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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

ABSTRACT: Implementing economic evaluation in simulation-based medical education: challenges and opportunities.

CONTEXT: Simulation-based medical education (SBME) is now ubiquitous at all levels of medical training. Given the substantial resources needed for SBME, economic evaluation of simulation-based programmes or curricula is required to demonstrate whether improvement in trainee performance (knowledge, skills and attitudes) and health outcomes justifies the cost of investment. Current literature