11 pm)
Students present the case on morning
teaching rounds in the ICU the next day
Repeat the eve shift, then 4 days in the ICU
Students follow their patients in ICU and
complete workbook
34. Integrating critical care via a longitudinal
experience emphasizes the importance of
patient’s ED care on their hospital course
and highlights importance of
multidisciplinary approach
35. The Ohio State Experience
Currently, we have 2 “Honors” longitudinal rotations
for students bound for EM
Advanced Topics in Emergency Medicine (ATEM)
Honors U/S
36. The Ohio State Experience
Currently, we have 2 “Honors” longitudinal rotations
for students bound for EM
Advanced Topics in Emergency Medicine (ATEM)
Honors U/S
Wilderness Medicine
Global Health
37. Bahner, DP.; Royall, NA. “Advanced ultrasound training for fourth-year medical students: a novel training
program at The Ohio State University College of Medicine.” Academic Medicine, v. 88 issue 2, 2013, p.
206-13.
40. Kman, NE., et al. “Advanced topics in emergency medicine: curriculum development and initial
evaluation.” Western Journal of Emergency Medicine, v. 12 issue 4, 2011, p. 543-50.
41. ATEM Purpose
9 month longitudinal honors elective with goal of
producing most capable and experienced residents
possible.
42. Course Components
Teaching shifts
Journal Club
Small Group Didactic Sessions
PALS and ATLS Training
High Acuity Code Training
EMS and Emergency
Preparedness Training
(MedFlight)
Toxicology
43. Course Components
Teaching shifts
Journal Club
Small Group Didactic Sessions
PALS and ATLS Training
High Acuity Code Training
EMS and Emergency
Preparedness Training
(MedFlight)
Toxicology
44. Course Components
Teaching shifts
Journal Club
Small Group Didactic Sessions
PALS and ATLS Training
High Acuity Code Training
EMS and Emergency
Preparedness Training
(MedFlight)
Toxicology
45. Course Components
Chest Tubes
Adult and Pediatric Airway
Procedural Teaching in
Clinical Skills Lab
Ultrasound
EMS Lecture/Experience
Mentorship
Research or Q/A Project
46. Course Components
Chest Tubes
Adult and Pediatric Airway
Procedural Teaching in
Clinical Skills Lab
Ultrasound
EMS Lecture/Experience
Mentorship
Research or Q/A Project
47. Course Components
Chest Tubes
Adult and Pediatric Airway
Procedural Teaching in
Clinical Skills Lab
Ultrasound
EMS Lecture/Experience
Mentorship
Research or Q/A Project
50. Advanced Competencies and Electives
16 weeks for advanced competencies and advanced
electives (4 total elective blocks).
Students can choose a variety of advanced
competencies and advanced clinical electives.
Advanced electives are a place for students to
become proficient at level 1 milestones for their
chosen residency specialty.
This 16 week period will include time for
assessments.
50
51. Advanced Competencies
Medical Administration
Inter-professional Collaboration
Social Media in Medicine
Ultrasound
Procedures
Patient Experience
Research (will require preapproval with preceptor)
Teaching in Medicine
Clinical Practice Guidelines & Evidence-based Medicine
51
52. Advanced Competencies
Professionalism
Bioinformatics
Health Coaching
Health Literacy & Healthcare Disparities
Genetics
Quality Improvement/Patient Safety
Emergency Preparedness and Disaster Response
Global Health
Latino Health
52
53. Advanced Competencies
Professionalism
Bioinformatics
Health Coaching
Health Literacy & Healthcare Disparities
Genetics
Quality Improvement/Patient Safety
Emergency Preparedness and Disaster Response
Global Health
Latino Health
53
54.
55. Advanced Clinical Electives
The Ohio State University has 30 clinical
departments. 21 specialties are presented to
students for Career Exploration week.
The Advanced Clinical Tracks will offer a variety of
experiences and electives to prepare students for
Milestone 1 (intern level for that specialty).
Example EM Advanced Clinical Track: Selectives in
EM, ICU, Diabetes, Pain & Palliative, or CHF;
Advanced Competency in Ultrasound, Advanced
Topics in EM, elective in Wilderness Medicine.
55
56. The Future
Fit Advanced Topics in Emergency Medicine
Objectives to Level 1 Emergency Medicine
Milestones
Develop this into an Advanced Clinical Track from
students going into Emergency Medicine
Graduate the finest EM interns our colleagues could
hope to match!
56
57. Advanced Competencies Pearls
The link is of EM to EPA’s is undeniable! Emergency
Medicine will have an integral part in the clinical
years of medical school.
Fourth year of medical school is a necessary
component of medical student clinical development.
Opportunities such as Ultrasound, International,
Disaster Medicine, Geriatric EM, Toxicology,
Wilderness, EMS, and Pediatric EM exist for our
graduates.
57
58. References
Wolf, S J (02/19/2014). "Students' Perspectives on the Fourth Year of Medical School: A Mixed-
Methods Analysis". Academic medicine (1040-2446), p. 1.
Cosgrove, E M (02/19/2014). "Empowering Fourth-Year Medical Students: The Value of the Senior
Year". Academic medicine (1040-2446), p. 1.
Bahner, DP.; Royall, NA. “Advanced ultrasound training for fourth-year medical students: a novel
training program at The Ohio State University College of Medicine.” Academic Medicine, v. 88
issue 2, 2013, p. 206-13.
Kman, NE., et al. “Advanced topics in emergency medicine: curriculum development and initial
evaluation.” Western Journal of Emergency Medicine, v. 12 issue 4, 2011, p. 543-50.
Alliance for Clinical Education Perspective Paper: Recommendations for Redesigning the “Final
Year" of Medial School. Accepted for publication in Teach Learn Med.
Pacella CB. Advanced opportunities for student education in emergency medicine. Acad Emerg
Med 2004; 11(10): 1028e9-1028e11.
Flexner, Abraham (1910), Medical Education in the United States and Canada: A Report to the
Carnegie Foundation for the Advancement of Teaching, Bulletin No. 4., New York City: The
Carnegie Foundation for the Advancement of Teaching, p. 346, OCLC 9795002.
The structure of medical school (especially the 4th year) has been stable since the Flexner Report. Do we do anything in Medicine the same as we did it in 1910?
The structure of the 3rd and 4th years has remained unchanged and unexamined at many institutions.
Flexner goes on to say, “Full mastery of a specialty belongs to the postgraduate years.” We are beginning to question this!
This quote describes the direction we should be headed in the fourth year!
Dave Wald to give a literature based talk on the fourth year and direction its headed.
Nick Kman
NickKman
Introduce Kathy Hiller, give the slides in the interest of time.
Longitudinal advanced ultrasound curriculum for 4th year students pursuing specialties that require focused ultrasound. Didactic lectures, journal club sessions, hands-on training, teaching and patient-modeling activities, and complete a final project.Experienced faculty are recruited from EM, internal medicine, OB/GYN, surgery.
Students working the Arnold Fitness Expo
Discuss Disaster Curriculum
Discuss Disaster Curriculum
Discuss Disaster Curriculum
Discuss my role as Part 3 Director
I will be fortunate to run Part 3 of our new curriculum.