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.
Brian D. Brown has coordinated and taught a wide range of courses in medical education and health informatics. These include clinical rotations, certificate programs, undergraduate courses, and graduate seminars in areas such as family medicine, public health informatics, biomedical ethics, and health humanities. He has also taught courses in anthropology, sociology, and emergency medical services at the community college level.
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.
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
This document outlines the course objectives, content, and structure for Nursing 348 - Pathophysiology I. The 3-credit course is taken at the junior level and focuses on the characteristics and manifestations of disease caused by alterations to the body's structure or functions. Over 14 topics will be covered, including alterations in urinary, cardiovascular, respiratory, immune, and musculoskeletal systems. Evaluation will be based on attainment of course objectives and a grading scale is provided. The course will utilize lecture, discussion, and audiovisual aids to cover the pathophysiology of various disease states.
This document describes an undergraduate clinical preceptorship course for bioengineering students at the University of Pennsylvania. The course aims to expose students to both the breadth and depth of clinical practice and research. It includes 12 lectures covering various clinical specialties, as well as a 10-week preceptorship where students are paired with a clinician in a specific specialty. The course provides students with an understanding of how engineering applies to medicine. Over 100 students have completed the course, with most gaining significant knowledge in their preceptorship specialty. The course helps students determine their career path, with some choosing medical school or graduate programs in bioengineering.
This document is a diploma supplement for Marin Kovac, who graduated from the University of Zagreb Faculty of Science with a Bachelor of Biology degree. The 3-year undergraduate program provided students with fundamental knowledge in biology, chemistry, biochemistry, physics, geology and related fields through coursework and laboratory exercises. Upon completion, graduates are qualified for jobs requiring applied biology skills or can continue their education through a graduate master's program. Kovac successfully completed all program requirements, maintaining a high cumulative grade point average of 3.988.
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 differential impact of various assessment parameters on the medical stude...lukeman Joseph Ade shittu
ย
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.
Brian D. Brown has coordinated and taught a wide range of courses in medical education and health informatics. These include clinical rotations, certificate programs, undergraduate courses, and graduate seminars in areas such as family medicine, public health informatics, biomedical ethics, and health humanities. He has also taught courses in anthropology, sociology, and emergency medical services at the community college level.
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.
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
This document outlines the course objectives, content, and structure for Nursing 348 - Pathophysiology I. The 3-credit course is taken at the junior level and focuses on the characteristics and manifestations of disease caused by alterations to the body's structure or functions. Over 14 topics will be covered, including alterations in urinary, cardiovascular, respiratory, immune, and musculoskeletal systems. Evaluation will be based on attainment of course objectives and a grading scale is provided. The course will utilize lecture, discussion, and audiovisual aids to cover the pathophysiology of various disease states.
This document describes an undergraduate clinical preceptorship course for bioengineering students at the University of Pennsylvania. The course aims to expose students to both the breadth and depth of clinical practice and research. It includes 12 lectures covering various clinical specialties, as well as a 10-week preceptorship where students are paired with a clinician in a specific specialty. The course provides students with an understanding of how engineering applies to medicine. Over 100 students have completed the course, with most gaining significant knowledge in their preceptorship specialty. The course helps students determine their career path, with some choosing medical school or graduate programs in bioengineering.
This document is a diploma supplement for Marin Kovac, who graduated from the University of Zagreb Faculty of Science with a Bachelor of Biology degree. The 3-year undergraduate program provided students with fundamental knowledge in biology, chemistry, biochemistry, physics, geology and related fields through coursework and laboratory exercises. Upon completion, graduates are qualified for jobs requiring applied biology skills or can continue their education through a graduate master's program. Kovac successfully completed all program requirements, maintaining a high cumulative grade point average of 3.988.
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 differential impact of various assessment parameters on the medical stude...lukeman Joseph Ade shittu
ย
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.
The document provides contact and program information for the Faculty of Health and Environmental Sciences at the Central University of Technology, Free State. It includes the contact details for the acting dean, faculty administrator, and heads of each of the four departments. It also lists the national diploma and degree programs offered in each department, including fields like agricultural management, clinical technology, radiography, biomedical technology, and environmental health. National diploma programs are three years, with the option to complete a fourth year to earn a BTech degree, and further postgraduate study is also available.
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 outlines the syllabus for a Master of Physiotherapy (MPT) program offered by Veer Narmad South Gujarat University. The 2-year full-time program consists of classroom teaching, clinical training, and a dissertation. The first year (MPT-I) focuses on basic sciences, diagnosis, treatment approaches, and research methodology. The second year (MPT-II) allows students to specialize in an area and complete their dissertation. The program is divided into papers that are assessed through written exams, practical exams, oral exams, and a dissertation evaluation. The document provides details on admission criteria, attendance requirements, examination schedules, and the course content for each paper.
