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Sample records for medical school teaching

  1. Teaching in Spanish Medical Schools.

    ERIC Educational Resources Information Center

    Bombi, Josep Antoni

    2003-01-01

    Assesses the current situation of medical teaching, available healthcare facilities, and teaching staff employed at Spanish medical schools. Response rate was 100% from 27 schools surveyed. (Author/NB)

  2. Quality improvement teaching at medical school: a student perspective

    PubMed Central

    Nair, Pooja; Barai, Ishani; Prasad, Sunila; Gadhvi, Karishma

    2016-01-01

    Guidelines in the UK require all doctors to actively take part in quality improvement. To ease future doctors into the process, formal quality improvement teaching can be delivered during medical school. PMID:27051330

  3. The Evaluation of Teaching in Medical Schools. Springer Series on Medical Education, Volume 2.

    ERIC Educational Resources Information Center

    Rippey, Robert M.

    Strengths and weaknesses of systems for evaluating teaching in medical schools are reviewed, and a framework for dealing with issues and critical questions is presented. The model addresses the following areas: goals of the school, the purpose of evaluating teaching, standards that characterize the quality of teaching evaluation measures, measures…

  4. Principles of Pedagogy in Teaching in a Diverse Medical School: The University of Capetown South Africa Medical School.

    ERIC Educational Resources Information Center

    Rothenberg, Julia Johnson; Holland, Errol

    This paper describes a 2-month project developed by the Sage Colleges (New York) and the University of Capetown Medical School in South Africa to help the medical faculty at the Capetown Medical School teach its newly diverse student body. The program is intended to improve student retention and it emphasizes the need for faculty to assure…

  5. Teaching psychiatry in a new medical school: a multimedia approach.

    PubMed

    Baskett, S J

    1978-12-01

    As a developing department in a new medical school, we were able to improve our curriculum by using a multimedia approach to teaching psychiatry. We relied heavily on a programmed self-instructional text with videotaped clinical examples (PLS), learning objectives, formal classroom presentations, small group discussions, self-assessment exercises, an affective approach to the patient-doctor relationship using role-playing and videotaped patient vignettes, and finally live patient interviews. We believe we have been able to present the widely agreed upon content in the basic science years, using a wide variety of teaching materials and technics which maintain the interest of most students. PMID:83005

  6. Orthopaedic Teaching in United Kingdom Medical Schools.

    ERIC Educational Resources Information Center

    Di Paola, M; And Others

    1986-01-01

    Describes a study of medical students' training in orthopedics. Discusss discrepancies between course content and duration and the deficiencies that exist in basic knowledge of anatomy relevant to orthopedics. Recommends that orthopedic courses should appear earlier in the curriculum and practice should be emphasized. (TW)

  7. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

    PubMed Central

    Yu, Tzu-Chieh; Wilson, Nichola C; Singh, Primal P; Lemanu, Daniel P; Hawken, Susan J; Hill, Andrew G

    2011-01-01

    that participating student-teachers benefit academically and professionally. Long-term effects of peer-teaching during medical school remain poorly understood and future research should aim to address this. PMID:23745087

  8. Teaching of Biochemistry in Medical School: A Well-Trodden Pathway?

    ERIC Educational Resources Information Center

    Mathews, Michael B.; Stagnaro-Green, Alex

    2008-01-01

    Biochemistry and molecular biology occupy a unique place in the medical school curriculum. They are frequently studied prior to medical school and are fundamental to the teaching of biomedical sciences in undergraduate medical education. These two circumstances, and the trend toward increased integration among the disciplines, have led to…

  9. A Book List for the Teaching of Medical School Physiology.

    ERIC Educational Resources Information Center

    Physiologist, 1979

    1979-01-01

    Presents a booklist of comprehensive and specialty textbooks in physiology. The list was compiled from a survey of 127 departments of physiology in medical and veterinary schools in the United States and Canada. The usual bibliographic information is provided. (MA)

  10. [Methods for teaching problem-solving in medical schools].

    PubMed

    Shumway, J M; Vargas, M E; Heller, L E

    1984-01-01

    The need to include in the medical curriculum instructional activities to promote the development of problem-solving abilities has been asserted at the national and international levels. In research on the mental process involved in the solution of problems in medicine, problem-solving has been defined as a hypothetical-deductive activity engaged in by experienced physicians, in which the early generation of hypotheses influences the subsequent gathering of information. This article comments briefly on research on the mental process by which medical problems are solved. It describes the methods that research has shown to be most applicable in instruction to develop problem-solving abilities, and presents some educational principles that justify their application. The "trail-following" approach is the method that has been most commonly used to study the physician's problem-solving behavior. The salient conclusions from this research are that in the problem-solving process the diagnostic hypothesis is generated very early on and with limited data; the number of hypotheses is small; the problem-solving approach is specific to the type of medical problem and case in hand; and the accumulation of medical knowledge and experience forms the basis of clinical competence. Four methods for teaching the solution of problems are described: case presentation, the rain of ideas, the nominal groups technique and decision-making consensus, the census and analysis of forces in the field, and the analysis of clinical decisions. These methods are carried out in small groups. The advantages of the small groups are that the students are active participants in the learning process, they receive formative evaluation of their performance in a setting conductive to learning, and are able to interact with their instructor if he makes proper use of the right questioning techniques. While no single problem-solving method can be useful to all students or in all the problems they encounter

  11. Evaluation of Small-Group Teaching in Human Gross Anatomy in a Caribbean Medical School

    ERIC Educational Resources Information Center

    Chan, Lap Ki; Ganguly, Pallab K.

    2008-01-01

    Although there are a number of medical schools in the Caribbean islands, very few reports have come out so far in the literature regarding the efficacy of small-group teaching in them. The introduction of small-group teaching in the gross anatomy laboratory one and a half years ago at St. Matthew's University (SMU) on Grand Cayman appears to have…

  12. Drug Abuse and Alcoholism Teaching in U.S. Medical and Osteopathic Schools

    ERIC Educational Resources Information Center

    Pokorny, Alex; And Others

    1978-01-01

    Findings from a national survey show that required teaching activities during all four years of medical school averaged 25.7 hours, with a range from 0 to 126. Schools differed widely in the number and type of electives offered in drug abuse and alcoholism, as well as in the number of clinical assignments available. (Author/LBH)

  13. How Do Medical Schools Use Measurement Systems To Track Faculty Activity and Productivity in Teaching?

    ERIC Educational Resources Information Center

    Mallon, William T.; Jones, Robert F.

    2002-01-01

    Identified medical schools or departments that used metric systems to quantify faculty activity and productivity in teaching and analyzed purposes and progress of those systems. Found that identifying a "rational" method for distributing funds was the most common reason articulated, and that schools varied in types of information tracked. Also…

  14. [The venture financing of scientifically-innovative projects: teaching experience in medical high school].

    PubMed

    Grachev, S V; Gorodnova, E A

    2008-01-01

    The authors presented an original material, devoted to first experience of teaching of theoretical bases of venture financing of scientifically-innovative projects in medical high school. The results and conclusions were based on data of the questionnaire performed by the authors. More than 90% of young scientist physicians recognized actuality of this problem for realization of their research work results into practice. Thus, experience of teaching of theoretical bases of venture financing of scientifically-innovative projects in medical high school proves reasonability of further development and inclusion the module "The venture financing of scientifically-innovative projects in biomedicine" in the training plan. PMID:18589734

  15. Criteria of the "Educator's Pyramid" Fulfilled by Medical School Faculty Promoted on a Teaching Pathway.

    ERIC Educational Resources Information Center

    Sheretz, Elizabeth F.

    2000-01-01

    Evaluated data on Wake Forest University School of Medicine faculty (n=186) promoted to associate professor or professor in the academic years 1995-2000 using the criteria of the "educators' pyramid" of Sachdeva et al. Findings suggest that the educators' pyramid is generalizable to medical faculty being promoted on a teaching pathway. (DB)

  16. Telemedicine activity at a Canadian university medical school and its teaching hospitals.

    PubMed

    Aires, L M; Finley, J P

    2000-01-01

    Dalhousie University Medical School and its teaching hospitals have been providing clinical telemedicine services since 1987. The object of the present study was to assess the extent and growth of telemedicine at the medical school and teaching hospitals, as well as to evaluate the obstacles to its deployment. This was achieved by conducting structured personal interviews with telemedicine providers. Twenty telemedicine programmes were identified, of which 15 were operational and five were being planned. The number of established telemedicine projects had doubled in the six months preceding the study. A wide variety of telemedicine services were provided, ranging from clinical consultations in a number of medical specialties to patient education, grand rounds and continuing medical education. These services were provided to sites in a wide area in the Maritime region and internationally. The three most important obstacles to the implementation of telemedicine were a lack of knowledge about telemedicine (80% of respondents), time constraints (75%) and funding (70%). PMID:10824388

  17. Wiring a medical school and teaching hospital for telemedicine.

    PubMed

    Hjelm, N M; Lee, J C K; Cheng, D; Chui, C

    2002-06-01

    The planning and installation of a telemedicine system for communication within a teaching hospital and its academic and hospital units with a capacity for accommodation of up to 400 video-stations is described. The system is intended for improving the communication between patients and health professionals, and between the health professionals themselves. It also provides the basis for improving pre-graduate teaching, especially problem-based learning, and all aspects of postgraduate teaching. PMID:12052428

  18. Wiring a medical school and teaching hospital for telemedicine.

    PubMed

    Hjelm, N M; Lee, J C; Cheng, D; Chui, C

    2001-05-01

    The planning and installation of a telemedicine system for communication within a teaching hospital and its academic and hospital units with a capacity for accommodation of up to 400 video-stations is described. The system is intended for improving the communication between patients and health professionals, and between the health professionals themselves. It also provides the basis for improving pre-graduate teaching, especially problem-based learning, and all aspects of postgraduate teaching. PMID:11311677

  19. The Intricate Relationship Between a Medical School and a Teaching Hospital: A Case Study in Uganda

    PubMed Central

    Mubuuke, Aloysius Gonzaga; Businge, Francis; Mukule, Emmanuel

    2015-01-01

    Background The relationship between medical schools and teaching hospitals is full of opportunities but also challenges even though they have complementary goals that could enhance each other. Although medical schools and teaching hospitals may face some similar challenges around the world, there could be context-specific observations that differ in resource-rich versus resource-limited settings. The purpose of this study was to investigate factors that are perceived to have influenced the relationship between a medical school and a teaching hospital in Uganda, a resource-limited setting. Methods This was a cross-sectional, descriptive study in which key informant individual interviews were conducted with senior administrators and senior staff members of the Mulago Hospital and Makerere University Medical School. The interviews explored factors perceived to have favoured the working relationship between the two institutions, challenges faced and likely future opportunities. Both quantitative and qualitative data were generated. Thematic analysis was used with the qualitative data. Results Respondents reported a strained relationship between the two institutions, with unfavourable factors far outweighing the favourable factors influencing the relationship. Key negative reported factors included having different administrative set-ups, limited opportunities to share funds and to forge research collaborations, unexploited potential of sharing human resources to address staff shortages, as well as a lack of a memorandum of understanding between the two institutions. Discussion This study identifies barriers in the existing relationship between a teaching hospital and medical college in a resource-poor country. It proposes a collaborative model, rather than competitive model, for the two institutions that may work in both resource-limited and resource-rich settings. PMID:25758388

  20. Problem-Based Learning: Modifying the Medical School Model for Teaching High School Economics.

    ERIC Educational Resources Information Center

    Maxwell, Nan L.; Bellisimo, Yolanda; Mergendoller, John

    2001-01-01

    Provides background information on the problem-based learning (PBL) model used in medical education that was adapted for high school economics. Describes the high school economics curriculum and outline the stages of the PBL model using examples from a unit called "The High School Food Court." Discusses the design considerations. (CMK)

  1. Teaching of pharmacology in Universiti Malaya and the other medical schools in Malaysia -- a historical perspective.

    PubMed

    Sim, Si Mui

    2004-09-01

    Traditional pharmacology teaching has focused more on drug instead of therapeutics, such that although pharmacological knowledge is acquired, practical skills in prescribing remain weak. In Malaysia many new medical schools (both public and private) have been set up in the last 12 years due to a change in government policy, resulting in a wide spectrum of medical curricula. Universiti Malaya (UM) being the oldest medical school in Malaysia was deep set in its traditional way of teaching-learning, since its inception in 1962, until a visit from the General Medical Council of the United Kingdom in 1984 triggered off a change of tide. Since then the medical curriculum in UM has undergone two major revisions. The first revised curriculum (1988) aimed to inject more clinical relevance into basic science teaching, through introducing clinical lectures and skills in the paraclinical year. Professional behaviour was also addressed. The second revised curriculum (1998) sought to improve further the integration of knowledge as well as to produce a holistic doctor, viewing the patient as a person instead of a clinical entity. The teaching-learning of pharmacology has gradually moved from factual regurgitation to more clinical reasoning, from lab-based to more patient-oriented approach. As more new medical schools are being set up in Malaysia, exchange of experience in this area of learning will hopefully help us find a happy medium between "the old is best" and "the new is better" type approach so that a pedagogically sound and yet logistically practical curriculum can be found in our local setting, to help produce doctors with good prescribing practice. PMID:15339399

  2. The teaching of interpersonal skills in U.S. medical schools.

    PubMed

    Kahn, G S; Cohen, B; Jason, H

    1979-01-01

    In response to the increasing recognition of the importance of interpersonal skills (IPS) to the physician, there has recently been a rapid growth in the number and variety of medical school teaching programs in IPS. This is a report of a national survey which was part of a study designed to determine the extent and characteristics of IPS-teaching. Most medical schools have specific IPS programs, 80 percent of which are less than five years old. Most teachers in the programs are psychiatrists and psychologists. Most programs teach process (for example, listening, responding), information-gathering, and psychological intervention (for example, demonstrating empathy) skills. Less than one-third teach any specific information-giving/counseling skills. IPS programs are taught mostly in the preclinical years, with a notable lack of formal follow-through into the clinical years. Ninety percent of the programs use videotechnology in teaching or assessing IPS. Only about one-third use any kind of outcome index for evaluation. PMID:762678

  3. Study for Teaching Behavioral Sciences in Schools of Medicine, Volume III: Behavioral Science Perspectives in Medical Education.

    ERIC Educational Resources Information Center

    American Sociological Association, Washington, DC. Medical Sociology Council.

    Volume III of a study of teaching behavioral sciences in medical school presents perspectives on medical behavioral science from the viewpoints of the several behavioral disciplines (anthropology, psychology, sociology, political science, economics, behavioral biology and medical education). In addition, there is a discussion of translating…

  4. How one teaching hospital system and one medical school are jointly affirming their academic mission.

    PubMed

    Rosenblatt, M; Rabkin, M T; Tosteson, D C

    1997-06-01

    The economic forces that are reshaping the practice of medicine and the funding of medical research will have great impact on clinical education and research in teaching hospitals and their associated medical schools. Changes in the setting of and approach to medical education will need to be made in order to continue to train physicians at the same high level as in the past and to maintain the productivity of our national biomedical research enterprise and its contributions to health. Academic leaders, such as department chiefs who have clinical service responsibilities, are finding it more and more difficult to manage simultaneously the demands of the clinical business, education, and research. In an effort to organize a teaching hospital and a medical school in a manner that would position them to maintain more effectively their common academic mission front and center with the clinical business, Harvard Medical School and the Beth Israel Hospital created a joint venture in 1996. The new nonprofit Institute for Education and Research has education and research as its top (and only) mission. It is designed to provide additional and specific academic leadership and to enable the joint venture to undertake strategic planning for the academic mission. In addition to the challenges it faces from changes in the external environment, the Institute for Education and Research will need to establish a new pattern of interactions internally within the parent institutions. Collaborations with department chairs and faculty are an essential ingredient for its success. It is hoped that this structure will prove to be a useful template for organizing other medical school-hospital collaborations on behalf of the academic mission. PMID:9200578

  5. Teaching community oriented primary care in a traditional medical school: a two year progress report.

    PubMed

    Klevens, J; Valderrama, C; Restrepo, O; Vargas, P; Casasbuenas, M; Avella, M M

    1992-08-01

    Efforts are being made to extend the practice of Community Oriented Primary Care by reorienting existing health services or restructuring medical education curricula. Nevertheless, changes in education must be simultaneous to changes in health services so that health professionals trained in COPC will find areas to practice COPC. The experience described in this article presents an effort in these two directions. A teaching program was introduced in a traditional medical school curriculum and was extended to six health services by training the directors of the health service as teaching instructors of COPC or closely coordinating actions with the director of the health service. The results of the program show fulfillment of learning objectives and student satisfaction with the program. Evaluations of the development of COPC in the health services involved show modifications in health programs to meet community needs and stronger community leadership and organization. PMID:1527244

  6. [Proposal for the teaching and application of informatics at medical schools].

    PubMed

    Juri, H; Sipowicz, O; Avila, R; Hernández, D; Palma, A

    1991-01-01

    Informatics is the discipline that process efficiently all the necessary data to obtain information. The data acquisition, processing and interpretation is realized through traditional as well as automated means. Medical Informatics is the union of all methods of informatics in medicine including the preparation of medical data required for the application of these methods. Due to the need to keep up with the increasing amount of data that modern medicine is receiving and efficiently process it to obtain meaningful information, we propose the creation of a department of Medical Informatics in our Medical School to: 1) Teach the basic principles of medical informatics to undergraduate and graduate students, including lectures in: Information technics, medical terminology, medical linguistics, international classification of diseases, Hospital informations Systems, practical application of computing in medicine as Oncocyn, Mycin, etc., as well as external data bases. 2) Help the health sciences personnel to obtain and transfer medical information through the National and International Electronic Networks of Medical Information. PMID:1843360

  7. Evidence-based medicine teaching in the Mexican Army Medical School.

    PubMed

    Sánchez-Mendiola, Melchor

    2004-11-01

    Training of medical students must include the skills necessary to use advances in scientific research. Evidence-based medicine (EBM) has been incorporated in undergraduate programs in several countries, a process that has not been well studied in developing countries' medical schools. An EBM course was incorporated into the curriculum of the Mexican Army Medical School. In the first year of its implementation it was given to half the fifth- and sixth-year groups. At the end of the semester, a previously validated questionnaire designed to evaluate the effectiveness of EBM teaching was administered. In total, 67 students took the course and 64 did not. A significant increase in the self-assessment of critical appraisal skills and the self-reported use of the Cochrane Library were found. There was a significant increase in the attitudes score, 22.9 +/- 5.9 (mean +/- SD) in the non-EBM group vs. 28.8 +/- 3.2 in the EBM group (p < 0.001), and a trend towards higher scores in the knowledge domain, 1.89 +/- 3.3 in the non-EBM group vs. 2.56 +/- 3.6 in the EBM group (p > 0.05). EBM concepts can be taught in a developing country medical school, with a short-term gain in attitude and probably in knowledge. PMID:15763862

  8. The Reliance on Unclaimed Cadavers for Anatomical Teaching by Medical Schools in Africa

    ERIC Educational Resources Information Center

    Gangata, Hope; Ntaba, Phatheka; Akol, Princess; Louw, Graham

    2010-01-01

    The study of gross Anatomy through the use of cadaveric dissections in medical schools is an essential part of the comprehensive learning of human Anatomy, and unsurprisingly, 90% of the surveyed medical schools in Africa used cadaveric dissections. Donated cadavers now make up 80% of the total cadavers in North American medical schools and all…

  9. The VA-Medical School Partnership: The Medical School Perspective.

    ERIC Educational Resources Information Center

    Petersdorf, Robert G.

    1987-01-01

    Issues in the relationship between the Veterans' Administration (VA) and medical schools are discussed, including VA faculty recruitment and retention, ambulatory care in VA teaching hospitals, governance and growth of research within VA medical centers, and effects of cost containment and competition on teaching and training in VA hospitals. (MSE)

  10. The current provision of community-based teaching in UK medical schools: an online survey and systematic review

    PubMed Central

    Lee, Sandra W W; Clement, Naomi; Tang, Natalie; Atiomo, William

    2014-01-01

    Objective To evaluate the current provision and outcome of community-based education (CBE) in UK medical schools. Design and data sources An online survey of UK medical school websites and course prospectuses and a systematic review of articles from PubMed and Web of Science were conducted. Articles in the systematic review were assessed using Rossi, Lipsey and Freeman's approach to programme evaluation. Study selection Publications from November 1998 to 2013 containing information related to community teaching in undergraduate medical courses were included. Results Out of the 32 undergraduate UK medical schools, one was excluded due to the lack of course specifications available online. Analysis of the remaining 31 medical schools showed that a variety of CBE models are utilised in medical schools across the UK. Twenty-eight medical schools (90.3%) provide CBE in some form by the end of the first year of undergraduate training, and 29 medical schools (93.5%) by the end of the second year. From the 1378 references identified, 29 papers met the inclusion criteria for assessment. It was found that CBE mostly provided advantages to students as well as other participants, including GP tutors and patients. However, there were a few concerns regarding the lack of GP tutors’ knowledge in specialty areas, the negative impact that CBE may have on the delivery of health service in education settings and the cost of CBE. Conclusions Despite the wide variations in implementation, community teaching was found to be mostly beneficial. To ensure the relevance of CBE for ‘Tomorrow's Doctors’, a national framework should be established, and solutions sought to reduce the impact of the challenges within CBE. Strengths and limitations of this study This is the first study to review how community-based education is currently provided throughout Medical Schools in the UK. The use of Rossi, Lipsey and Freeman's method of programme evaluation means that the literature was analysed

  11. Rx for Success. Improving the Climate for Women in Medical Schools and Teaching Hospitals.

    ERIC Educational Resources Information Center

    Ehrhart, Julie Kuhn; Sandler, Bernice R.

    The report focuses attention on those areas of medical school education that may have a negative effect on women students' confidence and competence. It examines the different ways that male and female medical students experience their training and the particular stresses that women may face, including: role conflicts; questions about commitment;…

  12. Positive Impact of Integrating Histology and Physiology Teaching at a Medical School in China

    ERIC Educational Resources Information Center

    Sherer, Renslow; Wan, Yu; Dong, Hongmei; Cooper, Brian; Morgan, Ivy; Peng, Biwen; Liu, Jun; Wang, Lin; Xu, David

    2014-01-01

    To modernize its stagnant, traditional curriculum and pedagogy, the Medical School of Wuhan University in China adopted (with modifications) the University of Chicago's medical curriculum model. The reform effort in basic sciences was integrating histology and physiology into one course, increasing the two subjects' connection to…

  13. Teaching first-year medical students in basic clinical and procedural skills − A novel course concept at a medical school in Austria

    PubMed Central

    Mileder, Lukas; Wegscheider, Thomas; Dimai, Hans Peter

    2014-01-01

    Introduction: Clerkships are still the main source for undergraduate medical students to acquire necessary skills. However, these educational experiences may not be sufficient, as there are significant deficiencies in the clinical experience and practical expertise of medical students. Project description: An innovative course teaching basic clinical and procedural skills to first-year medical students has been implemented at the Medical University of Graz, aiming at preparing students for clerkships and clinical electives. The course is based on several didactic elements: standardized and clinically relevant contents, dual (theoretical and virtual) pre-course preparation, student peer-teaching, small teaching groups, hands-on training, and the use of medical simulation. This is the first course of its kind at a medical school in Austria, and its conceptual design as well as the implementation process into the curriculum shall be described. Evaluation: Between November 2011 and January 2013, 418 students have successfully completed the course. Four online surveys among participating students have been performed, with 132 returned questionnaires. Students’ satisfaction with all four practical course parts was high, as well as the assessment of clinical relevance of contents. Most students (88.6%) strongly agreed/agreed that they had learned a lot throughout the course. Two thirds of the students were motivated by the course to train the acquired skills regularly at our skills laboratory. Narrative feedbacks revealed elements contributing most to course success. Conclusions: First-year medical students highly appreciate practical skills training. Hands-on practice, peer-teaching, clinically relevant contents, and the use of medical simulation are valued most. PMID:24575157

  14. Basic steps in establishing effective small group teaching sessions in medical schools

    PubMed Central

    Meo, Sultan Ayoub

    2013-01-01

    Small-group teaching and learning has achieved an admirable position in medical education and has become more popular as a means of encouraging the students in their studies and enhance the process of deep learning. The main characteristics of small group teaching are active involvement of the learners in entire learning cycle and well defined task orientation with achievable specific aims and objectives in a given time period. The essential components in the development of an ideal small group teaching and learning sessions are preliminary considerations at departmental and institutional level including educational strategies, group composition, physical environment, existing resources, diagnosis of the needs, formulation of the objectives and suitable teaching outline. Small group teaching increases the student interest, teamwork ability, retention of knowledge and skills, enhance transfer of concepts to innovative issues, and improve the self-directed learning. It develops self-motivation, investigating the issues, allows the student to test their thinking and higher-order activities. It also facilitates an adult style of learning, acceptance of personal responsibility for own progress. Moreover, it enhances student-faculty and peer-peer interaction, improves communication skills and provides opportunity to share the responsibility and clarify the points of bafflement. PMID:24353692

  15. Basic steps in establishing effective small group teaching sessions in medical schools.

    PubMed

    Meo, Sultan Ayoub

    2013-07-01

    Small-group teaching and learning has achieved an admirable position in medical education and has become more popular as a means of encouraging the students in their studies and enhance the process of deep learning. The main characteristics of small group teaching are active involvement of the learners in entire learning cycle and well defined task orientation with achievable specific aims and objectives in a given time period. The essential components in the development of an ideal small group teaching and learning sessions are preliminary considerations at departmental and institutional level including educational strategies, group composition, physical environment, existing resources, diagnosis of the needs, formulation of the objectives and suitable teaching outline. Small group teaching increases the student interest, teamwork ability, retention of knowledge and skills, enhance transfer of concepts to innovative issues, and improve the self-directed learning. It develops self-motivation, investigating the issues, allows the student to test their thinking and higher-order activities. It also facilitates an adult style of learning, acceptance of personal responsibility for own progress. Moreover, it enhances student-faculty and peer-peer interaction, improves communication skills and provides opportunity to share the responsibility and clarify the points of bafflement. PMID:24353692

  16. A new paradigm for teaching histology laboratories in Canada's first distributed medical school.

    PubMed

    Pinder, Karen E; Ford, Jason C; Ovalle, William K

    2008-01-01

    To address the critical problem of inadequate physician supply in rural British Columbia, The University of British Columbia (UBC) launched an innovative, expanded and distributed medical program in 2004-2005. Medical students engage in a common curriculum at three geographically distinct sites across B.C.: in Vancouver, Prince George and Victoria. The distribution of the core Histology course required a thorough revision of our instructional methodology. We here report our progress and address the question "How does one successfully distribute Histology teaching to remote sites while maintaining the highest of educational standards?" The experience at UBC points to three specific challenges in developing a distributed Histology curriculum: (i) ensuring equitable student access to high quality histological images, (ii) designing and implementing a reliable, state-of-the-art technological infrastructure that allows for real-time teaching and interactivity across geographically separate sites and (iii) ensuring continued student access to faculty content expertise. High quality images--available through any internet connection--are provided within a new virtual slide box library of 300 light microscopic and 190 electron microscopic images. Our technological needs are met through a robust and reliable videoconference system that allows for live, simultaneous communication of audio/visual materials across the three sites. This system also ensures student access to faculty content expertise during all didactic teaching sessions. Student examination results and surveys demonstrate that the distribution of our Histology curriculum has been successful. PMID:19177389

  17. The State of Human Anatomy Teaching in the Medical Schools of Gulf Cooperation Council Countries

    PubMed Central

    Habbal, Omar

    2009-01-01

    Available literature on medical education charts an emerging trend in the field of anatomy. In the past decade, assisted by innovations in informatics and the paradigm shift in medical education, the hands-on experience of cadaver dissection has progressively become a relic of the past. Within the context of the situation in Gulf Cooperation Council countries, this paper compares the traditional teaching approach with the modern one that tends to emphasise technical gadgetry, virtual reality and plastic models rather than hands-on-experience to impart knowledge and skill. However, cadaver-based learning is an important building block for the future physician and surgeon since clinical astuteness is likely to rely on skills gained from hands-on experience rather than the tendency to learning through virtual reality found in modern curricula. PMID:21509271

  18. Symposium: Teaching Medical Geography.

    ERIC Educational Resources Information Center

    Matthews, Stephen A.; And Others

    1995-01-01

    Presents seven brief papers reflecting workshops given at the 1994 Meeting of the Association of American Geographers. Each workshop presented a teaching module concerning issues in medical geography. Methodological issues included interpretations of vital statistics and epidemiological diffusion. Theoretical issues included womens' health data…

  19. [New medical schools in Chile].

    PubMed

    Castillo, P

    1994-03-01

    In Chile there are six established medical schools at public (Chile, Valparaiso and Temuco) or private (Catholic, Concepción and Austral) universities created between 1833 and 1971. Since 1990, three new medical schools (two private) were created and a fourth is projected, concerning the chilean medical corps. We present three position articles on the subject written by Dean Pedro Rosso, from the Catholic University, Dr Pedro Castillo, Chief of Human Resources of the Ministry of Health and Dean Alejandro Goic from the University of Chile. Dean Rosso emphasizes the need to have assessment procedures that guarantee quality standards in the new medical schools. Dr Castillo attracts attention on preserving the compromise with the society, inherent to chilean medicine. Dean Goic analyzes systematically the reasons to prevent the proliferation of medical schools in the country, maintaining an equilibrium between freedom of teaching and public faith protection. PMID:7809525

  20. Medical humanities: a new undergraduate teaching program at the University of Geneva School of Medicine, Switzerland.

    PubMed

    Louis-Courvoisier, Micheline

    2003-10-01

    In 2001, a new program of medical humanities was initiated at the University of Geneva School of Medicine in Switzerland. Four mandatory seminars and one optional 2-week internship are offered to second-through fifth-year medical students. The program has four interdependent goals: contextualizing, developing personal reflection and judgment, encouraging imagination, and offering specific ways to improve the quality of the therapeutic relationship. The program is based on an integrated vision of the humanities and stimulates the students' imagination and reflection in a way that medical students should find useful. Three steps help teachers to build an integrated vision: familiarization, confrontation, and adjustment to the medical culture. The mandatory seminars are taught by a team consisting of a physician and a humanities teacher. All the physicians, department heads, and clinicians involved in each seminar actively collaborated. The medical humanities program is in the Bioethics Unit, which is housed in the Department of Community Health and Medicine with medical history and legal medicine. This intellectual, institutional, and physical proximity encourages informal dialogue and ensures a more coherent and unified vision of the different disciplines. In their assessments of the program, students stated that the seminars gave them food for thought and met their expectations. However, it is premature to draw conclusions from these assessments because the program is still in its infancy. The program strives to provide students with tools specific to the humanities so that they can strengthen their own judgment, listening skills, open-mindedness, creativity, and curiosity, attributes that are needed to ensure that the therapeutic relationship will be satisfying for both physicians and patients. PMID:14534107

  1. Child Psychiatry: What Are We Teaching Medical Students?

    ERIC Educational Resources Information Center

    Dingle, Arden D.

    2010-01-01

    Objective: The author describes child and adolescent psychiatry (CAP) undergraduate teaching in American and Canadian medical schools. Methods: A survey asking for information on CAP teaching, student interest in CAP, and opinions about the CAP importance was sent to the medical student psychiatry director at 142 accredited medical schools in the…

  2. Medics in Primary School

    ERIC Educational Resources Information Center

    Press, Colin

    2003-01-01

    Some time ago a flyer on "Medics in Primary School" came the author's way. It described a programme for making placements in primary schools available to medical students. The benefits of the program to medical students and participating schools were highlighted, including opportunities to develop communication skills and demystify medicine. It…

  3. Undergraduate teaching on biological weapons and bioterrorism at medical schools in the UK and the Republic of Ireland: results of a cross-sectional study

    PubMed Central

    Green, Stephen T; Cladi, Lorenzo; Morris, Paul; Forde, Donall

    2013-01-01

    Objective To determine if individual undergraduate schools of medicine in the UK and the Republic of Ireland provide any teaching to medical students about biological weapons, bioterrorism, chemical weapons and weaponised radiation, if they perceive them to be relevant issues and if they figure them in their future plans. Design A cross-sectional study utilising an internet-based questionnaire sent to key figures responsible for leading on the planning and delivery of undergraduate medical teaching at all schools of medicine in the UK and Ireland. Setting All identified undergraduate schools of medicine in the UK and Ireland between August 2012 and December 2012. Outcome measures Numerical data and free text feedback about relevant aspects of undergraduate teaching. Results Of the 38 medical schools approached, 34 (28 in UK, 6 in Ireland) completed the questionnaire (89.47%). 4 (all in UK) chose not to complete it. 6/34 (17.65%) included some specific teaching on biological weapons and bioterrorism. 7/34 (20.59%) had staff with bioterrorism expertise (mainly in microbiological and syndromic aspects). 4/34 (11.76%) had plans to introduce some specific teaching on bioterrorism. Free text responses revealed that some felt that because key bodies (eg, UK's General Medical Council) did not request teaching on bioterrorism, then it should not be included, while others regarded this field of study as a postgraduate subject and not appropriate for undergraduates, or argued that the curriculum was too congested already. 4/34 (11.76%) included some specific teaching on chemical weapons, and 3/34 (8.82%) on weaponised radiation. Conclusions This study provides evidence that at the present time there is little teaching at the undergraduate level in the UK and Ireland on the subjects of biological weapons and bioterrorism, chemical weapons and weaponised radiation and signals that this situation is unlikely to change unless there were to be high-level policy guidance. PMID

  4. [Investigation on Qiantang medical school].

    PubMed

    Zhu, Jian-Ping; Zhang, Cheng-Lie; Hu, Bin; Bao, Xiao-Dong; Zhu, De-Ming

    2004-04-01

    Qiantang medical school came into being during the late Ming Dynasty and the early Qing Dynasty, and lasted for 200 years until Guang Xu Reign in the late Qing Dynasty. Lu Zhiyi and Zhang Suichen were the early representative figures; Zhang Zhicong, Zhang Xiju and Gao Shizong were the mid-period representative figures; and Zhong Xuelu was the late representative figure. They respected consistently the classics and the ancients, cultivated new talents, studied medical literature with a trinity of teaching, studying the classics and practising medicine as its characteristic. Eventually, it developed under the specific background of time and geographical environment as the only academic medical school enbodying teaching, studying the classics, and medical practice as a whole with distinguished achievements. PMID:15555234

  5. Teaching Astronomy in Schools

    NASA Astrophysics Data System (ADS)

    Agar Beet, Ernest

    2016-02-01

    Preface; Preface to the second edition; Introduction. Teaching astronomy in the past: the case against teaching it; Addenda; 1. Why, when, and how?; 2. In the classroom; 3. In the open air; 4. The school telescope; 5. Teaching aids; Bibliography; Index.

  6. [Teaching medical radiology to foreign students].

    PubMed

    Kochergin, V N; Domanskiĭ, V Iu; Sorokin, Iu K; Shevchenko, V A

    1985-02-01

    The paper is concerned with activities aimed at improvement of teaching medical radiology to foreign students. To overcome language difficulties and differences in the national secondary school educational systems, summary lectures with schemes are proposed enabling foreign students to rapidly orientate in the studied material during their independent work. Reference materials for foreign students contribute to the motivation of foreign students' cognition and drawing the teaching process near conditions of the students' future working activities. PMID:3969005

  7. A New Paradigm for Teaching Histology Laboratories in Canada's First Distributed Medical School

    ERIC Educational Resources Information Center

    Pinder, Karen E.; Ford, Jason C.; Ovalle, William K.

    2008-01-01

    To address the critical problem of inadequate physician supply in rural British Columbia, The University of British Columbia (UBC) launched an innovative, expanded and distributed medical program in 2004-2005. Medical students engage in a common curriculum at three geographically distinct sites across B.C.: in Vancouver, Prince George and…

  8. Outcome-based self-assessment on a team-teaching subject in the medical school

    PubMed Central

    Cho, Sa Sun

    2014-01-01

    We attempted to investigate the reason why the students got a worse grade in gross anatomy and the way how we can improve upon the teaching method since there were gaps between teaching and learning under recently changed integration curriculum. General characteristics of students and exploratory factors to testify the validity were compared between year 2011 and 2012. Students were asked to complete a short survey with a Likert scale. The results were as follows: although the percentage of acceptable items was similar between professors, professor C preferred questions with adequate item discrimination and inappropriate item difficulty whereas professor Y preferred adequate item discrimination and appropriate item difficulty with statistical significance (P<0.01). The survey revealed that 26.5% of total students gave up the exam on gross anatomy of professor Y irrespective of years. These results suggested that students were affected by the corrected item difficulty rather than item discrimination in order to obtain academic achievement. Therefore, professors in a team-teaching subject should reach a consensus on an item difficulty with proper teaching methods. PMID:25548724

  9. Teaching Middle School French

    ERIC Educational Resources Information Center

    Olson, Marilyn L.

    1975-01-01

    Author described some of the techniques she used for teaching French at Roosevelt Junior High School, West Palm Beach. She also explained how these techniques helped students to maintain an early desire to learn a foreign language. (Author/RK)

  10. Health-profession students’ teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison

    PubMed Central

    Wakida, Edith K; Ruzaaza, Gad; Muggaga, Kintu; Akera, Peter; Oria, Hussein; Kiguli, Sarah

    2015-01-01

    Purpose The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students’ thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs. Methods The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study. Results Students’ learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment. Conclusion Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement. PMID:26677345

  11. The Future of Medical Schools and Teaching Hospitals in the Era of Managed Care.

    ERIC Educational Resources Information Center

    Pardes, Herbert

    1997-01-01

    Academic medical centers, threatened by erosion of infrastructure, declining academic workforce, marketplace forces diminishing quality and access, and shrinking funds, must not rely on managed care, the pharmaceutical industry, or foundations to provide necessary support. They must communicate the dangers they face and persuade government to…

  12. The Medical Ethics Curriculum in Medical Schools: Present and Future.

    PubMed

    Giubilini, Alberto; Milnes, Sharyn; Savulescu, Julian

    2016-01-01

    In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students' levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: counteracting the bad effects of the "hidden curriculum," teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors' right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course. PMID:27333063

  13. Team Teaching School Law

    ERIC Educational Resources Information Center

    Vanko, John G.; Rogina, Raymond P.

    2005-01-01

    Graduate students preparing themselves for a career in school administration are typically apprehensive about the legal issues they will face in their first administrative position. After teaching school law for the first time, the author believed that there had to be a more effective way to reach these students rather than the traditional methods…

  14. A Questionnaire for Listening to Students' Voices in the Assessment of Teaching Quality in a Classical Medical School

    ERIC Educational Resources Information Center

    Gaspar, Maria Filomena; Pinto, Anabela Mota; da Conceicao, Hugo Camilo F.; da Silva, Jose Antonio Pereira

    2008-01-01

    The purpose of this study was to develop a teaching quality assessment questionnaire and assess its reliability by using it with a sample of first-year medical students. Principal components analysis with varimax orthogonal rotation resulted in the development of a 12-item, two-component tool, adequate for use in lectures and small-group sessions.…

  15. Medical School Hotline

    PubMed Central

    Lee, Winona K

    2016-01-01

    This article is part of an ongoing series describing various components of the John A. Burns School of Medicine (JABSOM) medical education curricula, activities, and initiatives relevant to the Liaison Committee on Medical Education (LCME) accreditation standards.1 JABSOM's LCME visit will take place in early 2017. This article provides an overview of JABSOM's diversity/pipeline programs and partnerships. PMID:27437165

  16. "You teach us to listen,… but you don't teach us about suffering": self-care and resilience strategies in medical school curricula.

