Category : Medical Education

ABSTRACT: Creating a longitudinal database in medical education: Perspectives from the pioneers.

The Jefferson Longitudinal Study of Medical Education (JLSME) is the longest running database in medical education and covers the collection and measurement of background, learning, performance, and psychosocial variables before, during, and after medical school. Recently, our research group at VU University Medical Center School of Medical Sciences launched a

ABSTRACT: A Plea for MERSQI: The Medical Education Research Study Quality Instrument.

OBJECTIVE: To describe the quality of educational scholarship presented at a large national conference of obstetrics and gynecology educators. METHODS: We reviewed Council on Resident Education in Obstetrics and Gynecology-Association of Professors of Gynecology and Obstetrics annual meeting abstracts from 2015 and 2016, published as supplements to Obstetrics & Gynecology. For this uncontrolled

ABSTRACT: Learning and study strategies correlate with medical students’ performance in anatomical sciences.

Much of the content delivered during medical students' preclinical years is assessed nationally by such testing as the United States Medical Licensing Examination® (USMLE® ) Step 1 and Comprehensive Osteopathic Medical Licensing Examination® (COMPLEX-USA® ) Step 1. Improvement of student study/learning strategies skills is associated with academic success in internal

ABSTRACT: Comparison of lecture and team-based learning in medical ethics education.

BACKGROUND: Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education. RESEARCH QUESTION: Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner

MANUSCRIPT: Repeated testing improves achievement in a blended learning approach for risk competence training of medical students: results of a randomized controlled trial.

BACKGROUND: Adequate estimation and communication of risks is a critical competence of physicians. Due to an evident lack of these competences, effective training addressing risk competence during medical education is needed. Test-enhanced learning has been shown to produce marked effects on achievements. This study aimed to investigate the effect of repeated

MANUSCRIPT: Holistic feedback approach with video and peer discussion under teacher supervision.

BACKGROUND: High quality feedback is vital to learning in medical education but many students and teachers have expressed dissatisfaction on current feedback practices. Lack of teachers' insight into students' feedback requirements may be a key, which might be addressed by giving control to the students with student led feedback practices. The

MANUSCRIPT: Facilitators of high-quality teaching in medical school: findings from a nation-wide survey among clinical teachers.

BACKGROUND: Clinical teachers in medical schools are faced with the challenging task of delivering high-quality patient care, producing high-impact research and contributing to undergraduate medical education all at the same time. Little is known on the gap between an 'ideal' environment supporting clinical teachers to provide high quality teaching for their

ABSTRACT: Evaluating the use of twitter as a tool to increase engagement in medical education.

BACKGROUND: Social media is regularly used by undergraduate students. Twitter has a constant feed to the most current research, news and opinions of experts as well as organisations. Limited evidence exists that examines how to use social media platforms, such as Twitter, effectively in medical education. Furthermore, there is limited evidence

ABSTRACT: Dental and Medical Students’ Use and Perceptions of Learning Resources in a Human Physiology Course.

The aim of this study was to determine the use and perceived utility of various learning resources available during the first-year Integrated Human Physiology course at the dental and medical schools at Harvard University. Dental and medical students of the Class of 2018 were surveyed anonymously online in 2015 regarding