Profile analysis of studentsโ academic performance in ghanaian polytechnics t...Alexander Decker
ย
This document analyzes students' academic performance data from Bolgatanga Polytechnic in Ghana. It uses profile analysis and MANOVA to examine changes in average GPA over time for different student groups. The key findings are:
1) Male and female students' GPA profiles were parallel, level, and deviated significantly from flatness, though females performed slightly higher on average.
2) Different academic departments had distinct subject-specific GPA profiles that changed over time.
3) Students' admission qualifications affected their GPA profiles significantly over the semesters. Direct qualification students performed best on average.
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.
Integrated teaching in medical education aims to coordinate different teaching activities to ensure effective learning. It is needed due to the growth and fragmentation of medical disciplines over time. Integration can be horizontal between disciplines of the same phase, vertical between disciplines of different phases, or both. Learning modules are planned units that take a multidisciplinary approach to a topic, problem, or task. They specify objectives, teaching methods, resources, and evaluation. Module development involves choosing a focus, identifying departments, planning teaching and assessment, and revising based on feedback. Benefits include minimizing contradictions and repetition for students while allowing collaboration for teachers. Drawbacks can include modules becoming too complex or fragmented learning.
Dr. Nivin Sharaf outlines their academic advising and mentoring strategy which involves monitoring students' academic performance, providing academic, personal, and career counseling, and building long-term professional relationships with students. The document then provides details on Dr. Sharaf's educational and professional background, including positions held teaching anatomy and advising students, clinical experience in family medicine and pediatrics, and research interests.
This course provides a comprehensive introduction to human nutrition science. Students will learn about macronutrient and micronutrient requirements, their food sources, digestion, and metabolism. The course will also cover energy requirements, body composition, weight management, and nutrition-related health conditions. Assessment includes a tutorial workbook, mid-semester exam, and final exam.
This document provides information about the nursing program at Los Angeles Harbor College (LAHC). It summarizes the program prerequisites, application process, curriculum, and frequently asked questions. The nursing program has been educating students since 1963 and is approved by the BRN and accredited by the NLNA. Applicants must complete prerequisite courses with a C or better and have a minimum 2.5 GPA. Acceptance is determined by a random lottery followed by achieving a passing score of 62% or higher on the TEAS admission test. The program is 4 semesters for generic students and 2-3 semesters for LVNs. It includes theory, clinical experience, and simulation laboratory work.
Role of Living and Surface Anatomy in Current Trends of Medical EducationIJARIIE JOURNAL
ย
This document discusses current trends in teaching living and surface anatomy in medical education. It notes that allocated time for anatomy teaching has decreased in medical schools in recent decades. Living and surface anatomy help students develop clinical skills. New teaching methods like body painting, peer physical examination, medical imaging and virtual anatomy software have been implemented to teach living and surface anatomy due to reduced time and advances in technology. The document reviews the history of teaching living anatomy and compares different teaching methods, emphasizing that living and surface anatomy should be an integral part of medical curricula taught through various innovative strategies.
The document summarizes a nursing program offered by SSF. The 18-month program provides an Associate of Science in Nursing degree and prepares graduates to sit for the NCLEX-RN exam. The program outline details the 46 credits required for the nursing major which can be completed in 13 months. It also lists the additional 15 general education credits and 12 prerequisite credits needed for the full 73-credit program duration of 18 months. Admission requirements include academic transcripts, entrance exam scores, references, essays, interviews, background/drug checks, immunization records and certifications in CPR. Estimated admission costs total around $150.
This document provides information about the anatomy course for the MD Program at the National Defence University of Malaysia for the 2014/15 session, including:
- Contact details for the course coordinator and lecturers.
- An overview of the course content, which will cover gross anatomy, histology, embryology and neuroanatomy through lectures, demonstrations and small group sessions.
- Assessment details, which include formative continuous assessments and summative exams.
- A weekly timetable and breakdown of teaching hours for different topics.
- Reference materials and reading lists for the course.
Healthcare Education and learning in Russiamousebone8
ย
Medical education in Russia begins in the third year of study and includes topics in biochemistry, pathology, and medical subjects specific to the student's orientation. The principal function of medical education in Russia is to introduce a two-year continuing primary specialization, with one year spent at the university and the other spent after graduation. Students gain clinical experience from their third to fifth years as nurses, feldshers, and medical assistants. In their sixth year, students specialize in areas like internal medicine, obstetrics/gynecology, pediatrics, or pediatric surgery. After six years and passing a state exam, students complete a one-year internship and can practice in their specialty under supervision.