    PubMed

    Outram, Sue; Kelly, Brian

    2014-11-01

    This article examines the pre-vocational preparation of doctors to cope with the demands of clinical practice, drawing on literature from across a number of domains: mental health, psychological stress among medical students and medical practitioners; and self-care strategies in medicine curricula. High rates of psychological distress in medical students and medical practitioners were consistently reported. A number of questions remain pertinent to medical education: how does the experience of medical education impact on this level of distress, and possibly exacerbate pre-existing student vulnerabilities? What will help future doctors respond to, and cope with, suffering in their patients? Can the formal curriculum build resilience? Medical schools and educators have a responsibility to address these questions and to provide effective self-care curricula. In this review promising interventions such as mindfulness training are reported, frameworks to guide self-awareness in medical students are suggested, and recommendations for a self-care curriculum are made. PMID:25395229

  17. Expanding the Biomedical Model: Case Studies of Five Medical Schools.

    ERIC Educational Resources Information Center

    Tresolini, Carol P.; And Others

    This study examined five representative medical schools for approaches to teaching integrated approaches to health care. Traditionally medical schools have taught from a biomedical, technological approach. The study used a qualitative, multiple case study design to explore which medical schools were attempting integrated health care education. On…

  18. Teaching tobacco dependence treatment and counseling skills during medical school: rationale and design of the Medical Students helping patients Quit tobacco (MSQuit) group randomized controlled trial

    PubMed Central

    Hayes, Rashelle B.; Geller, Alan; Churchill, Linda; Jolicoeur, Denise; Murray, David M.; Shoben, Abigail; David, Sean P.; Adams, Michael; Okuyemi, Kola; Fauver, Randy; Gross, Robin; Leone, Frank; Xiao, Rui; Waugh, Jonathan; Crawford, Sybil; Ockene, Judith K.

    2014-01-01

    INTRODUCTION Physician-delivered tobacco treatment using the 5As is clinically recommended, yet its use has been limited. Lack of adequate training and confidence to provide tobacco treatment are cited as leading reasons for limited 5A use. Tobacco dependence treatment training while in medical school is recommended, but is minimally provided. The MSQuit trial (Medical Students helping patients Quit tobacco) aims to determine if a multi-modal and theoretically-guided tobacco educational intervention will improve tobacco dependence treatment skills (i.e. 5As) among medical students. METHODS/DESIGN 10 U.S. medical schools were pair-matched and randomized in a group-randomized controlled trial to evaluate whether a multi-modal educational (MME) intervention compared to traditional education (TE) will improve observed tobacco treatment skills. MME is primarily composed of TE approaches (i.e. didactics) plus a 1st year web-based course and preceptor-facilitated training during a 3rd year clerkship rotation. The primary outcome measure is an objective score on an Objective Structured Clinical Examination (OSCE) tobacco-counseling smoking case among 3rd year medical students from schools who implemented the MME or TE. DISCUSSION MSQuit is the first randomized to evaluate whether a tobacco treatment educational intervention implemented during medical school will improve medical students’ tobacco treatment skills. We hypothesize that the MME intervention will better prepare students in tobacco dependence treatment as measured by the OSCE. If a comprehensive tobacco treatment educational learning approach is effective, while also feasible and acceptable to implement, then medical schools may substantially influence skill development and use of the 5As among future physicians. PMID:24486635

  19. The Teaching of Complementary and Alternative Medicine in U.S. Medical Schools: A Survey of Course Directors.

    ERIC Educational Resources Information Center

    Brokaw, James J.; Tunnicliff, Godfrey; Raess, Beat U.; Saxon, Dale W.

    2002-01-01

    Surveyed medical schools to gauge the current state of complementary and alternative medicine (CAM) instruction by gathering details about the specific topics being taught and the objectives behind the instruction. Found that a wide variety of topics are being taught under the umbrella of CAM; for the most part, the instruction appears to be…

  20. High School Physics Teaching Experience

    ERIC Educational Resources Information Center

    Physics Teacher, 2012

    2012-01-01

    We divided our high school physics teaching experience into three groups: first year teaching physics, second or third year teaching physics, and four or more years of experience teaching physics. We did this because everything is new for teachers teaching a course for the first time. The second and third time through the course, teachers learn…

  1. What we say and what we do: self-reported teaching behavior versus performances in written simulations among medical school faculty.

    PubMed

    Hartman, S L; Nelson, M S

    1992-08-01

    Much of the research in medical education is performed through the use of self-reporting questionnaires. Although this can be a valid way to conduct research, little effort has been made to examine the fit between what teachers self-report and what they actually do. In an attempt to investigate this, the authors interviewed 47 preclinical faculty members at two large medical schools in 1990. The faculty members were initially given a questionnaire asking them to self-report in four categories: interactive skills; knowledge or abilities they considered important for students to develop; factors that influenced their curriculum development; and sources from which they sought pedagogical assistance. This was followed by four written simulations that examined four areas of teaching: small-group discussions, course design, lecturing, and test construction. In addition, the authors specifically sought to identify any differences in teaching philosophy and practice between those preclinical faculty who were physicians and those who were not, as well as any interinstitutional differences. Although in certain instances there was a strong correlation between self-reporting and performance as measured by a simulated teaching scenario, in most instances the correlation was quite low. Consequently, the authors suggest that researchers must be careful in their use of self-reporting as a means of assessing teaching behavior, and that whenever possible, researchers should observe the teachers they are studying. PMID:1497783

  2. Teaching and Learning Medical Ethics

    PubMed Central

    Tiberius, Richard G.

    1981-01-01

    Three main questions are central to teaching and learning medical ethics. Can ethics be taught? If it can, what are some of its teachable components? And what teaching methods are appropriate? The author supports the concept of ethical competence as the basis of an ethical practice. Ethical competence is a set of insights, skills, understandings, ways of thinking which can be taught. The parallel is drawn between these kinds of competencies and the components of rigorous thinking characteristic of the training and experience of medical problem-solvers. Finally the author takes up four common criticisms of this approach. PMID:11650448

  3. Students Teaching Students: A Model for Medical Education

    ERIC Educational Resources Information Center

    Flax, Jim; Garrard, Judith

    1974-01-01

    At the University of Minnesota Medical School a course, Introduction to Clinical Medicine, introduces communication skills; develops interview skills consistent with students' personality, their role as medical students, and the patients' needs; assists students in becoming comfortable as medical students in the hospital setting; and teaches them…

  4. Women in Medical School.

    ERIC Educational Resources Information Center

    Bean, Glynis; Kidder, Louise H.

    Research on the characteristics of women in non-traditional fields, e.g., medicine, has yielded complex information in terms of adherence to sex-role stereotypes. To determine whether students' attitudes toward helping and achieving followed sex-role typing and were different at various stages in medical school, 384 male and female oncology…

  5. PONCE MEDICAL SCHOOL

    EPA Science Inventory

    EPA Region 2 has funded an environmental allergen study to be conducted in the Bayamon region of Puerto Rico, by the University of Ponce Medical School. Measurements of the standard environmental allergens (dust mite, cockroach, cat, etc.) will be made in the homes of asthmatic ...

  6. Medical schools and physicians

    PubMed Central

    Troupin, James L.

    1955-01-01

    Statistics have been compiled to show the relation of the numbers of physicians, medical schools, and students to areas and populations throughout the world. Some of the figures are estimates and assumptions, and because of this the author repeatedly warns against tempting deductions and conclusions. This quantitative survey is intended to assist those responsible for over-all planning of health and medical services and indicates the needs, adequacy of numbers and future potential attainments compared to the size of the population served. In many countries an increase in the numbers of doctors is indicated and in this connexion the problem of the intake and output of medical schools is discussed. A plea is made for improved methods of collecting and recording these statistics. PMID:20604000

  7. The teaching of medical ethics.

    PubMed Central

    Sporken, P

    1975-01-01

    The following description of the situation in Maastricht in the Netherlands is unique as this is a new faculty of medicine and the opportunity has been taken to build the teaching of medical ethics into the curriculum from the start. PMID:1225974

  8. Medical School Hotline

    PubMed Central

    Kuwabara, Norimitsu; Yamashita, Miu; Yee, Keolamau; Kurahara, David

    2015-01-01

    The Japanese Medical Education system has been influenced by political events throughout the country's history. From long periods of isolation from the western world to the effect of world wars, Japan's training system for physicians has had to adapt in many ways and will continue to change. The Japanese medical education system was recently compared to the “Galapagos Islands” for its unusual and singular evolution, in a speech by visiting professor Dr. Gordon L. Noel at the University of Tokyo International Research center.1 Japanese medical schools are currently working to increase their students' clinical hours or else these students may not be able to train in the United States for residencies. Knowing the history of the Japanese Medical education system is paramount to understanding the current system in place today. Studying the historical foundation of this system will also provide insight on how the system must change in order to produce better clinicians. This article provides a glimpse into the medical system of another nation that may encourage needed reflection on the state of current healthcare training in the United States. PMID:25821652

  9. High School Physics Teaching Experience

    NASA Astrophysics Data System (ADS)

    2012-04-01

    We divided our high school physics teaching experience into three groups: first year teaching physics, second or third year teaching physics, and four or more years of experience teaching physics. We did this because everything is new for teachers teaching a course for the first time. The second and third time through the course, teachers learn from past experiences and hone their approaches. By the time a teacher is in the fourth year of teaching a course, he or she is more comfortable with the material and better able to understand the ways in which different approaches work with different topics.

  10. Teaching Medical Students, what do Consultants think?

    PubMed Central

    Darragh, Lynn; Baker, Robin; Kirk, Stephen

    2015-01-01

    Background: The approach to and delivery of medical student education has undergone significant change within the last decade. There has been a shift away from didactic lectures to small group tutorials, facilitated by clinicians. Anecdotally there is an impression that enthusiasm for teaching is waning. The aim of this qualitative study is to assess the current attitudes of consultants, across all specialities, to teaching medical students in small group settings. Methods: A Likert scale questionnaire, relating to teaching medical students in small group tutorials, was distributed via email to all consultants working in one region. Questions considered the categories: attitudes to teaching, financial considerations, time constraints and attitudes to students. Results: 367 responses were received. 72% of responders were actively involved in teaching. 72% of respondents indicated that medical students should be taught by consultants and 80% felt that teaching medical students was enjoyable. 60% felt they were not financially remunerated for teaching and 50% indicated teaching was not included in job plans; despite this a significant proportion of these respondents remain involved in teaching (68%). Non-teachers were more likely to indicate that teaching was not paid for (p=0.003). 78% indicated consultants do not have adequate time to teach medical students. 82% felt that medical students appreciate consultant led teaching but only 55% felt students had an appropriate level of enthusiasm for learning. Conclusion: Consultants in this Deanery are actively involved in medical student teaching and enjoy it. Consultants perceive that they are not adequately financially rewarded but for the most part this is not a deterrent. Time constraints are an issue and there is a desire to have teaching included in job plans to counteract this. Most consultants are complimentary about student attitudes but there is a perception that medical students need to contribute more to their

  11. Surgeons as Medical School Educators: An Untapped Resource

    ERIC Educational Resources Information Center

    Haubert, Lisa M.; Way, David; DePhilip, Robert; Tam, Marty; Bishop, Julie; Jones, Kenneth; Moffatt-Bruce, Susan D.

    2011-01-01

    Despite extensive experience teaching residents, surgeons are an untapped resource for educating medical students. We hypothesized that by involving surgeons as teachers earlier in the medical school curriculum, medical students' interest in surgery will increase and their opinions of surgeons will improve. Five programs designed to involve…

  12. Medical Residency Goes to School

    ERIC Educational Resources Information Center

    Boatright, Beth; Gallucci, Chrysan; Swanson, Judy; Van Lare, Michelle; Yoon, Irene

    2009-01-01

    The Highline School District, located roughly 10 miles south of Seattle, Washington, has begun to implement a residency model for professional learning. Like the medical model, current teachers often traveled from other schools to be "in residency" at a previously selected classroom for six half-day sessions during the 2005-06 school year. Some…

  13. What attracts medical students towards psychiatry? A review of factors before and during medical school.

    PubMed

    Farooq, Kitty; Lydall, Gregory J; Bhugra, Dinesh

    2013-08-01

    Potential psychiatrists decide on their careers before, during or after medical school. This article summarises the literature focusing on the first two groups. Pre-medical school factors associated with choosing psychiatry include gender, academic aptitude, ethnicity and migration, exposure to mental illness, economic considerations and medical school route and selection. Factors involved in influencing career choice at medical school level include attitudes towards psychiatry, teaching methods, quality and length of clinical exposure, electives and enrichment activities, and personality factors. Considering these factors may improve recruitment to psychiatry and address shortages in the speciality. PMID:24032490

  14. Medical Student Health Promotion: The Increasing Role of Medical Schools

    ERIC Educational Resources Information Center

    Estabrook, Kristi

    2008-01-01

    Objective: The author proposes courses of action for medical schools to increase positive health promotion among medical students. Method: This article will review the current literature on medical student health care. Strategies of action for medical schools are proposed for increasing student wellness. Results: Medical schools can positively…

  15. Teaching Astronomy in UK Schools

    ERIC Educational Resources Information Center

    Roche, Paul; Roberts, Sarah; Newsam, Andy; Barclay, Charles

    2012-01-01

    This article attempts to summarise the good, bad and (occasionally) ugly aspects of teaching astronomy in UK schools. It covers the most common problems reported by teachers when asked about covering the astronomy/space topics in school. Particular focus is given to the GCSE Astronomy qualification offered by Edexcel (which is currently the…

  16. The teaching of medical ethics to medical students.

    PubMed Central

    Glick, S M

    1994-01-01

    Teaching medical ethics to medical students in a pluralistic society is a challenging task. Teachers of ethics have obligations not just to teach the subject matter but to help create an academic environment in which well motivated students have reinforcement of their inherent good qualities. Emphasis should be placed on the ethical aspects of daily medical practice and not just on the dramatic dilemmas raised by modern technology. Interdisciplinary teaching should be encouraged and teaching should span the entire duration of medical studies. Attention should be paid particularly to ethical problems faced by the students themselves, preferably at the time when the problems are most on the students' minds. A high level of academic demands, including critical examination of students' progress is recommended. Finally, personal humility on the part of teachers can help set a good example for students to follow. PMID:7861430

  17. [The educational change in medical schools].

    PubMed

    Castillo, Manuel; Hawes, Gustavo; Castillo, Silvana; Romero, Luis; Rojas, Ana María; Espinoza, Mónica; Oyarzo, Sandra

    2014-08-01

    This paper reports the reflections of a group of members of the University of Chile Faculty of Medicine, about the changes in teaching methods that medical schools should incorporate. In a complex scenario, not only new and better knowledge should be transmitted to students but also values, principles, critical reasoning and leadership, among others. In the first part, a proposal to understand this educational development in the context of complex universities, incorporating pedagogical skills and reviewing institutional leadership, is carried out. In the second part, the training of teaching physicians, as part of the changes, is extensively discussed. Physicians hired as academics in the University should have the opportunity to work mainly as teachers and be relieved of research obligations. For them, teaching should become a legitimate area of academic development. PMID:25424678

  18. Is There an Identity Crisis in Medical School Pharmacology?

    ERIC Educational Resources Information Center

    Csaky, T. Z.

    1976-01-01

    Rudolf Buchheim's thesis on why and how to teach pharmacology to medical students is reexamined in view of the so-called identity crisis. It is suggested that the crisis is not one of identity but one of acceptance of medical school pharmacology by clinical colleagues and professional educators. (LBH)

  19. Twelve tips to improve medical teaching rounds.

    PubMed

    Abdool, Muhammad Ali; Bradley, Don

    2013-11-01

    The ward round is the bread and butter of internal medicine. It forms the basis of clinical decision making and reviewing patients' progress. It is fundamental to the role of the internal medical physician. It allows for the review of the patients' notes, signs and symptoms, physiological parameters and investigation results. Most importantly, it allows for an interaction with the patient and their relatives and is a means of relating medical information back, answer queries and plan future medical management strategies. These should be integrated into the teaching round by a senior clinician so that time away from the bedside is also used to enhance the teaching and learning experience. Here, I would like to draw on my experience as a learner as well as an educator, together with the available literature, to draw up a simple 12-step teaching strategy that should help the ward round serve the dual purpose of teaching medical students and junior doctors. PMID:24004439

  20. Getting Our Own House in Order: Improving Psychiatry Education to Medical Students as a Prelude to Medical School Education Reform

    ERIC Educational Resources Information Center

    Alpert, Jonathan E.; Schlozman, Steve; Badaracco, Mary Anne; Burke, Jay; Borus, Jonathan F.

    2006-01-01

    Objective: The authors summarize efforts to revitalize psychiatry teaching to medical students at Harvard Medical School (HMS) in advance of a major overhaul of the medical school curriculum. Methods: This preliminary report chronicles key challenges and the organization of the reform effort within the departments of psychiatry affiliated with the…

  1. A Blueprint for a Medical School Undergraduate Teaching Program in Primary Care. Annual Report. United States Public Health Service.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Program Development and Evaluation Center.

    There is a critical need for medical specialists (most appropriately, physicians) who function as coordinators of care, a role ascribed in the past to the general practioner or family doctor. The term "general practitioner" should be avoided for this new specialist is a team coordinator who is trained in communications and interpersonal…

  2. An overview of the medical informatics curriculum in medical schools.

    PubMed Central

    Espino, J. U.; Levine, M. G.

    1998-01-01

    As medical schools incorporate medical informatics into their curriculum the problems of implementation arise. Because there are no standards regarding a medical informatics curriculum, medical schools are implementing the subjects in various ways. A survey was undertaken to amass an overview of the medical informatics curriculum nationally. Of the responding schools, most have aspects of medical informatics incorporated into current courses and utilize existing faculty. Literature searching, clinical decision-making, and Internet are the basic topics in the current curricula. The trend is for medical informatics to be incorporated throughout all four years of medical school. Barriers are the difficulties in faculty training, and slow implementation. PMID:9929263

  3. Preparation for the Teaching Role in Residencies: An Elective for Medical Students.

    ERIC Educational Resources Information Center

    Paiva, Rosalia E. A.; And Others

    1982-01-01

    The role of the medical resident as a teacher of medical students is discussed. Most residents have had little, if any, training or experience in teaching. A Southern Illinois University School of Medicine course called "Preparation for the Teaching Role in Residency" is described and evaluated. (MLW)

  4. How Medical School Did and Did Not Prepare Me for Graduate Medical Education.

    ERIC Educational Resources Information Center

    Mangione, Carol M.

    1986-01-01

    Four areas in which a resident felt least prepared by medical school are outlined: teaching medical students; working as an effective ambulatory care doctor; discussing the psycho-social issues that surround terminal illness, death, and dying; and functioning as a cost-conscious health care provider. (MLW)

  5. Terror Medicine as Part of the Medical School Curriculum

    PubMed Central

    Cole, Leonard A.; Wagner, Katherine; Scott, Sandra; Connell, Nancy D.; Cooper, Arthur; Kennedy, Cheryl Ann; Natal, Brenda; Lamba, Sangeeta

    2014-01-01

    Terror medicine, a field related to emergency and disaster medicine, focuses on medical issues ranging from preparedness to psychological manifestations specifically associated with terrorist attacks. Calls to teach aspects of the subject in American medical schools surged after the 2001 jetliner and anthrax attacks. Although the threat of terrorism persists, terror medicine is still addressed erratically if at all in most medical schools. This paper suggests a template for incorporating the subject throughout a 4-year medical curriculum. The instructional framework culminates in a short course for fourth year students, such as one recently introduced at Rutgers New Jersey Medical School, Newark, NJ, USA. The proposed 4-year Rutgers curriculum serves as a model that could assist other medical schools contemplating the inclusion of terror medicine in pre-clerkship and clerkship training. PMID:25309891

  6. Spirituality and health in the curricula of medical schools in Brazil

    PubMed Central

    2012-01-01

    Background According to recent surveys, 59% of British medical schools and 90% of US medical schools have courses or content on spirituality and health (S/H). There is little research, however, on the teaching of S/H in medical schools in other countries, such as those in Latin America, Asia, Australia and Africa. The present study seeks to investigate the current status of teaching on S/H in Brazilian medical schools. Methods All medical schools in Brazil (private and public) were selected for evaluation, were contacted by email and phone, and were administered a questionnaire. The questionnaire, sent by e-mail, asked medical school directors/deans about any S/H courses that were taught, details about those courses, S/H lectures or seminars, importance of teaching this subject for medical school directors, and medical schools characteristics. Results A total of 86 out of 180 (47.7%) medical schools responded. Results indicated that 10.4% of Brazilian Medical Schools have a dedicated S/H courses and 40.5% have courses or content on spirituality and health. Only two medical schools have S/H courses that involve hands-on training and three schools have S/H courses that teach how to conduct a spiritual history. The majority of medical directors (54%) believe that S/H is important to teach in their schools. Conclusion Few Brazilian medical schools have courses dealing specifically with S/H and less than half provide some form of teaching on the subject. Unfortunately, there is no standard curriculum on S/H. Nevertheless, the majority of medical directors believe this issue is an important subject that should be taught. PMID:22900476

  7. Reforming Schools through Innovative Teaching.

    ERIC Educational Resources Information Center

    Cumming, Jim; Owen, Christine

    This executive summary describes a resource about innovative teaching that profiles and analyzes the work of eight educators working in secondary school communities in Australia. Each case study in the resource is intended as a stand-alone snapshot of good practice in which voices of students, colleagues, principals, and community members…

  8. Team Teaching in High School

    ERIC Educational Resources Information Center

    Mandel, Kenneth; Eiserman, Terry

    2016-01-01

    Too often at the high school level, teachers work in isolation, without the ability to see other practitioners at work. Team teaching offers an effective antidote: It provides a comfortable environment in which to grow because it enables teachers to learn from another professional on a regular basis. "Teaming," notes the authors,…

  9. Medical School Hotline

    PubMed Central

    Maeshiro, Masao; Izutsu, Satoru; Connolly, Kathleen Kihmm

    2014-01-01

    The University of Hawai‘i (UH) has been collaborating with Okinawa Prefectural Chubu Hospital for over 46 years. This collaboration started as a post-World War II effort to increase the physician workforce. At the initiation of the US Army and State Department, the University of Hawai‘i was recruited, in cooperation with the government of the Ryukyus and USCAR, to initiate a US style postgraduate clinical training program. The Postgraduate Medical Training Program of University of Hawai‘i at Okinawa Chubu Hospital introduced a style of training similar to that in the US by offering a rotating internship. The initial contract had UH establish and run the Postgraduate Medical Training Program of University of Hawaii at Okinawa Central Hospital. After Okinawa's reversion to Japan, under a new contract, UH physicians participated as consultants by providing lectures at “grand rounds” and guidance to faculty, staff, and students. To date, 895 physicians have completed the University of Hawai‘i Postgraduate Medical Training Program with 74 currently training. Approximately 662 (74%) of the trainees have remained in Okinawa Prefecture to practice medicine. As a result, the program has enhanced the physician workforce for the islands of Okinawa and neighbor archipelagos of Miyako and Yaeyama Islands. PMID:24959393

  10. Teaching Chemistry in Graduate School

    NASA Astrophysics Data System (ADS)

    Pierce, Benjamin F.

    2008-07-01

    If you are an academic reading this commentary, then you already have teaching experience. Most likely, you have spent several semesters in front of the classroom, and you could probably teach any given lecture from your course(s) with your eyes closed. But think back to your first semester as a faculty member when your teaching skills weren't so polished. Did you feel lost as a teacher? Did you ever wish that you had received the opportunity to teach earlier in your career? If you are like any one of the dozens of faculty members I know, then you had a shaky start in the classroom followed by better years. Now, you are a pro—a teaching veteran who has seen it all. This trend in teaching skills can be troubling, especially to a graduate student such as myself who is interested in pursuing a career in academia. Why do the shaky years have to fall within the tenure window, when everything a new faculty member does is under the magnifying glass and scrupulously analyzed by peers who are already professionals at juggling the faculty trifecta—teaching, research, and service? Why isn't there additional training for teachers in graduate school?

  11. Teaching of evidence-based medicine to medical undergraduates.

    PubMed

    Atiya, A S

    2002-12-01

    Medical practice is changing, and the foundations of the paradigm shift lie in the development in research over the last four decades. Today, it is no longer adequate to treat a patient purely on clinical experience alone without a clear demonstration of evidence based on research, particularly the use of randomised controlled clinical trials. What is thought to be an effective mode of treatment currently may not necessarily hold true by the time medical students begin his/her medical practice. As a consequence, many medical schools worldwide are increasingly promoting evidence-based medicine (EBM) teaching in their medical curriculum along with problem-based learning (PBL). Teaching of EBM requires a paradigm shift in itself, as students must possess additional skills that are not traditionally part of medical training. These include the ability to acquire the skills in 'means of answering questions' than just 'knowing the answer to questions'. This paper aims to describe what EBM is and to highlight the formative experience of the teaching of EBM at the medical undergraduate level in the University of Malaya. Challenges and opportunities towards successful adoption of evidence-based practice are discussed. PMID:12733204

  12. Can Schools Teach Values?

    ERIC Educational Resources Information Center

    Howe, Harold

    1987-01-01

    While the family is the main agency for helping young people develop the ideas, attitudes, and behavior of successful citizenship and work, schools can enrich the teacher-student relationship to the point that values rub off. (MT)

  13. A model for teaching medical ethics.

    PubMed

    Welbourn, R B

    1985-03-01

    The approach to teaching employed in the Dictionary of Medical Ethics (1) provides a model which might be adopted in other media. Most of the 150 authors were medical, but many represented other disciplines, and they wrote for similar professionals and for the general public. Medical ethics is derived from medical science and practice, moral philosophy, sociology, theology, the law and other disciplines, all of which make essential, distinctive and complementary contributions to knowledge and to teaching. Medical practitioners must play the primary role, because they are responsible for clinical ethical decisions, but they need the co-operation and guidance of others. All who are concerned should work towards the development of a general moral consensus among the profession and public, which keeps abreast of scientific and technical advances and to which all are committed. PMID:3884814

  14. Developing Medical Students as Teachers: An Anatomy-Based Student-as-Teacher Program with Emphasis on Core Teaching Competencies

    ERIC Educational Resources Information Center

    Jay, Erie Andrew; Starkman, Sidney J.; Pawlina, Wojciech; Lachman, Nirusha

    2013-01-01

    Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching…

  15. Bedside ultrasound education in Canadian medical schools: A national survey

    PubMed Central

    Steinmetz, Peter; Dobrescu, Octavian; Oleskevich, Sharon; Lewis, John

    2016-01-01

    Background This study was carried out to determine the extent and characteristics of bedside ultrasound teaching in medical schools across Canada. Methods A cross-sectional, survey-based study was used to assess undergraduate bedside ultrasound education in the 17 accredited medical schools in Canada. The survey, consisting of 19 questions was pilot-tested, web-based, and completed over a period of seven months in 2014. Results Approximately half of the 13 responding medical schools had integrated bedside ultrasound teaching into their undergraduate curriculum. The most common trends in undergraduate ultrasound teaching related to duration (1–5 hours/year in 50% of schools), format (practical and theoretical in 67% of schools), and logistics (1:4 instructor to student ratio in 67% of schools). The majority of responding vice-deans indicated that bedside ultrasound education should be integrated into the medical school curriculum (77%), and cited a lack of ultrasound machines and infrastructure as barriers to integration. Conclusions This study documents the current characteristics of undergraduate ultrasound education in Canada. PMID:27103956

  16. Teaching School Chemistry.

    ERIC Educational Resources Information Center

    Waddington, D. J., Ed.

    This eight-chapter book is intended for use by chemistry teachers, curriculum developers, teacher educators, and other key personnel working in the field of chemical education. The chapters are: (1) "The Changing Face of Chemistry" (J. A. Campbell); (2) "Curriculum Innovation in School Chemistry" (R. B. Ingel and A. M. Ranaweera); (3) "Some…

  17. The evolution of global health teaching in undergraduate medical curricula

    PubMed Central

    2012-01-01

    Background Since the early 1990s there has been a burgeoning interest in global health teaching in undergraduate medical curricula. In this article we trace the evolution of this teaching and present recommendations for how the discipline might develop in future years. Discussion Undergraduate global health teaching has seen a marked growth over the past ten years, partly as a response to student demand and partly due to increasing globalization, cross-border movement of pathogens and international migration of health care workers. This teaching has many different strands and types in terms of topic focus, disciplinary background, the point in medical studies in which it is taught and whether it is compulsory or optional. We carried out a survey of medical schools across the world in an effort to analyse their teaching of global health. Results indicate that this teaching is rising in prominence, particularly through global health elective/exchange programmes and increasing teaching of subjects such as globalization and health and international comparison of health systems. Our findings indicate that global health teaching is moving away from its previous focus on tropical medicine towards issues of more global relevance. We suggest that there are three types of doctor who may wish to work in global health – the ‘globalised doctor’, ‘humanitarian doctor’ and ‘policy doctor’ – and that each of these three types will require different teaching in order to meet the required competencies. This teaching needs to be inserted into medical curricula in different ways, notably into core curricula, a special overseas doctor track, optional student selected components, elective programmes, optional intercalated degrees and postgraduate study. Summary We argue that teaching of global health in undergraduate medical curricula must respond to changing understandings of the term global health. In particular it must be taught from the perspective of more

  18. Literature in our medical schools.

    PubMed Central

    Smith, B H

    1998-01-01

    Despite many relevant benefits, the study of literature has been rejected by medical schools this century. However, the role of literature and the arts is coming to the fore again in many branches of medicine, including education, leading to a broader approach to medical practice than the purely scientific approach. This is likely to enrich the profession and individuals therein. As well giving as a wider general education, areas of medical training and practice that a literary education will benefit directly include critical reading and appraisal, communication skills, history taking, 'surrogate experience', understanding the role of the physician, ethics, and self-expression. Many of these are central to our understanding of good medical practice. PMID:9747554

  19. National Medical School Matching Program: optimizing outcomes

    PubMed Central

    Eltorai, Adam EM; Daniels, Alan H

    2016-01-01

    The medical school admissions process is inefficient and costly to both applicants and medical schools. For the many rejected applicants, this process represents a costly, unproductive use of time. For medical schools, numerous applications are reviewed that ultimately do not yield matriculants, representing a substantial inefficiency. In order to streamline the process and reduce costs, we propose the development of a national medical school matching program.

  20. New Medical Schools at Home and Abroad.

    ERIC Educational Resources Information Center

    Bowers, John Z., Ed.; Purcell, Elizabeth F., Ed.

    The emphasis, scope area, and development of new medical schools at home and abroad are examined in these papers presented at the Macy Foundation Conference in October 1977. Representatives from new medical schools were present from the United States, Britain, Canada, and Hong Kong. Medical schools and agencies presenting papers include: Eastern…

  1. Medications at School: Disposing of Pharmaceutical Waste

    ERIC Educational Resources Information Center

    Taras, Howard; Haste, Nina M.; Berry, Angela T.; Tran, Jennifer; Singh, Renu F.

    2014-01-01

    Background: This project quantified and categorized medications left unclaimed by students at the end of the school year. It determined the feasibility of a model medication disposal program and assessed school nurses' perceptions of environmentally responsible medication disposal. Methods: At a large urban school district all unclaimed…

  2. Teaching doctors to treat doctors: medical student peer counselling.

    PubMed

    Spiro, J H; Roenneburg, M; Maly, B J

    1980-01-01

    Physicians' emotional problems need to be recognized and treated. Intervention and prevention in this problem area have been attempted at the Medical College of Wisconsin through a programme of peer counselling designed to teach student physicians how to recognize and treat emotional difficulties faced by their peers. During the 18 months that the programme has been in operation, 20 peer counsellors reported a total 1,185 hours spent in counselling their peers, lending credence to the speculation that doctors will turn to their peers for help if, in medical school, there is acceptance of fallibility and responsiveness on the part of peers. PMID:24475990

  3. Using professional interpreters in undergraduate medical consultation skills teaching

    PubMed Central

    Bansal, Aarti; Swann, Jennifer; Smithson, William Henry

    2014-01-01

    The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP) tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1) consider recruiting professional interpreters as a teaching resource; 2) align the teaching to existing consultation skills sessions to aid integration

  4. Using professional interpreters in undergraduate medical consultation skills teaching.

    PubMed

    Bansal, Aarti; Swann, Jennifer; Smithson, William Henry

    2014-01-01

    The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP) tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1) consider recruiting professional interpreters as a teaching resource; 2) align the teaching to existing consultation skills sessions to aid integration

  5. Medication Administration Practices in Pennsylvania Schools

    ERIC Educational Resources Information Center

    Ficca, Michelle; Welk, Dorette

    2006-01-01

    As a result of various health concerns, children are receiving an increased number of medications while at school. In Pennsylvania, the School Code mandates a ratio of 1 certified school nurse to 1,500 students, which may mean that 1 school nurse is covering 3-5 buildings. This implies that unlicensed personnel are administering medications, a…

  6. Guidelines for Medication Administration in Schools.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Health and Mental Hygiene, Baltimore.

    These guidelines present standards for administering medication in Maryland schools, both prescribed and over-the-counter medications. In general, medication during school hours is discouraged unless necessary. The guidelines recommend that, whenever possible, children administer their own medication under appropriate supervision. Specifically,…

  7. School Psychology Applies to Medical College.

    ERIC Educational Resources Information Center

    Givens, Thelma; Hartlage, Lawrence C.

    A solution to the problem in the knowledge gap between educational institutions and the medical world is proposed: send a school psychologist to a medical setting to bridge the gap. The author contends that both school and medical facilities would benefit as psychologists could offer physicians and medical students training in the psychological…

  8. Texas Medical Schools Beef Up Nutrition Education.

    PubMed

    Sorrel, Amy Lynn

    2015-11-01

    With lifestyle-related diseases on the rise, some medical schools help to arm future doctors with the nutrition knowledge they'll need. Texas medical schools and residency programs are getting ahead of the curve in addressing this public-health-meets-medical-education issue, with medical students often leading the charge. PMID:26536515

  9. Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies.

    PubMed

    Andrew Jay, Erie; Starkman, Sidney J; Pawlina, Wojciech; Lachman, Nirusha

    2013-01-01

    Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. PMID:23907836

  10. Teaching Toxicology as a Basic Medical Science

    ERIC Educational Resources Information Center

    Gralla, Edward J.

    1976-01-01

    A 4-year effort at Yale University School of Medicine to teach toxicology as an elective basic science from the standpoint of organ-specific toxic effects is described. The objective of the successful multidisciplinary program is to prepare physicians to understand, recognize, and manage adverse effects from drugs and other environmental…

  11. Defining the structure of undergraduate medical leadership and management teaching and assessment in the UK.

    PubMed

    Stringfellow, Thomas D; Rohrer, Rebecca M; Loewenthal, Lola; Gorrard-Smith, Connor; Sheriff, Ibrahim H N; Armit, Kirsten; Lees, Peter D; Spurgeon, Peter C

    2014-10-10

    Abstract Medical leadership and management (MLM) skills are essential in preventing failings of healthcare; it is unknown how these attitudes can be developed during undergraduate medical education. This paper aims to quantify interest in MLM and recommends preferred methods of teaching and assessment at UK medical schools. Two questionnaires were developed, one sent to all UK medical school faculties, to assess executed and planned curriculum changes, and the other sent to medical students nationally to assess their preferences for teaching and assessment. Forty-eight percent of UK medical schools and 260 individual student responses were recorded. Student responses represented 60% of UK medical schools. 65% of schools valued or highly valued the importance of teaching MLM topics, compared with 93.2% of students. Students' favoured teaching methods were seminars or lectures (89.4%) and audit and quality improvement (QI) projects (77.8%). Medical schools preferred portfolio entries (55%) and presentations (35%) as assessment methods, whilst simulation exercises (76%) and audit reports (61%) were preferred by students. Preferred methods encompass experiential learning or simulation and a greater emphasis should be placed on encouraging student audit and QI projects. The curriculum changes necessary could be achieved via further integration into future editions of Tomorrow's Doctors. PMID:25301039

  12. Teaching Medical-Surgical Nursing by Concepts

    ERIC Educational Resources Information Center

    Kissinger, Jeanette F.; And Others

    1974-01-01

    A medical-surgical nursing course was reorganized using seven key concepts (chronicity, mobility, body image, rehabilitation, acuteness, invasiveness, and depression of function) as a teaching base. Emphasis was given to nursing roles, interventions, and learning transfer to varied nursing situations. (EA)

  13. Teaching Nutrition in the Veterinary Medical Curriculum

    ERIC Educational Resources Information Center

    Lewis, Lon D.