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.
The International Journal of Engineering and Science (The IJES)theijes
ย
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The document provides an overview of the Biomedical Graduate Studies (BGS) program at the University of Pennsylvania. It discusses:
1) BGS serves as the academic home for over 700 graduate students pursuing PhDs in the basic biomedical sciences. It is organized into 7 interdisciplinary graduate groups focused on different areas of study.
2) Students have flexibility to explore different areas through cross-listed courses and faculty belonging to multiple groups. Training involves coursework, research rotations, and dissertation research lasting 3-4 years.
3) Optional certificate programs provide additional training in medicine and public health. BGS also offers supplemental training in bioethics and career development.
4) Most graduates pursue prestigious post
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 describes a pedagogical experiment conducted with undergraduate medical students at Universidade Federal do Estado do Rio de Janeiro (UNIRIO) in Brazil. The experiment uses problem-based learning to have students research and present case reports on metabolic diseases using real patient medical records. The goals are to stimulate students' interest in cell biology, biochemistry, and research skills while connecting these basic science subjects to clinical practice. Results found increased classroom participation and more students volunteering to participate, indicating this approach improved student engagement with the course material. The conclusion is that case reports enrich learning by transforming the teacher-centered method into collaborative student-teacher learning.
This document outlines the course description, objectives, policies, and content for Nursing 336 - Pharmacology I. The 2-credit junior-level course focuses on pharmacologic interventions and nursing responsibilities related to drug classifications. Topics covered include drug calculations, pharmacokinetics, the nurse's role in administration, considerations for specific populations, drug information resources, and pharmacotherapeutics for selected body systems. Evaluation is based on attainment of course objectives and may include standardized tests.
This document outlines the management system and committee members for Phase 1 of the Medical Doctor degree program at the School of Medical Sciences. It introduces the school, established in 1979 to produce doctors and medical professionals. The 5-year Medical Doctor degree program is divided into 3 phases. Phase 1 occurs in the first year and focuses on normal human structure, function, and metabolism as well as bioethics, behavioral sciences, and basic medical skills. The document lists the general objectives for students to have basic scientific knowledge, thinking skills, communication abilities, time management, and proper attitudes upon completing Phase 1.
This document outlines the management system and committee members for Phase 1 of the Medical Doctor degree program at the School of Medical Sciences. It introduces the school, established in 1979 to produce doctors and medical professionals. The 5-year Medical Doctor degree program is divided into 3 phases. Phase 1 occurs in the first year and focuses on normal human structure, function, and metabolism as well as bioethics, behavioral sciences, and basic medical skills. The document lists the general objectives for students to have basic scientific knowledge, thinking skills, communication abilities, time management, and proper attitudes upon completing Phase 1.
The document provides contact and program information for the Faculty of Health and Environmental Sciences at the Central University of Technology, Free State. It includes the contact details for the acting dean, faculty administrator, and heads of each of the four departments. It also lists the national diploma and degree programs offered in each department, including fields like agricultural management, clinical technology, radiography, biomedical technology, and environmental health. National diploma programs are three years, with the option to complete a fourth year to earn a BTech degree, and further postgraduate study is also available.
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 outlines the syllabus for a Master of Physiotherapy (MPT) program offered by Veer Narmad South Gujarat University. The 2-year full-time program consists of classroom teaching, clinical training, and a dissertation. The first year (MPT-I) focuses on basic sciences, diagnosis, treatment approaches, and research methodology. The second year (MPT-II) allows students to specialize in an area and complete their dissertation. The program is divided into papers that are assessed through written exams, practical exams, oral exams, and a dissertation evaluation. The document provides details on admission criteria, attendance requirements, examination schedules, and the course content for each paper.
Profile analysis of studentsโ academic performance in ghanaian polytechnics t...Alexander Decker
ย
This document analyzes students' academic performance data from Bolgatanga Polytechnic in Ghana. It uses profile analysis and MANOVA to examine changes in average GPA over time for different student groups. The key findings are:
1) Male and female students' GPA profiles were parallel, level, and deviated significantly from flatness, though females performed slightly higher on average.
2) Different academic departments had distinct subject-specific GPA profiles that changed over time.
3) Students' admission qualifications affected their GPA profiles significantly over the semesters. Direct qualification students performed best on average.
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.
Integrated teaching in medical education aims to coordinate different teaching activities to ensure effective learning. It is needed due to the growth and fragmentation of medical disciplines over time. Integration can be horizontal between disciplines of the same phase, vertical between disciplines of different phases, or both. Learning modules are planned units that take a multidisciplinary approach to a topic, problem, or task. They specify objectives, teaching methods, resources, and evaluation. Module development involves choosing a focus, identifying departments, planning teaching and assessment, and revising based on feedback. Benefits include minimizing contradictions and repetition for students while allowing collaboration for teachers. Drawbacks can include modules becoming too complex or fragmented learning.
Dr. Nivin Sharaf outlines their academic advising and mentoring strategy which involves monitoring students' academic performance, providing academic, personal, and career counseling, and building long-term professional relationships with students. The document then provides details on Dr. Sharaf's educational and professional background, including positions held teaching anatomy and advising students, clinical experience in family medicine and pediatrics, and research interests.
This course provides a comprehensive introduction to human nutrition science. Students will learn about macronutrient and micronutrient requirements, their food sources, digestion, and metabolism. The course will also cover energy requirements, body composition, weight management, and nutrition-related health conditions. Assessment includes a tutorial workbook, mid-semester exam, and final exam.
This document provides information about the nursing program at Los Angeles Harbor College (LAHC). It summarizes the program prerequisites, application process, curriculum, and frequently asked questions. The nursing program has been educating students since 1963 and is approved by the BRN and accredited by the NLNA. Applicants must complete prerequisite courses with a C or better and have a minimum 2.5 GPA. Acceptance is determined by a random lottery followed by achieving a passing score of 62% or higher on the TEAS admission test. The program is 4 semesters for generic students and 2-3 semesters for LVNs. It includes theory, clinical experience, and simulation laboratory work.
Role of Living and Surface Anatomy in Current Trends of Medical EducationIJARIIE JOURNAL
ย
This document discusses current trends in teaching living and surface anatomy in medical education. It notes that allocated time for anatomy teaching has decreased in medical schools in recent decades. Living and surface anatomy help students develop clinical skills. New teaching methods like body painting, peer physical examination, medical imaging and virtual anatomy software have been implemented to teach living and surface anatomy due to reduced time and advances in technology. The document reviews the history of teaching living anatomy and compares different teaching methods, emphasizing that living and surface anatomy should be an integral part of medical curricula taught through various innovative strategies.
The document summarizes a nursing program offered by SSF. The 18-month program provides an Associate of Science in Nursing degree and prepares graduates to sit for the NCLEX-RN exam. The program outline details the 46 credits required for the nursing major which can be completed in 13 months. It also lists the additional 15 general education credits and 12 prerequisite credits needed for the full 73-credit program duration of 18 months. Admission requirements include academic transcripts, entrance exam scores, references, essays, interviews, background/drug checks, immunization records and certifications in CPR. Estimated admission costs total around $150.
This document provides information about the anatomy course for the MD Program at the National Defence University of Malaysia for the 2014/15 session, including:
- Contact details for the course coordinator and lecturers.
- An overview of the course content, which will cover gross anatomy, histology, embryology and neuroanatomy through lectures, demonstrations and small group sessions.
- Assessment details, which include formative continuous assessments and summative exams.
- A weekly timetable and breakdown of teaching hours for different topics.
- Reference materials and reading lists for the course.
Healthcare Education and learning in Russiamousebone8
ย
Medical education in Russia begins in the third year of study and includes topics in biochemistry, pathology, and medical subjects specific to the student's orientation. The principal function of medical education in Russia is to introduce a two-year continuing primary specialization, with one year spent at the university and the other spent after graduation. Students gain clinical experience from their third to fifth years as nurses, feldshers, and medical assistants. In their sixth year, students specialize in areas like internal medicine, obstetrics/gynecology, pediatrics, or pediatric surgery. After six years and passing a state exam, students complete a one-year internship and can practice in their specialty under supervision.
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.
The International Journal of Engineering and Science (The IJES)theijes
ย
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The document provides an overview of the Biomedical Graduate Studies (BGS) program at the University of Pennsylvania. It discusses:
1) BGS serves as the academic home for over 700 graduate students pursuing PhDs in the basic biomedical sciences. It is organized into 7 interdisciplinary graduate groups focused on different areas of study.
2) Students have flexibility to explore different areas through cross-listed courses and faculty belonging to multiple groups. Training involves coursework, research rotations, and dissertation research lasting 3-4 years.
3) Optional certificate programs provide additional training in medicine and public health. BGS also offers supplemental training in bioethics and career development.
4) Most graduates pursue prestigious post
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 describes a pedagogical experiment conducted with undergraduate medical students at Universidade Federal do Estado do Rio de Janeiro (UNIRIO) in Brazil. The experiment uses problem-based learning to have students research and present case reports on metabolic diseases using real patient medical records. The goals are to stimulate students' interest in cell biology, biochemistry, and research skills while connecting these basic science subjects to clinical practice. Results found increased classroom participation and more students volunteering to participate, indicating this approach improved student engagement with the course material. The conclusion is that case reports enrich learning by transforming the teacher-centered method into collaborative student-teacher learning.