    1976-01-01

    The author describes why many of the present or older approaches to teaching nutrition in the veterinary medical curriculum are unsatisfactory, and presents a new approach that is integrated into the general curriculum. Such a program at Colorado State University is detailed. (LBH)

  14. Considered Evaluation of Clinical Placements in a New Medical School

    ERIC Educational Resources Information Center

    Booth, Jerry; Collins, Sarah; Hammond, Anna

    2009-01-01

    This article suggests that quality assessment in the UK has been largely set apart from learning and teaching and reports on a pilot project at the Hull York Medical School which attempted to integrate students' evaluation of their clinical placements into the curriculum. It outlines the operational demands of this integrated method and compares…

  15. Educational programs in US medical schools, 2000-2001.

    PubMed

    Barzansky, B; Etzel, S I

    2001-09-01

    We used data from the 2000-2001 Liaison Committee on Medical Education Annual Medical School Questionnaire, which had a 100% response rate, and other sources to describe the status of medical education programs in the United States. In 2000-2001, the number of full-time medical school faculty members was 103, 553, a 1.1% increase from 1999-2000. The 37, 092 applicants for the class entering in 2000 represented a 3.7% decrease from the number of applicants in 1999. The majority of medical schools (58%) were in the process of major curriculum review and change during 2000-2001. In 72 schools (58%), students were required to pass both Steps 1 and 2 of the United States Medical Licensing Examinations to advance or graduate. The availability of patients to participate in clinical teaching during 2000-2001 decreased in almost half of schools compared with 1999-2000. Many schools reported difficulty in recruiting or retaining volunteer faculty members to provide clinical education in the community. Forty medical schools provided monetary payment to some or all community volunteer faculty members. PMID:11559289

  16. A study to enhance medical students’ professional decision-making, using teaching interventions on common medications

    PubMed Central

    Wilcock, Jane; Strivens, Janet

    2015-01-01

    Aim To create sustained improvements in medical students’ critical thinking skills through short teaching interventions in pharmacology. Method The ability to make professional decisions was assessed by providing year-4 medical students at a UK medical school with a novel medical scenario (antenatal pertussis vaccination). Forty-seven students in the 2012 cohort acted as a pretest group, answering a questionnaire on this novel scenario. To improve professional decision-making skills, 48 students from the 2013 cohort were introduced to three commonly used medications, through tutor-led 40-min teaching interventions, among six small groups using a structured presentation of evidence-based medicine and ethical considerations. Student members then volunteered to peer-teach on a further three medications. After a gap of 8 weeks, this cohort (post-test group) was assessed for professional decision-making skills using the pretest questionnaire, and differences in the 2-year groups analysed. Results Students enjoyed presenting on medications to their peers but had difficulty interpreting studies and discussing ethical dimensions; this was improved by contextualising information via patient scenarios. After 8 weeks, most students did not show enhanced clinical curiosity, a desire to understand evidence, or ethical questioning when presented with a novel medical scenario compared to the previous year group who had not had the intervention. Students expressed a high degree of trust in guidelines and expert tutors and felt that responsibility for their own actions lay with these bodies. Conclusion Short teaching interventions in pharmacology did not lead to sustained improvements in their critical thinking skills in enhancing professional practice. It appears that students require earlier and more frequent exposure to these skills in their medical training. PMID:26051556

  17. Teaching About Climate Change in Medical Education: An Opportunity

    PubMed Central

    Maxwell, Janie; Blashki, Grant

    2016-01-01

    Climate change threatens many of the gains in development and health over the last century. However, it could also be a catalyst for a necessary societal transformation to a sustainable and healthy future. Doctors have a crucial role in climate change mitigation and health system adaptation to prepare for emergent health threats and a carbon-constrained future. This paper argues that climate change should be integrated into medical education for three reasons: first, to prepare students for clinical practice in a climate-changing world; secondly, to promote public health and eco-health literacy; and finally, to deepen existing learning and strengthen graduate attributes. This paper builds on existing literature and the authors’ experience to outline potential learning objectives, teaching methods and assessment tasks. In the wake of recent progress at the United Nations climate change conference, COP-21, it is hoped that this paper will assist universities to integrate teaching about climate change into medical education. Significance for public health There is a strong case for teaching about climate change in medical education. Anthropogenic climate change is accepted by scientists, governments and health authorities internationally. Given the dire implications for human health, climate change is of fundamental relevance to future doctors. Integrating climate change into medical education offers an opportunity for future doctors to develop skills and insights essential for clinical practice and a public health role in a climate-changing world. This echoes a broader call for improved public health literacy among medical graduates. This paper provides medical schools with a rationale and an outline for teaching on climate change. PMID:27190980

  18. Teaching About Climate Change in Medical Education: An Opportunity.

    PubMed

    Maxwell, Janie; Blashki, Grant

    2016-04-26

    Climate change threatens many of the gains in development and health over the last century. However, it could also be a catalyst for a necessary societal transformation to a sustainable and healthy future. Doctors have a crucial role in climate change mitigation and health system adaptation to prepare for emergent health threats and a carbon-constrained future. This paper argues that climate change should be integrated into medical education for three reasons: first, to prepare students for clinical practice in a climate-changing world; secondly, to promote public health and eco-health literacy; and finally, to deepen existing learning and strengthen graduate attributes. This paper builds on existing literature and the authors' experience to outline potential learning objectives, teaching methods and assessment tasks. In the wake of recent progress at the United Nations climate change conference, COP-21, it is hoped that this paper will assist universities to integrate teaching about climate change into medical education. Significance for public healthThere is a strong case for teaching about climate change in medical education. Anthropogenic climate change is accepted by scientists, governments and health authorities internationally. Given the dire implications for human health, climate change is of fundamental relevance to future doctors. Integrating climate change into medical education offers an opportunity for future doctors to develop skills and insights essential for clinical practice and a public health role in a climate-changing world. This echoes a broader call for improved public health literacy among medical graduates. This paper provides medical schools with a rationale and an outline for teaching on climate change. PMID:27190980

  19. Relations between Policy for Medical Teaching and Basic Need Satisfaction in Teaching

    ERIC Educational Resources Information Center

    Engbers, Rik; Fluit, Cornelia R. M. G.; Bolhuis, Sanneke; Sluiter, Roderick; Stuyt, Paul M. J.; Laan, Roland F. J. M.

    2015-01-01

    Policy initiatives that aim to elevate the position of medical teaching to that of medical research could influence the satisfaction of three basic psychological needs related to motivation for medical teaching. To explore relations between the satisfaction of three basic psychological needs towards medical teaching and two policy initiatives for…

  20. Status of complementary and alternative medicine in the osteopathic medical school curriculum.

    PubMed

    Saxon, Dale W; Tunnicliff, Godfrey; Brokaw, James J; Raess, Beat U

    2004-03-01

    Reflecting society's interest in complementary and alternative medicine (CAM), most allopathic medical schools in the United States offer instruction in CAM. Pertinent information about the teaching of CAM at osteopathic medical schools is lacking. The authors therefore sought to document the form and content of CAM instruction at osteopathic medical schools and compare their findings with those reported for allopathic medical schools in a recently published survey. Phone conversations with academic officials at each of the 19 colleges of osteopathic medicine revealed that only one school did not teach CAM. With the help of these officials, the authors identified 25 CAM instructors at 18 osteopathic medical schools and sent them questionnaires. All returned a completed form with details about CAM instruction at their schools. The authors found that CAM material was usually presented in required courses sponsored by clinical departments, was most likely taught in the first 2 years of medical school, and involved fewer than 20 contact hours of instruction. The topics most often taught were acupuncture (68%), herbs and botanicals (68%), spirituality (56%), dietary therapy (52%), and homeopathy (48%). Most (72%) CAM instructors were also practitioners of CAM modes of therapy. Few (12%) of the instructors taught CAM from an evidence-based perspective. The authors conclude that the form and content of CAM instruction at osteopathic medical schools is similar to that offered at allopathic medical schools and that both osteopathic and allopathic medical schools should strive to teach CAM with less advocacy and more reliance on evidence-based medicine. PMID:15083987

  1. Time to return medical schools to their primary purpose: education.

    PubMed

    Abrahamson, S

    1996-04-01

    The author maintains that the quality of medical education has been dropping for the last few decades as medical schools become less and less focused on their primary purpose of training physicians. Until the years immediately following World War II, the administration of the medical school was carried out by a small staff headed by a dean whose role was to provide leadership in educational matters. Academic departments managed the educational program, and the faculty were expected to be teachers and to participate in educational planning, preparation of teaching materials, advising of students, assessment of students' performances, admission, and all other tasks associated with having a teaching position. Today, the administration of a typical school includes any number of assistants to the dean and a wide variety of other staff dealing not only with educational functions but with grant management, public relations, fund-raising, personnel policy, budgeting, and an enormous and complex parallel structure designed to manage clinical practice and to respond to market pressures. The role of faculty has also changed greatly; faculty are expected to be researchers and clinicians first, and teaching is usually shortchanged. The author explains why he believes these changes have come about; for example, the strong federal support of research after World War II, which encouraged a growing dependence of medical schools on research grants and consequently raised in importance those faculty who could obtain such grants. He concludes with common-sense proposals for reform (such as having the education of medical students in the hands of a small number of faculty whose prime responsibility is teaching), but admits that there are fundamental barriers to such reforms, especially vested interests and resistance to change. In the end, change will come only when those in power recognize that medical schools must be returned to their primary role of training physicians. PMID:8645396

  2. Centralization vs. decentralization in medical school libraries.

    PubMed

    Crawford, H

    1966-07-01

    Does the medical school library in the United States operate more commonly under the university library or the medical school administration? University-connected medical school libraries were asked to indicate (a) the source of their budgets, whether from the central library or the medical school, and (b) the responsibility for their acquisitions and cataloging. Returns received from sixtyeight of the seventy eligible institutions showed decentralization to be much the most common: 71 percent of the libraries are funded by their medical schools; 79 percent are responsible for their own acquisitions and processing. The factor most often associated with centralization of both budget and operation is public ownership. Decentralization is associated with service to one or two rather than three or more professional schools. Location of the medical school in a different city from the university is highly favorable to autonomy. Other factors associated with these trends are discussed. PMID:5945568

  3. Medication Administration Practices of School Nurses.

    ERIC Educational Resources Information Center

    McCarthy, Ann Marie; Kelly, Michael W.; Reed, David

    2000-01-01

    Assessed medication administration practices among school nurses, surveying members of the National Association of School Nurses. Respondents were extremely concerned about medication administration. Errors in administering medications were reported by 48.5 percent of respondents, with missed doses the most common error. Most nurses followed…

  4. simSchool: The Game of Teaching

    ERIC Educational Resources Information Center

    Zibit, Melanie; Gibson, David

    2005-01-01

    "simSchool" is a classroom simulation program funded by the Preparing Tomorrow's Teachers to Teach with Technology (PT3) program of the U.S. Department of Education. Just as a flight-simulator immerses a player in the complexities of flying a plane, "simSchool" immerses novice teachers in some of the complexities of teaching 7th-12th grade…

  5. Can We Teach Parenting in Our Schools?

    ERIC Educational Resources Information Center

    Noddings, Nel

    2014-01-01

    The quality of parenting is a crucial factor in children's school success, and yet the schools teach almost nothing about parenting. This essay suggests ways in which we can teach about parenting without risking indoctrination or adding special courses.

  6. The Current State of Medical Education in Chinese Medical Schools

    ERIC Educational Resources Information Center

    Kosik, Russell Oliver; Huang, Lei; Cai, Qiaoling; Xu, Guo-Tong; Zhao, Xudong; Guo, Li; Tang, Wen; Chen, Qi; Fan, Angela Pei-Chen

    2014-01-01

    Today's doctor is as much a humanist as a scientist. Medical schools have responded to this change by introducing a variety of courses, most notably those concerning the humanities and ethics. Thus far, no one has examined the extent of use of these subjects in Chinese medical schools. The goal of this study is to determine how many and in…

  7. Teaching Pediatric Psychology Concepts to Medical Students.

    ERIC Educational Resources Information Center

    Rae, William A.

    The psychiatric/behavioral science component of the medical school curriculum at Texas A&M University, which involves a pediatric psychology rotation, is described. The content areas of pediatric psychology includes the basic curriculum areas of child/adolescent psychodiagnostic categories, behavioral/developmental disorders, and knowledge of…

  8. A survey of Sub-Saharan African medical schools

    PubMed Central

    2012-01-01

    Background Sub-Saharan Africa suffers a disproportionate share of the world's burden of disease while having some of the world's greatest health care workforce shortages. Doctors are an important component of any high functioning health care system. However, efforts to strengthen the doctor workforce in the region have been limited by a small number of medical schools with limited enrolments, international migration of graduates, poor geographic distribution of doctors, and insufficient data on medical schools. The goal of the Sub-Saharan African Medical Schools Study (SAMSS) is to increase the level of understanding and expand the baseline data on medical schools in the region. Methods The SAMSS survey is a descriptive survey study of Sub-Saharan African medical schools. The survey instrument included quantitative and qualitative questions focused on institutional characteristics, student profiles, curricula, post-graduate medical education, teaching staff, resources, barriers to capacity expansion, educational innovations, and external relationships with government and non-governmental organizations. Surveys were sent via e-mail to medical school deans or officials designated by the dean. Analysis is both descriptive and multivariable. Results Surveys were distributed to 146 medical schools in 40 of 48 Sub-Saharan African countries. One hundred and five responses were received (72% response rate). An additional 23 schools were identified after the close of the survey period. Fifty-eight respondents have been founded since 1990, including 22 private schools. Enrolments for medical schools range from 2 to 1800 and graduates range from 4 to 384. Seventy-three percent of respondents (n = 64) increased first year enrolments in the past five years. On average, 26% of respondents' graduates were reported to migrate out of the country within five years of graduation (n = 68). The most significant reported barriers to increasing the number of graduates, and improving

  9. Reform of the Method for Evaluating the Teaching of Medical Linguistics to Medical Students

    ERIC Educational Resources Information Center

    Zhang, Hongkui; Wang, Bo; Zhang, Longlu

    2014-01-01

    Explorating reform of the teaching evaluation method for vocational competency-based education (CBE) curricula for medical students is a very important process in following international medical education standards, intensify ing education and teaching reforms, enhancing teaching management, and improving the quality of medical education. This…

  10. Teaching Translational Research to Medical Students: The New York University School of Medicine's Master's of Science in Clinical Investigation Dual-Degree Program.

    PubMed

    Gillman, Jennifer; Pillinger, Michael; Plottel, Claudia S; Galeano, Claudia; Maddalo, Scott; Hochman, Judith S; Cronstein, Bruce N; Gold-von Simson, Gabrielle

    2015-12-01

    To develop the next generation of translational investigators, New York University School of Medicine (NYUSOM) and the NYU-NYC Health and Hospitals Corporation Clinical and Translational Science Institute (NYU-HHC CTSI) developed the Master's of Science in Clinical Investigation dual-degree (MD/MSCI) program. This 5-year program dedicates 1 year to coursework and biomedical research, followed by a medical school/research overlap year, to prepare students for academic research careers. This paper details the MD/MSCI program's curriculum and approach to mentorship, describes the research/professional interests of students, and reports student productivity. In the first 4 years of the program (2010-2014) 20 students were matriculated; 7 (35%) were women, and 12 (60%) research projects were in surgical specialties. To date, 14 students have applied to residency, and half pursued surgical residency programs. Our students have produced 68 accepted abstracts, 15 abstracts in submission, 38 accepted papers, and 24 papers in submission. Despite the time-limited nature of this program, additional training in research design and implementation has promoted a high level of productivity. We conclude that dual-degree training in medicine and translational research is feasible for medical students and allows for meaningful participation in valuable projects. Follow-up is warranted to evaluate the academic trajectory of these students. PMID:26365704

  11. Social media policies at US medical schools

    PubMed Central

    Kind, Terry; Genrich, Gillian; Sodhi, Avneet; Chretien, Katherine C.

    2010-01-01

    Background/Purpose Today's medical students are learning in a social media era in which patient confidentiality is at risk yet schools’ social media policies have not been elucidated. The purpose of this study is to describe the presence of medical schools on top social media sites and to identify whether student policies for these schools explicitly address social media use. Method Websites of all 132 accredited US medical schools were independently assessed by two investigators for their presence (as of March 31, 2010) on the most common social networking and microblogging sites (Facebook and Twitter) and their publicly available policies addressing online social networking. Key features from these policies are described. Results 100% (n=132) of US medical schools had websites and 95.45% (126/132) had any Facebook presence. 25.76% (34/132) had official medical school pages, 71.21% (94/132) had student groups, and 54.55% (72/132) had alumni groups on Facebook. 10.6% of medical schools (14/132) had Twitter accounts. 128 of 132 medical schools (96.97%) had student guidelines or policies publicly available online. 13 of these 128 schools (10.16%) had guidelines/policies explicitly mentioning social media. 38.46% (5/13) of these guidelines included statements that defined what is forbidden, inappropriate, or impermissible under any circumstances, or mentioned strongly discouraged online behaviors. 53.85% (7/13) encouraged thoughtful and responsible social media use. Conclusions Medical schools and their students are using social media. Almost all US medical schools have a Facebook presence, yet most do not have policies addressing student online social networking behavior. While social media use rises, policy informing appropriate conduct in medical schools lags behind. Established policies at some medical schools can provide a blueprint for others to adopt and adapt. PMID:20859533

  12. Educational climate perception by preclinical and clinical medical students in five Spanish medical schools

    PubMed Central

    Gual, Arcadi; Escaneroi, Jesus; Tomás, Inmaculada; Rodríguez de Castro, Felipe; Elorudy, Marta; Virumbrales, Montserrat; Rodríguez, Gerardo; Arce, Victor

    2015-01-01

    Objectives The purpose of this study was to investigate student's perceptions of Educational Climate (EC) in Spanish medical schools, comparing various aspects of EC between the 2nd (preclinical) and the 4th (clinical) years to detect strengths and weaknesses in the on-going curricular reform. Methods This study utilized a cross-sectional design and employed the Spanish version of the "Dundee Ready Education Environment Measure" (DREEM). The survey involved 894 2nd year students and 619 4th year students from five Spanish medical schools. Results The global average score of 2nd year students from the five medical schools was found to be significantly higher (116.2±24.9, 58.2% of maximum score) than that observed in 4th year students (104.8±29.5, 52.4% of maximum score). When the results in each medical school were analysed separately, the scores obtained in the 2nd year were almost always significantly higher than in the 4th year for all medical schools, in both the global scales and the different subscales. Conclusions The perception of the EC by 2nd and 4th year students from five Spanish medical schools is more positive than negative although it is significantly lower in the 4th  year. In both years, although more evident in the 4th year, students point out the existence of several important "problematic educational areas" associated with the persistence of traditional curricula and teaching methodologies. Our findings of this study should lead medical schools to make a serious reflection and drive the implementation of the necessary changes required to improve teaching, especially during the clinical period. PMID:26057355

  13. Intensive Language Teaching in Schools. Teaching Languages 1.

    ERIC Educational Resources Information Center

    Hawkins, Eric, Ed.; Perren, G. E., Ed.

    The papers in this volume concerning intensive language teaching are grouped into three sections: "Sections bilingues,""Intensive courses within schools," and "Intensive courses at external centres." A preliminary chapter by Eric Hawkins introduces the historical context of intensive language teaching and a concluding chapter by Harry Ree,…

  14. An international perspective on behavioral science education in medical schools.

    PubMed

    Chur-Hansen, Anna; Carr, John E; Bundy, Christine; Sanchez-Sosa, Juan Jose; Tapanya, Sombat; Wahass, Saeed H

    2008-03-01

    The behavioral sciences are taught in medical curricula around the world. In the current paper psychologists teaching in medical schools in Australia, Mexico, Saudi Arabia, Thailand, the United Kingdom and the United States share their experience and reflections. Whilst direct comparisons between countries are not made, the themes that are evident within and between accounts are instructive. As behavioral scientists around the globe are struggling to maintain a presence in medical education many of the reasons behind this are shared, regardless of the country. Challenges discussed include those related to the impact of unrealized potential contributions of psychologists as health care professionals, teaching of behavioral sciences by other professions, domination of the biomedical model without a corresponding recognition of psychology as science, and modern medical pedagogies such as problem-based learning, which favor biomedicine. Systemic and political barriers over which we as a discipline may have little control are also highlighted. PMID:19104953

  15. Replacing the academic medical center's teaching hospital.

    PubMed

    Reves, J G; Smith, Stuart; Greenberg, Ray; Johnson, Donald

    2005-11-01

    Addressing the need for updated teaching hospital facilities is one of the most significant issues that an academic medical center faces. The authors describe the process they underwent in deciding to build a new facility at the Medical University of South Carolina (MUSC). Initial issues included whether or not the teaching hospital would continue to play a role in clinical education and whether to replace or renovate the existing facility. Once the decision to build was reached, MUSC had to choose between an on-campus or distant site for the new hospital and determine what the function of the old hospital would be. The authors examine these questions and discuss the factors involved in different stages of decision making, in order to provide the academic medicine community guidance in negotiating similar situations. Open communication within MUSC and with the greater community was a key component of the success of the enterprise to date. The authors argue that decisions concerning site, size, and focus of the hospital must be made by developing university-wide and community consensus among many different constituencies. The most important elements in the success at MUSC were having unified leadership, incorporating constituent input, engaging an external consultant, remaining unfazed by unanticipated challenges, and adhering to a realistic, aggressive timetable. The authors share their strategies for identifying and successfully managing these complex and potentially divisive aspects of building a new teaching hospital. PMID:16249296

  16. Teaching Ethics to High School Students

    ERIC Educational Resources Information Center

    Pass, Susan; Willingham, Wendy

    2009-01-01

    Working with two teachers and thirty-four high school seniors, the authors developed procedures and assessments to teach ethics in an American high school civics class. This approach requires high school students to discover an agreement or convergence between Kantian ethics and virtue ethics. The authors also created an instrument to measure…

  17. Teaching Geomagnetism in High School

    NASA Astrophysics Data System (ADS)

    Stern, D. P.

    2001-05-01

    Many high school curricula include a one-year course in Earth Sciences, often in the 9th grade (essentially pre-algebra). That is a good time to teach about geomagnetism. Not only are dipole reversals and sea-floor magnetization central to this subject, but this is a good opportunity to introduce students to magnetism and its connection to electric currents. The story of Oersted and Faraday give a fascinating insight into the uneven path of scientific discovery, the magnetic compass and William Gilbert provide a view of the beginnings of the scientific revolution, and even basic concepts of dynamo theory and its connection to solar physics can be included. A resource including all the suitable material now exists on the world-wide web at http://www-spof.gsfc.nasa.gov/earthmag/demagint.htm (home page). A 1-month unit on geomagnetism will be outlined.

  18. Teaching medical humanities through film discussions.

    PubMed

    Self, Donnie J; Baldwin, DeWitt C

    1990-01-01

    Following a brief consideration of two contrasting purposes for teaching the medical humanities, a description is given of a film discussion elective course. In contrast to the usual teaching of medical ethics which is primarily a cognitive activity emphasizing the development of a code of principles such as justice, autonomy, and beneficence, the film discussion elective was primarily an affective activity emphasizing the development of an ethical ideal of caring, relatedness, and sensitivity to others. The pass/fail elective, offered for one credit each quarter for two quarters, met once a week for one hour for twenty-four weeks. Each week a film was shown followed by a group discussion. A wide variety of social issues were covered. The objective of the course was to increase the ethical sensitivity of the medical students through promotion of introspection and reflection on social issues. A brief discussion is given of the importance and appropriateness of using film to promote the affective focus of medicine on the relief of the suffering. Examples are given of how the course achieved its objective. A detailed description of the resource materials is provided. PMID:11645721

  19. Medical Schools, Clinical Research, and Ethical Leadership

    ERIC Educational Resources Information Center

    Makarushka, Julia L.; Lally, John J.

    1974-01-01

    Recent discussion of the ethical problems of biomedical human experimentation has drawn attention to the responsibility of the medical schools for training new clinical investigators and for safeguarding the rights and welfare of the subjects of clinical research conducted in the medical schools and their affiliated hospitals. (Author)

  20. Assessing Perceived Professionalism in Medical School Applicants

    ERIC Educational Resources Information Center

    Elam, Carol I.; Ziegler, Craig H.; Greenberg, Ruth B.; Bailey, Beth A.

    2009-01-01

    One way of assuring professional behavior in doctors is to ensure that only those students who are likely to behave professionally are admitted to medical school. The purpose of this study is to evaluate the usefulness of an instrument to evaluate the professional bearing of applicants at the time of the medical school interview. Specifically,…

  1. Medical School Salary Study, 1972-73.

    ERIC Educational Resources Information Center

    Association of American Medical Colleges, Washington, DC.

    The Association of American Medical Colleges presents the results of their Annual Salary Questionnaire for medical school faculties for the fiscal year 1972-73. One hundred five schools submitted returns and salaries of 4,925 basic scientists and 11,567 clinical scientists are reported in the survey. The areas covered include strict full-time…

  2. Medical School Salary Study, 1971-72.

    ERIC Educational Resources Information Center

    Association of American Medical Colleges, Washington, DC.

    The Association of American Medical Colleges presents the results of their Annual Salary Questionnaire for medical school faculties for the fiscal year 1971-72. Ninety-five schools submitted returns and salaries of 4,930 basic scientists and 11,941 clinical scientists are reported in the survey. The areas covered include strict full-time faculty…

  3. Medical School Salary Study, 1970-71.

    ERIC Educational Resources Information Center

    Association of American Medical Colleges, Washington, DC.

    The Association of American Medical Colleges conducted a survey by means of a questionnaire in 1970-71 to determine the salaries of medical school faculties. Ninety-three schools submitted returns; salaries for 4,366 basic scientists and 12,701 clinical scientists are reported. The areas covered include strict full-time faculty by department, and…

  4. Teaching Teachers to Teach Together between High Schools

    ERIC Educational Resources Information Center

    Stevens, Ken

    2013-01-01

    The proliferation of Internet-based networks linking small schools in rural communities in some countries challenges the appropriateness of teaching exclusively in the closed environments of traditional classrooms. The development of Internet-based school networks, facilitating the creation of virtual classes, has implications for the professional…

  5. Teaching Teachers to Teach Together Between High Schools

    ERIC Educational Resources Information Center

    Stevens, Ken

    2013-01-01

    The proliferation of Internet-based networks linking small schools in rural communities in some countries challenges the appropriateness of teaching exclusively in the closed environments of traditional classrooms. The development of Internet-based school networks, facilitating the creation of virtual classes, has implications for the professional…

  6. Medical technology transfer in major Chinese medical schools.

    PubMed

    Hu, T W; Meng, Y Y

    1991-01-01

    This paper examines how the decision-making process and its consequences affect medical technology transfer in major Chinese medical schools. Data are from a 1987 survey of 13 key medical universities, directly supervised by the Ministry of Public Health in the People's Republic of China. This paper limits itself to four types of laboratory equipment--electron microscopes, UV/VIS spectrophotometers, high-performance liquid chromatographs, and polygraphs. Decisions on the transfer of medical technology have been more decentralized in China since the economic reform in 1978. The major reason for schools to import these four types of equipment is their dissatisfaction with the quality of domestic products. Chinese medical schools depend heavily on the information provided at medical equipment exhibits and their neighboring schools. Their decisions to acquire the equipment are based more on the quality and service available than on the prices. Chinese medical schools face serious infrastructure problems in acquiring and maintaining these pieces of equipment. A number of suggestions are made for improving the efficiency of medical technology transfer in China. PMID:1778700

  7. [Shortening undergraduate medical training: now and for all medical schools in Chile?].

    PubMed

    Reyes B, Humberto

    2016-01-01

    In Chile, undergraduate medical education starts after High School, it lasts seven years, with the final two dedicated to a rotary internship, taking to an M.D. degree that allows the graduate to enter working activities. The country needs more M.D.s in primary care, but there is also a shortage of specialists, mainly out of the main cities. In recent decades, post graduate programs leading to specialty titles have become competitively adopted by a large proportion of medical graduates. This is the case at the Pontificia Universidad Católica de Chile, stimulating its faculties and medical students to develop a collaborative review of their teaching programs, leading to a curricular reform with a new graduate profile and a new curriculum oriented to learning objectives, that will allow to obtain the M.D. degree in six instead of seven years of undergraduate education. This new program awakened expectations in other universities in Chile, that will have to face the attraction of this shortened program for future candidates to enter medical schools. However, any shortening of medical school careers should first consider the local conditions in quality of applicants, number of accepted students, the training of teachers in integrated teaching programs, the availability of adequate campuses. Furthermore, for students with different academic backgrounds and diverse personal and familial interests, the seven years programs may still be necessary to gain the expertise required to become medical doctors. PMID:26998976

  8. School Nurses' Experiences with Medication Administration

    ERIC Educational Resources Information Center

    Kelly, Michael W.; McCarthy, Ann Marie; Mordhorst, Matthew J.

    2003-01-01

    This article reports school nurses' experiences with medication administration through qualitative analyses of a written survey and focus groups. From a random sample of 1,000 members of the National Association of School Nurses, 649 (64.9%) school nurses completed the survey. The quantitative data from the survey were presented previously.…

  9. Emotional intelligence predicts success in medical school.

    PubMed

    Libbrecht, Nele; Lievens, Filip; Carette, Bernd; Côté, Stéphane

    2014-02-01

    Accumulating evidence suggests that effective communication and interpersonal sensitivity during interactions between doctors and patients impact therapeutic outcomes. There is an important need to identify predictors of these behaviors, because traditional tests used in medical admissions offer limited predictions of "bedside manners" in medical practice. This study examined whether emotional intelligence would predict the performance of 367 medical students in medical school courses on communication and interpersonal sensitivity. One of the dimensions of emotional intelligence, the ability to regulate emotions, predicted performance in courses on communication and interpersonal sensitivity over the next 3 years of medical school, over and above cognitive ability and conscientiousness. Emotional intelligence did not predict performance on courses on medical subject domains. The results suggest that medical schools may better predict who will communicate effectively and show interpersonal sensitivity if they include measures of emotional intelligence in their admission systems. PMID:24219393

  10. Self-Medication among School Students

    ERIC Educational Resources Information Center

    ALBashtawy, Mohammed; Batiha, Abdul-Monim; Tawalbeh, Loai; Tubaishat, Ahmad; AlAzzam, Manar

    2015-01-01

    Self-medication, usually with over-the-counter (OTC) medication, is reported as a community health problem that affects many people worldwide. Most self-medication practice usually begins with the onset of adolescence. A school-based cross-sectional study was conducted in Mafraq Governorate, Jordan, using a simple random sampling method to select…

  11. Cubism and the Medical School Curriculum.

    ERIC Educational Resources Information Center

    Wear, Delese

    1991-01-01

    Presents cubism as metaphor to think about medical humanities curriculum in medical school curriculum. Uses Kafka's "The Metamorphosis," Tolstoy's "The Death of Ivan Ilych," and Olsen's "Tell Me a Riddle" to illustrate how literary inquiry might enable medical students and other health care providers to think about lives of dying patients from…

  12. Teaching about Religion in Public Schools.

    ERIC Educational Resources Information Center

    Piediscalzi, Nicholas, Ed.; Collie, William E., Ed.

    Sixteen articles written by various authors are contained in this book about teaching religion in public schools. Developed for both elementary and secondary programs, the articles detail current practices. Models and units of study are suggested for teaching religion in different subject areas, including language arts, humanities, and social…

  13. Teaching Religion in the Public Schools.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    This paper argues that religion should be taught as a separate class in the public schools. Reasons for teaching religion include: (1) religious believes affect human behavior in strong observable ways; (2) churches abound in number throughout the United States; (3) different religions tend to teach a somewhat common core of values while values…

  14. Teaching Science to Future Elementary School Teachers.

    ERIC Educational Resources Information Center

    Volker, Eugene J.

    1983-01-01

    Describes a course offered to elementary education majors that attempts to combine chemistry theory with practice teaching and strives to instill positive attitudes toward the value of science in elementary schools. Course topics, student presentations, classroom teaching experience, discussion/observations about the experiences, and final paper…

  15. Professional Capital: Transforming Teaching in Every School

    ERIC Educational Resources Information Center

    Hargreaves, Andy; Fullan, Michael

    2012-01-01

    The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a…

  16. Teaching Physical Education in International Schools

    ERIC Educational Resources Information Center

    Erickson, David LeRoy; Kulinna, Pamela Hodges

    2012-01-01

    This article explores the opportunity of teaching physical education at international schools. Common challenges (e.g., communication differences, adapting to the host culture, teaching individuals from various cultural backgrounds) and positive aspects (e.g., smart and engaged students, a positive learning environment for teachers, great…

  17. Art Teaching: Elementary through Middle School

    ERIC Educational Resources Information Center

    Szekely, George; Bucknam, Julie Alsip

    2011-01-01

    "Art Teaching" speaks to a new generation of art teachers in a changing society and fresh art world. Comprehensive and up-to-date, it presents fundamental theories, principles, creative approaches, and resources for art teaching in elementary through middle-school. Key sections focus on how children make art, why they make art, the unique…

  18. Teaching safe prescribing to medical students: perspectives in the UK

    PubMed Central

    Nazar, Hamde; Nazar, Mahdi; Rothwell, Charlotte; Portlock, Jane; Chaytor, Andrew; Husband, Andrew

    2015-01-01

    Prescribing is a characteristic role of a medical practitioner. On graduating from medical school, students are presumed to have acquired the necessary pharmacology knowledge underpinning the therapeutics and developed their personal skills and behaviors in order to write a safe and effective prescription (The Four Ps). However, there are reports of errors in medical prescribing and dissatisfied feedback from recent graduates, which evidence potential flaws in the current training in the practice of prescribing. We examine the Four Ps from a systems approach and offer scope for educators and curriculum designers to review and reflect on their current undergraduate teaching, learning, and assessment strategies in a similar manner. We also adopt a national framework of common competencies required of all prescribers to remain effective and safe in their area of practice as a more objective layer to the broader learning outcomes of the General Medical Council Tomorrow’s Doctors 2009. This exercise demonstrates where standard, recognized competencies for safe prescribing can be accommodated pedagogically within existing medical curricula. PMID:25945072

  19. Teaching safe prescribing to medical students: perspectives in the UK.

    PubMed

    Nazar, Hamde; Nazar, Mahdi; Rothwell, Charlotte; Portlock, Jane; Chaytor, Andrew; Husband, Andrew

    2015-01-01

    Prescribing is a characteristic role of a medical practitioner. On graduating from medical school, students are presumed to have acquired the necessary pharmacology knowledge underpinning the therapeutics and developed their personal skills and behaviors in order to write a safe and effective prescription (The Four Ps). However, there are reports of errors in medical prescribing and dissatisfied feedback from recent graduates, which evidence potential flaws in the current training in the practice of prescribing. We examine the Four Ps from a systems approach and offer scope for educators and curriculum designers to review and reflect on their current undergraduate teaching, learning, and assessment strategies in a similar manner. We also adopt a national framework of common competencies required of all prescribers to remain effective and safe in their area of practice as a more objective layer to the broader learning outcomes of the General Medical Council Tomorrow's Doctors 2009. This exercise demonstrates where standard, recognized competencies for safe prescribing can be accommodated pedagogically within existing medical curricula. PMID:25945072

  20. Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience

    PubMed Central

    Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula

    2014-01-01

    Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students’ performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties’ expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students’ skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school. PMID:25419165

  1. Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience.

    PubMed

    Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula

    2014-01-01

    Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students' performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties' expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students' skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school. PMID:25419165

  2. An Interactive Method for Teaching Anatomy of the Human Eye for Medical Students in Ophthalmology Clinical Rotations

    ERIC Educational Resources Information Center

    Kivell, Tracy L.; Doyle, Sara K.; Madden, Richard H.; Mitchell, Terry L.; Sims, Ershela L.

    2009-01-01

    Much research has shown the benefits of additional anatomical learning and dissection beyond the first year of medical school human gross anatomy, all the way through postgraduate medical training. We have developed an interactive method for teaching eye and orbit anatomy to medical students in their ophthalmology rotation at Duke University…

  3. Dermatology Interest Groups in Medical Schools.

    PubMed

    Quirk, Shannon K; Riemer, Christie; Beers, Paula J; Browning, Richard J; Correa, Mark; Fawaz, Bilal; Lehrer, Michael; Mounessa, Jessica; Lofgreen, Seth; Oetken, Tara; Saley, Taylor P; Tinkey, Katherine; Tracey, Elisabeth H; Dellavalle, Robert; Dunnick, Cory

    2016-01-01

    Involvement in a Dermatology Interest Group (DIG) allows students to learn about dermatology, partake in service projects, get involved in research, and ask questions about the application process for residency programs. In this article, we review the activities and member involvement of DIGs from 11 medical schools. To our knowledge, this is the first descriptive analysis of DIGs across the United States. This comparison of DIGs is not only potentially helpful for medical schools interested in establishing a DIG, but it also offers insight into how previously established DIGs could improve and have a greater impact both in individual medical schools and in the community at-large. PMID:27617719

  4. Teaching the Classics in High School.

    ERIC Educational Resources Information Center

    Shelley, Anne Crout

    1998-01-01

    Discusses why the classics can be difficult to teach in high schools. Offers suggestions for making difficult literature more approachable for high school students by scaffolding students' engagement with classic texts; building background knowledge; developing vocabulary; facilitating the reading of the text; and through enrichment an extension.…

  5. Twelve Tips for teaching medical professionalism at all levels of medical education.

    PubMed

    Al-Eraky, Mohamed Mostafa

    2015-01-01

    Review of studies published in medical education journals over the last decade reveals that teaching medical professionalism is essential, yet challenging. According to a recent Best Evidence in Medical Education (BEME) guide, there is no consensus on a theoretical or practical model to integrate the teaching of professionalism into medical education. The aim of this article is to outline a practical manual for teaching professionalism at all levels of medical education. Drawing from research literature and author's experience, Twelve Tips are listed and organised in four clusters with relevance to (1) the context, (2) the teachers, (3) the curriculum, and (4) the networking. With a better understanding of the guiding educational principles for teaching medical professionalism, medical educators will be able to teach one of the most challenging constructs in medical education. PMID:25776227

  6. Integrated medical school ultrasound: development of an ultrasound vertical curriculum

    PubMed Central

    2013-01-01

    Background Physician-performed focused ultrasonography is a rapidly growing field with numerous clinical applications. Focused ultrasound is a clinically useful tool with relevant applications across most specialties. Ultrasound technology has outpaced the education, necessitating an early introduction to the technology within the medical education system. There are many challenges to integrating ultrasound into medical education including identifying appropriately trained faculty, access to adequate resources, and appropriate integration into existing medical education curricula. As focused ultrasonography increasingly penetrates academic and community practices, access to ultrasound equipment and trained faculty is improving. However, there has remained the major challenge of determining at which level is integrating ultrasound training within the medical training paradigm most appropriate. Methods The Ohio State University College of Medicine has developed a novel vertical curriculum for focused ultrasonography which is concordant with the 4-year medical school curriculum. Given current evidenced-based practices, a curriculum was developed which provides medical students an exposure in focused ultrasonography. The curriculum utilizes focused ultrasonography as a teaching aid for students to gain a more thorough understanding of basic and clinical science within the medical school curriculum. The objectives of the course are to develop student understanding in indications for use, acquisition of images, interpretation of an ultrasound examination, and appropriate decision-making of ultrasound findings. Results Preliminary data indicate that a vertical ultrasound curriculum is a feasible and effective means of teaching focused ultrasonography. The foreseeable limitations include faculty skill level and training, initial cost of equipment, and incorporating additional information into an already saturated medical school curriculum. Conclusions Focused

  7. Recruiting and Rewarding Faculty for Medical Student Teaching

    ERIC Educational Resources Information Center

    Pessar, Linda F.; Levine, Ruth E.; Bernstein, Carol A.; Cabaniss, Deborah S.; Dickstein, Leah J.; Graff, Sarah V.; Hales, Deborah J.; Nadelson, Carol; Robinowitz, Carolyn B.; Scheiber, Stephen C.; Jones, Paul M.; Silberman, Edward K.

    2006-01-01

    Objective: Finding time to teach psychiatry has become increasingly difficult. Concurrently, changes in medical student education are elevating demands for teaching. Academic psychiatry is challenged by these pressures to find innovative ways to recruit, retain, and reward faculty for teaching efforts. To address this challenge, the authors…

  8. Psychiatrists' Role in Teaching Human Sexuality to Other Medical Specialties

    ERIC Educational Resources Information Center

    Dunn, Marian E.; Abulu, John

    2010-01-01

    Objectives: This article addresses the potential role for psychiatrists in teaching sexuality to other medical disciplines. Methods: The authors searched PsycNet and PubMed/MEDLINE for pertinent articles and studies from the period between 1990 and 2009 using the terms human sexuality; teaching human sexuality; teaching methods; education and…

  9. Teaching Medical Students Basic Neurotransmitter Pharmacology Using Primary Research Resources

    ERIC Educational Resources Information Center

    Halliday, Amy C.; Devonshire, Ian M.; Greenfield, Susan A.; Dommett, Eleanor J.