This document outlines the course description, objectives, policies, and content for Nursing 336 - Pharmacology I. The 2-credit junior-level course focuses on pharmacologic interventions and nursing responsibilities related to drug classifications. Topics covered include drug calculations, pharmacokinetics, the nurse's role in administration, considerations for specific populations, drug information resources, and pharmacotherapeutics for selected body systems. Evaluation is based on attainment of course objectives and may include standardized tests.
This document outlines the management system and committee members for Phase 1 of the Medical Doctor degree program at the School of Medical Sciences. It introduces the school, established in 1979 to produce doctors and medical professionals. The 5-year Medical Doctor degree program is divided into 3 phases. Phase 1 occurs in the first year and focuses on normal human structure, function, and metabolism as well as bioethics, behavioral sciences, and basic medical skills. The document lists the general objectives for students to have basic scientific knowledge, thinking skills, communication abilities, time management, and proper attitudes upon completing Phase 1.
This document outlines the management system and committee members for Phase 1 of the Medical Doctor degree program at the School of Medical Sciences. It introduces the school, established in 1979 to produce doctors and medical professionals. The 5-year Medical Doctor degree program is divided into 3 phases. Phase 1 occurs in the first year and focuses on normal human structure, function, and metabolism as well as bioethics, behavioral sciences, and basic medical skills. The document lists the general objectives for students to have basic scientific knowledge, thinking skills, communication abilities, time management, and proper attitudes upon completing Phase 1.
This criterion is linked to a Learning OutcomeOutcome Analysis Par.docxrhetttrevannion
ย
This criterion is linked to a Learning OutcomeOutcome Analysis Part B
Narrative Analysis
1. Using synthesis and evaluation, the student authors a 3,000-4,500 word scholarly reflective narrative that demonstrates how all of the artifacts submitted, and the course in which the artifacts were produced, meet each MSN/FNP Program Outcome; AND
2. The student provides summative evaluation of their own professional growth and development as a graduate student in the COGNITIVE, PSYCHOMOTOR, and AFFECTIVE domains as it pertains to the FNP Program; AND
3. The student provides summative evaluation of their own professional growth and development as a graduate student as it pertains to AACNโs MSN Essentials for Graduate Education; AND
4. The student provides summative evaluation of their own professional growth and development as a graduate student as it pertains to the National Organization of Nurse Practitioner Faculties (NONPF) Competencies; AND
5. The student reflects how oneโs own cultural competence has been transformed.
RUNNING HEAD: Narrative Analysis: MSN-FNP Program 2
Narrative Analysis: MSN-FNP Program 2
Narrative Analysis: MSN-FNP Program
Amber Cajina
Chamberlain University
NR667: FNP Capstone Practicum & Intensive
Dr. Rinehart
Oct 2022
Intro: MSN/FNP Program โ Narrative Analysis
The purpose of this narrative analysis is to demonstrate the achievement of outcomes outlined in the MSN-FNP program. Chamberlain University's Master of Science in Nursing, Family Nurse Practitioner program. In order to prove how meticulously the program provided a guided and well-planned academic framework that achieved the goal of success and accomplishment that is required as an FNP. This analysis consists of an evaluation to demonstrate how the FNP program outcome correlates with the assignments selected for the eportfolio and how the courses also create a link to the chamberlain academic framework. The review will establish professional growth and development as a graduate student in the cognitive, psychomotor, and affective domains as it relates to this program. The duty of this analysis is also to connect personal advancements achieved through the program to the American Association of Colleges of Nursing (AACN) MSN Essentials for Graduate Education and the National Organization of Nurse Practitioner Faculties (NONPF) Competencies. Lastly, I will reflect on how my own cultural competencies have been transformed in the completion of the MSN/FNP program.
MSN-FNP Program Outcomes
There are five program outcomes in the Chamberlain College of Nursing Family Nurse Practitioner program and they include: โ1. Provide high quality, safe patient centered care grounded in holistic health principles, 2. Create a caring environment for achieving quality health outcomes, 3. Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity, .
Discipline of General Practice Teaching Newsletter July 2015Ethan Salleh
ย
This letter discusses upcoming changes and opportunities related to teaching medical students in general practice rotations. It informs recipients that a new work-based assessment task may be introduced, requiring students to search for evidence to answer a clinical question and present their findings. It also notes that a faculty restructure will result in general practice being grouped with rural health and public health in a new school. The letter indicates that proposed changes to block rotations in clinical years will be postponed until 2017. It concludes by requesting that practices interested in hosting first-year student elective placements contact the specified person.