    2010-01-01

    Teaching pharmacology to medical students has long been seen as a challenge, and one to which a number of innovative approaches have been taken. In this article, we describe and evaluate the use of primary research articles in teaching second-year medical students both in terms of the information learned and the use of the papers themselves. We…

  10. Fasa University Medical School: a novel experience in medical education

    PubMed Central

    RONAGHY, HOSSAIN A.; NASR, KHOSROW

    2014-01-01

    Introduction: In early 1970`s a combination of a shortage and misdistribution of health services and growing public dissatisfaction about the health care available, along with increasing expectations, has put great strain on the mind of the staff of the Department of Medicine Shiraz University School of Medicine. The purpose of this report is to give an account of what was originally planned and what has happened since the start of Fasa Medical School in April 1978. Methods: This is a case report about an experience in medical education in Iran. At the time, two major problems were facing our country. The first was gross mal-distribution of these healthcare facilities, which were mostly concentrated in Tehran and big cities of Iran, and the second problem was continuous exodus of Iranian Medical graduates to the Western countries. Results: The main idea of creating Fasa Medical School was to create a system in which primary care in small villages are provided by VHW with the middle level health workers of “Behdar Roustaee” to be supported by local physicians who  reside in small towns. Conclusion: For Fasa Medical School, education was emphasized on community based, student centered, and problem based medical education located in the community and based on teamwork and cooperation. PMID:25512919

  11. Using ultrasound to teach anatomy in the undergraduate medical curriculum: an evaluation of the experiences of tutors and medical students

    PubMed Central

    2014-01-01

    This paper describes the experiences of staff and students at two UK medical schools, who introduced portable ultrasound (PU) as an imaging technology to deliver clinical anatomy teaching and to aid skill development in interpretation of cross-sectional anatomy (CSA). A sonographer contributed to curriculum design and teaching, but mostly anatomy tutors delivered the teaching. This case study method evaluates staff and student perspectives on the ultrasound-based anatomy teaching. Quantitative data and qualitative data were collected and analysed. Staff were positive about the experience. They described their expectations for students and solutions for practical issues regarding the teaching, but were concerned about their competency in scanning and wanted bespoke training for sonoanatomy teaching. Curriculum development was accelerated through engagement with a sonographer and an ultrasound champion. Students were extremely positive about their experience; they valued the expertise of a sonographer who taught more challenging sonoanatomy, but were equally positive regarding teaching sessions led by well-trained anatomy tutors who taught more simple sonoanatomy. Students affirmed most tutors’ expectations that ultrasound could reinforce existing anatomical knowledge, added clinical contextualisation, but not that use of ultrasound (US) assisted in interpreting CSA. Students valued the introduction to the technology and found sonoimage interpretation challenging, but not insurmountable. Students wanted more instruction on ultrasound physics, an expansion of ultrasound curriculum, with smaller groups and opportunities to scan volunteers. These data support the case for the use of PU to deliver anatomy teaching and to prime medical students for later clinical encounters with PU.

  12. Medical school education for whom, student or patient.

    PubMed Central

    Eichna, L. W.

    1991-01-01

    Replace current student-oriented medical school teaching by a patient-focused education. Strengthen biomedical sciences, essential for the biomedical-scientist physicians of the future. Patient activities before biomedical science, behavioral and ethical studies do not educate: they exploit patients. Replace lectures of the first two years by students' designated reading followed by seminars and problem-solving. Current passive "fact"-oriented teaching needs change to one of student input, questioning, learning to cope with uncertainty, and taking responsibility for one's education. Ethics belongs in the curriculum and psychological history in medical records. Examinations determine teaching. Replace the multiple-choice-question examination with an evaluation that tests wide medical knowledge and includes a final thesis. Replace normative and pass/fail grading with criterion grading to a standard of excellence. Replace the obsolete nine months school year--with holidays only eight months of instruction--by 11 full calendar months, with holidays 10 full months of instruction. PMID:2049568

  13. Teaching Communication and Listening Skills to Medical Students Using Life Review with Older Adults

    ERIC Educational Resources Information Center

    McFarland, Kay; Rhoades, Donna; Roberts, Ellen; Eleazer, Paul

    2006-01-01

    The University of South Carolina School of Medicine introduced a seminar in 2003 to teach communication and listening skills to third year medical students. The students learned a structured communication format called "L-I-S-T-E-N" which they utilized to conduct a life review with an adult over age 65. The faculty evaluated this educational…

  14. How do we Define a Medical School?

    PubMed Central

    Karle, Hans

    2010-01-01

    A century after the Flexner Report on medical education in North America, which revolutionised the training of medical doctors all over the world, it is time to revisit this famous document and analyse symptoms and signs of a return to pre-Flexnerian conditions. With the ongoing mushroom growth over the last decades of small, proprietary educational institutions of low quality and driven by for-profit purposes, medical education is in a threatened position. This trend is of general international interest because of the increasing migration of medical doctors. There is a need for discussion of what should be the rational criteria and basic requirements for establishing new medical schools. PMID:21509225

  15. Changes in Medications Administered in Schools

    ERIC Educational Resources Information Center

    McCarthy, Ann Marie; Kelly, Michael W.; Johnson, Shella; Roman, Jaclyn; Zimmerman, M. Bridget

    2006-01-01

    The purpose of this descriptive, cross-sectional study was to determine if there have been changes in the type and number of attention deficit/hyperactivity disorder (AD/HD) medications administered in schools since the introduction of long-acting stimulants. A survey was sent to 1,000 school nurses randomly selected from the National Association…

  16. Psychotropic Medications: An Update for School Psychologists

    ERIC Educational Resources Information Center

    Rappaport, Nancy; Kulick, Deborah; Phelps, LeAdelle

    2013-01-01

    This article provides an overview of medications used frequently in the treatment of pediatric depression, anxiety, and bipolar disorder. The need for a collaborative relationship between the prescribing physician, school personnel, and the family is outlined. School psychologists can play crucial roles by providing the physician with information…

  17. Immunization policies in Canadian medical schools.

    PubMed Central

    Rowan, M S; Carter, A O; Walker, V J

    1994-01-01

    OBJECTIVE: To determine the policies of Canadian medical schools concerning immunization of students and the methods used to promote these policies. DESIGN: Mail survey with the use of a 12-item, self-administered questionnaire; telephone follow-up to ensure response. SETTING: All 16 medical schools in Canada. PARTICIPANTS: Deans of Canada's 16 medical schools or their designates. All of them responded to the questionnaire. MAIN OUTCOME MEASURES: Policies on vaccination of students against diphtheria, hepatitis B, influenza, measles, mumps, poliomyelitis, rubella, tetanus and typhoid fever; recommended or required timing of such vaccination; methods for making students aware of immunization policies and for making vaccinations available to students; responsibility for payment for vaccination; compliance rates; methods used to monitor compliance; problems associated with noncompliance; policies for compensating students infected with hepatitis B or other vaccine-preventable diseases; and future plans for vaccination of medical students. RESULTS: Vaccination against rubella was required in 11 (69%) of the 16 medical schools, and vaccination against tetanus, diphtheria and hepatitis B was required in 10 (63%). Nine schools (56%) required vaccination against measles and poliomyelitis, and eight (50%) required mumps vaccination. Only three schools (19%) required or recommended influenza vaccination, and only one recommended vaccination against typhoid fever. The authors identified various methods used to promote student awareness of immunization policies, make vaccinations available, pay for vaccinations and monitor compliance. CONCLUSIONS: Each medical school has a unique set of requirements and recommendations for the vaccination of medical students. National guidelines on immunization for medical students and a comprehensive and nationally coordinated vaccination program would help to ensure that students receive proper protection from disease. PMID:7710492

  18. The Long-Term Effectiveness of Interpersonal Skills Training in Medical Schools.

    ERIC Educational Resources Information Center

    Kauss, David R.; And Others

    1980-01-01

    To determine the effectiveness of teaching interpersonal skills in medical school, interview behaviors of 46 general internal medicine interns and residents from 24 schools were evaluated. Measures of interview skills included three independent videotape ratings of actual patient interviews. Telephone and mail interview forms assessed training…

  19. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

    PubMed

    Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

    2016-01-01

    The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351

  20. Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

    PubMed Central

    Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

    2016-01-01

    The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351

  1. Stress Management Training in Medical School.

    ERIC Educational Resources Information Center

    Kelly, Jeffrey A.; And Others

    1982-01-01

    An effort to teach medical students practical stress management skills is discussed. A group of students volunteered to participate in a six-session program that taught them personal stress management techniques including self-relaxation training, schedule-planning, priority-setting, leisure time-planning, and cognitive modification techniques.…

  2. The introduction of medical humanities in the undergraduate curriculum of Greek medical schools: challenge and necessity

    PubMed Central

    Batistatou, A; Doulis, E A; Tiniakos, D; Anogiannaki, A; Charalabopoulos, K

    2010-01-01

    Background and Aim: Medical humanities is a multidisciplinary field, consisting of humanities (theory of literature and arts, philosophy, ethics, history and theology), social sciences (anthropology, psychology and sociology) and arts (literature, theater, cinema, music and visual arts), integrated in the undergraduate curriculum of Medical schools. The aim of the present study is to discuss medical humanities and support the necessity of introduction of a medical humanities course in the curriculum of Greek medical schools. Materials, Methods and Results: Through the relevant Pub-Med search as well as taking into account various curricula of medical schools, it is evident that medical education today is characterized by acquisition of knowledge and skills and development of medical values and attitudes. Clinical observation with the recognition of key data and patterns in the collected information, is crucial in the final medical decision, i.e. in the complex process, through which doctors accumulate data, reach conclusions and decide on therapy. All sciences included in medical humanities are important for the high quality education of future doctors. The practice of Medicine is in large an image-related science. The history of anatomy and art are closely related, already from the Renaissance time. Studies have shown that attendance of courses on art critics improves the observational skills of medical students. Literature is the source of information about the nature and source of human emotions and behavior and of narratives of illness, and increases imagination. Philosophy aids in the development of analytical and synthetical thinking. Teaching of history of medicine develops humility and aids in avoiding the repetition of mistakes of the past, and quite often raises research and therapeutic skepticism. The comprehension of medical ethics and professional deontology guides the patient-doctor relationship, as well as the relations between physicians and their

  3. Learning to teach science in urban schools

    NASA Astrophysics Data System (ADS)

    Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea

    2001-10-01

    Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.

  4. Relations between policy for medical teaching and basic need satisfaction in teaching.

    PubMed

    Engbers, Rik; Fluit, Cornelia R M G; Bolhuis, Sanneke; Sluiter, Roderick; Stuyt, Paul M J; Laan, Roland F J M

    2015-10-01

    Policy initiatives that aim to elevate the position of medical teaching to that of medical research could influence the satisfaction of three basic psychological needs related to motivation for medical teaching. To explore relations between the satisfaction of three basic psychological needs towards medical teaching and two policy initiatives for medical teaching: (Junior) Principal Lecturer positions [(J)PL positions] and Subsidized Innovation and Research Projects in Medical Education (SIRPMEs). An online questionnaire was used to collect data about medical teaching in the setting of a university hospital. We adapted the Work-related Basic Need Satisfaction scale (Van den Broeck et al. in J Occup Organ Psychol, 83(4):981-1002, 2010), in order to measure feelings of autonomy, competence, and relatedness in teaching. We examined the relations between (J)PL positions and SIRPMEs and the satisfaction of three basic psychological needs. A total of 767 medical teachers participated. The initiatives appear to be related to different beneficial outcomes in terms of feelings of autonomy, competence, and relatedness in medical teaching. Either a (J)PL position is obtained by teachers who feel competent and related towards medical teaching, or obtaining a (J)PL position makes teachers feel more competent and related towards teaching, or these relations could be interacting. Also, either a SIRPME is obtained by teachers who feel competent and autonomous towards medical teaching, or obtaining a SIRPME makes teachers feel more competent and autonomous towards teaching, or these relations could be interacting. Additional research needs to scrutinize the causal or interacting relations further and to determine optimal conditions for these policy initiatives more specifically. Implications for future research are discussed. PMID:25503924

  5. A Medical School--Elementary School Science Alliance.

    ERIC Educational Resources Information Center

    Miller, Leslie M.; And Others

    1992-01-01

    Describes the Houston Elementary Science Alliance. This program uses medical school resources and personnel to provide elementary school science teachers with scientific information and hands-on activities that stress the doing of science and develops teachers to serve as a resource for their colleagues. (MDH)

  6. Medical school entrance and career plans of Malaysian medical students.

    PubMed

    Razali, S M

    1996-11-01

    This study investigates the reasons for entry to medicine and the career perspectives of phase III medical students of the Universiti Sains Malaysia (USM). The majority of the students were Malays from low socio-economic backgrounds who entered medical school after completing a 2-year matriculation course. An interest in medicine and helping people were the two main stated reasons for entry to medical school. A group of students wishing to work in private practice was identified. In comparison to the rest of the study body, students in the group were: not well prepared to enter medical school; dissatisfied with the course; and subject to family influences. A desire for monetary gain motivated their choice of medicine as a career. Overall, 13% of the students wished to change career because they were dissatisfied with their experience of medicine as undergraduates. The study did not find a significant difference in career intentions between female and male medical students. However, women were less likely to seek entrance into private practice or pursue formal postgraduate education. The choice of surgery as a career was confined to men. About 90% of the students had already decided on their future specialty. Four well-established specialties were their most popular choices. The gender of the students had no significant influences of the decision to continue into postgraduate education. The proportion of female students who wished to marry doctors was significantly higher than for male students. PMID:9217903

  7. Can Medical Students Teach? A Near-Peer-Led Teaching Program for "Year 1" Students

    ERIC Educational Resources Information Center

    Jackson, T. A.; Evans, D. J. R.

    2012-01-01

    The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess…

  8. Extracurricular activities of medical school applicants

    PubMed Central

    2016-01-01

    Purpose: The purpose of this study was to investigate medical school applicants’ involvements in extracurricular activities including medical volunteering/community services, nonmedical community services, club activities, leadership role, and research. Methods: Extracurricular characteristics were compared for 448 applicants (223 males and 225 females) who applied to Kangwon Medical School in 2013 to 2014. Frequency analysis, chi-square test, and simple correlation were conducted with the collected data. Results: The 448 applicants participated in medical volunteer/community services (15.3%), nonmedical community services (39.8%), club activities (22.9%), club officials (10%), and research (13.4%). On average, applicants from foreign universities participated in 0.9 medical volunteer/community service, 0.8 nonmedical community service, 1.7 club activities, and 0.6 research work. On the other hand, applicants from domestic universities reported 0.2 medical volunteer/community service, 1.0 nonmedical community service, 0.7 club activity, and 0.3 research. Conclusion: Involvement in extracurricular activities was extensive for medical school applicants. Participation in extracurricular activities differed between applicants from foreign and domestic universities. Females consistently reported greater participation in extracurricular activities than males. The data can be helpful for admission committees to recruit well-rounded applicants and compare between applicants with similar academic backgrounds. PMID:26996435

  9. Teaching Islam to American High School Students.

    ERIC Educational Resources Information Center

    Bergen, Timothy J., Jr.; Mi, Han-fu

    1988-01-01

    Presents a flexible two-week lesson unit for teaching high school students about Islam. Provides learning objectives and activities, as well as a bibliography of resources. Includes seven study guides which cover such topics as Islamic prophets, the Koran, Islamic morality, and Jihad. (GEA)

  10. Fairness in Teaching Evolution in Public Schools

    ERIC Educational Resources Information Center

    Warnick, Bryan

    2014-01-01

    In this article, Bryan Warnick discusses not so much whether creationism should be taught in schools, but how evolution should be taught. He contends that if we are going to prohibit the teaching of something like Intelligent Design (ID) in science classrooms because it is unscientific, what implications does that then have for how we teach…

  11. Teaching Innovation in High School Technology Classes

    ERIC Educational Resources Information Center

    Wright, Geoffrey A.; Skaggs, Paul; West, Richard E.

    2013-01-01

    Innovation is central to modern industry. It can and should be taught in schools. Not only does providing students a background in innovation benefit them later in life and industry, but it also promotes and further develops their critical thinking and collaboration skills. Despite the need for innovation, many have struggled with how to teach it.…

  12. Preparing to Teach in Secondary Schools

    ERIC Educational Resources Information Center

    Brooks, Valerie, Ed.; Abbott, Ian, Ed.; Bills, Liz, Ed.

    2004-01-01

    This book is key reading for all trainee secondary school teachers. It covers the range of core professional skills that student teachers need to acquire irrespective of their subject specialism or their training route. It also considers recent developments in teaching, exploring the opportunities and challenges they present for those about to…

  13. Teaching for Successful Intelligence Raises School Achievement.

    ERIC Educational Resources Information Center

    Sternberg, Robert J.; Torff, Bruce; Grigorenko, Elena

    1998-01-01

    A "successful intelligence" intervention improved school achievement for a group of 225 ethnically diverse third-graders, both on performance assessments measuring analytical, creative, and practical achievements and on conventional multiple-choice memory assessments. Teaching for triarchic thinking facilitates factual recall, because learning…

  14. Team Teaching at Upper Arlington School.

    ERIC Educational Resources Information Center

    Jackson, Annette R.

    1968-01-01

    Team teaching has been used for 4 years in the 10th-grade English classes at Upper Arlington High School near Columbus, Ohio. Units are prepared, presented, and evaluated by teachers working together voluntarily. A 6-day American literature unit introducing Romanticism has been particularly successful. The contrasts between Neoclassicism and…

  15. Resources for Teaching Astronomy in UK Schools

    ERIC Educational Resources Information Center

    Roche, Paul; Newsam, Andy; Roberts, Sarah; Mason, Tom; Baruch, John

    2012-01-01

    This article looks at a selection of resources currently available for use in the teaching of astronomy in UK schools. It is by no means an exhaustive list but it highlights a variety of free resources that can be used in the classroom to help engage students of all ages with astronomy and space science. It also lists several facilities with a…

  16. Teaching Secondary School Biology for Social Relevance.

    ERIC Educational Resources Information Center

    Meyer, G. Rex; And Others

    Since the 1960's biology teaching in secondary schools has been transformed from a formal approach reflecting the structure of the discipline and mirroring the concerns of the scientific community to a broad-based approach reflecting the concerns of society as a whole. The aim of biology education today is to heighten awareness, improve students'…

  17. Teaching Reading in High School English Classes.

    ERIC Educational Resources Information Center

    Ericson, Bonnie O., Ed.

    This collection of essays aims to encourage high school students to improve their reading skills. The essays offer numerous practical teaching ideas for helping students increase their vocabulary and comprehension as well as learn to love the medium of books. Useful ideas revolve around issues such as: guided reading; independent reading; making…

  18. Culturally Relevant Science Teaching in Middle School

    ERIC Educational Resources Information Center

    Laughter, Judson C.; Adams, Amelia D.

    2012-01-01

    To respond to calls for more research on culturally relevant science teaching, we present findings from one middle school science teacher's practices in an effort to contribute to this research. We describe how a discussion lab centered on Derrick Bell's (1992) short story "The Space Traders" was purposively included in a lesson on scientific bias…

  19. Teaching about Korea in Secondary School.

    ERIC Educational Resources Information Center

    Van Decar, Patricia

    1988-01-01

    Presents 12 study guides for teaching secondary school students about Korean history and culture. The study guides deal with ancient legends, history, family, women's roles, traditions, folk customs, economic development, the division of Korea, the Korean War, links with the United States, and comparisons between North and South Korea. (GEA)

  20. Hints for Teaching Success in Middle School.

    ERIC Educational Resources Information Center

    Rubinstein, Robert E.

    This book offers support for middle school teachers and suggestions on how they can help their students be more successful, both in the classroom and in life. Thirteen chapters cover being a teacher, the classroom, students and the challenges they face, communication, teaching, testing, working with parents, staff relations and job stress, public…

  1. Medical Literature Evaluation Education at US Schools of Pharmacy

    PubMed Central

    Phillips, Jennifer; Demaris, Kendra

    2016-01-01

    Objective. To determine how medical literature evaluation (MLE) is being taught across the United States and to summarize methods for teaching and assessing MLE. Methods. An 18-question survey was administered to faculty members whose primary responsibility was teaching MLE at schools and colleges of pharmacy. Results. Responses were received from 90 (71%) US schools of pharmacy. The most common method of integrating MLE into the curriculum was as a stand-alone course (49%). The most common placement was during the second professional year (43%) or integrated throughout the curriculum (25%). The majority (77%) of schools used a team-based approach. The use of active-learning strategies was common as was the use of multiple methods of evaluation. Responses varied regarding what role the course director played in incorporating MLE into advanced pharmacy practice experiences (APPEs). Conclusion. There is a trend toward incorporating MLE education components throughout the pre-APPE curriculum and placement of literature review/evaluation exercises into therapeutics practice skills laboratories to help students see how this skill integrates into other patient care skills. Several pre-APPE educational standards for MLE education exist, including journal club activities, a team-based approach to teaching and evaluation, and use of active-learning techniques. PMID:26941431

  2. Teaching Photography in Dental Schools.

    ERIC Educational Resources Information Center

    Chuman, Ted A.; Hummel, Susan K.

    1992-01-01

    Two surveys investigated the extent of photography instruction in dental schools. The first survey of 53 schools revealed that 36% had formal dental photography programs. Of 21 photography instructors surveyed in the second study, 67% had no formal training, many knew little about texts or resources, and techniques and knowledge varied. (MSE)

  3. Affirmative action policy in medical school admissions.

    PubMed

    Frazer, Ricardo A

    2005-02-01

    Legal challenges to affirmative action are growing, a trend suggesting that a proactive stance is needed to maintain a policy that still has viability, legitimacy, and utility. Medical schools admissions offices in the United States emphasize the Medical College Admissions Test (MCAT), even though many studies have found that grade point averages are better single predictors of future academic achievement, regardless of the student's socioeconomic or racial category. The current essay suggests there is an overreliance on the MCAT in medical school admissions. Medical colleges should encourage the development of additional applicant selection criteria, while continuing to use affirmative action programs, in part to address the need for increased community-oriented health care. PMID:15741705

  4. Cheating in medical school: the unacknowledged ailment.

    PubMed

    Kusnoor, Anita V; Falik, Ruth

    2013-08-01

    The reported prevalence of cheating among US medical students ranges from 0% to 58%. Cheating behaviors include copying from others, using unauthorized notes, sharing information about observed structured clinical encounters, and dishonesty about performing physical examinations on patients. Correlates of cheating in medical school include prior cheating behavior, burnout, and inadequate understanding about what constitutes cheating. Institutional responses include expulsion, reprimands, counseling, and peer review. Preventing cheating requires establishing standards for acceptable behavior, focusing on learning rather than assessment, involving medical students in peer review, and creating a culture of academic integrity. Cheating in medical school may have serious long-term consequences for future physicians. Institutions should develop environments that promote integrity. PMID:23912144

  5. [Plagiarism in medical schools, and its prevention].

    PubMed

    Annane, Djillali; Annane, Frédérique

    2012-09-01

    The plagiarism has become very common in universities and medical school. Undoubtedly, the easy access to a huge amount of electronic documents is one explanation for the increasing prevalence of plagiarism among students. While most of universities and medical school have clear statements and rules about plagiarism, available tools for the detection of plagiarism remain inefficient and dedicate training program for students and teachers too scarce. As lack of time is one reason for students to choose plagiarism, it should be one main target for educational programs. PMID:22739066

  6. Medical Student Perceptions of Radiology Use in Anatomy Teaching

    ERIC Educational Resources Information Center

    Murphy, Kevin P.; Crush, Lee; O'Malley, Eoin; Daly, Fergus E.; Twomey, Maria; O'Tuathaigh, Colm M. P.; Maher, Michael M.; Cryan, John F.; O'Connor, Owen J.

    2015-01-01

    The use of radiology in the teaching of anatomy to medical students is gaining in popularity; however, there is wide variation in how and when radiology is introduced into the curriculum. The authors sought to investigate students' perceptions regarding methods used to depict and teach anatomy and effects of integrated radiology instruction on…

  7. Realities of teaching in a multiethnic school

    NASA Astrophysics Data System (ADS)

    Corson, David

    1991-03-01

    New attitudes in education systems to minority languages and cultures are evident in many places. This welcome change in social values presents problems of a new kind for the management of modern schools. This article begins by arguing that the starting point for solving these problems is an understanding of the realities of the cultural community immediately beyond the school's boundaries. It continues by examining two component variables affecting the school's multiethnic reality: the attitudes and professional knowledge that teachers possess relevant to the languages and cultures of the school; and the linguistic and cultural diversity of the children themselves. It recommends that the one comprehensive method for coping with the many unique problems that these factors can introduce into a school is for the staff to develop coherent policies that deliberately set out to solve the multiethnic school's problems. A later section discusses the two major approaches to providing language instruction for children in multiethnic schools: bilingual schooling, which is of special value when there are many culturally different children in large single language/culture groups; and school organisation for second language teaching, which is a partial solution in providing for a diversity of culturally different children in smaller numbers. Discussion covers practices that are already operating successfully in pluralist schools in many places. To suggest how it might be possible to modify and build on the foundations of contemporary schooling to make the school more organic to its cultural community, the article reports a case study of one contemporary innercity school which has made major organisational and curricular changes with considerable success. The article concludes that great advantages can come from well-run multiethnic schools, not just for the institution of education itself. It also suggests that multiethnic schools controlled and run by remote bureaucracies and

  8. Van Swieten and the renaissance of the Vienna Medical School.

    PubMed

    Kidd, M; Modlin, I M

    2001-04-01

    The period until 1745 found the Viennese medical system languishing far behind advances made in other major European centers. This chaotic situation was reversed by the foresight and breadth of vision of the Empress Maria Theresa, who initiated considerable reform in Austria by actively recruiting the best minds of the time to reduce the intellectual and technologic differences. Her ability to entice one of Boerhaave's most eminent pupils, Gerard van Swieten, to leave Leiden for Vienna, particularly benefited the Vienna Medical School. In 1745 van Swieten assumed responsibility for reconfiguration of the patronage and nepotism-ridden medical system of the Austro-Hungarian Empire. As a first task, he swiftly expunged the influence of the Jesuits and other religious orders from medicine and established formal training and examinations, transforming the medical discipline into a meritocracy. Excelling as a physician and an innovative teacher, he also established a close personal relationship with the Empress and became her medical confidante. To a large part, the success of this first great Viennese medical school was owed to de Haen, who left Leiden to implement Boerhaave's method of clinical teaching. As a result of these innovations and with considerable support from the Empress, the University of Vienna, particularly its medical school, within a few decades achieved recognition throughout Europe as a seat of learning and scholarship. Van Swieten would not be remembered today if his contribution had been only scholarly or scientific achievements. He propelled Austrian medicine to a level commensurate with that of other European states of the day by 27 years of dedicated and industrious service. PMID:11344396

  9. Teaching Poetry in Elementary School.

    ERIC Educational Resources Information Center

    Mills, Beth Solow

    Children are drawn to poetry by its rhythm, rhyme, and repetition. A poetry program in the classroom can expand children's language experience, teach listening and speaking skills, and serve as a source of ideas for discussion. One very effective poetry program involves readings, discussions, practice sessions, and recitals. In the first week, a…

  10. Poisonings at Nepal Medical College Teaching Hospital.

    PubMed

    Shrestha, B; Singh, P M; Bharati, U; Dhungel, S

    2011-09-01

    Poisoning is an increasingly common social problem in Nepal. Studies on poisoning in semi urban areas of Nepal are minimal. Here we, present a prospective study of poisoning in semi urban area of capital, Kathmandu lasting for six years duration. Altogether there were 354 cases of various poisoning, admitted in Nepal Medical College Teaching Hospital from Baisakh 2062 (April 16, 2005) to Chaitra 2067 (April 15, 2011). Male: Female ratio was 135:219 (1:1.6) and Age +/- SD was age 29.3 +/- 13.8 years. Age group (20-29 years) comprised of 138 patients (38.9% followed by < 20 years age group (92, 25.9%). Brahman/ chhetri (150, 42.4%) and Mongolian (146, 41.2%) ethnic groups were the main sufferers of poisoning, followed by newars (41, 11.6%) patients. Deliberate self harm was the cause for poisoning in maximum number of patients (156, 44.1%), followed by depression (64, 18.1%) and accidental poisoning (42, 11.9%). Organophosphorus (152, 42.9%), medicines (71, 20.1%), and rodenticide poisoning (38, 10.7%) were common poisons. Metacid (Methyl parathion) (46, 15.5%) was the most popular brand of poisoning agent used in Nepal for suicidal purpose. The over all mortality rate of poisoning in general was 7.1% with organophosphorus poisoning topping the list (19, 12.5%). We also present mad honey poisonings in a small group of 9 (3.2%) patients with M:F 8:1, age 26.5 +/- 8.8 years. Due precaution should be undertaken during their management as some of them may go into cardiopulmonary arrest and should not be considered benign when more than 5 tablespoonful wild honey is consumed. PMID:22808816

  11. Schools Demining Schools: A Global Teach-In.

    ERIC Educational Resources Information Center

    Social Education, 1998

    1998-01-01

    Presents materials related to the United Nations Global Teach-In Project on landmines and their dangers. Includes a set of lessons prepared by the American Forum for Global Education and the UN CyberSchoolBus, e-mail exchanges between students and UN de-mining teams, and contact information for further information on the de-mining campaign. (DSK)

  12. Medication Administration in the School Setting. Position Statement. Amended

    ERIC Educational Resources Information Center

    Zacharski, Susan; Kain, Carole A.; Fleming, Robin; Pontius, Deborah

    2012-01-01

    It is the position of the National Association of School Nurses (NASN) that school districts develop written medication administration policies and procedures that focus on safe and efficient medication administration at school by a registered professional school nurse (hereinafter referred to as school nurse). Policies should include prescription…

  13. Teaching medical ethics to undergraduate students in post‐apartheid South Africa, 2003–2006

    PubMed Central

    Moodley, Keymanthri

    2007-01-01

    The apartheid ideology in South Africa had a pervasive influence on all levels of education including medical undergraduate training. The role of the health sector in human rights abuses during the apartheid era was highlighted in 1997 during the Truth and Reconciliation Commission hearings. The Health Professions Council of South Africa (HPCSA) subsequently realised the importance of medical ethics education and encouraged the introduction of such teaching in all medical schools in the country. Curricular reform at the University of Stellenbosch in 1999 presented an unparalleled opportunity to formally introduce ethics teaching to undergraduate students. This paper outlines the introduction of a medical ethics programme at the Faculty of Health Sciences from 2003 to 2006, with special emphasis on the challenges encountered. It remains one of the most comprehensive undergraduate medical ethics programmes in South Africa. However, there is scope for expanding the curricular time allocated to medical ethics. Integrating the curriculum both horizontally and vertically is imperative. Implementing a core curriculum for all medical schools in South Africa would significantly enhance the goals of medical education in the country. PMID:17971474

  14. Inflation and Medical School Faculty Salaries.

    ERIC Educational Resources Information Center

    Smith, William C., Jr.

    1985-01-01

    Data on medical school faculty salaries from 1973 to 1983 are analyzed to reveal trends in purchasing power for basic and clinical sciences faculty by rank. Both groups reached a low in purchasing power in the 1980-81 period, and some differential was found between the faculty types and between academic ranks. (MSE)

  15. Nurses as Medical School Faculty: Students' Perspectives.

    ERIC Educational Resources Information Center

    Sullivan, Maura E.; Hitchcock, Maurice; Bruning, Madeleine; Logan, Moreen; Trial, Jan; Elliott, Donna; Taylor, Clive

    One solution to the problem of providing instruction for medical students is to use nurses as clinical instructors for each of the required clinical clerkships. A study was conducted to evaluate the use of nurses as instructors in a school of medicine by studying students' perceptions of nurse instructors. Focus groups and individual interviews…

  16. Medical School Programs Resources and Financing.

    ERIC Educational Resources Information Center

    Rosenthal, Joseph

    The current efforts of the Association of American Medical Colleges to test the feasibility of broadening the application, utility, and scope of the cost-finding studies conducted by many academic health centers and individual schools of the health professions are examined. The current effort is an outgrowth of the existing foundations of cost…

  17. Establishing a new medical school: Botswana's experience.

    PubMed

    Mokone, Gaonyadiwe G; Kebaetse, Maikutlo; Wright, John; Kebaetse, Masego B; Makgabana-Dintwa, Oarabile; Kebaabetswe, Poloko; Badlangana, Ludo; Mogodi, Mpho; Bryant, Katie; Nkomazana, Oathokwa

    2014-08-01

    Having adequate numbers of qualified human resources for health is essential for any effective health care system. However, there is a global shortage of skilled health care workers, especially in Sub-Saharan African countries. This shortage is exacerbated by a disproportionately high rate of infectious diseases, the burden of emerging chronic, noncommunicable diseases, and the emigration of medical doctors. Botswana has also experienced this critical shortage of doctors for many years. To address the shortage, the country in the 1990 s embarked on an aggressive program to train its students at foreign medical schools. Despite intensified training, many graduates have not returned. As a result, the country decided to establish a medical school within Botswana. The newly established school was awarded a grant from the Medical Education Partnership Initiative, which has helped to accelerate the school's development. This paper describes the authors' experiences, highlighting curriculum, staffing, infrastructure approaches, key successes, and challenges encountered. The paper concludes by proposing solutions. The authors' experiences and the lessons learned can inform colleagues in other countries considering similar endeavors. PMID:25072587

  18. The Readiness Nursery in a Medical School.

    ERIC Educational Resources Information Center

    Silver, Archie A.

    Differential diagnosis of delayed language development in the preschool child at the Readiness Nursery of the New York University Medical School can be shown by three case histories. Diagnosis requires identification of factors involved in the origin and development of the child's language deficit both at the time of diagnosis and at the critical…

  19. Medical school dean as a turnaround agent.

    PubMed

    Sachs, Benjamin P; Krane, N Kevin; Kahn, Marc J

    2008-08-01

    Taking on the role as a new medical school Dean in a new city after Hurricane Katrina posed many challenges. To facilitate turnaround, 3 principles were applied: hit the ground running, promote community involvement, and gain a common vision for the future. This article describes Tulane University's process for implementing change and expands on its vision for the future. PMID:18703920

  20. Canadian Medical Schools: Two Centuries of Medical History--1822 to 1992. First Edition.

    ERIC Educational Resources Information Center

    McPhedran, N. Tait

    This survey of the history of medical education and medical schools in Canada contains chapters on each of Canada's medical schools in chronological order of establishment based on visits to each school and interviews with faculty and administration there. An opening chapter sums up the salient facts of the entire history of medical education by…

  1. Using Ultrasound to Teach Medical Students Cardiac Physiology

    ERIC Educational Resources Information Center

    Bell, Floyd E., III; Wilson, L. Britt; Hoppmann, Richard A.

    2015-01-01

    Ultrasound is being incorporated more into undergraduate medical education. Studies have shown that medical students have positive perceptions about the value of ultrasound in teaching courses like anatomy and physiology. The purpose of the present study was to provide objective evidence of whether ultrasound helps students learn cardiac…

  2. Maximizing Financial Resources in Veterinary Medical Teaching Hospitals.

    ERIC Educational Resources Information Center

    Walker, Terry S.

    1979-01-01

    The University of California at Davis Veterinary Medical Teaching Hospital created a healthier environment with inexpensive business procedures. Reported are: removal of billing responsibilities from faculty, separation of discharge functions from receptionist's functions, billing system/medical records system, and use of credit cards and…

  3. Veterinary medicine and the medical school library.

    PubMed

    Bishop, D

    1969-07-01

    The study of veterinary medicine is becoming increasingly important in the progress of human medicine, and as a consequence the literature of veterinary medicine is assuming increased importance in the libraries of schools of human medicine. In the past decade programs in comparative medicine have been initiated in many centers, reestablishing the linkage between veterinary and human medicine. Since 1966 the National Library of Medicine has assumed extra responsibilities in the collection and control of veterinary medical literature. increased indexing has thus far been the major result, with a resultant increase in the need to consult veterinary journals. Advances in the veterinary curriculum and continued veterinary education have also increased demand for veterinary publications. Such demand must be foreseen and met by medical school libraries if they are to fulfill their obligations to the scholarly medical community. PMID:5789821

  4. Disaster preparedness: what training do our interns receive during medical school?

    PubMed

    Jasper, Edward; Berg, Katherine; Reid, Matthew; Gomella, Patrick; Weber, Danielle; Schaeffer, Arielle; Crawford, Albert; Mealey, Kathleen; Berg, Dale

    2013-01-01

    Disaster preparedness training is a critical component of medical student education. Despite recent natural and man-made disasters, there is no national consensus on a disaster preparedness curriculum. The authors designed a survey to assess prior disaster preparedness training among incoming interns at an academic teaching hospital. In 2010, the authors surveyed incoming interns (n = 130) regarding the number of hours of training in disaster preparedness received during medical school, including formal didactic sessions and simulation, and their level of self-perceived proficiency in disaster management. Survey respondents represented 42 medical schools located in 20 states. Results demonstrated that 47% of interns received formal training in disaster preparedness in medical school; 64% of these training programs included some type of simulation. There is a need to improve the level of disaster preparedness training in medical school. A national curriculum should be developed with aspects that promote knowledge retention. PMID:23341470

  5. Teaching Quality across School Settings

    ERIC Educational Resources Information Center

    Cohen, Julie; Brown, Michelle

    2016-01-01

    Districts are increasingly making personnel decisions based on teachers' impact on student-achievement gains and classroom observations. In some schools, however, a teacher's practices and their students' achievement may reflect not just individual but collaborative efforts. In other settings, teachers' instruction benefits less from the insights…

  6. Can Tag Help Schools Teach?

    ERIC Educational Resources Information Center

    Robert Wood Johnson Foundation, 2012

    2012-01-01

    Elementary schools are faced with a challenge: boosting student learning in an era when students face far more than schoolwork-related difficulties. Too often today, kids enter the classroom contending with issues ranging from bullying and emotional trauma to family instability and economic hardship--which can lead to behavioral problems that…

  7. Teaching Sociological Research Methods to Medical Students.

    ERIC Educational Resources Information Center

    Gregory, Stanford W.; O'Toole, Richard

    1987-01-01

    Reports the development of a three-course eight-week summer program for medical students. One course covers research methods and the other two involve research practicums in public health and medical sociology. (JDH)

  8. Medicine and the Holocaust: a visit to the Nazi death camps as a means of teaching medical ethics in the Israel Defense Forces Medical Corps.

    PubMed

    Oberman, Anthony S; Brosh-Nissimov, Tal; Ash, Nachman

    2010-12-01

    A novel method of teaching military medical ethics, medical ethics and military ethics in the Israel Defense Force (IDF) Medical Corps, essential topics for all military medical personnel, is discussed. Very little time is devoted to medical ethics in medical curricula, and even less to military medical ethics. Ninety-five per cent of American students in eight medical schools had less than 1 h of military medical ethics teaching and few knew the basic tenets of the Geneva Convention. Medical ethics differs from military medical ethics: the former deals with the relationship between medical professional and patient, while in the latter military physicians have to balance between military necessity and their traditional priorities to their patients. The underlying principles, however, are the same in both: the right to life, autonomy, dignity and utility. The IDF maintains high moral and ethical standards. This stems from the preciousness of human life in Jewish history, tradition and religious law. Emphasis is placed on these qualities within the Israeli education system; the IDF teaches and enforces moral and ethical standards in all of its training programmes and units. One such programme is 'Witnesses in Uniform' in which the IDF takes groups of officers to visit Holocaust memorial sites and Nazi death camps. During these visits daily discussions touch on intricate medical and military ethical issues, and contemporary ethical dilemmas relevant to IDF officers during active missions. PMID:21030474

  9. Teaching of Formal Courses by Medical Librarians

    ERIC Educational Resources Information Center

    Martin, Jess A.; And Others

    1975-01-01

    Four courses on the use of the library are described which were taught by librarians at the University of Tennessee Center for Health Services to graduate students in basic medical sciences, dentistry, and pharmacy and undergraduates in medical records administration. Also included is a survey of medical libraries offering such courses. (JT)

  10. Can near-peer medical students effectively teach a new curriculum in physical examination?

    PubMed Central

    2013-01-01

    Background Students in German medical schools frequently complain that the subject ‘clinical examination’ is not taught in a satisfying manner due to time constraints and lack of personnel resources. While the effectiveness and efficiency of practice-oriented teaching in small groups using near-peer teaching has been shown, it is rarely used in German medical schools. We investigated whether adding a new near-peer teaching course developed with student input plus patient examination under supervision in small groups improves basic clinical examination skills in third year medical students compared to a traditional clinical examination course alone. Methods Third year medical students registered for the mandatory curricular clinical examination course at the medical faculty of the Technische Universität München were invited to participate in a randomised trial with blinded outcome assessment. Students were randomised to the control group participating in the established curricular physical examination course or to the intervention group, which received additional near-peer teaching for the same content. The learning success was verified by a voluntary objective structured clinical examination (OSCE). Results A total of 84 students were randomised and 53 (63%) participated in the final OSCE. Students in the control group scored a median of 57% (25th percentile 47%, 75th percentile 61%) of the maximum possible total points of the OSCE compared to 77% (73%, 80%; p < 0.001) for students in the intervention group. Only two students in the intervention group received a lower score than the best student in the control group. Conclusion Adding a near-peer teaching course to the routine course significantly improved the clinical examination skills of medical students in an efficient manner in the context of a resource-constrained setting. PMID:24325639

  11. Supporting medical students with learning disabilities in Asian medical schools

    PubMed Central

    Majumder, Md. Anwarul Azim; Rahman, Sayeeda; D’Souza, Urban JA; Elbeheri, Gad; Abdulrahman, Khalid Bin; Huq, M Muzaherul

    2010-01-01

    Learning disabilities (LDs) represent the largest group of disabilities in higher education (HE) institutes, including medical schools, and the numbers are continuing to rise. The worrying concern is that two-thirds to half of these students with LDs remain undiagnosed when they start their undergraduate education and may even graduate without having their disabilities diagnosed. These students struggle with their academic abilities, receive poor grades and, as a result, develop lower perceptions of their intellectual abilities than do those students without LDs. All these ultimately hamper their professional practice, employment, and career progression. Appropriate and adequate educational policies, provisions, and practices help students to progress satisfactorily. In Asian countries, public and professional awareness about LDs is low, supportive provisions are limited, legislations are inadequate, data are scarce, and equal-opportunity/widening-participation policies are not implemented effectively in the HE sector. This article discusses the issues related to LDs in medical education and draws policy, provision, and practice implications to identify, assess, and support students with LDs in medical schools, particularly in an Asian context. PMID:23745060

  12. Teaching mental health skills to general practitioners and medical officers.

    PubMed

    Goldberg, David; Gask, Linda

    2002-01-01

    David Goldberg opened by describing the research that had led up to the present WPA teaching package. Early research had demonstrated that many psychological illnesses were not detected in primary care settings (Goldberg & Huxley 1980; ibid 1992), and these findings have been replicated in 14 centres round the world, with broadly similar results (Ustun & Sartorius 1995). We have found that in the UK the problem is not defects in factual knowledge, but not having clinical skills to assist in the management of mental disorders in general medical settings. The clinical skills needed in primary care are seldom taught in medical schools, and cannot be learned by listening to a lecture: it is necessary to practice them after they have been demonstrated. To do this it is convenient to break complex clinical skills down into their components: these are called "micro-skills", and we will deal later with the way in which these are taught. The most powerful method for improving mental health skills in this setting is to provide doctors with feedback--either video or audio--of their interview with real patients. The emphasis of such teaching must be on the interview techniques used by the doctor, rather than the clinical problems displayed by the particular patient being interviewed (Gask et al 1991). The problem with this is that video-feedback teaching of the necessary type is not always available, so we have developed videotapes that we can send out to distant locations, and which focus the attention of both local tutor and postgraduates on what should be learned. Because it is essential that most of the teaching is done by the live teacher rather than the videotape, there are always several "discussion points" so that postgraduates can ask questions, or describe their own way of dealing with particular situations. The videotapes are supplied together with teaching notes for the tutor, power points slides which can be adapted to suit local conditions, "role plays" to allow

  13. Improving Elementary School Science Teaching by Cross-Level Mentoring.

    ERIC Educational Resources Information Center

    Feldman, Arnold I.; Campbell, Robert L.; Lai, Morris K.

    1999-01-01

    Introduces a project called Teaching Elementary Physical Science (TEPS) which targets the improvement of elementary school science. Uses a cross-level mentoring approach between elementary and secondary school science teachers. Recommends providing opportunities to elementary school teachers to acquire specific teaching skills and self-confidence.…

  14. School Librarians Teach Subject Area 10: Computer and Information Sciences

    ERIC Educational Resources Information Center

    Dow, Mirah J. Ingram

    2010-01-01

    School librarians currently speak about school libraries as the largest classroom in the building. If so, how can these librarians describe what they teach? This article explains the user-centered instructional role of secondary school librarians in teaching information and technology literacy skills, as well as how they can authoritatively ensure…

  15. Situated in School Scripts: Contextual Early Childhood Teaching

    ERIC Educational Resources Information Center

    Blank, Jolyn

    2009-01-01

    This article presents findings from a qualitative case study of a public Montessori magnet school in the United States. It focuses on two teachers' experiences, identifying how their teaching is situated in school scripts, that is; ways of speaking about teaching and learning within particular school micro-cultures. The focal teachers utilized…

  16. Foreign Medical Schools Establish a Toehold in the United States.

    ERIC Educational Resources Information Center

    Mangan, Katherine S.

    1999-01-01

    Two foreign medical schools plan to open branch campuses in the United States. Opponents, including the American Medical Association and a physician group, argue that allowing unaccredited medical schools to operate here could jeopardize health care. The two institutions are distinctly different: a for-profit school in the West Indies, and a…

  17. Clinical learning environment at Shiraz Medical School.

    PubMed

    Rezaee, Rita; Ebrahimi, Sedigheh

    2013-01-01

    Clinical learning occurs in the context of a dynamic environment. Learning environment found to be one of the most important factors in determining the success of an effective teaching program. To investigate, from the attending and resident's perspective, factors that may affect student leaning in the educational hospital setting at Shiraz University of Medical Sciences (SUMS). This study combined qualitative and quantitative methods to determine factors affecting effective learning in clinical setting. Residents evaluated the perceived effectiveness of the university hospital learning environment. Fifty two faculty members and 132 residents participated in this study. Key determinants that contribute to an effective clinical teaching were autonomy, supervision, social support, workload, role clarity, learning opportunity, work diversity and physical facilities. In a good clinical setting, residents should be appreciated and given appropriate opportunities to study in order to meet their objectives. They require a supportive environment to consolidate their knowledge, skills and judgment. PMID:23456587

  18. Chat reference service in medical libraries: part 2--Trends in medical school libraries.

    PubMed

    Dee, Cheryl R

    2003-01-01

    An increasing number of medical school libraries offer chat service to provide immediate, high quality information at the time and point of need to students, faculty, staff, and health care professionals. Part 2 of Chat Reference Service in Medical Libraries presents a snapshot of the current trends in chat reference service in medical school libraries. In late 2002, 25 (21%) medical school libraries provided chat reference. Trends in chat reference services in medical school libraries were compiled from an exploration of medical school library Web sites and informal correspondence from medical school library personnel. Many medical libraries are actively investigating and planning new chat reference services, while others have decided not to pursue chat reference at this time. Anecdotal comments from medical school library staff provide insights into chat reference service. PMID:12723811

  19. Teaching Undergraduate Medical Students the Neurological Examination.

    ERIC Educational Resources Information Center

    Laguna, Jose F.; Stillman, Paula L.

    1978-01-01

    The University of Arizona College of Medicine program described extends the role of practical instructor or programmed patient to that of evaluator and teacher of neurological examinations skills for preclinical medical students. The process may help improve the quality of medical education without increasing the size of clinical faculty. (LBH)

  20. Teaching Medical Students about Treatment Compliance

    ERIC Educational Resources Information Center

    Blackwell, Barry; And Others

    1978-01-01

    To demonstrate poor patient compliance, medical students who preregistered for a conference on patient compliance were asked to adopt the role of "patient" and to take "medication" (Vitamin C) for one week, to observe certain dietary restrictions, and to complete an attitude and health beliefs questionnaire. Student attitudes resembled those of…

  1. Giving feedback in medical teaching: a case of lung function laboratory/spirometry.

    PubMed

    Meo, Sultan Ayoub

    2013-01-01

    Feedback in medical teaching is an important part of medical education, it encourages and enhances the learners' knowledge, skills and professional performance at various stages of their schooling. A constructive feedback enhances the awareness of strength and areas for improvement. An adequate, meaningful and fruitful feedback needs motivation, emphasis, objectivity, expertise, and active participation in the session. Before giving feedback, the instructor should be well prepared and must have practice on the task. The instructor should utilize all means such as good oral presentation, eye contact, visual cues, utilize body language to actively involve the learners in a session, all these activities enhance the knowledge, skill and attitude of the learners. The aim of this commentary is to highlight the basic issues in giving an appropriate feedback in medical teaching with special emphasis on a lung function laboratory / Spirometry. PMID:23286631

  2. Sexual Health Curricula in U.S. Medical Schools: Current Educational Objectives

    ERIC Educational Resources Information Center

    Galletly, Carol; Lechuga, Julia; Layde, Joseph B.; Pinkerton, Steven

    2010-01-01

    Objective: The authors identify the explicit and implicit objectives that shape decisions about what medical schools teach regarding human sexuality. Methods: The authors reviewed relevant articles in journals, physician licensing examinations, and publications by professional organizations to identify learning objectives for human sexuality in…

  3. Changes in the Rhythm of Lessons Following a Teacher-Training Workshop in Medical School.

    ERIC Educational Resources Information Center

    Mahler, Sophia; And Others

    A study examined both cognitive and activity rhythms of lessons in a variety of disciplines and teaching styles in the medical school curriculum among 20 faculty members at Ben Gurion University, Israel. Studied were changes which occurred in the rhythms following a teacher training program, and interrelationship among rhythms and size of learning…

  4. "A Gift to Our School": Inclusion of the Medically Complex Student.

    ERIC Educational Resources Information Center

    Nielsen, Deborah

    2003-01-01

    A student with multiple medical conditions and mental disabilities attends a Manitoba public school. A large interdisciplinary team, which includes his parents and a registered nurse/teaching assistant who accompanies him daily, works on his educational agenda, which focuses on individual skill development. His presence has enhanced professional…

  5. Learning Medical School Biochemistry Through Self-Directed Case-Oriented Study.

    ERIC Educational Resources Information Center

    Morley, Colin G. D.; Blumberg, Phyllis

    1987-01-01

    Describes an alternative medical school curriculum for the first two years of preclinical basic science studies. Discusses student and faculty selection for the program. Details the format for teaching biochemistry in the Alternative Curriculum, including program structure, content organization and exams. Evaluates the success of the program. (CW)

  6. A Statewide Strategy for Expanding Graduate Medical Education by Establishing New Teaching Hospitals and Residency Programs.

    PubMed

    Nuss, Michelle A; Robinson, Ben; Buckley, Peter F

    2015-09-01

    The graduate medical education (GME) system in the United States is in need of reform to ensure that the physician workforce being trained is able to meet the current and future health care needs of the population. However, GME funding to existing teaching hospitals and programs relies heavily on support from Medicare, which was capped in 1997. Thus, new, innovative models to expand GME are needed. To address physician shortages, especially in primary care and general surgery and in rural areas, the state of Georgia implemented a statewide initiative. They increased medical school enrollment by 600 students from 2000 to 2010 and committed to establishing new GME programs at new teaching hospitals to train 400 additional residents by 2018. As increasing the capacity of GME programs likely increases the number of physicians practicing in the state, these efforts aim to encourage trainees to practice in Georgia. Although new teaching hospitals, like these, are eligible for new Medicare funding, this approach to expanding GME also incorporates state funding to cover the start-up costs associated with establishing a new teaching hospital and GME program.In this article, the authors provide background on the current state of GME funding in the United States and on the physician workforce and medical education system in Georgia. They then outline the steps taken to expand GME by establishing new teaching hospitals and programs. They conclude by sharing outcomes to date as well as challenges faced and lessons learned so that others can follow this novel model. PMID:26312605

  7. Weaving together peer assessment, audios and medical vignettes in teaching medical terms

    PubMed Central

    Khan, Lateef M.

    2015-01-01

    Objectives The current study aims at exploring the possibility of aligning peer assessment, audiovisuals, and medical case-report extracts (vignettes) in medical terminology teaching. In addition, the study wishes to highlight the effectiveness of audio materials and medical history vignettes in preventing medical students' comprehension, listening, writing, and pronunciation errors. The study also aims at reflecting the medical students' attitudes towards the teaching and learning process. Methods The study involved 161 medical students who received an intensive medical terminology course through audio and medical history extracts. Peer assessment and formative assessment platforms were applied through fake quizzes in a pre- and post-test manner. An 18-item survey was distributed amongst students to investigate their attitudes and feedback towards the teaching and learning process. Quantitative and qualitative data were analysed using the SPSS software. Results The students did better in the posttests than on the pretests for both the quizzes of audios and medical vignettes showing a t-test of -12.09 and -13.60 respectively. Moreover, out of the 133 students, 120 students (90.22%) responded to the survey questions. The students gave positive attitudes towards the application of audios and vignettes in the teaching and learning of medical terminology and towards the learning process. Conclusions The current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assessment platforms, and active learning strategies in higher education. It also highlights that students are capable of carrying more responsibilities of assessment, feedback, and e-learning. PMID:26637986

  8. The role of medical schools in the prevention of alcohol-related problems.

    PubMed Central

    Negrete, J C

    1990-01-01

    There is agreement that physicians can play a major role in the prevention of alcohol problems among their patients and that medical schools should prepare physicians for this role by teaching three major subject areas: knowledge, attitudes and clinical skills. Despite this agreement and the acknowledged high prevalence of alcohol problems in clinical populations, medical school coverage of these problems is not proportional to their importance. Barriers to adequate coverage of alcohol problems are traditional attitudes, confusion as to whether such problems are "medical" and lack of adequate faculty role models. These problems could be remedied by encouragement and training of interested faculty members, establishment of substance abuse centres in university medical schools, integration of alcohol-related material with relevant topics in all departments and inclusion of alcohol-related questions on medical qualifying exams. PMID:2224672

  9. Teaching Conflict: Professionalism and Medical Education.

    PubMed

    Holloway, K J

    2015-12-01

    Resistance by physicians, medical researchers, medical educators, and medical students to pharmaceutical industry influence in medicine is often based on the notion that physicians (guided by the ethics of their profession) and the industry (guided by profit) are in conflict. This criticism has taken the form of a professional movement opposing conflict of interest (COI) in medicine and medical education and has resulted in policies and guidelines that frame COI as the problem and outline measures to address this problem. In this paper, I offer a critique of this focus on COI that is grounded in a broader critique of neo-liberalism, arguing it individualizes the relationship between physicians and industry, too neatly delineates between the two entities, and reduces the network of social, economic, and political relations to this one dilemma. PMID:26133893

  10. Will Schools Risk Teaching about the Risk of AIDS?

    ERIC Educational Resources Information Center

    Unks, Gerald

    1996-01-01

    Discusses schools and current AIDS education; facts about AIDS; teaching about behavioral change; the use of condoms; an AIDS awareness curriculum; HIV/AIDS awareness and sex education; and HIV/AIDS awareness and democratic schooling. (SR)

  11. Teaching Medical Students about Health Literacy: 2 Chicago Initiatives

    ERIC Educational Resources Information Center

    Harper, William; Cook, Sandy; Makoul, Gregory

    2007-01-01

    Objective: To develop medical students' skills in interacting with individuals who have limited health literacy. Methods: Described are 2 novel approaches to health literacy curriculum design. Efforts at both schools have been implemented to improve medical student awareness of health literacy, as well as specific skills in clear communication and…

  12. A Longitudinal Medical Spanish Program at One US Medical School

    PubMed Central

    Frasier, Pamela Y.; Slatt, Lisa M.; Alemán, Marco A.

    2008-01-01

    INTRODUCTION Policymakers have recommended recruiting or training (or both) more US physicians who can provide care in Spanish. Few longitudinal medical Spanish programs have been described and evaluated. OBJECTIVE This study aims to describe development and evaluation of the preclinical phase of a 4-y program designed to graduate physicians who can provide language-concordant care in Spanish. SETTING Study was done in one public medical school in southeastern USA. PROGRAM DESCRIPTION The program targeted intermediate/advanced Spanish speakers. Standardized fluency assessments were used to determine eligibility and evaluate participants’ progress. Curriculum included didactic coursework, simulated patients, socio-cultural seminars, clinical skills rotations at sites serving Latinos, service-learning, and international immersion. PROGRAM EVALUATION For the first two cohorts (n = 45) qualitative evaluation identified program improvement opportunities and found participants believed the program helped them maintain their Spanish skills. Mean interim (2-y) speaking proficiency scores were unchanged from baseline: 9.0 versus 8.7 at baseline on 12-point scale (p = 0.15). Mean interim listening comprehension scores (second cohort only, n = 25) increased from a baseline of 77 to 86% (p = 0.003). Proportions “passing” the listening comprehension test increased from 72 to 92% (p = 0.06). DISCUSSION We describe development of a longitudinal Spanish program within a medical school. Participation was associated with improved Spanish listening comprehension and no change in speaking proficiency. Electronic supplementary material The online version of this article (doi:10.1007/s11606-008-0598-9) contains supplementary material, which is available to authorized users. PMID:18612739

  13. Teaching the art of empathic interviewing to third-year medical students using a fairy tale--"The prince who turned into a rooster".

    PubMed

    Joachim, Nancy

    2008-01-01

    Can empathy be taught? How can we protect the embryonic forms of empathy germinating in our medical students? Can we immunize them against the ravages to their humanism, astutely observed to occur by Henry Silver, Dean of the University of Colorado in 1982, when he published his clear-sighted commentary, Medical Students and Medical School (Silver, 1982; Krugman, 2008). Although studies show that empathy is damaged during medical school, the author proposes that empathic growth through medical school might be possible if enlightened teaching methods are implemented by governing boards, such as the Association of American Medical Colleges (AAMC), The Liaison Committee on Medical Education (LCME), and the Accreditation Council for Graduate Medical Education (ACGME). The author shares a novel teaching method adapted from a technique used by child psychiatrists, storytelling. PMID:19189814

  14. Cocaine and marijuana use by medical students before and during medical school.

    PubMed

    Schwartz, R H; Lewis, D C; Hoffmann, N G; Kyriazi, N

    1990-04-01

    A survey of alcohol and other drug-use patterns of 300 second- and third-year students at a mid-Atlantic private medical school was undertaken in 1987. Two hundred sixty-three (88%) of the medical students surveyed completed the anonymous questionnaire. Tobacco use decreased from 11% before to 4% during medical school. Before entry into medical school, 21% of the respondents had smoked marijuana 10 times or more, usually at least monthly, while 9% had smoked marijuana 10 times or more during medical school. Six percent had smoked marijuana daily in high school or college, while 1% smoked marijuana daily in medical school. Few students who used cocaine before medical school abstained from it during medical school. Cocaine was used by 17% of the respondents before and during medical school. Frequent use of cocaine (greater than 10 times) during medical school, reported by 5% of the students, was directly related to excessive alcohol intake, tobacco dependence, frequent use of marijuana before and during medical school, and medical and behavioral problems related to alcohol and other drug use. Less than 25% of medical schools have a formal policy aimed at identifying impaired students, and only 12% have formal treatment protocols for helping impaired students. We propose that all medical schools initiate programs to diagnose alcohol and other drug-abuse problems in medical student candidates and in the students themselves, and that intervention for any alcohol or other drug problem be encouraged and supported by formal medical school policies designed to help the impaired student. PMID:2327847

  15. How we enhanced medical academics skills and reduced social inequities using an academic teaching program.

    PubMed

    Martins, Antonio Camargo; Oliveira, Felipe Renê Alves; Delfino, Breno Matos; Pereira, Thasciany Moraes; de Moraes, Fabio Henrique Pinto; Barbosa, Guilherme Viana; de Macedo, Lucas Felipe; Domingos, Tayna Da Silva; Da Silva, Dyemisson Pinheiro; Menezes, Charlene Cristine Rodrigues; Oliveira Filho, Edmar Santana; Pereira, Thales Augusto Da Silva; Piccirilli, Elizabeth Souza; Pinto, Wagner De Jesus

    2015-01-01

    The training of future physicians should be concurrent with the development of different skills and attitudes. This warrants the need to regularly provide students with opportunities for self-development throughout their academic career. This approach was exemplified in a medical school in the Brazilian Amazon, where students were allowed to play the role of high school teachers. As part of this exercise, they conducted reinforcement classes for high school students to increase the number of university admissions. The medical students were solely responsible for organizing and implementing this project, giving them the opportunity to develop teaching and leadership skills, enhance their understanding of communication and administration and contribute toward the society. PMID:25301145

  16. Teaching with comics: a course for fourth-year medical students.

    PubMed

    Green, Michael J

    2013-12-01

    Though graphic narratives (or comics) now permeate popular culture, address every conceivable topic including illness and dying, and are used in educational settings from grade school through university, they have not typically been integrated into the medical school curriculum. This paper describes a popular and innovative course on comics and medicine for 4th-year medical students. In this course, students learn to critically read book length comics as well as create their own stories using the comics format. The rationale for the course, its general content and format, and methods for teaching are described. Finally, the author offers some reflections on why this medium resonates so powerfully with medical student learners. PMID:24014209

  17. Core Competencies for Medical Teachers (KLM) – A Position Paper of the GMA Committee on Personal and Organizational Development in Teaching

    PubMed Central

    Görlitz, Anja; Ebert, Thomas; Bauer, Daniel; Grasl, Matthäus; Hofer, Matthias; Lammerding-Köppel, Maria; Fabry, Götz

    2015-01-01

    Recent developments in medical education have created increasing challenges for medical teachers which is why the majority of German medical schools already offer educational and instructional skills trainings for their teaching staff. However, to date no framework for educational core competencies for medical teachers exists that might serve as guidance for the qualification of the teaching faculty. Against the background of the discussion about competency based medical education and based upon the international literature, the GMA Committee for Faculty and Organizational Development in Teaching developed a model of core teaching competencies for medical teachers. This framework is designed not only to provide guidance with regard to individual qualification profiles but also to support further advancement of the content, training formats and evaluation of faculty development initiatives and thus, to establish uniform quality criteria for such initiatives in German-speaking medical schools. The model comprises a framework of six competency fields, subdivided into competency components and learning objectives. Additional examples of their use in medical teaching scenarios illustrate and clarify each specific teaching competency. The model has been designed for routine application in medical schools and is thought to be complemented consecutively by additional competencies for teachers with special duties and responsibilities in a future step. PMID:26038688

  18. Attitudes of medical students toward the practice and teaching of integrative medicine.

    PubMed

    Flaherty, Gerard; Fitzgibbon, Jenny; Cantillon, Peter

    2015-11-01

    The General Medical Council encourages the integration of complementary and alternative medicine (CAM) teaching into basic medical education. We wished to explore the attitudes of medical students to CAM and its inclusion in their undergraduate curriculum. Medical students were invited to complete the validated Integrative Medicine Attitude Questionnaire (IMAQ) and to state whether they considered it appropriate for them to learn about CAM in medical school. The questionnaire was completed by 308 students (65.8% response rate). CAM had been received by a majority of respondents and their families. Participants believed that doctors with knowledge of CAM provide better patient care and that it is desirable for physicians to exploit the placebo effect. Most students expressed the view that doctors should be able to answer patients' questions about herbal medicines. There was a belief that patients should be warned to avoid using supplements which have not undergone rigorous testing. Students who were current or previous users of CAM or whose family members used CAM had higher total IMAQ scores and openness subscale scores than those who did not report use of CAM. Two-hundred and nine (68%) students expressed a desire to study CAM as part of their medical curriculum. This study reveals a positive attitude towards a holistic approach to patient care which embraces CAM. Medical students believe that integrative medicine should be taught in medical school. PMID:26559366

  19. Virtues Education in Medical School: The Foundation for Professional Formation

    PubMed Central

    Seoane, Leonardo; Tompkins, Lisa M.; De Conciliis, Anthony; Boysen, Philip G.

    2016-01-01

    Background: Studies have shown that medical students have high rates of burnout accompanied by a loss of empathy as they progress through their training. This article describes a course for medical students at The University of Queensland-Ochsner Clinical School in New Orleans, LA, that focuses on the development of virtues and character strengths necessary in the practice of medicine. Staff of the Ochsner Clinical School and of the Institute of Medicine, Education, and Spirituality at Ochsner, a research and consulting group of Ochsner Health System, developed the course. It is a curricular innovation designed to explicitly teach virtues and their associated prosocial behaviors as a means of promoting professional formation among medical students. Virtues are core to the development of prosocial behaviors that are essential for appropriate professional formation. Methods: Fourth-year medical students receive instruction in the virtues as part of the required Medicine in Society (MIS) course. The virtues instruction consists of five 3-hour sessions during orientation week of the MIS course and a wrapup session at the end of the 8-week rotation. Six virtues—courage, wisdom, temperance, humanity, transcendence, and justice—are taught in a clinical context, using personal narratives, experiential exercises, contemplative practices, and reflective practices. Results: As of July 2015, 30 medical students had completed and evaluated the virtues course. Ninety-seven percent of students felt the course was well structured. After completing the course, 100% of students felt they understood and could explain the character strengths that improve physician engagement and patient care, 100% of students reported understanding the importance of virtues in the practice of medicine, and 83% felt the course provided a guide to help them deal with the complexities of medical practice. Ninety-three percent of students stated they would use the character strengths for their own

  20. Teaching about the Physics of Medical Imaging

    NASA Astrophysics Data System (ADS)

    Zollman, Dean; McBride, Dyan; Murphy, Sytil; Aryal, Bijaya; Kalita, Spartak; Wirjawan, Johannes v. d.

    2010-07-01

    Even before the discovery of X-rays, attempts at non-invasive medical imaging required an understanding of fundamental principles of physics. Students frequently do not see these connections because they are not taught in beginning physics courses. To help students understand that physics and medical imaging are closely connected, we have developed a series of active learning units. For each unit we begin by studying how students transfer their knowledge from traditional physics classes and everyday experiences to medical applications. Then, we build instructional materials to take advantage of the students' ability to use their existing learning and knowledge resources. Each of the learning units involves a combination of hands-on activities, which present analogies, and interactive computer simulations. Our learning units introduce students to the contemporary imaging techniques of CT scans, magnetic resonance imaging (MRI), positron emission tomography (PET), and wavefront aberrometry. The project's web site is http://web.phys.ksu.edu/mmmm/.

  1. Use of live animals in the curricula of U.S. medical schools in 1994.

    PubMed

    Ammons, S W

    1995-08-01

    In 1994, the AAMC surveyed the 126 U.S. medical schools to obtain data on live-animal use in the undergraduate medical curriculum. The questions focused entirely on the use of live animals in teaching laboratories that are either required or optional parts of the undergraduate medical curriculum. Seventy-seven of the 125 responding schools used live animals in one or more courses; of the required courses, animals were most often used in physiology courses (49 schools), followed by surgical clerkships (21) and pharmacology courses (13). Although these data show that the majority of schools used live animals in their curricula, the data also show that the majority of schools did not use live animals as part of the teaching of any specific course of discipline in 1994. The animals most often used were dogs (54 schools) and pigs (12). Forty-three of the 77 schools that used live animals offered a variety of alternatives to their use. The respondents' data indicate a steady decline in the number of schools using live animals in teaching labs since before 1982. The reasons most often reported for discontinuing live-animal use were expense, changes in curriculum or curriculum focus, and lack of time, faculty, or space. Several other reasons were also listed, but live animals' value in teaching was seldom a factor. Only 15 schools indicated they had experienced harassment, protests, or legal actions arising from their use of live animals in the previous two years.(ABSTRACT TRUNCATED AT 250 WORDS) PMID:7646753

  2. Teaching Interpersonal Skills in a Medical Residency Training Program.

    ERIC Educational Resources Information Center

    Robbins, Alan S.; And Others

    1978-01-01

    A UCLA-San Fernando Valley Medical Program for training residents and interns in interpersonal skills is reported and evaluated. Using a modification of interpersonal process recall (IPR), the teaching technique uses both a structured course format and ongoing videotaping and reviewing of house officer-patient interactions with a faculty member.…

  3. The Use of Multiple Tools for Teaching Medical Biochemistry

    ERIC Educational Resources Information Center

    Se, Alexandre B.; Passos, Renato M.; Ono, Andre H.; Hermes-Lima, Marcelo

    2008-01-01

    In this work, we describe the use of several strategies employing the philosophies of active learning and problem-based learning (PBL) that may be used to improve the teaching of metabolic biochemistry to medical and nutritional undergraduate students. The main activities are as follows: 1) a seminar/poster system in a mini-congress format (using…

  4. Teaching Evidence-based Medical Care: Description and Evaluation.

    ERIC Educational Resources Information Center

    Grad, Roland; Macaulay, Ann C.; Warner, Michelle

    2001-01-01

    Describes and evaluates a teaching initiative in evidence-based medical care in McGill University's family practice residency program. Discusses results of pre- and post-course self-assessments by students, which indicated significant increases in skill at formulating clinical questions and searching for evidence-based answers, appraising reviews,…

  5. Little Schools on the Prairie Still Teach a Big Lesson.

    ERIC Educational Resources Information Center

    Kindley, Mark M.

    1985-01-01

    Uses Cherry County, Nebraska, to exemplify current experiences of learning and teaching in a one-room school--Nebraska has 350 of the nation's nearly 800 one-room schools. Interviews parents and teachers who cherish their one-room schools because they provide quality education, convenience (relative to consolidated schools), and support for rural…

  6. Want to Improve Teaching? Create Collaborative, Supportive Schools

    ERIC Educational Resources Information Center

    Allensworth, Elaine

    2012-01-01

    Teachers tend to leave schools where they feel ineffective. At the same time, it's harder to be effective in schools with the lowest levels of student performance, schools that are most in need of effective teaching. There is a pressing need to improve the quality of instruction in urban schools to reduce long-standing inequities in educational…

  7. The School Health Education Program (SHEP): medical students as health educators

    PubMed Central

    Naguwa, Gwen S

    2010-01-01

    Background The School Health Education Program (SHEP) is a collaboration of the John A. Burns School of Medicine and the State of Hawai‘i Department of Education that was founded to improve the health of Hawai‘i's youth. This program allows premedical and medical students (collectively referred to as “medical students” from here on) to serve as health educators for high school students in six priority areas of health education. Objectives To confirm the efficacy of this community health partnership program and to determine the factors resulting in its success. Methods A total of 1714 students from seven of Hawai‘i's public high schools were surveyed for improvement in their content knowledge and decision-making confidence after participating in SHEP presentations. A sub-group of 235 high school students were asked about their comfort level and trust in their interactions with medical students as compared to their health teachers. Results The knowledge content and confidence in decision making increased significantly after participation in SHEP activities (p<.0001). High school students were found to be more comfortable and more trusting in learning about health topics from medical students as compared to health teachers (p<.0001). Reasons given included the medical students' content knowledge as well as their presentation methods and positive attitude. Conclusions The unique dual role of medical students as future physicians and as students allowed them to retain their credibility as health educators while developing a strong rapport with the high school students. Through SHEP, medical students can gain valuable experience through researching and teaching health topics while high school students receive additional health knowledge through this teaching. PMID:20397504

  8. Teaching Medical Students About Observer Variation

    ERIC Educational Resources Information Center

    Koran, Lorrin M.; And Others

    1978-01-01

    To fully develop their diagnostic skills, medical students must recognize the limited reliability of the observations on which diagnoses are based. Study of 36 second-year students shows multiple sources of observer variation in readings of systolic and diastolic blood pressures. (LBH)

  9. Teaching Computational Physics to High School Teachers

    NASA Astrophysics Data System (ADS)

    Cancio, Antonio C.

    2007-10-01

    This talk describes my experience in developing and giving an experimental workshop to expose high school teachers to basic concepts in computer modeling and give them tools to make simple 3D simulations for class demos and student projects. Teachers learned basic techniques of simulating dynamics using high school and introductory college level physics and basic elements of programming. High quality graphics were implemented in an easy to use, open source software package, VPython, currently in use in college introductory courses. Simulations covered areas of everyday physics accessible to computational approaches which would otherwise be hard to treat at introductory level, such as the physics of sports, realistic planetary motion and chaotic motion. The challenges and successes of teaching this subject in an experimental one-week-long workshop format, and to an audience completely new to the subject will be discussed.

  10. Physical Education: Teaching Human Movement in the Elementary Schools.

    ERIC Educational Resources Information Center

    Miller, Arthur C.; And Others

    This text on teaching movement in the elementary schools presents the latest theories relative to teaching and learning. Part 1 provides a rationale for and understanding of teaching human movement. Part 2 introduces new models explaining the learning process and discusses the need for multiphasic fitness and issues exerting an influence on…

  11. Elementary School Teachers Learning Science Content through Teaching

    ERIC Educational Resources Information Center

    Kinghorn, Brian Edward

    2014-01-01

    SMK and PCK are crucial for effective science teaching, yet the amount of subject matter covered in elementary teacher education programs is limited. This exploratory study of ten elementary school teachers focuses on how teachers learned science content from their teaching practice (including preparing to teach, classroom instruction, and…

  12. Teaching Aids and Their Use in the Schools of Jericho

    ERIC Educational Resources Information Center

    Wahdan, Mohammed Hassan Ali

    2010-01-01

    This study aims to provide the reader with information about the use of teaching aids in Jericho schools. The study is especially designed to measure the teachers' general understanding of teaching aids and their benefits in the process of learning and teaching, it also measures the teachers' use of different types of these aids. In addition, it…

  13. The Complexity of Teaching Density in Middle School

    ERIC Educational Resources Information Center

    Hashweh, Maher Z.

    2016-01-01

    Background: Density is difficult to learn and teach in middle schools. This study, hypothesizing that the density concept develops as part of a conceptual system, used a conceptual change approach to teaching density. The approach emphasized the use of multiple strategies to teach the density concept and the associated concepts in the conceptual…

  14. Analysis of factors that predict clinical performance in medical school.

    PubMed

    White, Casey B; Dey, Eric L; Fantone, Joseph C

    2009-10-01

    Academic achievement indices including GPAs and MCAT scores are used to predict the spectrum of medical student academic performance types. However, use of these measures ignores two changes influencing medical school admissions: student diversity and affirmative action, and an increased focus on communication skills. To determine if GPA and MCAT predict performance in medical school consistently across students, and whether either predicts clinical performance in clerkships. A path model was developed to examine relationships among indices of medical student performance during the first three years of medical school for five cohorts of medical students. A structural equation approach was used to calculate the coefficients hypothesized in the model for majority and minority students. Significant differences between majority and minority students were observed. MCAT scores, for example, did not predict performance of minority students in the first year of medical school but did predict performance of majority students. This information may be of use to medical school admissions and resident selection committees. PMID:18030590

  15. Collaborative University/School District Approaches for Student Teaching Supervision.

    ERIC Educational Resources Information Center

    Kirchhoff, Susan

    This paper describes collaborative university/school district teaching supervision approaches in which fully-released public school teachers shared student teaching supervision with college supervisors in three program areas: mathematics, English instruction, and elementary education. Six teachers, all fully-released from their teaching…

  16. Urban High School Teachers' Beliefs Concerning Essential Science Teaching Dispositions

    ERIC Educational Resources Information Center

    Miranda, Rommel

    2012-01-01

    This qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include…

  17. Teaching High School Chemistry as a Second Career

    ERIC Educational Resources Information Center

    Scharberg, Maureen

    2005-01-01

    A Presidential symposium explored strategies for making a successful career transition from a variety of other occupations to teaching high school chemistry. Symposium presenters who had moved to teaching high school chemistry discussed their background and the challenges they faced, providing a unique insight into their experiences as…

  18. Exemplary Teaching and Programs in Santa Clara Unified School District.

    ERIC Educational Resources Information Center

    Carter, Norman

    Gathered together are descriptions of exemplary teaching programs, systems, techniques, innovations, teaching items, or methods that have been collected from teachers and administrators in the Santa Clara Unified School District. Listed under schools, each description offers different learning conventions that have proved successful or useful.…

  19. Abstract Algebra for Algebra Teaching: Influencing School Mathematics Instruction

    ERIC Educational Resources Information Center

    Wasserman, Nicholas H.

    2016-01-01

    This article explores the potential for aspects of abstract algebra to be influential for the teaching of school algebra (and early algebra). Using national standards for analysis, four primary areas common in school mathematics--and their progression across elementary, middle, and secondary mathematics--where teaching may be transformed by…

  20. The Teaching of English in Colombian Public Secondary Schools.

    ERIC Educational Resources Information Center

    Stansfield, Charles W.

    This study describes and analyzes the state of English teaching in Colombian public secondary schools in 1971. Examined are the present status of the Colombian school system, the English curriculum, the attitudes of English students, and the organizations which contribute to the study of English in Colombia. The methods used to teach the language…

  1. Japanese medical students' interest in basic sciences: a questionnaire survey of a medical school in Japan.

    PubMed

    Yamazaki, Yuka; Uka, Takanori; Shimizu, Haruhiko; Miyahira, Akira; Sakai, Tatsuo; Marui, Eiji

    2013-01-01

    The number of physicians engaged in basic sciences and teaching is sharply decreasing in Japan. To alleviate this shortage, central government has increased the quota of medical students entering the field. This study investigated medical students' interest in basic sciences in efforts to recruit talent. A questionnaire distributed to 501 medical students in years 2 to 6 of Juntendo University School of Medicine inquired about sex, grade, interest in basic sciences, interest in research, career path as a basic science physician, faculties' efforts to encourage students to conduct research, increases in the number of lectures, and practical training sessions on research. Associations between interest in basic sciences and other variables were examined using χ(2) tests. From among the 269 medical students (171 female) who returned the questionnaire (response rate 53.7%), 24.5% of respondents were interested in basic sciences and half of them considered basic sciences as their future career. Obstacles to this career were their original aim to become a clinician and concerns about salary. Medical students who were likely to be interested in basic sciences were fifth- and sixth-year students, were interested in research, considered basic sciences as their future career, considered faculties were making efforts to encourage medical students to conduct research, and wanted more research-related lectures. Improving physicians' salaries in basic sciences is important for securing talent. Moreover, offering continuous opportunities for medical students to experience research and encouraging advanced-year students during and after bedside learning to engage in basic sciences are important for recruiting talent. PMID:23337622

  2. Children's Medications: A Guide for Schools and Day Care Centers.

    ERIC Educational Resources Information Center

    Bates, Richard D.; Nahata, Milap C.

    Noting the lack of reference sources available on the use of medications in schools and day care centers, this book was created to help school and day care center personnel become more aware of the medicine being given to children at home and at school. Using detailed medication charts, the book answers questions about how to administer medicines…

  3. Commercial Sites Outbid Medical Schools for Instructors in Continuing Education.

    ERIC Educational Resources Information Center

    Mangan, Katherine S.