Loyola University Chicago offers an online Doctor of Nursing Practice (DNP) program in Population-based Infection Prevention and Environmental Safety. The program prepares nurses for leadership roles in infection prevention through online coursework, clinical practicums, and campus immersion weekends. Graduates are expert practitioners and leaders who can plan and implement evidence-based healthcare practices to prevent infections. The DNP is a practice-focused alternative to research-focused doctoral programs and can be completed full-time in two years.
Anecdote And Evidence A Comparison Of Student Performance Using Two Learning ...Mary Calkins
ย
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.
The document describes a Translational Nutrigenomics course that teaches the integration of nutrigenetics, nutrigenomics, and nutritional biochemistry. The course aims to equip healthcare professionals with the skills to translate nutrigenomic results into personalized nutrition advice and recommendations. It consists of 9 modules taught over several months by experts in the fields of nutrition genetics and molecular biology. Students provide positive feedback, praising its evidence-based approach and ability to apply the science to clinical practice.
This research proposal aims to compare student perceptions of online versus on-campus course equivalency and performance outcomes in an acupuncture theory course. A quantitative research design will collect data on student perceptions using a survey, as well as course grades, interactions, and evaluations. The study hypothesizes no significant difference in performance outcomes between formats. Equivalency theory provides the framework to determine if making online and on-campus experiences equivalent results in equal achievement. Results could inform acupuncture program online development given declining enrollment.
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.
A Successful Faculty Development Program For Implementing A Sociocultural EPo...Angel Evans
ย
This document describes a faculty development program to train faculty in using an ePortfolio assessment tool (SePAT) to evaluate medical students' progress in sociocultural competence. Key points:
- Three faculty development workshops were held to teach faculty how to use the new ePortfolio technology and provide structured, mentored feedback to student essays through the ePortfolio.
- Workshops included hands-on practice with the ePortfolio, developing criteria for effective feedback, reviewing sample student essays, and practicing providing written feedback.
- The workshops aimed to give faculty skills in assessing less tangible competencies like cultural awareness, and in providing individual feedback to large numbers of students through the ePortfolio system.
This summarizes changes made to theoretical and experimental pharmacology teaching at Xi'an Jiaotong University School of Medicine. It discusses using multimedia, heuristic teaching, and emphasizing pharmacology's role as a bridge between foundational and clinical medicine. Experimental teaching was restructured into basic skills, foundational experiments, and student-designed comprehensive experiments. Student feedback indicated the changes improved their interest, abilities, and innovative thinking. Other universities recognized the teaching innovations that combined skills training with research ability development.
This document provides information about the Medical Microbiology postgraduate program offered at The University of Western Australia. The program provides comprehensive training in infectious diseases through coursework and research opportunities. Students receive laboratory-based training in diagnostic techniques and concepts. They study areas like medical microbiology, tropical infectious diseases, and public health microbiology. Graduates will be prepared for careers in fields like biomedical science, health professions, and governance.
The study evaluated the design and pilot implementation of the Rainbow Biology HIV/AIDS education module in South Africa. Data was collected from the module developers, educators, and students through interviews, observations, and pre-/post-tests. Results showed that the module was effective in improving students' knowledge of HIV/AIDS, especially regarding transmission. Students were engaged by the varied teaching methods and role-playing activities. However, students in the township school demonstrated less knowledge gain than the private school, indicating need for support. Revisions will optimize the module's ability to educate students and potentially influence behaviors.
Advancing A Program Of Research Within A Nursing Faculty RoleJessica Navarro
ย
1) The document provides advice for doctoral students and new nursing faculty on advancing their research program, drawing on literature and the authors' experiences.
2) It discusses strategies like pursuing individual training awards, obtaining a postdoctoral fellowship, and seeking a faculty position at a research-intensive university.
3) The authors also recommend finding mentors, developing a trajectory of research productivity, and applying for career development awards to support building an independent research program.
BSN Courses | Nursing | University of Nebraska Medical CenterElise Beshlian
ย
This document provides course descriptions for courses in the Traditional BSN Program. The courses cover topics like pathophysiology, health assessment, patient care, evidence-based practice, pharmacology, and population health. Clinical experiences are also included to allow students to apply concepts and develop skills in various healthcare settings. The courses aim to prepare students holistically through comprehensive education in nursing concepts, principles, and roles across the lifespan.