    2000-01-01

    Reports that prominent medical professors are being solicited away from medical schools by large honoraria or high remuneration offered by commercial companies that provide continuing education services to physicians on the Internet. Suggests that medical schools consider potential partnerships with dot-com companies to develop continuing…

  4. Faculty Evaluation of Educational Strategies in Medical Schools.

    ERIC Educational Resources Information Center

    Das, Mandira; And Others

    1994-01-01

    This study sought to evaluate faculty opinion of existing medical curricula in two medical schools in different countries in terms of six educational strategies using the "SPICES continuum." Significant differences between existing educational plans of the two medical schools were identified. (LZ)

  5. Teaching and Assessing Communication Skills in Medical Undergraduate Training.

    PubMed

    Modi, Jyoti Nath; Anshu, -; Chhatwal, Jugesh; Gupta, Piyush; Singh, Tejinder

    2016-06-01

    Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The Vision 2015 document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum. PMID:27376604

  6. Assessment of an itinerant medical evaluation program for school dysfunction.

    PubMed

    Sandler, A D

    1999-04-01

    This paper describes an itinerant medical evaluation (IME) project and reports on the outcome of 108 consecutive referrals made in the first year. Subjects were of ages 5 to 17 years. Most students had been evaluated by the schools but were not receiving special education or related services. IME led to clinical diagnosis of ADHD in 70% of the sample, and specific learning disabilities were diagnosed in 26%. Several other clinically significant and educationally relevant diagnoses were made. As a result of the IME, many students were placed in special education and/or began to receive related services. At three-month follow-up, classroom accommodations were being made for 97% of the students. Teachers reported they felt more capable of teaching challenging students as a result of the IME. Significant improvements occurred in hyperactivity, conduct problems, and inattention, and grades improved in 31% of the sample. Reasons for the project's success are discussed. PMID:10354982

  7. Medical academia clinical experiences of Ward Round Teaching curriculum

    PubMed Central

    Haghani, Fariba; Arabshahi, Seyed Kamran Soltani; Bigdeli, Shoaleh; Alavi, Mousa; Omid, Athar

    2014-01-01

    Background: Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members’ experience on Ward Round Teaching content. Methods and Materials: This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln). Results: Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties). Conclusion: Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners. PMID:24627858

  8. Playing doctor: Simulation in medical school as affective practice.

    PubMed

    Underman, Kelly

    2015-07-01

    Simulated patient encounters, in which a trained layperson role-plays a patient, have become increasingly important in medical education. One such type is the gynecological teaching associate (GTA), who teaches medical students how to perform the pelvic examination using her own body. This paper considers the role that simulation like the GTA session plays in medical students' professional socialization. Drawn from interviews and archival sources gathered from medical students, medical faculty, and GTAs, this paper explores the tensions between artificiality and authenticity in order to understand how, through pedagogical practice, medical students come to embody medical culture through simulation. This paper uses the theoretical framework of the medical habitus to understand the role of emotion in medical student socialization. It argues that simulation is an example of affective practice: any rehearsal of techniques or styles of expressing, experiencing, or managing emotion that reshape the body's capacity to feel. PMID:26022187

  9. The Gatekeeper Disparity: Why Do Some Medical Schools Send More Medical Students into Urology?

    PubMed Central

    Kutikov, Alexander; Bonslaver, Jason; Casey, Jessica T.; Degrado, Justin; Dusseault, Beau N.; Fox, Janelle A.; Lashley-Rogers, Desri; Richardson, Ingride; Smaldone, Marc C.; Steinberg, Peter L.; Trivedi, Deep B.; Routh, Jonathan C.

    2010-01-01

    Introduction Urology continues to be a highly desirable specialty, despite decreasing exposure of students to Urology in U.S. medical schools. In this study, we set out to assess how U.S. medical schools compare to one another with regard to the number of students that each sends into Urological training and to evaluate the reasons why some medical schools consistently send more students into urology than others. Materials and Methods The authors obtained AUA Match data for the 5 Match seasons from 2005–2009. A survey of all successful participants was then performed. The survey instrument was designed to determine what aspects of the medical school experience influenced students to choose to specialize in Urology. A bivariate and multivariate analysis was then performed to assess which factors correlated with more students entering Urology from a particular medical school. Results Between 2005 and 2009, 1,149 medical students from 130 medical schools successfully participated in the Urology match. Of the 132 allopathic medical schools, 128 sent at least 1 student into Urology (mean 8.9, median 8, SD 6.5). A handful of medical schools were remarkable outliers, sending significantly more students into Urology than other institutions. Multivariate analysis revealed that a number of medical-school related variables including strong mentorship, medical school ranking, and medical school size correlated with more medical students entering Urology. Conclusion Some medical schools launch more Urologic careers than others. Although reasons for these findings are multifactorial, recruitment of Urologic talent pivots on these realities. PMID:21168862

  10. T2QM (Teaching and Total Quality Management) for Medical Teachers.

    ERIC Educational Resources Information Center

    Bing-You, R. G.

    1997-01-01

    Explores the potential relationship of teaching and total quality management (TQM) and the subsequent benefits for individual medical teachers. Addresses issues such as defining teaching processes and quality teaching, responding to customers' needs, assessing current teaching practices, and improving one's own teaching. Contains 18 references.…

  11. Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

    ERIC Educational Resources Information Center

    Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

    2014-01-01

    This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

  12. "Teaching as a Competency": competencies for medical educators.

    PubMed

    Srinivasan, Malathi; Li, Su-Ting T; Meyers, Fredrick J; Pratt, Daniel D; Collins, John B; Braddock, Clarence; Skeff, Kelley M; West, Daniel C; Henderson, Mark; Hales, Robert E; Hilty, Donald M

    2011-10-01

    Most medical faculty receive little or no training about how to be effective teachers, even when they assume major educational leadership roles. To identify the competencies required of an effective teacher in medical education, the authors developed a comprehensive conceptual model. After conducting a literature search, the authors met at a two-day conference (2006) with 16 medical and nonmedical educators from 10 different U.S. and Canadian organizations and developed an initial draft of the "Teaching as a Competency" conceptual model. Conference participants used the physician competencies (from the Accreditation Council for Graduate Medical Education [ACGME]) and the roles (from the Royal College's Canadian Medical Education Directives for Specialists [CanMEDS]) to define critical skills for medical educators. The authors then refined this initial framework through national/regional conference presentations (2007, 2008), an additional literature review, and expert input. Four core values grounded this framework: learner engagement, learner-centeredness, adaptability, and self-reflection. The authors identified six core competencies, based on the ACGME competencies framework: medical (or content) knowledge; learner- centeredness; interpersonal and communication skills; professionalism and role modeling; practice-based reflection; and systems-based practice. They also included four specialized competencies for educators with additional programmatic roles: program design/implementation, evaluation/scholarship, leadership, and mentorship. The authors then cross-referenced the competencies with educator roles, drawing from CanMEDS, to recognize role-specific skills. The authors have explored their framework's strengths, limitations, and applications, which include targeted faculty development, evaluation, and resource allocation. The Teaching as a Competency framework promotes a culture of effective teaching and learning. PMID:21869655

  13. Continuing Medical Education: Linking the Community Hospital and the Medical School.

    ERIC Educational Resources Information Center

    Manning, Phil R.; And Others

    1979-01-01

    A group of community hospitals has been linked to the University of Southern California School of Medicine in a continuing medical education network. An educational development team based at the school helps community hospital physicians identify educational needs and develop responses using local and medical school experts as faculty. (Author/JMD)

  14. Practical problems in the teaching of ethics to medical students.

    PubMed Central

    Calman, K C; Downie, R S

    1987-01-01

    Some practical problems in the teaching of ethics to medical students are described. The definition of the objectives of the course remains the central aspect, and is more important than the specific content. The use of student projects, buzz groups, case histories and discussion points is described. There is a need for student assessment or examination at the end of the course. The teachers require a broad background in philosophy, clinical medicine and teaching skills. The learning of the teachers may be as important as that of the students. PMID:3669046

  15. Measuring social responsiveness of medical schools: a case study from Thailand.

    PubMed

    Sirisup, N

    1999-08-01

    Thailand has 13 medical schools, one of which is private. Graduates of the 12 government medical schools must provide service in rural areas for three years after graduation. The Chulalongkorn University Faculty of Medicine (Chulalongkorn Medical School) pursues social responsibility in various ways. For example, it has multiple tracks for student admission, includes a curricular track designed to produce doctors for rural areas, has revised curriculum to make it more relevant to social needs, chooses clinical teaching sites with such needs in mind, and works closely with relevant institutions in the government and elsewhere. Until recently, Thai medical schools evaluated their social responsiveness informally. This evaluation has become much more systematic, however, since 1996, when the Ministry of University Affairs issued policies and guidelines for quality assurance in higher education. As a member of the International Working Party for Measuring the Social Accountability of Medical Schools, Chulalongkorn Medical School recently used the social accountability grid to help assess its performance. It found its social responsiveness to be outstanding in the educational domain, fair in the research domain, and good in the service domain. PMID:10495747

  16. Assessment of the Undergraduate Medical Education Environment in a Large UK Medical School

    ERIC Educational Resources Information Center

    Dunne, Fidelma; McAleer, Sean; Roff, Susan

    2006-01-01

    Objective: To assess the undergraduate educational environment in a large UK medical school. Method: Prospective study using the already validated Dundee Ready Education Environment (DREEM) questionnaire ("Appendix 1"). Setting: A large UK medical school. Participants: All medical students enrolled in the academic year 2002/2003. Main outcome…

  17. Teaching Mathematics in Two Languages: A Teaching Dilemma of Malaysian Chinese Primary Schools

    ERIC Educational Resources Information Center

    Lim, Chap Sam; Presmeg, Norma

    2011-01-01

    This paper discusses a teaching dilemma faced by mathematics teachers in the Malaysian Chinese primary schools in coping with the latest changes in language policy. In 2003, Malaysia launched a new language policy of teaching mathematics using English as the language of instruction in all schools. However, due to the complex sociocultural demands…

  18. Patient safety education at Japanese medical schools: results of a nationwide survey

    PubMed Central

    2012-01-01

    Background Patient safety education, including error prevention strategies and management of adverse events, has become a topic of worldwide concern. The importance of the patient safety is also recognized in Japan following two serious medical accidents in 1999. Furthermore, educational curriculum guideline revisions in 2008 by relevant the Ministry of Education includes patient safety as part of the core medical curriculum. However, little is known about the patient safety education in Japanese medical schools partly because a comprehensive study has not yet been conducted in this field. Therefore, we have conducted a nationwide survey in order to clarify the current status of patient safety education at medical schools in Japan. Results Response rate was 60.0% (n = 48/80). Ninety-eight-percent of respondents (n = 47/48) reported integration of patient safety education into their curricula. Thirty-nine percent reported devoting less than five hours to the topic. All schools that teach patient safety reported use of lecture based teaching methods while few used alternative methods, such as role-playing or in-hospital training. Topics related to medical error theory and legal ramifications of error are widely taught while practical topics related to error analysis such as root cause analysis are less often covered. Conclusions Based on responses to our survey, most Japanese medical schools have incorporated the topic of patient safety into their curricula. However, the number of hours devoted to the patient safety education is far from the sufficient level with forty percent of medical schools that devote five hours or less to it. In addition, most medical schools employ only the lecture based learning, lacking diversity in teaching methods. Although most medical schools cover basic error theory, error analysis is taught at fewer schools. We still need to make improvements to our medical safety curricula. We believe that this study has the implications for

  19. Learning resources in a medical school--the evolution of an innovation.

    PubMed

    Chessell, G

    1990-10-01

    Resources to support self-study have been provided in the Medical School of the University of Aberdeen for the past 15 years. The initial impetus to this provision was given when a project--the Postgraduate Teaching Project--was set up in 1974 to develop programmes for medical postgraduates studying the Membership Examinations of the Royal College of Physicians. The success of the project resulted in a widening of its remit to undergraduate medical education. This led, in turn, to the formation, in 1978, of the Medical Learning Resources Group and the construction of a designated Learning Resources Area in the Medical School Library. Use of resources is continuously monitored and the resources themselves are regularly revised and updated. PMID:2077063

  20. Chronic Disease Medication Administration Rates in a Public School System

    ERIC Educational Resources Information Center

    Weller, Lawrence; Fredrickson, Doren D.; Burbach, Cindy; Molgaard, Craig A.; Ngong, Lolem

    2004-01-01

    Anecdotal reports suggest school nurses and staff treat increasing numbers of public school students with chronic diseases. However, professionals know little about actual disease burden in schools. This study measured prevalence of chronic disease medication administration rates in a large, urban midwestern school district. Data from daily…

  1. The Social Structure of Criminalized and Medicalized School Discipline

    ERIC Educational Resources Information Center

    Ramey, David M.

    2015-01-01

    In this article, the author examines how school- and district-level racial/ethnic and socioeconomic compositions influence schools' use of different types of criminalized and medicalized school discipline. Using a large data set containing information on over 60,000 schools in over 6,000 districts, the authors uses multilevel modeling and a…

  2. Near-peer mentorship for undergraduate training in Ugandan medical schools: views of undergraduate students

    PubMed Central

    Rukundo, Godfrey Zari; Burani, Aluonzi; Kasozi, Jannat; Kirimuhuzya, Claude; Odongo, Charles; Mwesigwa, Catherine; Byona, Wycliff; Kiguli, Sarah

    2016-01-01

    Introduction Masters Students are major stakeholders in undergraduate medical education but their contribution has not been documented in Uganda. The aim of the study was to explore and document views and experiences of undergraduate students regarding the role of masters students as educators in four Ugandan medical schools. Methods This was a cross-sectional descriptive study using qualitative data collection methods. Eight Focus Group Discussions were conducted among eighty one selected preclinical and clinical students in the consortium of four Ugandan medical schools: Mbarara University of Science and Technology, Makerere College of Health Sciences, Gulu University and Kampala International University, Western Campus. Data analysis was done using thematic analysis. Participants’ privacy and confidentiality were respected and participant identifiers were not included in data analysis. Results Undergraduate students from all the medical schools viewed the involvement of master's students as very important. Frequent contact between masters and undergraduate students was reported as an important factor in undergraduate students’ motivation and learning. Despite the useful contribution, master’ students face numerous challenges like heavy workload and conflicting priorities. Conclusion According to undergraduate students in Ugandan medical schools, involvement of master's students in the teaching and learning of undergraduate students is both useful and challenging to masters and undergraduate students. Masters students provide peer mentorship to the undergraduate students. The senior educators are still needed to do their work and also to support the master's students in their teaching role. PMID:27347289

  3. Effectiveness of integrated teaching module in pharmacology among medical undergraduates

    PubMed Central

    Yadav, Preeti P; Chaudhary, Mayur; Patel, Jayshree; Shah, Aashal; Kantharia, ND

    2016-01-01

    Context: Over the years with advancement of science and technology, each subject has become highly specialized. Teaching of medical students has still remained separate in various departments with no scope of integration in majority of medical institutes in India. Study was planned to have an experience of integration in institute and sensitize faculty for integrated teaching–learning (TL) method. Aims: To prepare and test effectiveness of integrated teaching module for 2nd year MBBS student in pharmacology and to sensitize and motivate faculties toward advantages of implementing integrated module. Settings and Design: Education intervention project implemented 2nd year MBBS students of Government Medical College and New Civil Hospital, Surat. Subjects and Methods: Students of second MBBS were divided into two groups. One group was exposed to integrated teaching sessions and another to traditional method. Both the groups were assessed by pre- and post-test questionnaire, feedback and focus group discussions were conducted to know their experience about process. Results: A total of 165 students of the 2nd year MBBS were exposed to the integrated teaching module for two topics in two groups. One group was taught by traditional teaching, and another group was exposed to the integrated TL session. Both the groups have shown a significant improvement in posttest scores but increase in mean score was more in integrated group. During analysis of feedback forms, it was noted that students preferred integrated TL methods since they help in better understanding. Faculty feedback shows consensus over the adaptation of integrated TL methods. Conclusions: Integrated TL sessions were well-appreciated by students and faculties. To improve the critical reasoning skills and self-directed learning of students, integrated TL is highly recommended for must know areas of curriculum. PMID:27563591

  4. Teaching medical students basic neurotransmitter pharmacology using primary research resources.

    PubMed

    Halliday, Amy C; Devonshire, Ian M; Greenfield, Susan A; Dommett, Eleanor J

    2010-12-01

    Teaching pharmacology to medical students has long been seen as a challenge, and one to which a number of innovative approaches have been taken. In this article, we describe and evaluate the use of primary research articles in teaching second-year medical students both in terms of the information learned and the use of the papers themselves. We designed a seminar where small groups of students worked on different neurotransmitters before contributing information to a plenary session. Student feedback suggested that when the information was largely novel, students learned considerably more. Crucially, this improvement in knowledge was seen even when they had not directly studied a particular transmitter in their work groups, suggesting a shared learning experience. Moreover, the majority of students reported that using primary research papers was easy and useful, with over half stating that they would use them in future study. PMID:21098388

  5. Do teaching faculty resources affect the choice of medical career?

    PubMed

    Roussel, Francis; Gehanno, Jean-François; Ladner, Joel; Benichou, Jacques

    2006-12-01

    The faculty to student (F/S) ratio is a key criterion in ranking medical universities. In France, the registration of students at the medical university in their home region is mandatory. At the end of undergraduate studies, students have to take the National Ranking Exam (NRE), and choice of specialty is based on their rank. The purpose of this study was to investigate the relation between teaching faculty resources in medical universities and the ranking of students on the NRE. All 32 public medical universities with a complete curriculum were included. Correlation of the 2003-2004 F/S ratio with the mean rank of students at the 2004 NRE was assessed using Spearman's rank correlation coefficient [r(s)]. The overall university F/S ratios ranged from 1.16 to 2.62 overall, and from 0.68 to 1.63 and 0.47 to 1.08 for tenured and non-tenured positions, respectively. All were significantly correlated with mean rank at the NRE (r(s) = -0.53, r(s) = -0.50, r(s) = -0.52, respectively, all p < 0.01). As this link between teaching means and students' performance has consequences in the competition for career choice, large disparities among medical universities are not legitimate in a regulated model. Deregulation of regional applications should be considered to come close to equality of opportunity. PMID:17594587

  6. "Read All about It," and Teach Kids Using School Newspapers

    ERIC Educational Resources Information Center

    Padgett, Raven

    2006-01-01

    This article presents an adaptation from Communicator, 29 (January 2006), 5-6, in which the author discusses the value of a newspaper as well as the benefits of having a student-run newspaper at a school and highlights the use of school newspapers as a teaching tool. A school newspaper is an excellent way for students to practice their writing and…

  7. Implementing electronic medication management at an Australian teaching hospital.

    PubMed

    Day, Richard O; Roffe, David J; Richardson, Katrina L; Baysari, Melissa T; Brennan, Nicholas J; Beveridge, Sandy; Melocco, Teresa; Ainge, John; Westbrook, Johanna I

    2011-11-01

    We describe the implementation of an electronic medication management system (eMMS) in an Australian teaching hospital, to inform future similar exercises. The success of eMMS implementation depends on: a positive workplace culture (leadership, teamwork and clinician ownership); acceptance of the major impact on work practices by all staff; timely system response to user feedback; training and support for clinicians; a usable system; adequate decision support. PMID:22060071

  8. Medical Student Attitudes about Mental Illness: Does Medical-School Education Reduce Stigma?

    ERIC Educational Resources Information Center

    Korszun, Ania; Dinos, Sokratis; Ahmed, Kamran; Bhui, Kamaldeep

    2012-01-01

    Background: Reducing stigma associated with mental illness is an important aim of medical education, yet evidence indicates that medical students' attitudes toward patients with mental health problems deteriorate as they progress through medical school. Objectives: Authors examined medical students' attitudes to mental illness, as compared with…

  9. Mapping the Future: Towards Oncology Curriculum Reform in Undergraduate Medical Education at a Canadian Medical School

    SciTech Connect

    Kwan, Jennifer Y.Y.; Nyhof-Young, Joyce; Catton, Pamela; Giuliani, Meredith E.

    2015-03-01

    Purpose: To evaluate (1) the quantity and quality of current undergraduate oncology teaching at a major Canadian medical school; and (2) curricular changes over the past decade, to enhance local oncology education and provide insight for other educators. Methods and Materials: Relevant 2011-2012 undergraduate curricular sessions were extracted from the University of Toronto curriculum mapping database using keywords and database identifiers. Educational sessions were analyzed according to Medical Council of Canada objectives, discussion topics, instructor qualifications, teaching format, program year, and course subject. Course-related oncology research projects performed by students during 2000 to 2012 were extracted from another internal database. Elective choices of clerks during 2008-2014 were retrieved from the institution. The 2011-2012 and 2000-2001 curricula were compared using common criteria. Results: The 2011-2012 curriculum covers 5 major themes (public health, cancer biology, diagnosis, principles of care, and therapy), which highlight 286 oncology teaching topics within 80 sessions. Genitourinary (10, 12.5%), gynecologic (8, 10.0%), and gastrointestinal cancers (7.9, 9.8%) were the most commonly taught cancers. A minority of sessions were taught by surgical oncologists (6.5, 8.1%), medical oncologists (2.5, 3.1%), and radiation oncologists (1, 1.2%). During 2000-2012, 9.0% of students (233 of 2578) opted to complete an oncology research project. During 2008-2014, oncology electives constituted 2.2% of all clerkship elective choices (209 of 9596). Compared with pre-2001 curricula, the 2012 oncology curriculum shows notable expansion in the coverage of epidemiology (6:1 increase), prevention (4:1), screening (3:1), and molecular biology (6:1). Conclusions: The scope of the oncology curriculum has grown over the past decade. Nevertheless, further work is needed to improve medical student knowledge of cancers, particularly those relevant to public health

  10. Postbaccalaureate Medical/Dental Education Preparatory Program (MEDPREP) at Southern Illinois University School of Medicine.

    PubMed

    McGlinn, S; Jackson, E W; Bardo, H R

    1999-04-01

    Between 1972 and 1998, the state and federally funded Medical/Dental Education Preparatory Program (MEDPREP) at Southern Illinois University School of Medicine served approximately 900 qualified minority and disadvantaged students, in an effort to increase the number of underrepresented-minority (URM) students accepted into and retained in health professions schools. To help students improve their application credentials, this post-baccalaureate program establishes high expectations for student progress, designs individual curricula, offers extensive academic and personal counseling, has its own teaching faculty, and operates in a specially equipped, designated facility. This supportive educational environment has demonstrated success. By 1998 over 500 MEDPREP students had been accepted into medical or other health professions schools, and 86% of them had graduated or were scheduled to graduate. And while the number of new URM entrants to medical schools declined nationwide from 1995 to 1997, 70 URM students from MEDPREP matriculated to 28 different allopathic medical schools, eight entered three different osteopathic medical schools, and two entered dental schools. Recent data indicate that the score changes of Medical College Admission Test (MCAT) repeaters who were MEDPREP students were larger than those of all MCAT repeaters reported by the Association of American Medical Colleges (AAMC). In fact, the MEDPREP repeaters' score changes were two to nearly six times greater than the overall changes reported by the AAMC. These gains suggest that a carefully designed, long-term post-baccalaureate intervention such as MEDPREP can increase the pool of qualified URM and disadvantaged students accepted into and retained in health professions schools. PMID:10219216

  11. Academic Deans' Views on Curriculum Content in Medical Schools.

    ERIC Educational Resources Information Center

    Graber, David R.; Bellack, Janis P.; Musham, Catherine; O'Neil, Edward H.

    1997-01-01

    A survey of academic deans (n=100) in universities associated with medical and osteopathy schools found that administrators' attitudes about curriculum content are being influenced by changes in health care delivery and an increasingly generalist orientation. There appears to be support for medical school curricula fostering a broader, more…

  12. Evaluation of Psychological Factors in Medical School Admissions Decisions.

    ERIC Educational Resources Information Center

    Jones, Bonnie J.; Borges, Nicole J.

    Medical school admissions committees are expected to select physicians with specific attributes such as intelligence, altruism, dutifulness, and compassion. Besides basing these attributes on the best professional judgment of the physicians and medical school faculty, there has been little quantitative research to determine the psychological…

  13. Popular but Troubled, Historically Black Medical School Plans Ambitious Expansion

    ERIC Educational Resources Information Center

    Mangan, Katherine

    2009-01-01

    Two years ago, the only historically black medical school west of the Mississippi faced a grim prognosis after county officials pulled the plug on its relationship with a troubled hospital. Today the medical school that has reportedly trained about a third of Los Angeles County's black and Hispanic physicians is back on its feet and planning an…

  14. Acceptance of Nontraditional Scholarship at LCME Accredited Medical Schools

    ERIC Educational Resources Information Center

    Candler, Christopher Scott

    2011-01-01

    The definition and nature of scholarship is undergoing a transformation across North American medical schools. Some medical schools have adopted broadened views of scholarship that recognize and reward nontraditional scholarly works. This study investigated whether nontraditional scholarly works such as MedEdPORTAL publications contribute to…

  15. A Comparison of the Performance on Three Multiple Choice Question Papers in Obstetrics and Gynecology Over a Period of Three Years Administered at Five London Medical Schools

    ERIC Educational Resources Information Center

    Stevens, J. M.; And Others

    1977-01-01

    Five of the medical schools in the University of London collaborated in administering one multiple choice question paper in obstetrics and gynecology, and results showed differences in performance between the five schools on questions and alternatives within questions. The rank order of the schools may result from differences in teaching methods.…

  16. Traditional Teaching Strategies versus Cooperative Teaching Strategies: Which Can Improve Achievement Scores in Chinese Middle Schools?

    ERIC Educational Resources Information Center

    Messier, William P.

    2005-01-01

    This study examines two teaching styles in Chinese middle schools, traditional lecture-based and cooperative learning. The study uses simple descriptive statistics to analyze economic status and achievement scores for both strategies in four Chinese middle schools. There were 145 randomly selected middle school students involved in the study. The…

  17. A Survey of World Wide Web Lists of Medical Schools

    PubMed Central

    Wright, Aubrey T.; Huber, Jeffrey T.; Giuse, Nunzia B.

    1995-01-01

    The objective of this study was to evaluate World Wide Web (WWW) lists of Universal Resource Locators (URLs) on one subject pertaining to medicine in order to evaluate them for completeness and accuracy. The WWW was searched for lists of medical school URLs and each list was checked for the above criteria. A separate list of medical schools was compiled by author A.W. for comparison. Results show that, at best, only 75% of the medical schools with available WWW pages are represented in the lists searched. This study indicates there is a need for further investigation of medical resource lists in order to evaluate their completeness and accuracy.

  18. Genetics in medical school curriculum: A look at the University of Rochester School of Medicine and Dentistry

    PubMed Central

    Robinson, Deanne M.; Fong, Chin-To

    2008-01-01

    Genetics is assuming an increasingly important role in medicine. As a result, the teaching of genetics should also be increased proportionally to ensure that future physicians will be able to take advantage of the new genetic technology, and to understand the associated ethical, legal and social issues. At the University of Rochester School of Medicine and Dentistry, we have been able to incorporate genetic education into a four-year medical curriculum in a fully integrated fashion. This model may serve as a template for other medical curriculum still in development. PMID:18196607

  19. School Innovation in Science: Improving Science Teaching and Learning in Australian Schools

    ERIC Educational Resources Information Center

    Tytler, Russell

    2009-01-01

    School Innovation in Science is a major Victorian Government initiative that developed and validated a model whereby schools can improve their science teaching and learning. The initiative was developed and rolled out to more than 400 schools over the period 2000-2004. A research team worked with 200+ primary and secondary schools over three…

  20. School Policy on Teaching and School Learning Environment: Direct and Indirect Effects upon Student Outcome Measures

    ERIC Educational Resources Information Center

    Kyriakides, Leonidas; Creemers, Bert P. M.

    2012-01-01

    School policy on teaching and the school learning environment (SLE) are the main school factors of the dynamic model of educational effectiveness (Creemers & Kyriakides, 2008). A longitudinal study in which 50 primary schools, 108 classes, and 2369 students participated generated evidence supporting the validity of the dynamic model. This article…

  1. American History and Literature: Team-Teaching High School History

    ERIC Educational Resources Information Center

    Blew, Robert W.; McLean, Josephine

    1976-01-01

    An experimental high school course involved team teaching of American history and literature on the basis of five American novels. Learning objectives, class structure, curriculum units, supplementary materials, and evaluation techniques are described. (AV)

  2. Investigating Your School's Science Teaching and Learning Culture

    ERIC Educational Resources Information Center

    Sato, Mistilina; Bartiromo, Margo; Elko, Susan

    2016-01-01

    The authors report on their work with the Academy for Leadership in Science Instruction, a program targeted to help science teachers promote a science teaching and learning culture in their own schools.

  3. Medical School Research Pipeline: Medical Student Research Experience in Psychiatry

    ERIC Educational Resources Information Center

    Balon, Richard; Heninger, George; Belitsky, Richard

    2006-01-01

    Objective: The authors discuss the importance of introducing research training in psychiatry and neurosciences to medical students. Methods: A review of existing models of research training in psychiatry with focus on those providing research training to medical students is presented. Results: Two research-training models for medical students that…

  4. Astronomy Teaching in Europe's Secondary Schools

    NASA Astrophysics Data System (ADS)

    1994-11-01

    EU/ESO Workshop for European Physics Teachers A joint Workshop of the European Union (EU) and the European Southern Observatory (ESO) will take place on November 25 - 30, 1994 under the auspices of the European Week for Scientific Culture. The Workshop is entitled "Astronomy: Science, Culture and Technology". It will bring together at the ESO Headquarters in Garching (Germany) more than 100 secondary school teachers and ministerial representatives from 17 European countries to discuss all aspects of this broad subject. It is the first and very visible part of a new, sustained effort to stimulate and modernize the teaching of the subjects of Astronomy and Astrophysics in European secondary schools. During the Workshop, the participants will experience the present state of this multi-disciplinary science in its most general context, that is as a human, long-term scientific and technological endeavour with great cultural implications. They will exchange views on how the various elements of Astronomy can best be utilized within the educational schemes of the individual countries, both as subjects in their own rights, and especially in support of many other items on the present teaching agenda. Why This Workshop ? Astronomy is probably the oldest science. Since innumerable millenia, it has continued to have a great influence on mankind's perception of itself and its surroundings. In our days, Astronomy and Astrophysics have become a central area of the natural sciences with many direct links to other sciences (e.g., many aspects of physics, mathematics, chemistry, the geo-sciences, etc.); it has an important cultural content (including our distant origins, the recognition of the location and restricted extent of our niche in space and time, cosmological considerations as well as philosophy in general); its recent successes are to a large amount dependent on advanced technologies and methodologies (e.g., optics, electronics, detector techniques at all wavelengths

  5. Participatory identification of learning objectives in eight medical schools in Vietnam.

    PubMed

    Hoat, Luu Ngoc; Yen, Nguyen Bach; Wright, E Pamela

    2007-09-01

    The advantages of outcome-based education for medical students have been recognised for several years and in several countries. Until recently in Vietnam, as in many countries, the curriculum for medical doctors was a broad framework that individual teachers filled in according to their own ideas and experience. During the past few years, the main eight medical schools in Vietnam have worked together to develop detailed learning objectives within the framework from the Ministries of Health and of Education and Training. The process was planned in an innovative and participatory way that involved more than one thousand teachers and other experts and resulted in a book listing the expected outcome in the form of the knowledge, attitudes and skills expected of a medical doctor graduating from any medical school in Vietnam. The process of identifying the objectives was followed by revision of the curriculum to be more community-oriented and to include more focus on teaching of skills, and by production of teaching, learning and assessment materials to fit the new curriculum. The process is described as an example of a comprehensive and bottom-up approach to curriculum development that could provide an example for other disciplines and schools in Vietnam or elsewhere. PMID:18236256

  6. Teaching Modelling as an Alternative Approach to School Mathematics

    ERIC Educational Resources Information Center

    Yanagimoto, Tomoko

    2005-01-01

    Nowadays, mathematics has come to be increasingly put into practical use in various fields in society. However, Japanese students dislike mathematics. The purpose of this study is to consider the significance of teaching modelling. In this paper, I take up "Fuzzy modelling" as teaching material for senior high school students. As a result, it was…

  7. Knowledge for Teaching Secondary School Mathematics: What Counts?

    ERIC Educational Resources Information Center

    Goos, Merrilyn

    2013-01-01

    This article discusses key issues surrounding the nature and development of professional knowledge for effective teaching of mathematics, especially at the secondary school level. In the education research community it is generally accepted that teachers need more than knowledge of the content they will teach; an additional construct, pedagogical…

  8. How Much Does Creative Teaching Enhance Elementary School Students' Achievement?

    ERIC Educational Resources Information Center

    Schacter, John; Thum, Yeow Meng; Zifkin, David

    2006-01-01

    This study examined the relationship between creative teaching and elementary students' achievement gains. Forty-eight upper elementary school teachers' classroom instruction was observed and evaluated over the course of 8 different lessons throughout the year. For each teacher, during each lesson, both a creative teaching frequency score and a…

  9. Teaching English in Primary Schools in Vietnam: An Overview

    ERIC Educational Resources Information Center

    Hoa, Nguyen Thi Mai; Tuan, Nguyen Quoc

    2007-01-01

    This paper examines the English language situation at primary school level in Vietnam from a language planning perspective. It examines language policy for foreign language teaching in Vietnam to provide a picture of the role of English in foreign language education. It analyses language-in-education policy, curriculum and teaching materials, and…

  10. Teaching Principals in Small Rural Schools: "My Cup Overfloweth"

    ERIC Educational Resources Information Center

    Wallin, Dawn C.

    2014-01-01

    This paper presents the results of interviews with 12 Manitoba and Alberta rural teaching principals regarding their leadership practices in small schools. The overwhelming theme mentioned by these teaching principals was the joy and sense of purpose they found in the relationships they cultivated with children, staff, and community members…

  11. Teaching the Bible as Literature in the Public Schools.

    ERIC Educational Resources Information Center

    Karp, Laenu Adelilah Greenberg

    The teaching of the Bible in the public schools of the United States is reviewed, and the failings of current materials in the field are discussed. Responses and recommendations by teachers faced with current limitations on the teaching of the Bible are recorded. Using these recommendations as well as some of the ones emanating from the Bible as…

  12. Senior High School Student Biology Learning in Interactive Teaching

    ERIC Educational Resources Information Center

    Lu, Tan-Ni; Cowie, Bronwen; Jones, Alister

    2010-01-01

    This paper reports Grade 12 students' biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed,…

  13. Addressing the Concerns of Conservatoire Students about School Music Teaching

    ERIC Educational Resources Information Center

    Mills, Janet

    2005-01-01

    While most of the students who graduate each year from the Royal College of Music (RCM) in London build performance-based portfolio careers that include some teaching, very few of them enter secondary school class music teaching. This article describes how young musicians' concerns about the career of secondary class music teacher develop as they…

  14. The Four Keys to Teaching Golf in Elementary School

    ERIC Educational Resources Information Center

    Vasil, Jay

    2006-01-01

    Golf is a lifetime sport that can have a positive influence on children in many ways. Golf provides physical educators a means of teaching character education, etiquette, and interdisciplinary concepts such as math, in addition to physical education objectives such as motor skills, coordination, and flexibility. When teaching golf in schools,…

  15. Teaching Writing to Middle School Students: A National Survey

    ERIC Educational Resources Information Center

    Graham, Steve; Capizzi, Andrea; Harris, Karen R.; Hebert, Michael; Morphy, Paul

    2014-01-01

    A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The…

  16. The new Medical College Admission Test: Implications for teaching psychology.

    PubMed

    Mitchell, Karen; Lewis, Richard S; Satterfield, Jason; Hong, Barry A

    2016-01-01

    This year's applicants to medical school took a newly revised version of the Medical College Admission Test. Unlike applicants in the past, they were asked to demonstrate their knowledge and use of concepts commonly taught in introductory psychology courses. The new Psychological, Social, and Biological Foundations of Behavior Test asked applicants to demonstrate the ways in which psychological, social, and biological factors influence perceptions and reactions to the world; behavior and behavior change; what people think about themselves and others; the cultural and social differences that influence well-being; and the relationships among social stratification, access to resources, and well-being. Building from the classic biopsychosocial model, this article provides the rationale for testing psychology concepts in application to medical school. It describes the concepts and skills that the new exam tests and shows how they lay the foundation for learning in medical school about the behavioral and sociocultural determinants of health. This article discusses the implications of these changes for undergraduate psychology faculty and psychology curricula as well as their importance to the profession of psychology at large. PMID:26866988

  17. Teachers' Perception of Team Teaching Middle School Mathematics in Urban Schools

    ERIC Educational Resources Information Center

    Serrano, Vanessa

    2012-01-01

    The purpose of this study was to examine teachers' perceptions of team teaching middle school mathematics in urban schools. The research questions focused on student academic performance and the impact that team teaching may have from the perspective of teachers. The theories of Piaget, Vygotsky, and Bruner formed the theoretical foundation…

  18. Lack of Emphasis on Nutrition in Medical School Curriculum.

    ERIC Educational Resources Information Center

    Friedman, Suanne

    The need and concern for the apparent lack of nutrition education provided in training programs for physicians was the impetus for begining a 10-session nutrition lecture series program. The program was developed and implemented in a large teaching medical center hospital and given to 16 third-year medical students. The program's purpose was to…

  19. Student Health Policies of U.S. Medical Schools.

    ERIC Educational Resources Information Center

    Diekema, Daniel J.; And Others

    1996-01-01

    A survey of student affairs deans at 108 medical schools found most schools required hepatitis vaccination, evidence of immunity, or waiver refusing vaccination. Nearly all required health insurance, and usually offered a plan, but fewer offered disability insurance. Schools often held students responsible for costs of vaccination, serologic…

  20. New Medical Schools Pair Students with Patients from the Start

    ERIC Educational Resources Information Center

    Mangan, Katherine

    2009-01-01

    Unlike the schools of old, where students spent two years focused on science and theory before they set foot in a hospital, new medical schools are integrating clinical care into the first two years. Existing schools have taken steps in this direction. But, says John E. Prescott, chief academic officer of the Association of American Medical…

  1. Organ procurement: should we teach undergraduate medical and nursing students?

    PubMed

    Korjian, Serge; Daaboul, Yazan; Stephan, Antoine; Aoun Bahous, Sola

    2015-04-01

    Organ procurement and transplant improve health outcomes among patients with organ failure. Although many strategies have been developed to overcome the organ shortage, the worldwide rates of organ donation remain suboptimal. The lack of commitment to the health care mission of organ donation and the limited expertise of health care professionals reflect 2 major barriers to organ procurement and raise the need to teach organ procurement to health care professionals early during their undergraduate education. To accommodate the various available curricular models and to develop a homogeneous and equitable teaching methodology irrespective of the adopted design, an early step is to set clear goals and objectives for an organ procurement program. Outcomes should be matched to different academic levels and tailored to the duration of each medical and nursing curriculum. In all cases, hands-on experience leads to a better understanding of the topic, especially with the advent of simulation techniques that may be useful for training as well as testing purposes. An effective program finally requires that attainment of objectives and outcomes are systematically tested using proper evaluation tools that adequately pair with the curricular design. In conclusion, organ procurement teaching should adopt a systematic evidence-based approach that simultaneously contributes to medical and nursing education and improves organ donation rates. PMID:25894128

  2. Perspectives on medical school library services in Turkey.

    PubMed

    Brennen, P W; Blackwelder, M B; Kirkali, M

    1987-07-01

    This paper gives a brief overview of medical education in Turkey and shows the impact of established social, educational, and economic patterns upon current medical library services. Current statistical information is given on the twenty-two medical school libraries in Turkey. Principal problems and chief accomplishments with library services are highlighted and discussed. PMID:3676535

  3. Perspectives on medical school library services in Turkey.

    PubMed Central

    Brennen, P W; Blackwelder, M B; Kirkali, M

    1987-01-01

    This paper gives a brief overview of medical education in Turkey and shows the impact of established social, educational, and economic patterns upon current medical library services. Current statistical information is given on the twenty-two medical school libraries in Turkey. Principal problems and chief accomplishments with library services are highlighted and discussed. PMID:3676535

  4. Relationship Between Performance in Medical School and Postgraduate Competence.

    ERIC Educational Resources Information Center

    Gonnella, Joseph S.; Hojat, Mohammadreza

    1983-01-01

    The hypothesis that the relationship between medical school achievement and postgraduate performance would vary by specialty was confirmed in a comparison of grades, standardized medical exams, and ratings in four areas of competence (medical knowledge, data-gathering skills, clinical judgment, and professional attitudes) in internal medicine,…

  5. Assessing and Managing Caregiver Stress: Development of a Teaching Tool for Medical Residents

    ERIC Educational Resources Information Center

    Famakinwa, Abisola; Fabiny, Anne

    2008-01-01

    Forty medical residents from major teaching hospitals in Boston, Massachusetts, participated in small group teaching sessions about caregiver stress. A teaching tool was developed that included a teaching handout, interactive cases, standard instruments for assessing caregiver stress, peer-reviewed articles about caregiving, and a list of…

  6. Teaching Advance Care Planning to Medical Students with a Computer-Based Decision Aid

    PubMed Central

    Levi, Benjamin H.

    2013-01-01

    Discussing end-of-life decisions with cancer patients is a crucial skill for physicians. This article reports findings from a pilot study evaluating the effectiveness of a computer-based decision aid for teaching medical students about advance care planning. Second-year medical students at a single medical school were randomized to use a standard advance directive or a computer-based decision aid to help patients with advance care planning. Students' knowledge, skills, and satisfaction were measured by self-report; their performance was rated by patients. 121/133 (91%) of students participated. The Decision-Aid Group (n=60) outperformed the Standard Group (n=61) in terms of students´ knowledge (p<0.01), confidence in helping patients with advance care planning (p<0.01), knowledge of what matters to patients (p=0.05), and satisfaction with their learning experience (p<0.01). Likewise, patients in the Decision Aid Group were more satisfied with the advance care planning method (p<0.01) and with several aspects of student performance. Use of a computer-based decision aid may be an effective way to teach medical students how to discuss advance care planning with cancer patients. PMID:20632222

  7. Ethical challenges in teaching genetics for medical students.

    PubMed

    Nagle, Erika; Kažoka, Dzintra

    2014-12-01

    Although inclusion of ethics as a study course in medical students' curricula is a common practice, special approaches in teaching ethics in the context of genetics should be considered. In the realm of genomics, there are several ethically sensitive topics such as diagnosis of genetic diseases, in vitro fertilization, and identification of genetic susceptibility to common diseases. In addition, in communication with the general public, genetic terms should be used with caution. Demonstration of the phenotypes of affected individuals should be regarded as a particular aspect of teaching genetics. In a description of a patient's phenotype, not only is it necessary to provide scientifically precise characteristics of a patient; voice timbre, facial expression, and body language should also be carefully controlled. Furthermore, in medicine, the theory-practice gap is a problematic aspect, and students often find it difficult to apply knowledge on ethical issues to real situations in clinics. For this purpose, clinical cases are presented during classes and their analysis requires a very respectful attitude on the part of both students and lecturers. For many genetic diseases, evaluation of minor anomalies such as a curved fifth finger, low situated ears, or missing of some teeth is required. Some minor anomalies are found in healthy individuals too, and interpretation of such features must therefore be considered carefully. This article describes our experiences in teaching genetics at Riga Stradinš University, ethical problems faced while teaching genetics, and their solutions. PMID:25574275

  8. Undergraduates Learning to Teach Collaboratively in High School Classrooms

    NASA Astrophysics Data System (ADS)

    Perrodin, D.; Lommen, A.; Douglas, S.; Naylor, C.; Penfield, A.; Schmidt, D.; Zatko, P.

    2011-09-01

    In the spring of 2010, five undergraduates from Franklin & Marshall College conducted visits at J. P. McCaskey High School in Lancaster, Pennsylvania, under the umbrella of the Mid-Atlantic Relativistic Initiative in Education (MARIE). They introduced high school students to advanced topics in astronomy, such as dark matter, gravitational lensing, and cosmology. Not only did the outreach program benefit the high school students who were introduced to "sexy topics" in astronomy, but the undergraduates also gained teaching experience in a high school setting, learning to create lesson plans and to implement teaching techniques that engage students as active learners. They acted as role models for the high school students who were just a few years younger. They learned useful skills such as presenting information clearly and confidently, and with the use of journals they reflected on their teaching practice and shared reflections with the group throughout the semester, learning to become confident and reflective teachers.

  9. Teaching and assessing professionalism in medical learners and practicing physicians.

    PubMed

    Mueller, Paul S

    2015-04-01

    Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement), good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.). Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.). Data should be gathered continuously throughout an individual's career. For the individual learner or practicing physician, data generated by these tools can be used to create a "professionalism portfolio," the totality of which represents a picture of the individual's professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts. PMID:25973263

  10. The scholarship of teaching in health science schools.

    PubMed

    Fincher, Ruth-Marie E; Work, Janis A

    2005-01-01

    Teaching is a core mission for all health science schools. Despite its key role in training new generations of health care professionals, teaching has been overshadowed by the revenue- and prestige-generating activities of research and clinical care. Research, both basic and clinical, is equated with scholarship and is rewarded in the promotion and tenure process, as well as with intramural and extramural funding. Clinical service generates revenue for schools; teaching, however, does not generate revenue, and, traditionally, teaching and the creative activity related to it have been seen not as scholarship but as an expectation. Over the last decade or so, scholars of teaching have called for a new view of scholarship that includes the scholarship of teaching. This view is broader in scope than scholarly teaching within a classroom or clinic. It refers to scholarly activity related to teaching that results in enduring products that are peer reviewed and broadly disseminated. These are examples of scholarly work and should be recognized as such. Academic institutions should value high-quality teaching and educational innovations and reward them as scholarly work. This article presents an overview of what the scholarship of teaching means, how it can be assessed, and the needed next steps. PMID:15834814

  11. 21 CFR 801.125 - Medical devices for use in teaching, law enforcement, research, and analysis.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 21 Food and Drugs 8 2010-04-01 2010-04-01 false Medical devices for use in teaching, law..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES LABELING Exemptions From Adequate Directions for Use § 801.125 Medical devices for use in teaching, law enforcement, research, and analysis....

  12. 21 CFR 801.125 - Medical devices for use in teaching, law enforcement, research, and analysis.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 21 Food and Drugs 8 2011-04-01 2011-04-01 false Medical devices for use in teaching, law..., DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MEDICAL DEVICES LABELING Exemptions From Adequate Directions for Use § 801.125 Medical devices for use in teaching, law enforcement, research, and analysis....

  13. Revisiting black medical school extinctions in the Flexner era.

    PubMed

    Miller, Lynn E; Weiss, Richard M

    2012-04-01

    Abraham Flexner's 1910 exposé on medical education recommended that only two of the seven extant medical schools for blacks be preserved and that they should train their students to "serve their people humbly" as "sanitarians." Addressing charges of racism, this article traces the roots of the recommendation that blacks serve a limited professional role to the schools themselves and presents evidence that, in endorsing the continuance of Howard's and Meharry's medical programs, Flexner exhibited greater leniency than he had toward comparable schools for white students. Whether his recommendations to eliminate the other five schools were key factors in their extinction is addressed here by examining 1901-30 enrollment patterns. Those patterns suggest that actions of the American Medical Association and state licensing boards, combined with the broader problem of limited premedical educational opportunities for blacks, were more consequential than was the Flexner report both for the extinction of the schools and for the curtailed production of black doctors. PMID:21296769

  14. Teaching medical diagnosis: a rule-based approach.

    PubMed

    Michalowski, W; Rubin, S; Aggarwal, H

    1993-01-01

    This paper discusses the design of a diagnostic process simulator which teaches medical students to think clinically. This was possible to achieve due to the application of a rule-based approach to represent diagnosis and treatments. Whilst using the simulator, as a result of the student's incorrect and correct decisions, the clinical situation changes accordingly. New diagnostic options result in the ability to choose further clinical and laboratory tests. The simulator is being implemented on Sun workstations and Macintosh computers using Prolog programming language. PMID:8139404

  15. Teaching Safety in the Elementary School.

    ERIC Educational Resources Information Center

    Yost, Charles Peter

    This teaching manual is divided into four sections: (1) general safety information for teachers, (2) special problems in teaching safety, (3) learning experiences for first through third grades and fourth through sixth grades and (4) selected sources of information and safety teaching aids. Subjects include definition and causes of accidents,…

  16. A review of the integration of traditional, complementary and alternative medicine into the curriculum of South African medical schools

    PubMed Central

    2014-01-01

    Background Traditional, complementary and alternative (TCAM) medicine is consumed by a large majority of the South African population. In the context of increasing overall demand for healthcare this paper investigates the extent to which South African medical schools have incorporated TCAM into their curriculum because of the increased legislative and policy interest in formally incorporating TCAM into the health care system since democracy in 1994. Methods Heads of School from seven South African medical schools were surveyed telephonically. Results One school was teaching both Traditional African Medicine (TM) and CAM, five were teaching either TM or CAM and another was not teaching any aspect of TCAM. Conclusions In conclusion, there is a paucity of curricula which incorporate TCAM. Medical schools have not responded to government policies or the contextual realities by incorporating TCAM into the curriculum for their students. South African medical schools need to review their curricula to increase their students’ knowledge of TCAM given the demands of the population and the legislative realities. PMID:24575843

  17. THE DEVELOPMENT AND ORGANIZATION OF A NEW MEDICAL SCHOOL LIBRARY.

    PubMed

    BRANDON, A N

    1964-01-01

    Factors to consider in determining the type of new medical school library include geographical location, proximity of general library facilities, and financial support. The librarian should be directly responsible to the dean of the medical school, have faculty status, and be a member of the administrative council. Five professional librarians and five clerical workers plus part-time help are necessary to initiate a well-organized library. The basic collection for a medical research library will cost approximately $500,000, and an annual operating budget should be about $103,000. Selection of journal titles for subscription is the first major consideration; the second is the selection of basic, standard monographs. Immediate public service functions include meeting the needs of the new incoming faculty, aiding in the recruitment of faculty, and establishing good rapport with the local medical community. The librarian of a new medical school library must be a leader in every respect of medical librarianship. PMID:14119291

  18. Using Gesture to Teach Seneca in a Language Nest School

    ERIC Educational Resources Information Center

    Borgia, Melissa Elayne

    2014-01-01

    Seneca elder Sandy Dowdy and her granddaughter Autumn Crouse direct a language nest school for children aged two to five years in a small longhouse-shaped building, "Ganöhsesge:kha:' Hë:nödeyë:sta'":, or the Faithkeepers School, on the Seneca Allegany Territory in upstate New York. They practice immersion teaching and use forms of…

  19. Teaching Media Studies as High School Social Science.

    ERIC Educational Resources Information Center

    Tuggle, C. A.; Sneed, Don; Wulfemeyer, K. Tim

    2000-01-01

    Finds that a large majority of high school social science teachers in two of the nation's largest school districts believe that: students should be taught how to be informed media consumers; the social science curriculum is the appropriate place for that instruction; and while they feel qualified to teach about the media, they have received little…

  20. Teaching "Law and Education" Outside the Law School.

    ERIC Educational Resources Information Center

    Simpson, Robert J., Ed.

    A symposium discussion is presented on the topic, "Teaching 'Law and Education' Outside the Law School." The participants were: Walter J. McCann of Harvard Graduate School of Education; E. Edmund Reutter, Jr., of Teachers College of Columbia University; Robert J. Simpson of University of Miami Center for Policy and Law in Education; Tyll Van Geel…

  1. Teaching Orientation and Mobility in the Schools: An Instructor's Companion.

    ERIC Educational Resources Information Center

    Knott, Natalie Isaak

    This book is a guide to teaching orientation and mobility (O&M) skills to students with visual impairments in the public schools. The first chapter offers an overview of the nature and responsibilities of the orientation and mobility specialist and explains the fields legal underpinnings. Next comes a look at O&M in relation to the school year…

  2. Promoting Teaching and Learning in Ghanaian Basic Schools through ICT

    ERIC Educational Resources Information Center

    Natia, James Adam; Al-hassan, Seidu

    2015-01-01

    The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are…

  3. Reflective Teaching Practices in Turkish Primary School Teachers

    ERIC Educational Resources Information Center

    Tok, Sukran; Dolapcioglu, Sevda Dogan

    2013-01-01

    The objective of the study is to explore the prevalence of reflective teaching practices among Turkish primary school teachers. Qualitative and quantitative research methods were used together in the study. The sample was composed of 328 primary school teachers working in 30 primary education institutions in the town of Antakya in the province of…

  4. Assessment and Learning in the Primary School. Successful Teaching Series.

    ERIC Educational Resources Information Center

    Wragg, E. C.

    Noting that improving the quality of learning in primary schools and preparing children for a long, complex life in the twenty-first century requires the highest quality of teaching and professional training, this book is part of a series to improve teachers' skills in the classroom. The book is intended to offer primary school teachers a means of…

  5. The Hidden Half: School Employees Who Don't Teach

    ERIC Educational Resources Information Center

    Richmond, Matthew

    2014-01-01

    From 1970 to 2010, the number of non-teaching staff in the United States (those employed by school systems but not serving as classroom teachers) grew by 130 percent. Today, non-teachers comprise a robust half of the public-school workforce (totaling roughly three million individuals), and their salaries and benefits absorb one-quarter of current…

  6. School Gardens: Teaching and Learning outside the Front Door

    ERIC Educational Resources Information Center

    Passy, Rowena

    2014-01-01

    This article reports on two projects: one that investigated the impact of school gardens on primary children's learning and one that is currently exploring the pedagogies involved in teaching children in the garden. The evidence presented suggests that school gardens can be an interesting and effective way of engaging children with learning,…

  7. The Teaching of Constitutional Law in American Law Schools.

    ERIC Educational Resources Information Center

    Haimbaugh, George D., Jr.

    1981-01-01

    A survey of the teaching of constitutional law used questionnaires sent to the dean of every law school approved by the Association of American Law Schools or the American Bar Association. Responses describe the basic course, advanced courses and seminars, teachers, goals, and examinations. (MLW)

  8. Education for Ethically Sensitive Teaching in Critical Incidents at School

    ERIC Educational Resources Information Center

    Hanhimaki, Eija; Tirri, Kirsi

    2009-01-01

    The purpose of the present study was to identify and investigate critical incidents at school that require ethically sensitive teaching. This kind of knowledge is needed in teacher education to prepare future teachers for their profession. The data included narrative interviews with 12 teachers from four urban schools in Finland. Critical…

  9. What Teachers Want: Supporting Primary School Teachers in Teaching Science

    ERIC Educational Resources Information Center

    Fitzgerald, Angela; Schneider, Katrin

    2013-01-01

    Impending change can provide us with the opportunity to rethink and renew the things that we do. The first phase of the Australian Curriculum implementation offers primary school teachers the chance to examine their approaches to science learning and teaching. This paper focuses on the perceptions of three primary school teachers regarding what…

  10. Perception of Teaching Efficacy by Primary and Secondary School Teachers

    ERIC Educational Resources Information Center

    Bedir, Gülay

    2015-01-01

    This research aims to identify how teaching efficacy is perceived by teachers working at state schools. Having a survey model design, this study hosts a total of 678 primary and secondary school teachers--401 females and 277 males--working in the province of Tokat during the academic year of 2013 and 2014. Research data has been collected through…

  11. Central Park East Secondary School: Teaching and Learning through Freire

    ERIC Educational Resources Information Center

    Tyner-Mullings, Alia R.

    2012-01-01

    This article connects the theoretical perspective of Paulo Freire's Pedagogy of the Oppressed with the teaching and learning styles of teachers and students at Central Park East Secondary School (CPESS) in East Harlem, New York. It examines some of the ways the Freireian model has worked within the public school system and considers some of the…

  12. Using Games To Teach English in Japanese Junior High School.

    ERIC Educational Resources Information Center

    Atake, Kazuko

    This paper discuses how to integrate games into junior high school English classes in Japan. The first section, "The Present Situation," explains both external and internal influences on the current situation of English education in Japanese junior high schools, proposing solutions and introducing the advantages of using games to teach English as…

  13. Academic, social and cultural factors influencing medical school grade performance.

    PubMed

    Alfayez, S F; Strand, D A; Carline, J D

    1990-05-01

    Studies of medical student performance have focused on various factors, including premedical academics, maturity, familial background and support, and personal experiences with illness. Most studies have been conducted in countries with highly developed educational systems and similar cultural and social systems. It is not clear that these findings can be applied to developing countries, where the educational and cultural experiences may be very different, and where medical instruction is carried out in a non-native language. Information was obtained from a survey of 153 fifth- and sixth-year medical students at King Abdulaziz University in Saudi Arabia. The survey measured premedical educational, social and cultural experiences that might affect medical school performance. Men performed as well as women in the medical school despite heavy familial and social commitments. Women's performance seems to be more influenced by changes in living environment. Achievement in premedical years was correlated positively with grade performance in medical school. Competence in the high-school English courses was related to medical school performance. Interest in the study of medicine prior to medical school was not related to performance. Other motivations, such as social gains, financial benefits or family wish, were related to lower performance. Current interest in clinical medicine correlated negatively with performance. Students motivated by the presence of chronic ill health in their families performed significantly lower. Factors influencing medical school performance in developed countries had similar impact on medical students in a developing country. Social factors, unique to the country, also play a role in medical student performance. PMID:2355866

  14. What Is a Good Activity for Teaching World Literature to High School Students?

    ERIC Educational Resources Information Center

    Razzano, Elaine; Baldwin, Anna E.; Cobbs, Lewis; Whitaker, Sandra; Parker, Jessica; Krajcovic, Frank J.

    2002-01-01

    Presents six educators' ideas for good activities for teaching world literature to high school students. Describes ideas, activities, and experiences with innovative ways to teach World Literature. (SG)

  15. Teaching the science of safety in US colleges and schools of pharmacy.

    PubMed

    Holdford, David A; Warholak, Terri L; West-Strum, Donna; Bentley, John P; Malone, Daniel C; Murphy, John E

    2011-05-10

    This paper provides baseline information on integrating the science of safety into the professional degree curriculum at colleges and schools of pharmacy. A multi-method examination was conducted that included a literature review, key informant interviews of 30 individuals, and in-depth case studies of 5 colleges and schools of pharmacy. Educators believe that they are devoting adequate time to science of safety topics and doing a good job teaching students to identify, understand, report, manage, and communicate medication risk. Areas perceived to be in need of improvement include educating pharmacy students about the Food and Drug Administration's (FDA's) role in product safety, how to work with the FDA in post-marketing surveillance and other FDA safety initiatives, teaching students methods to improve safety, and educating students to practice in interprofessional teams. The report makes 10 recommendations to help pharmacy school graduates be more effective in protecting patients from preventable drug-related problems. PMID:21769153

  16. Teaching the Science of Safety in US Colleges and Schools of Pharmacy

    PubMed Central

    Warholak, Terri L.; West-Strum, Donna; Bentley, John P.; Malone, Daniel C.; Murphy, John E.

    2011-01-01

    This paper provides baseline information on integrating the science of safety into the professional degree curriculum at colleges and schools of pharmacy. A multi-method examination was conducted that included a literature review, key informant interviews of 30 individuals, and in-depth case studies of 5 colleges and schools of pharmacy. Educators believe that they are devoting adequate time to science of safety topics and doing a good job teaching students to identify, understand, report, manage, and communicate medication risk. Areas perceived to be in need of improvement include educating pharmacy students about the Food and Drug Administration's (FDA's) role in product safety, how to work with the FDA in post-marketing surveillance and other FDA safety initiatives, teaching students methods to improve safety, and educating students to practice in interprofessional teams. The report makes 10 recommendations to help pharmacy school graduates be more effective in protecting patients from preventable drug-related problems. PMID:21769153

  17. Teaching Medical Students about Communicating with Patients with Major Mental Illness

    PubMed Central

    Iezzoni, Lisa I; Ramanan, Radhika A; Lee, Stacey

    2006-01-01

    Persons with major mental illness often have chronic diseases and poor physical health. Therefore, all practicing physicians should learn about communicating effectively with these patients. Few efforts to teach medical students communication skills have specifically targeted patients with major mental illness. Indeed, most of the limited literature on this topic is decades old, predating significant scientific advances in cognitive neuroscience and psychiatric therapeutics and changes in social policies regarding major mental illness. To gather preliminary insight into training needs, we interviewed 13 final-year students from 2 Boston medical schools. Students' observations coalesced around 4 themes: fears and anxieties about interacting with persons with major mental illness; residents “protecting” students from patients with major mental illness; lack of clinical maturity; and barriers to learning during psychiatry rotations. Educational researchers must explore ways to better prepare young physicians to communicate effectively with patients with major mental illness. PMID:16970561

  18. Medical-School Partnership in Guiding Return to School Following Mild Traumatic Brain Injury in Youth.

    PubMed

    Gioia, Gerard A

    2016-01-01

    Mild traumatic brain injury is recognized as a prevalent and significant risk concern for youth. Appropriate school return is particularly challenging. The medical and school systems must be prepared partners to support the school return of the student with mild traumatic brain injury. Medical providers must be trained in assessment and management skills with a focused understanding of school demands. Schools must develop policies and procedures to prepare staff to support a gradual return process with the necessary academic accommodations. Ongoing communication between the family, student, school, and medical provider is essential to supporting recovery. A systematic gradual return to school process is proposed including levels of recommended activity and criteria for advancement. Targets for intervention are described with associated strategies for supporting recovery. A 10-element Progressive Activities of Controlled Exertion (PACE) model for activity-exertion management is introduced to manage symptom exacerbation. A strong medical-school partnership will maximize outcomes for students with mild traumatic brain injury. PMID:25535055

  19. The introduction of a medical informatics course into a medical school curriculum.

    PubMed

    Schwartz, Brian

    2011-01-01

    Fulfilling the need for a course in medical informatics to be taught to medical students requires an effort on the part of the teaching faculty and administration. Creators of the curriculum must take into account contemporary pedagogical trends and the direction of medical education. Producing a course of study requires a firm conviction that practicing medicine in the 21st century demands currency, accuracy, and literacy with the available information sources. PMID:21271454

  20. Medical School Child Abuse and Neglect Elective for Residents. Annual Report. September 1, 1986, through August 31, 1987.

    ERIC Educational Resources Information Center

    Dennis-Small, Lucretia

    This annual report, a process evaluation, describes the development of an elective course to teach medical school residents and practicing physicians how to detect and protect children from child abuse. A section on the project background considers why physicians underreport suspicion of child abuse and how to address the problem through…

  1. Blended Learning and Curriculum Renewal across Three Medical Schools: The Rheumatology Module at the University of Otago

    ERIC Educational Resources Information Center

    Stebbings, Simon; Bagheri, Nasser; Perrie, Kellie; Blyth, Phil; McDonald, Jenny

    2012-01-01

    In response to the challenges created by the implementation of a new medical school curriculum at the University of Otago in 2008, we aimed to develop a blended learning course for teaching rheumatology within the existing musculoskeletal course. We developed a multimedia online learning resource structured to support class based problem-based…

  2. Evaluation of doctors’ performance as facilitators in basic medical science lecture classes in a new Malaysian medical school

    PubMed Central

    Ismail, Salwani; Salam, Abdus; Alattraqchi, Ahmed G; Annamalai, Lakshmi; Chockalingam, Annamalai; Elena, Wan Putri; Rahman, Nor Iza A; Abubakar, Abdullahi Rabiu; Haque, Mainul

    2015-01-01

    Background Didactic lecture is the oldest and most commonly used method of teaching. In addition, it is considered one of the most efficient ways to disseminate theories, ideas, and facts. Many critics feel that lectures are an obsolete method to use when students need to perform hands-on activities, which is an everyday need in the study of medicine. This study evaluates students’ perceptions regarding lecture quality in a new medical school. Methods This was a cross-sectional study conducted of the medical students of Universiti Sultan Zainal Abidin. The study population was 468 preclinical medical students from years 1 and 2 of academic year 2012–2013. Data were collected using a validated instrument. There were six different sections of questions using a 5-point Likert scale. The data were then compiled and analyzed, using SPSS version 20. Results The response rate was 73%. Among 341 respondents, 30% were male and 70% were female. Eighty-five percent of respondents agree or strongly agree that the lectures had met the criteria with regard to organization of lecture materials. Similarly, 97% of students agree or strongly agree that lecturers maintained adequate voices and gestures. Conclusion Medical students are quite satisfied with the lecture classes and the lectures. However, further research is required to identify student-centered teaching and learning methods to promote active learning. PMID:25878516

  3. Great expectations: teaching ethics to medical students in South Africa.

    PubMed

    Behrens, Kevin Gary; Fellingham, Robyn

    2014-12-01

    Many academic philosophers and ethicists are appointed to teach ethics to medical students. We explore exactly what this task entails. In South Africa the Health Professions Council's curriculum for training medical practitioners requires not only that students be taught to apply ethical theory to issues and be made aware of the legal and regulatory requirements of their profession, it also expects moral formation and the inculcation of professional virtue in students. We explore whether such expectations are reasonable. We defend the claim that physicians ought to be persons of virtuous character, on the grounds of the social contract between society and the profession. We further argue that since the expectations of virtue of health care professionals are reasonable, it is also sound reasoning to expect ethics teachers to try to inculcate such virtues in their students, so far as this is possible. Furthermore, this requires of such teachers that they be suitable role models of ethical practice and virtue, themselves. We claim that this applies to ethics teachers who are themselves not members of the medical profession, too, even though they are not bound by the same social contract as doctors. We conclude that those who accept employment as teachers of ethics to medical students, where as part of their contractual obligation they are expected to inculcate moral values in their students, ought to be prepared to accept their responsibility to be professionally ethical, themselves. PMID:23409954

  4. Evaluation of a School-Based Train-the-Trainer Intervention Program to Teach First Aid and Risk Reduction among High School Students

    ERIC Educational Resources Information Center

    Carruth, Ann K.; Pryor, Susan; Cormier, Cathy; Bateman, Aaron; Matzke, Brenda; Gilmore, Karen

    2010-01-01

    Background: Farming is a hazardous occupation posing health risks from agricultural exposures for the farm owner and family members. First Aid for Rural Medical Emergencies (F.A.R.M.E.) was developed to support a train-the-trainer (TTT) program to prepare high school students to teach first aid skills and risk reduction through peer interaction.…

  5. Medical student service learning program teaches secondary students about career opportunities in health and medical fields.

    PubMed

    Karpa, Kelly; Vakharia, Kavita; Caruso, Catherine A; Vechery, Colin; Sipple, Lanette; Wang, Adrian

    2015-12-01

    Engagement of academic medical centers in community outreach provides the public with a better understanding of basic terms and concepts used in biomedical sciences and increases awareness of important health information. Medical students at one academic medical center initiated an educational outreach program, called PULSE, that targets secondary students to foster their interest in healthcare and medicine. High school student participants are engaged in a semester-long course that relies on interactive lectures, problem-based learning sessions, mentoring relationships with medical students, and opportunities for shadowing healthcare providers. To date, the curriculum has been offered for 7 consecutive years. To determine the impact that participation in the curriculum has had on college/career choices and to identify areas for improvement, an electronic questionnaire was sent to former participants. Based on a 32% response rate, 81% of former participants indicated that participation in the course influenced their decision to pursue a medical/science-related career. More than half (67%) of respondents indicated intent to pursue a MD/PhD or other postgraduate degree. Based on responses obtained, additional opportunities to incorporate laboratory-based research and simulation sessions should be explored. In addition, a more formalized mentoring component has been added to the course to enhance communication between medical students and mentees. Health/medicine-related educational outreach programs targeting high school students may serve as a pipeline to introduce or reinforce career opportunities in healthcare and related sciences. PMID:26628654

  6. Art School Consequential: Teaching and Learning in the First Year of Art School

    ERIC Educational Resources Information Center

    McKenna, Stacey Redford

    2011-01-01

    In order to understand better the dimensions of education in the foundation year of contemporary art school, this study explores teaching and learning through the lenses of art school freshmen and foundation studio art professors. Since scholarly study of art school education is limited, the author begins with a survey of related fields of…

  7. [Teaching infectious diseases in the Medical Degree within the European higher education area].

    PubMed

    Gutiérrez, Félix; Masiá, Mar

    2016-01-01

    During their medical studies, students must acquire basic competencies in different areas of knowledge, one of which is infectious diseases. Training in infectious diseases is essential for general medical practice and for academic or professional expertise in many areas of medicine, both medical and surgical. The vast amount of knowledge that is continuously generated about infectious diseases requires a well-structured undergraduate medical education program and framed in a setting dominated by globalization. The incorporation of Spain to the European higher education area has forced medical schools to adapt their curriculum and to establish the content and learning objectives of all courses of study. In this paper, we discuss the implications of the integration of the Spanish university system in the European higher education area («Bologna Process») in the teaching of infectious diseases in the Degree of Medicine, and describe the learning program in infectious diseases of the University Miguel Hernández of Elche (Alicante, Spain) based on learning outcomes and competencies. PMID:25746206

  8. Student perceptions of the first year of veterinary medical school.

    PubMed

    Powers, Donald E

    2002-01-01

    Like other forms of post-baccalaureate study, veterinary medicine can be demanding and sometimes stressful. A brief survey was conducted of nearly 900 first-year students in 14 US veterinary medical schools in order to gather impressions of the first year of veterinary medical education. Although some students reported that conditions were stressful, the majority did not feel that they were inordinately so. Overall, most students were quite positive about their first-year academic experience in veterinary school. PMID:12717641

  9. Visiting Holocaust-Related Sites with Medical Students as an Aid in Teaching Medical Ethics.

    PubMed

    González-López, Esteban; Ríos-Cortés, Rosa

    2016-05-01

    During the Nazi period numerous doctors and nurses played a nefarious role. In Germany they were responsible for the sterilization and killing of disabled persons. Furthermore, the Nazi doctors used concentration camp inmates as guinea pigs in medical experiments for military or racial purposes. A study of the collaboration of doctors with National Socialism exemplifies behavior that must be avoided. Combining medical teaching with lessons from the Holocaust could be a way to transmit Medical Ethics to doctors, nurses and students. The authors describe a study tour with medical students to Poland, to the largest Nazi extermination camp, Auschwitz, and to the city of Krakow. The tour is the final component of a formal course entitled: "The Holocaust, a Reflection from Medicine" at the Autónoma University of Madrid, Spain. Visiting sites related to the Holocaust, the killing centers and the sites where medical experiments were conducted has a singular meaning for medical students. Tolerance, non-discrimination, and the value of human life can be both learnt and taught at the very place where such values were utterly absent. PMID:27430079

  10. Teaching and Assessing Professionalism in Medical Learners and Practicing Physicians*

    PubMed Central

    Mueller, Paul S.

    2015-01-01

    Professionalism is a core competency of physicians. Clinical knowledge and skills (and their maintenance and improvement), good communication skills, and sound understanding of ethics constitute the foundation of professionalism. Rising from this foundation are behaviors and attributes of professionalism: accountability, altruism, excellence, and humanism, the capstone of which is professionalism. Patients, medical societies, and accrediting organizations expect physicians to be professional. Furthermore, professionalism is associated with better clinical outcomes. Hence, medical learners and practicing physicians should be taught and assessed for professionalism. A number of methods can be used to teach professionalism (e.g. didactic lectures, web-based modules, role modeling, reflection, interactive methods, etc.). Because of the nature of professionalism, no single tool for assessing it among medical learners and practicing physicians exists. Instead, multiple assessment tools must be used (e.g. multi-source feedback using 360-degree reviews, patient feedback, critical incident reports, etc.). Data should be gathered continuously throughout an individual’s career. For the individual learner or practicing physician, data generated by these tools can be used to create a “professionalism portfolio,” the totality of which represents a picture of the individual’s professionalism. This portfolio in turn can be used for formative and summative feedback. Data from professionalism assessments can also be used for developing professionalism curricula and generating research hypotheses. Health care leaders should support teaching and assessing professionalism at all levels of learning and practice and promote learning environments and institutional cultures that are consistent with professionalism precepts. PMID:25973263

  11. The use of multiple tools for teaching medical biochemistry.

    PubMed

    Sé, Alexandre B; Passos, Renato M; Ono, André H; Hermes-Lima, Marcelo

    2008-03-01

    In this work, we describe the use of several strategies employing the philosophies of active learning and problem-based learning (PBL) that may be used to improve the teaching of metabolic biochemistry to medical and nutritional undergraduate students. The main activities are as follows: 1) a seminar/poster system in a mini-congress format (using topics of applied biochemistry); 2) a true/false applied biochemistry exam (written by peer tutors); 3) a 9-h exam on metabolism (based in real publications); 4) the Advanced Biochemistry course (directed to peer tutors, where students learn how to read and criticize real medical papers); 5) experiments about nutrition and metabolism, using students as volunteers, and about free radicals (real science for students); 6) the BioBio blog (taking advantage of the "web age," this enhances out of class exchanges of information between the professor, students, and peer tutors); 7) student lectures on public health issues and metabolic disorders directed to the community and lay people; and 8) the BioBio quiz show. The main objective of these activities is to provide students with a more practical and interesting approach to biochemistry, such as the application of theoretical knowledge to real situations (diseases, experiments, media information, and scientific discoveries). In addition, we emphasize the importance of peer tutor activities for optimized learning of both students and peer tutors, the importance of a closer interaction between students and teaching staff, and the necessity to initiate students precociously in two broad fields of medical activity: "real" basic science and contact with the public (also helping students--future doctors and nutritionists--to be able to communicate with lay people). Most activities were evaluated by the students through written questionnaires and informal conversations, along various semesters, indicating good acceptance and approval of these methods. Good student scores in the

  12. Teaching vaccine safety communication to medical students and health professionals.

    PubMed

    Rath, Barbara; Muhlhans, Susann; Gaedicke, Gerhard

    2015-01-01

    Not only the general public, but also those studying to become health professionals, are struggling to keep up with a growing body of evidence and increasingly complex information about the many different types of vaccines available to date. At the same time, a number of increasingly complex subjects of study are competing for their attention during undergraduate and graduate education. In many medical school curricula in German-speaking countries, the subject of vaccines has been entirely omitted, or is regarded a minor subtopic. During the studies, most medical school curricula in German-speaking countries do not offer obligatory courses and/ or hands-on training vaccinology in vaccination. In Germany, private pediatricians administer the majority of immunizations. Even during postgraduate training programs in pediatrics, which are largely hospital-based, vaccinations are rarely a topic, and vaccinology remains a "hobby" and a "field without lobby" lacking specific certification requirements. Studies of acceptance of vaccines among health professionals and medical students have shown that many may still have their own doubts and uncertainties about vaccines revealing a number of unanswered questions during their studies and postgraduate training. PMID:25859671

  13. Performance of Clinical Nurse Educators in Teaching Pharmacology and Medication Management: Nursing Students’ Perceptions

    PubMed Central

    Ghamari Zare, Zohre; Adib-Hajbaghery, Mohsen

    2016-01-01

    Background Pharmacological knowledge and medication management skills of student nurses greatly depend on the clinical nurse educators’ performance in this critical issue. However, the Iranian nurse educators’ performance in teaching pharmacology and medication management are not adequately studied. Objectives The current study aimed to investigate the nursing students’ perceptions on the status of clinical pharmaceutical and medication management education. Materials and Methods A cross-sectional study was conducted on all 152 nursing students registered in the seventh and eighth semesters at the Qom and Naragh branches of Islamic Azad University, and Kashan University of Medical Sciences in 2013 - 2014 academic year. The students’ perceptions on the performance of clinical nurse educators in teaching pharmacology and medication management were assessed using a researcher made questionnaire. The questionnaire consisted of 31 items regarding clinical educators’ performance in teaching pharmacology and medication management and two questions about students’ satisfaction with their level of knowledge and skills in pharmacology and medication management. Descriptive statistics was employed and analysis of variance was performed to compare the mean of scores of teaching pharmacology and medication management in the three universities. Results Among a total of 152 subjects, 82.9% were female and their mean age was 22.57 ± 1.55 years. According to the students, instructors had the weakest performance in the three items of teaching pharmacology and medication management based on the students’ learning needs, teaching medication management through a patient-centered method and teaching pharmacology and medication management based on the course plan. The students’ satisfaction regarding their own knowledge and skill of pharmacology and medication management was at medium level. Conclusions Nursing students gave a relatively low score in several aspects of

  14. Medical education reform efforts and failures of U.S. medical schools, 1870-1930.

    PubMed

    Miller, Lynn E; Weiss, Richard M

    2008-07-01

    The dramatic decline in the number of US medical schools in the early twentieth century has been traced to a medical education reform movement that gained momentum after the Civil War. The major parties to reform-the universities themselves, the Association of American Medical Colleges (AAMC), state licensing boards, the American Medical Association (AMA), and Flexner-had different interests and strategies, however, and scholars have continued to debate the impact each had on the decline. To isolate the independent effects that the temporally intertwined forces for reform had on medical school failures, this study applies statistical survival analysis to an extensive and unique data set on medical schools operating in the United States between 1870 and 1930. Contrary to the views of some scholars, the results indicate that schools closed in response to critical evaluations published by the Illinois State Board of Health in the nineteenth century and the AMA and Flexner in the twentieth century. Additionally, the results indicate that schools were less likely to have failed if they adopted certain reforms implemented at leading schools or joined the AAMC, and were more likely to have failed if their state's licensing regulations mandated lengthier premedical and medical training. PMID:18276605

  15. EARTHTIME: Teaching geochronology to high school students

    NASA Astrophysics Data System (ADS)

    Bookhagen, Britta; Buchwaldt, Robert; McLean, Noah; Rioux, Matthew; Bowring, Samuel

    2010-05-01

    The authors taught an educational module developed as part of the EARTHTIME (www.earth-time.org) outreach initiative to 215 high school students from a Massachusetts (USA) High School as part of an "out-of-school" field trip. The workshop focuses on uranium-lead (U-Pb) dating of zircons and its application to solving a geological problem. The theme of our 2.5-hour module is the timing of the K-T boundary and a discussion of how geochronology can be used to evaluate the two main hypotheses for the cause of the concurrent extinction—the Chicxlub impact and the massive eruption of the Deccan Traps. Activities are divided into three parts: In the first part, the instructors lead hands-on activities demonstrating how rock samples are processed to isolate minerals by their physical properties. Students use different techniques, such as magnetic separation, density separation using non-toxic heavy liquids, and mineral identification with a microscope. We cover all the steps from sampling an outcrop to determining a final age. Students also discuss geologic features relevant to the K-T boundary problem and get the chance to examine basalts, impact melts and meteorites. In the second part, we use a curriculum developed for and available on the EARTHTIME website (http://www.earth-time.org/Lesson_Plan.pdf). The curriculum teaches the science behind uranium-lead dating using tables, graphs, and a geochronology kit. In this module, the students start by exploring the concepts of half-life and exponential decay and graphically solving the isotopic decay equation. Manipulating groups of double-sided chips labeled with U and Pb isotopes reinforces the concept that an age determination depends on the Pb/U ratio, not the absolute number of atoms present. Next, the technique's accuracy despite loss of parent and daughter atoms during analysis, as well as the use of isotopic ratios rather than absolute abundances, is explained with an activity on isotope dilution. Here the students

  16. On the Alert: Preparing for Medical Emergencies in Schools

    ERIC Educational Resources Information Center

    Mahoney, Dan

    2012-01-01

    Medical emergencies can happen in any school at any time. They can be the result of preexisting health problems, accidents, violence, unintentional actions, natural disasters, and toxins. Premature deaths in schools from sudden cardiac arrest, blunt trauma to the chest, firearm injuries, asthma, head injuries, drug overdose, allergic reactions,…

  17. Financial-Ratio Analysis and Medical School Management.

    ERIC Educational Resources Information Center

    Eastaugh, Steven R.