Short training Institute of Tropical Medicine ANTWERPGaluh Insani
ย
The document summarizes the Master of Science in Tropical Animal Health (MSTAH) program offered by the Institute of Tropical Medicine in Antwerp, Belgium. The 10-month program provides training to animal health professionals from low and middle-income countries through modules and a thesis. Fifteen fellowships are available to support applicants from developing countries. The last year of the current program is 2014-2015 before it transitions to include more e-learning components in collaboration with the University of Pretoria.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
ย
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Make a Field Mandatory in Odoo 17Celine George
ย
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
ย
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
ย
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
ย
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analyticsโ feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
1. Curriculum Description of a Typical Curriculum
MD-PhD Program
FRANCES HIGH
Integration of medical and graduate YEAR 1
education is something we emphasize June โ August
U N I V E R S I T Y O F P E N N S Y LVA N I A
from the beginning of the program. Research before beginning medical school (optional)
At any given time a student may spend Fall and Spring
Medical school courses
most of his or her time in medical school One graduate school course per term (Topics in Molecular Medicine
or graduate school, but at all times in the Fall and another course or directed reading in the Spring)
there are courses or other experiences Summer
Research
organized by the program that emphasize
the integration of the two parts of the
YEAR 2
training.
Fall
Medical school course work
One graduate seminar (Case Studies in Translational Research)
Students typically start the program with
Spring and Summer
the first two years of medical school, Six months of clinical course work
which includes all of the pre-clinical Boards (Step 1)
curriculum and six months of full time Another scholarly activity
clinics. There is time for research in the
summer between years 1 and 2, and we YEAR 3
expect everyone to do a graduate course Full-time graduate school course work
Research
in the fall and spring of year 1 and the
Selection of thesis mentor Vascular cast of a mouse aortic arch
fall of year 2. Course options include
Preliminary exam
two that are organized by the MD-PhD
program: Topics in Molecular Medicine MD-PhD Program School of Medicine
YEARS 4-6 www.med.upenn.edu/mstp www.med.upenn.edu
and Case Studies in Translational Research.
Thesis research
Beginning in the third year, our students Combined Degree Biomedical Graduate Studies
Clinical Connections
focus on graduate studies, but they get to and Physician Scholar Programs www.med.upenn.edu/bgs
Cover: Mouse eye infected with a herpes simplex virus deleted in glycoprotein I (Helen McGraw)
experience the life of a physician-scientist www.med.upenn.edu/educ_combdeg
YEAR 7 University of Pennsylvania
through the Clinical Connections program, www.upenn.edu
Thesis defense (typically in Fall semester)
which is also run by the combined degree
Clinical warm-up course
program. Throughout this time students
Resume clinical clerkships and electives
also participate in our monthly event
series and our advising program. Students
YEAR 8 Combined Degree
have abundant access to physician-
Clinical course work and Physician Scholar Programs Office
investigator role models and mentorship.
Boards (Step 2) University of Pennsylvania
Apply and interview for Residency Suite 100 Annex, Stemmler Hall
Additional research (optional) Philadelphia, PA 19104-6087
215 898.8025
Flexibility
The University of Pennsylvania values diversity and seeks talented students, faculty and staff from diverse backgrounds.
While the above schedule is optimal for most biomedical science PhD The University of Pennsylvania does not discriminate on the basis of race, sex, sexual orientation, gender identity,
students, there are some for whom other alternatives would be better. religion, color, national or ethnic origin, age, disability, or status as a Vietnam Era Veteran or disabled veteran in the
administration of educational policies, programs or activities; admissions policies; scholarship and loan awards;
Students in graduate programs other than the laboratory sciences usually athletic, or other University administered programs or employment. Questions or complaints regarding this policy
follow a different curriculum. The program is flexible and works with should be directed to: Executive Director, Office of Affirmative Action and Equal Opportunity Programs, Sansom Place
students individually to develop the most appropriate curriculum plan. East, 3600 Chestnut Street, Suite 228, Philadelphia, PA 19104-6106 or by phone at (215) 898-6993 (Voice)
or (215) 898-7803 (TDD).
2. Application and
Financial Information
Medical School
We are looking for candidates who show outstanding
The University of Pennsyslvania is home
potential as future physician-investigators, as
to one of the top medical schools in the
CHAMP peptides are demonstrated by:
computationally country, widely renowned for our long-
designed soluble โ Academic excellence โ including, but not limited to,
standing commitment to education,
peptides that target strong grades and MCAT scores; successful applicants
the transmembrane research, and patient care. The innovative
in the past few years have had an average GPA of 3.8
regions of membrane MD curriculum is composed of three
BEN KLEAVELAND
protein (Lab of William DeGrado) (3.6-4.0) and MCAT scores of 37 (31-44)
semesters of basic science training, twelve
FRANCES HIGH
Penn has one of the oldest and largest Medical Scientist Training Programs in the โ Sustained research experience and passion for
months of core clinical clerkships, and investigation and medicine
country, with over 150 students currently enrolled. We typically accept 20 or more new
additional time for the sub-internship and
students each year. Penn receives substantial support from the NIH through our Medical โ Outstanding letters of recommendation, particularly
advanced clinical electives.
Scientist Training Program (MSTP) grant. from the faculty with whom you did research
Each graduate is prepared to enter โ Well-articulated goals that are a good match for our
The programโs long standing mission is to provide integrated training in both medicine and
post-graduate training programs having program goals
research to students who want to become physician-investigators engaged in medically
competencies in the science of medicine,
related research. After completing post-graduate training, many of our graduates become The preliminary application must be submitted via
technology and practice of medicine, and
faculty members at medical schools, universities, and research institutes such as the NIH. In situ hybridization of Heart of AMCAS. Eligible applicants will then complete the
bioethics and humanism. Glass mRNA in mouse embryo
Regardless of where they eventually end up, our students are being prepared for careers in secondary application online for Penn.
Primary vascular smooth muscle cell
which they will spend most of their time doing research, often in combination with patient
MD-PhD students with guest speaker Nobel Laureate Dr. Michael Brown (center front) Offers of admission normally come with a full funding
care, teaching, and administration. It is a busy, challenging, and hugely rewarding career that
at our annual retreat package that includes tuition, health insurance, most
COLLIN BLAKELY
offers opportunities to do good for many people by advancing knowledge, developing new
fees, and a stipend. This support remains in effect for the
treatments for diseases, and pushing back the boundaries of the unknown.
duration of the program, as long as the student remains
We pride ourselves on being a well-integrated training program that combines the best in good standing.
medical training with outstanding graduate training leading to PhDs in traditional areas of Research Opportunities and Environment
biomedical laboratory research, as well as in fields such as biomedical engineering, health
Biomedical Graduate Studies 500 scientists and educators representing more than 30 academic
care economics, and history & sociology of science. Our goal is to help our students fuse the
different parts of their training together in ways that will bring a physicianโs perspective to
Penn is a leader in biomedical research and research training. We
are consistently in the very top of the national rankings in research
departments.
Campus and City
the questions they ask as investigators. Highlights of the curriculum include early exposure Other programs
funding and training grant funding from the National Institutes of Penn is located in the heart of Philadelphia, one of
to graduate school as well as medical school and the completion of six months of full time The University of Pennsylvania is located on one, closely-connected
Health. Americaโs most historic and livable cities. The Penn
clinical training before beginning thesis research. campus. Penn prides itself on being a well-integrated University
Most MD-PhD students are members of one of the Biomedical that values and encourages interdisciplinary scholarship. The School campus provides students with easy access via
Graduate Studies (BGS) programs. BGS serves as the academic of Medicine, the School of Arts and Sciences, the Wharton School public transportation to a great variety of attractions:
Five essential features of our program: home for approximately 700 graduate students, including MD- of Business, and the School of Engineering and Applied Sciences numerous museums, art galleries, music venues,
1. Training: Helping you learn the skills needed to be a successful physician-investigator PhD and VMD-PhD students. The program is organized into seven are all located within a few minutes walk. Our multidisciplinary film houses, professional sports arenas, renowned
graduate groups: Biochemistry and Molecular Biophysics, Cell philosophy, this geographical proximity, and the outstanding gourmet and ethnic restaurants and food galleries,
2. Faculty access: Helping you take optimal advantage of the huge depth and breadth
Identification of a gene expression signature that the worldโs largest city park system, and a wealth of
predicts protection against breast cancer of research opportunities at Penn and Molecular Biology, Epidemiology and Biostatistics, Genomics scholarship taking place in each of Pennโs Schools allow the MD-PhD
and Computational Biology, Immunology, Neuroscience, and program to offer dual degree opportunities across a wide range historic and architectural landmarks.
3. Integration: Making Medical School and Graduate School work together for you
Pharmacological Sciences. These graduate groups consist of faculty of disciplines. Currently, approximately 10% of our students are
4. Guidance: Providing the advice, role models, and mentoring that will help you prepare with shared interest in training PhD students. Graduate groups are engaged in graduate work outside of the BGS groups in programs
for your future career
not founded on any one academic department but are composed of such as bioengineering, health economics and policy, and history &
5. Community: Building a community to share life along the way faculty from multiple departments to provide flexible, broad-based, sociology of science.
interdisciplinary training. The BGS faculty currently includes over
www.med.upenn.edu/mstp www.med.upenn.edu/mstp www.med.upenn.edu/mstp