    1980-01-01

    The value of a uniform program of financial assistance to medical education and research is questioned. Medical schools have an uneven ability to compensate for declining federal capitation and research grants. Financial-ratio analysis and cluster analysis are utilized to suggest four adaptive responses to future financial pressures. (Author/MLW)

  18. Review of Medical School Administrative Staff Salaries, 1976-1977.

    ERIC Educational Resources Information Center

    Association of American Medical Colleges, Washington, DC.

    Results of the most recent Administrative Salary Survey of the Association of American Medical Colleges are analyzed. The data represent 94 U.S. medical schools, with the number of applicable staff positions ranging from two to 52 per institution. The positions considered included those in which at least 20 percent of the time was spent in…

  19. Predicting Admissions Committee Behavior in a Medical School.

    ERIC Educational Resources Information Center

    Wergin, Jon F.

    The decisions made by admissions committee members of the Medical College of Virginia were studied to determine the criteria used to arrive at value judgments and to analyze variations in predicted ratings based on these criteria. All 983 applicants to the 1980-81 entering class of the medical school who underwent file review evaluations (the…

  20. Organizational Culture, Values, and Routines in Iranian Medical Schools

    ERIC Educational Resources Information Center

    Bikmoradi, Ali; Brommels, Mats; Shoghli, Alireza; Zavareh, Davoud Khorasani; Masiello, Italo

    2009-01-01

    In Iran, restructuring of medical education and the health care delivery system in 1985 resulted in a rapid shift from elite to mass education, ultimately leading to an increase in the number of medical schools, faculties, and programs and as well as some complications. This study aimed to investigate views on academic culture, values, and…

  1. Student Perceptions of the First Year of Veterinary Medical School.

    ERIC Educational Resources Information Center

    Powers, Donald E.

    2002-01-01

    A brief survey was conducted of nearly 900 first-year students in 14 U.S. veterinary medical schools in order to gather impressions of the first year of veterinary medical education. Although some students reported that conditions were stressful, the majority did not feel that they were inordinately so. Overall, most students were quite positive…

  2. Incorporating Computer-Based Learning in a Medical School Environment.

    ERIC Educational Resources Information Center

    Evans, Leonard,; And Others

    1994-01-01

    Presents the history and background for the use of computers in medical education at the Norris Medical School at the University of Southern California. Describes the current computer facilities and how computer-based learning is incorporated into the curriculum. (PR)

  3. Statistical Criteria for Setting Thresholds in Medical School Admissions

    ERIC Educational Resources Information Center

    Albanese, Mark A.; Farrell, Philip; Dottl, Susan

    2005-01-01

    In 2001, Dr. Jordan Cohen, President of the AAMC, called for medical schools to consider using an Medical College Admission Test (MCAT) threshold to eliminate high-risk applicants from consideration and then to use non-academic qualifications for further consideration. This approach would seem to be consistent with the recent Supreme Court ruling…

  4. Effect of Undergraduate College Major on Performance in Medical School.

    ERIC Educational Resources Information Center

    Smith, Stephen R.

    1998-01-01

    A study of 406 Brown University (Rhode Island) medical students found slightly over half had undergraduate majors in science or mathematics, a third majored in the humanities or social sciences, and a tenth had double majors or independent concentrations. No statistically significant difference was found between medical school performances of the…

  5. Analysis of Factors that Predict Clinical Performance in Medical School

    ERIC Educational Resources Information Center

    White, Casey B.; Dey, Eric L.; Fantone, Joseph C.

    2009-01-01

    Academic achievement indices including GPAs and MCAT scores are used to predict the spectrum of medical student academic performance types. However, use of these measures ignores two changes influencing medical school admissions: student diversity and affirmative action, and an increased focus on communication skills. To determine if GPA and MCAT…

  6. Teaching Physical Education in the Secondary Schools.

    ERIC Educational Resources Information Center

    Lindeburg, Franklin A.

    This book, based upon the unit plan of teaching, is designed as a guide for the physical education teacher who must teach an activity in an area in which (s)he is not expert. It is divided into three sections: the student-teacher relationship; the teacher-learner process; and the teacher-student classroom learning situation. Section One presents a…

  7. Teaching Reading Strategies in the School Library

    ERIC Educational Resources Information Center

    Walker, Christine; Shaw, Sarah

    2004-01-01

    Walker and Shaw link the teaching of ten commonly taught reading strategies such as sequencing, compare and contrast, and prediction to newly published picture book titles. Each chapter of the book provides a strategy, a graphic organizer to teach it with, and an in- depth modeled discussion of how to use the strategy with two or three books.…

  8. Teaching through Mnemonics in Elementary School Classrooms

    ERIC Educational Resources Information Center

    Waite-McGough, Arianne

    2012-01-01

    Mnemonics and songs are used to help students excel and build are their knowledge in all content areas. This method of teaching and reinforcement of information helps students to commit new information to memory and continue to use this material throughout their lives. Using mnemonics is a lessons way to teach and make the classroom a unique…

  9. Learning approaches to physiology of undergraduates in an Indian medical school.

    PubMed

    Abraham, Reem R; Kamath, Asha; Upadhya, Subramanya; Ramnarayan, Komattil

    2006-09-01

    Inventories monitoring students' learning approaches are widely used in medical education research. It is important that teaching interventions adopted in medical schools aim to develop a deep approach to learning in medical students. To study the changes in medical students' approaches to learning before and after the incorporation of clinically orientated physiology teaching (COPT) in the undergraduate physiology curriculum, using the Short Inventory of Approaches to Learning (SIAL). Medical students (n = 223) at Melaka Manipal Medical College (Manipal Campus) undertake a 9-week learning block of endocrine, reproductive and renal physiology in Year 1. During this period, COPT was incorporated along with regular didactic lectures with the intention of enhancing the use of the deep approach and decreasing the use of the surface and strategic approaches to learning taken by the students. The SIAL, which focuses on the learning approaches of students to physiology, was distributed both before and after COPT. The implementation of COPT seemed to affect the learning approaches of students as measured by the SIAL. After the introduction of COPT, there was a significant increase in the use of the deep learning approach, while the majority of subscales for the surface approach showed decreased use. Nevertheless, use of the strategic approach was found to have increased after COPT. The SIAL was found to be a fairly reliable tool with which to determine the learning approaches of medical students. Clinically orientated physiology teaching was successful in enhancing use of the deep approach to learning and reducing use of the surface approach among undergraduate medical students. PMID:16925643

  10. Time to Teach: Teaching-Learning Processes in Primary Schools.

    ERIC Educational Resources Information Center

    Bennett, Neville

    A model of the teaching-learning process identifies and describes varied behavioral dimensions of the classroom and how they relate to pupil achievement. The model is based on the assumption that the total amount of engaged time on a particular topic is the most important determinant of achievement and has the components of: (1) quantity of…

  11. Teaching for understanding and/or teaching for the examination in high school physics

    NASA Astrophysics Data System (ADS)

    Geelan, David R.; Wildy, Helen; Louden, William; Wallace, John

    2004-04-01

    Literature on the related notions of 'teaching for understanding' and 'exemplary teaching' tends to be interpreted as prescribing certain classroom approaches. These are usually the strategies often identified with constructivist teaching, which involve a redefinition of the teacher's role: rather than being seen as a source of knowledge and control, the teacher is described as the facilitator of a largely student-directed search for understanding. More 'transmissive', teacher-centred approaches are held to lead to poor student understanding, low cognitive engagement and rote learning. This paper reports a case study of physics teaching in a government high school in Perth, Western Australia. This case study is part of a larger project spanning 5 years and eight case investigations in Perth schools. While the pedagogical style of the teacher studied could be labelled as 'transmissive', we tentatively assert that his practice exemplified high-quality physics teaching and led to high-quality understanding on the part of the students. The study suggests that prescriptions for quality teaching must be sensitive to issues of context and content, and that further study in a variety of school contexts is required to expand our understanding of what constitutes good teaching and learning in physics.

  12. Teaching and Learning of Medical Biochemistry According to Clinical Realities: A Case Study

    ERIC Educational Resources Information Center

    Jabaut, Joshua M.; Dudum, Ramzi; Margulies, Samantha L.; Mehta, Akshita; Han, Zhiyong

    2016-01-01

    To foster medical students to become physicians who will be lifelong independent learners and critical thinkers with healthy skepticism and provide high-quality patient care guided by the best evidence, teaching of evidence-based medicine (EBM) has become an important component of medical education. Currently, the teaching and learning of…

  13. SALT WORKS, School by School: A School-Centered Plan To Improve Teaching and Learning. Book One.

    ERIC Educational Resources Information Center

    Rhode Island State Dept. of Elementary and Secondary Education, Providence.

    This document describes Rhode Island's School Accountability for Learning and Teaching (SALT) process. It defines SALT's vision, outlines Article 31 (which requires schools to engage in self-study and goal setting and sets rigorous requirements for schools), and explains how SALT concepts mirror and respond to Article 31 demands. SALT's vision is…

  14. Medication Management in Schools: A Systems Approach to Reducing Risk and Strengthening Quality in School Medication Management

    ERIC Educational Resources Information Center

    Center for Health and Health Care in Schools, 2004

    2004-01-01

    This paper and the invitational meeting for which it has been prepared make certain assumptions about the challenge of strengthening the quality of medication management in school. The participants believe that recent research on improving the safety and quality of patient care has relevance for health services in school, particularly the safety…

  15. Developing a Nursing Protocol for Over-the-Counter Medications in High School

    ERIC Educational Resources Information Center

    Awbrey, Lucinda Mejdell; Juarez, Sandra M.

    2003-01-01

    Management of medications in school is one of the critical roles that school nurses carry out in the school setting. In recent years, parents have come to question the medication procedures that school districts follow. Parents question why a physician's order is required for school personnel to provide over-the-counter (OTC) medications to their…

  16. Why medical schools are tolerant of unethical behavior.

    PubMed

    de Oliveira Vidal, Edison Iglesias; Silva, Vanessa Dos Santos; Santos, Maria Fernanda Dos; Jacinto, Alessandro Ferrari; Boas, Paulo José Fortes Villas; Fukushima, Fernanda Bono

    2015-03-01

    The exposure to unethical and unprofessional behavior is thought to play a major role in the declining empathy experienced by medical students during their training. We reflect on the reasons why medical schools are tolerant of unethical behavior of faculty. First, there are barriers to reporting unprofessional behavior within medical schools including fear of retaliation and lack of mechanisms to ensure anonymity. Second, deans and directors do not want to look for unethical behavior in their colleagues. Third, most of us have learned to take disrespectful circumstances in health care institutions for granted. Fourth, the accreditation of medical schools around the world does not usually cover the processes or outcomes associated with fostering ethical behavior in students. Several initiatives promise to change that picture. PMID:25755040

  17. Chorasmia Medical School from the beginning until the Mongol invasion

    PubMed Central

    Golshani, Seyyed Alireza; Seddigh, Fatemeh; Pirouzan, Hadi; Daneshfard, Babak

    2015-01-01

    In research on the history of medicine, less attention is paid to the subject of historical geography. Considering the importance of this subject in the history of science, this paper discusses one of the most important science centers in the world. This outstanding medical research center was located in Gorganch city, Chorasmia area, in the Eastern part of the Islamic. Chorasmia medical school was one of the important Iranian medical schools before the Mongols’ attack. Its history (305-1231 A.D.) can be divided into three eras; Ale Iraq, Ale Ma'mun, and era of the Khwarazmian dynasty. This geographical area in the Northeast of Iran has escaped the notice of researchers in recent studies. The presence of great Persian physicians and scientists throughout history in this area indicates its scientific importance. The present article focuses on Chorasmia Medical School since its establishment until the Mongols’ attack. PMID:27350864

  18. Why Medical Schools Are Tolerant of Unethical Behavior

    PubMed Central

    de Oliveira Vidal, Edison Iglesias; Silva, Vanessa dos Santos; dos Santos, Maria Fernanda; Jacinto, Alessandro Ferrari; Boas, Paulo José Fortes Villas; Fukushima, Fernanda Bono

    2015-01-01

    The exposure to unethical and unprofessional behavior is thought to play a major role in the declining empathy experienced by medical students during their training. We reflect on the reasons why medical schools are tolerant of unethical behavior of faculty. First, there are barriers to reporting unprofessional behavior within medical schools including fear of retaliation and lack of mechanisms to ensure anonymity. Second, deans and directors do not want to look for unethical behavior in their colleagues. Third, most of us have learned to take disrespectful circumstances in health care institutions for granted. Fourth, the accreditation of medical schools around the world does not usually cover the processes or outcomes associated with fostering ethical behavior in students. Several initiatives promise to change that picture. PMID:25755040

  19. The Price of Misassignment: The Role of Teaching Assignments in Teach for America Teachers' Exit from Low-Income Schools and the Teaching Profession

    ERIC Educational Resources Information Center

    Donaldson, Morgaen L.; Johnson, Susan Moore

    2010-01-01

    Teach For America (TFA) recruits high-achieving college graduates to teach for 2 years in the nation's low-income schools. This study is the first to examine these teachers' retention nationwide, asking whether, when, and why they voluntarily transfer from their low-income placement schools or leave teaching altogether. Based on a survey of three…

  20. School Subject Paradigms and Teaching Practice in Lower Secondary Swedish Schools Influenced by ICT and Media

    ERIC Educational Resources Information Center

    Erixon, Per-Olof

    2010-01-01

    This article deals with how school subjects' paradigms, i.e. the established content of the teaching and the way in which the teaching is traditionally organised, are influenced when digital media are becoming increasingly common in educational contexts. The study is based on interviews in so-called focus groups with teachers of different school…

  1. [Practice and research into multi-unit teaching of Medical Genetics.].

    PubMed

    Du, Shao-Ling; Xu, Si-Bin; Gong, Lei; Zhu, Xiao-Lei; Wang, Ping; Lin, Ai-Qin

    2010-10-01

    In order to fully arise the enthusiasm of students in active learning and promote their development, we attempted such multiple class teaching methods in teaching medical science of genetics as elaboration of the basic theory of genetics, synopsis on the advance of this field, application of multimedia teaching, case-based teaching, role-play change in class teaching, instructions on writing of reviewing articles and academic assessment by diverse examination. The results suggest that multiple teaching methods can greatly enhance the efficiency of class teaching and comprehensively cultivate the academic ability of the students as well as improve the quality of teachers. Compared with the conventional class teaching, students are much interested in giving lessons by case-based study, CAI teaching and role change of teachers and students in class teaching, which resulted in improvement of self-disciplined study of students, problem settlement, class performance, awareness of the importance of scientific research and reinforcement of team work. PMID:20943498

  2. Literature review of teaching skills programs for junior medical officers

    PubMed Central

    Ng, Heryanto; Schoo, Adrian

    2016-01-01

    Objectives The aim of this review was to assess the current evidence regarding the efficacy of teaching skills programs for junior medical officers.  We aimed to compare and contrast these results with findings from previous literature reviews, the last of which were published in 2009. Methods In order to capture studies since the last published literature reviews, five databases and grey literature were searched for publications from January 2008 to January 2015. A search for literature reviews without using the timeframe limitation was also performed. Results The search from January 2008 to January 2015 resulted in the inclusion of 12 studies. Five systematic reviews of the topic were found which included 39 individual studies that were also analysed. Nearly all studies reported positive effects. Twenty nine studies reported change in attitudes, 28 reported modification in knowledge, 28 reported change in behaviour, 6 reported change in the organisation and two reported change in program participant’s students. There were substantial threats of bias present. Conclusions The literature reviewed demonstrated many positive effects of teaching skills programs, which supports their utilization. However, high level outcomes need to be evaluated over longer periods of time to establish their true impact. An organisation specific approach to these programs needs to occur using sound course design principles, and they need to be reported in evaluation trials that are designed with robust methodology. PMID:26826798

  3. Teaching history of medicine in the perspective of "medical humanities".

    PubMed

    von Engelhardt, D

    1999-03-01

    The current interest in philosophical questions and ethical aspects of medicine turns attention towards the past and obtains suggestions and perspectives from previous descriptions and interpretations of sickness, therapy, and the relation between the patient and physician. Culture as therapy and therapy as culture are fundamental challenges for the present; physician, patient, and society, i.e., humans and humane medicine, need this dialogue, which should also be constitutive for teaching history of medicine. Through the separation of the natural sciences and the humanities, modern progress of medicine has produced many benefits but has, at the same time, raised many problems. Negative consequences of this development exist not only for the patient, but also for his personal environment and for the physician. In the course of modern history, there have been several reactions aimed at overcoming these one-sided tendencies: in the Renaissance, in the epoch of Romanticism and Idealism, and at the beginning and the end of the 19th century. This article outlines, with historical examples and contemporary reflections, the concept of teaching history of medicine in the perspective of "medical humanities". PMID:9933888

  4. The Impact of Education Reform: An Asian Medical School's Experience.

    PubMed

    Koh, Gerald Ch; Lee, Jeremy Ne; Agrawal, Neelima; Tam, John Kc; Samarasekera, Dujeepa; Koh, Dow Rhoon; Wong, John El; Tan, Chay Hoon

    2016-05-01

    This study assessed the effectiveness of education reforms on student-reported learning outcomes at the end of the 5-year medical school (M5) and 1-year internship (HO) in 2006, 2007 and 2008. A self-administered anonymous survey with 17 learning outcomes assessed, derived from Harden's Three-Circle Outcomes Model for outcomes-based education, was administered to 683 students at the end of medical school (M5) and internship (HO) from 2006, 2007 and 2008. We identified learning outcomes which changed significantly for internship (Cohorts A, B and C) and medical school (Cohorts B, C and D) between cohorts from 2006 to 2008, and compared learning outcomes between medical school and internship within cohorts (i.e. Cohort B which was M5 in 2006 and HO in 2007; Cohort C which was M5 in 2007 and HO in 2008). The proportion of students who agreed that medical school helped them achieve learning outcomes increased significantly from 2006 to 2008 for 15 out of 17 learning outcomes assessed. The proportion of students who agreed that internship helped them achieve learning outcomes increased significantly from 2006 to 2008 for 6 learning outcomes assessed. For Cohorts B and C, internship was more effective than medical school in achieving 8 learning outcomes. Cohort C reported that internship was more effective than medical school in 3 additional learning outcomes than Cohort B: patient management, humility and dedication. We conclude that a successful journey of education reform is an ongoing process that needs to comprehensively address multifaceted components such as faculty, administration and curriculum. PMID:27383719

  5. Rural Origin Medical Students: How Do They Cope with the Medical School Environment?

    ERIC Educational Resources Information Center

    Durkin, Shane R.; Bascomb, Angela; Turnbull, Deborah; Marley, John

    2003-01-01

    A survey of 163 senior medical students attending a South Australian medical school found that rural students were more likely than urban students to experience stress; be concerned about getting a provider number (license); feel that consultants had little time for them; have made the decision to study medicine without pressure from others; and…

  6. New Pathways to Medical Education: Learning To Learn at Harvard Medical School.

    ERIC Educational Resources Information Center

    Tosteson, Daniel C., Ed.; And Others

    This book details how Harvard Medical School (Massachusetts) overcame prevailing educational inertia and developed a curriculum and educational program consistent with preparing students to practice medicine in the 21st century. The New Pathway in General Medical Education program emphasizes both acquiring current knowledge and developing learning…

  7. Universities and medical schools: reflections on a half-century of Canadian medical education.

    PubMed

    Naimark, A

    1993-05-01

    After 50 years of accelerated development, universities and medical schools have entered a period of uncertainty and instability. The Flexnerian paradigm of medical education, rooted in biomedical science and conducted under the aegis of a university, reached its apotheosis by the late 1960s and the early 1970s. Fuelled by the introduction of comprehensive, government-sponsored health care insurance and advances in technology, the demand for health care professionals and for access to facilities increased sharply. Medical education, research and advanced clinical services expanded dramatically aided by the emergence of academic health sciences centres and accompanied by a wave of medical curriculum reform. Now medical schools must strike a dynamic balance in responding to the continued expansion of knowledge and technology, the demand for social equity and the exigencies of prolonged fiscal constraint. They must also balance the biological and sociological approaches to medicine in establishing the foundations for the future development of Canadian medical education. PMID:8477376

  8. The Art of Teaching the Arts: A Workshop for High School Teachers

    ERIC Educational Resources Information Center

    Annenberg Media, 2005

    2005-01-01

    "The Art of Teaching the Arts: A Workshop for High School Teachers" is an eight-part professional development workshop for use by high school dance, music, theatre, and visual art teachers. The workshop examines how principles of good teaching are carried out in teaching the arts at the high school level. In the eight one-hour video programs,…

  9. Eratosthenes' teachings with a globe in a school yard

    NASA Astrophysics Data System (ADS)

    Božić, Mirjana; Ducloy, Martial

    2008-03-01

    A globe, in a school or university yard, which simulates the Earth's orientation in space, could be a very useful and helpful device for teaching physics, geometry, astronomy and the history of science. It would be very useful for science education to utilize the forthcoming International Year of the Planet Earth 2008 and the International Year of Astronomy 2009 by installing globes in many school and university courtyards.

  10. Integrating an Open-Source Course Management System (Moodle) into the Teaching of a First-Year Medical Physiology Course: A Case Study

    ERIC Educational Resources Information Center

    Seluakumaran, Kumar; Jusof, Felicita Fedelis; Ismail, Rosnah; Husain, Ruby

    2011-01-01

    Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an…

  11. Teaching the Rational Use of Medicines to medical students: a qualitative research

    PubMed Central

    2012-01-01

    Background Prescribing is a complex and challenging task that must be part of a logical deductive process based on accurate and objective information and not an automated action, without critical thinking or a response to commercial pressure. The objectives of this study were 1) develop and implement a discipline based on the WHO’s Guide to Good Prescribing; 2) evaluate the course acceptance by students; 3) assess the impact that the Rational Use of Medicines (RUM) knowledge had on the students habits of prescribing medication in the University Hospital. Methods In 2003, the RUM principal, based in the WHO's Guide to Good Prescribing, was included in the official curriculum of the Botucatu School of Medicine, Brazil, to be taught over a total of 24 hours to students in the 4th year. We analyzed the students' feedback forms about content and teaching methodology filled out immediately after the end of the discipline from 2003 to 2010. In 2010, the use of RUM by past students in their medical practice was assessed through a qualitative approach by a questionnaire with closed-ended rank scaling questions distributed at random and a single semistructured interview for content analysis. Results The discipline teaches future prescribers to use a logical deductive process, based on accurate and objective information, to adopt strict criteria (efficacy, safety, convenience and cost) on selecting drugs and to write a complete prescription. At the end of it, most students considered the discipline very good due to the opportunity to reflect on different actions involved in the prescribing process and liked the teaching methodology. However, former students report that although they are aware of the RUM concepts they cannot regularly use this knowledge in their daily practice because they are not stimulated or even allowed to do so by neither older residents nor senior medical staff. Conclusions This discipline is useful to teach RUM to medical students who become aware of

  12. Measuring the social responsiveness of medical schools: setting the standards.

    PubMed

    Peabody, J W

    1999-08-01

    This article calls for medical schools to use a new set of standards to gauge how well they contribute to social welfare. Because medical schools receive public funding and are given the authority to certify that providers are sufficiently trained, they incur an obligation to be socially responsible. In addition to setting and using higher standards, medical schools should call on their credibility and use their scientific expertise to find new policies that promote social welfare. In particular, they should do research on socially oriented policies and participate more actively in debates about health sector reform. Although societies vary and have different values, most countries and peoples probably share the following social objectives: They want to use limited public and private resources rationally to produce the best possible health, they do not want individuals or groups to suffer, and they want to protect people against catastrophic illness and associated financial losses. Although new standards are needed, medical schools should be encouraged to continue producing technically sophisticated providers and conducting high-level basic and clinical research. Available evidence suggests that medical schools can further contribute to the three social objectives noted above by increasing the intensity and relevancy of primary care training, expanding the curriculum beyond its biomedical focus, encouraging research in health services, and assessing the effectiveness of social policy in improving the health of the population. PMID:10495745

  13. Enacting the Carnegie Foundation call for reform of medical school and residency.

    PubMed

    O'Brien, Bridget C; Irby, David M

    2013-01-01

    On the 100th anniversary of the Flexner Report, the Carnegie Foundation for the Advancement of Teaching published a new study of medical education. This study, titled Educating Physicians: A Call for Reform of Medical Schools and Residency Programs, contained four primary recommendations intended to stimulate innovation and improvement in medical education. In this article, the authors examined the ways others have applied the four recommendations from Educating Physicians within and beyond medical education. In their review of 246 publications citing the Carnegie work, they found that the recommendation for integration was addressed most frequently, often through descriptions of integration of curricular content in undergraduate medical education. The recommendation to focus on professional identity formation was the second most frequently addressed, followed by standardization and individualization, then inquiry, innovation, and improvement. The publications related to these latter three recommendations tended to be conceptual rather than descriptive or empirical. Publications spanned the continuum of medical education (from medical school to residency to physicians in practice) and even into other fields, but undergraduate medical education received the most attention. The authors discuss common themes among the citing publications and highlight opportunities for further discussion and innovation. Many exciting developments have occurred in medical education and beyond since the publication of Educating Physicians in 2010. Thus far, most of the publications citing the Carnegie recommendations describe incremental changes in medical education, particularly in the area of integration. Some of the conceptual work around these recommendations, coupled with a variety of external factors such as changes in health care and accreditation systems, suggests the potential for changes that are more transformative in nature. PMID:24246101

  14. Residents' perspectives on the final year of medical school

    PubMed Central

    Obrien, Bridget; Niehaus, Brian; Teherani, Arianne; Young, John Q.

    2012-01-01

    Objectives To characterize junior residents’ perspectives on the purpose, value, and potential improvement of the final year of medical school. Methods Eighteen interviews were conducted with junior residents who graduated from nine different medical schools and who were in internal medicine, surgery, and psychiatry programs at one institution in the United States. Interview transcripts were coded and analyzed inductively for themes. Results Participants’ descriptions of the purpose of their recently completed final year of medical school contained three primary themes: residency-related purposes, interest- or need-based purposes, and transitional purposes. Participants commented on the most valued aspects of the final year. Themes included opportunities to: prepare for residency; assume a higher level of responsibility in patient care; pursue experiences of interest that added breadth of knowledge, skills and perspective; develop and/or clarify career plans; and enjoy a period of respite. Suggestions for improvement included enhancing the learning value of clinical electives, augmenting specific curricular content, and making the final year more purposeful and better aligned with career goals. Conclusions The final year of medical school is a critical part of medical education for most learners, but careful attention is needed to ensure that the year is developmentally robust. Medical educators can facilitate this by creating structures to help students define personal and professional goals, identify opportunities to work toward these goals, and monitor progress so that the value of the final year is optimized and not exclusively focused on residency preparation.

  15. Digital dissection system for medical school anatomy training

    NASA Astrophysics Data System (ADS)

    Augustine, Kurt E.; Pawlina, Wojciech; Carmichael, Stephen W.; Korinek, Mark J.; Schroeder, Kathryn K.; Segovis, Colin M.; Robb, Richard A.

    2003-05-01

    As technology advances, new and innovative ways of viewing and visualizing the human body are developed. Medicine has benefited greatly from imaging modalities that provide ways for us to visualize anatomy that cannot be seen without invasive procedures. As long as medical procedures include invasive operations, students of anatomy will benefit from the cadaveric dissection experience. Teaching proper technique for dissection of human cadavers is a challenging task for anatomy educators. Traditional methods, which have not changed significantly for centuries, include the use of textbooks and pictures to show students what a particular dissection specimen should look like. The ability to properly carry out such highly visual and interactive procedures is significantly constrained by these methods. The student receives a single view and has no idea how the procedure was carried out. The Department of Anatomy at Mayo Medical School recently built a new, state-of-the-art teaching laboratory, including data ports and power sources above each dissection table. This feature allows students to access the Mayo intranet from a computer mounted on each table. The vision of the Department of Anatomy is to replace all paper-based resources in the laboratory (dissection manuals, anatomic atlases, etc.) with a more dynamic medium that will direct students in dissection and in learning human anatomy. Part of that vision includes the use of interactive 3-D visualization technology. The Biomedical Imaging Resource (BIR) at Mayo Clinic has developed, in collaboration with the Department of Anatomy, a system for the control and capture of high resolution digital photographic sequences which can be used to create 3-D interactive visualizations of specimen dissections. The primary components of the system include a Kodak DC290 digital camera, a motorized controller rig from Kaidan, a PC, and custom software to synchronize and control the components. For each dissection procedure, the

  16. Learning to Teach Citizenship in the Secondary School: A Companion to School Experience. Second Edition. Learning to Teach Subjects in the Secondary School Series

    ERIC Educational Resources Information Center

    Gearon, Liam, Ed.

    2009-01-01

    What is the role of Citizenship? How can it be taught effectively? The fully updated second edition of "Learning to Teach Citizenship in the Secondary School" is an essential text for students training to teach Citizenship as a first or second subject, as well as experienced teachers who have opted to take responsibility for this vital subject.…

  17. On the Legal Issues of Teaching Evolution in Public Schools

    ERIC Educational Resources Information Center

    Hermann, Ronald S.

    2013-01-01

    In order to effectively teach evolution to all students, even those resistant to learning evolution, science teachers may question the extent to which religion can legally be discussed in the public high school science classroom. Evolution is taught from a variety of approaches, each of which has legal implications. Four approaches to teaching…

  18. Constructing the Cosmopolitan Subject: Teaching Secondary School Literature in Singapore

    ERIC Educational Resources Information Center

    Poon, Angelia Mui Cheng

    2010-01-01

    This article discusses the ambitious educational reforms of the Singapore government in response to the challenges of globalization vis-a-vis the specific issues arising from the case of teaching Literature in secondary schools. It shows how the Singapore state is invested in a particular view of globalization and argues how recent scholarly moves…

  19. ERIC/ChESS: Teaching High School Economics.

    ERIC Educational Resources Information Center

    Smiddie, Laura

    1990-01-01

    Presents an annotated list of materials from the Educational Resources Information Center (ERIC) database for high school teachers concerned with teaching economic concepts. Materials include lesson plans using writing exercises; simulations in stock market operations; class activities on economics and the U.S. Constitution; and instructional…

  20. Teaching as a Vocation in the Public School.

    ERIC Educational Resources Information Center

    Whitehead, Sharon

    1993-01-01

    Describes the foundation, growth and philosophy of Teachers' Teams, an international movement of Catholic educators who view teaching in public schools as a vocation, mission and ministry. Discusses activities such as monthly meetings and conferences and defines the three steps in their approach: seeing, judging, and acting. (BCY)

  1. Teaching Social Studies to Middle School Students with Learning Problems

    ERIC Educational Resources Information Center

    Steele, Marcee M.

    2008-01-01

    Because of recent legislation, students with mild disabilities frequently receive social studies instruction in the general education classroom. Therefore, middle school teachers have the challenge of teaching social studies to students with a wide range of abilities. Emphasis in the general education social studies curriculum is on high-level…

  2. Managing Teaching and Learning in South African Schools

    ERIC Educational Resources Information Center

    Bush, Tony; Joubert, Rika; Kiggundu, Edith; van Rooyen, Jean

    2010-01-01

    This paper examines the significance of leadership and management in enhancing classroom practice and improving learner outcomes in two provinces of South Africa. It is increasingly recognised, internationally and in South Africa, that managing teaching and learning is one of the most important activities for principals and other school leaders.…

  3. Teaching Young Children How to Sing: One School's Experience

    ERIC Educational Resources Information Center

    Kenney, Susan

    2011-01-01

    In many schools, classroom teachers are responsible for the music experiences of young children. Children may learn songs, but may not learn "how" to sing. This article outlines simple teaching strategies to help young children develop listening and vocal habits leading to beautiful singing. The article discusses how the kindergarten classes at…

  4. Teaching Electromagnetism to High-School Students Using Particle Accelerators

    ERIC Educational Resources Information Center

    Sinflorio, D. A.; Fonseca, P.; Coelho, L. F. S.; Santos, A. C. F.

    2006-01-01

    In this article we describe two simple experiments using an ion accelerator as an aid to the teaching of electromagnetism to high-school students. This is part of a programme developed by a Brazilian State funding agency (FAPERJ) which aims to help scientifically minded students take their first steps in research.

  5. Understanding Approaches to Teaching Critical Thinking in High School Classrooms

    ERIC Educational Resources Information Center

    Jeremiah, Ken

    2012-01-01

    Critical thinking continues to be an educational concern even though many school systems, educators, and academic articles have stressed its importance. To teach critical thinking, teachers need to learn what it is and how it is taught. It is unknown to what extent critical thinking skills are taught and assessed in classrooms. The purpose of this…

  6. Evaluation of Teaching Performance in U.S. Dental Schools.

    ERIC Educational Resources Information Center

    Scruggs, Rebecca Reavis; And Others

    1988-01-01

    A national survey found that, although most dental schools formally evaluate faculty through student ratings, they agree that peer evaluation should be included. Most valued features of evaluation include a feedback mechanism, faculty input, and standardization. Most institutions provide teaching enhancement programs but value may research…

  7. Teaching Science in U.S. Secondary Schools: A Survey.

    ERIC Educational Resources Information Center

    Keown, Duane

    1986-01-01

    Reports on a study to determine the use of outdoor resources in the teaching of natural science in secondary schools, and to obtain suggestions from science teachers for increasing and improving the use of outdoor resources. Results indicated 16 percent of classes do not study science outdoors. (TW)

  8. What Should Schools Teach? Issues of Process and Content.

    ERIC Educational Resources Information Center

    Perrone, Vito

    1988-01-01

    When discussing what schools should teach, questions of both content and process must be addressed. Although many observers believe that a fixed content should be learned, it is impossible to separate content and process. In the process of education, experiences build on each other. This fact should cause educators to question the continuities…

  9. Social Studies: Middle School Guide for Teaching about Human Rights.

    ERIC Educational Resources Information Center

    Todorov, Karen; And Others

    Implementation of the 10 major goals and various objectives of the Detroit (Michigan) curriculum for teaching middle school students about human rights is done through a number of activities and resources. Each of the lessons is structured around one of the major goals and provides objectives, learner outcomes, activities, and resources. An…

  10. Standards-Based Teaching in Culturally Diverse Schools. Viewers' Guide.

    ERIC Educational Resources Information Center

    Clair, Nancy; Adger, Carolyn Temple

    This videotape and viewer's guide kit is designed for use in a teachers' study group that is part of a comprehensive professional development plan. It encourages teachers to critique and inquire about standards and standards-based teaching in their diverse schools and classrooms. The kit was designed based on a 3-year project in which researchers…

  11. Integrating Computer Simulations into High School Physics Teaching.

    ERIC Educational Resources Information Center

    Ronen, Miky; And Others

    1992-01-01

    Describes a project aimed at examining the problems involved in a large scale integration of computerized simulations into the present structure of physics teaching in Israeli high schools. Assessment by students, teachers, and the project team indicated general satisfaction with the project. Discusses difficulties of implementing computer-based…

  12. Teaching Problem Solving in Secondary School Mathematics Classrooms

    ERIC Educational Resources Information Center

    Lam, Toh Tin; Guan, Tay Eng; Seng, Quek Khiok; Hoong, Leong Yew; Choon, Toh Pee; Him, Ho Foo; Jaguthsing, Dindyal

    2014-01-01

    This paper reports an innovative approach to teaching problem solving in secondary school mathematics classrooms based on a specifically designed problem-solving module.This approach adopts the science practical paradigm and rides on the works of Polya and Schoenfeld in order to give greater emphasis to the problem solving processes. We report the…

  13. Discovering Animal Ways, Elementary School Science, Level Three, Teaching Manual.

    ERIC Educational Resources Information Center

    Hale, Helen E.

    This pilot teaching unit is one of a series developed for use in elementary school science programs. This unit is designed to promote children's natural curiosity and to help those who show a reluctance to work with animals to overcome some of their fears. The student activities employ important scientific processes, such as observation,…

  14. Respect and Responsibility: Teaching Citizenship in South African High Schools

    ERIC Educational Resources Information Center

    Hammett, Daniel; Staeheli, Lynn A.

    2011-01-01

    Respect is a core concept in citizenship debates. South African high school educators often draw upon respect as a key value within citizenship education. Their teaching of this value is often conflated with promotion of the practice of responsible citizenship. The constructions of respect and responsibility in these situations are imbued with…

  15. High School Seniors' Perceptions of a Teaching Career.

    ERIC Educational Resources Information Center

    Summerhill, Arlene; Matranga, Myrna; Peltier, Gary; Hill, George.

    1998-01-01

    Examined how high school seniors perceived careers in education, particularly minority group students. Surveys of students from diverse ethnic background in Washoe County, Nevada, indicated that about 36% were at least somewhat interested in teaching careers. There were differences in the perceptions of minority and majority group students and…

  16. Teaching Self-Instruction in the Elementary Schools.

    ERIC Educational Resources Information Center

    Thorvilson, Virginia; Litzenberger, Jerry

    This experiment involved training students in self-instruction (specifically, teaching them to verbally cue and instruct themselves through given assignments), as an alternative to the direct intervention method for increasing on-task behavior and decreasing disruptive behavior in the elementary school classroom. Assignment completion rather than…

  17. Transforming High Schools: Performance Systems for Powerful Teaching. Policy Brief

    ERIC Educational Resources Information Center

    Haynes, Mariana

    2011-01-01

    This policy brief examines standards-based approaches that hold promise for shaping a common vision of skilled teaching commensurate with the national goal of preparing all students for college and careers. Numerous studies confirm that teachers are the most significant school-based factor in improving student achievement, particularly for the…

  18. Teaching Database Management System Use in a Library School Curriculum.

    ERIC Educational Resources Information Center

    Cooper, Michael D.

    1985-01-01

    Description of database management systems course being taught to students at School of Library and Information Studies, University of California, Berkeley, notes course structure, assignments, and course evaluation. Approaches to teaching concepts of three types of database systems are discussed and systems used by students in the course are…

  19. Intercultural Awareness in Rural Title 1 Elementary School Teaching Practices

    ERIC Educational Resources Information Center

    Leventhal, Mary Wilson

    2012-01-01

    The purpose of the study was to examine cultural dissonance between teachers and students with its implications for student achievement in a rural Title 1 elementary school. Most U.S. teachers share a White, monolingual, middle-class, female teaching culture that is a mismatch with their increasingly multicultural student population. That problem…

  20. Partnership Teaching: Our Own Growth; Partnership School Council.

    ERIC Educational Resources Information Center

    Pirtle, Sarah

    2002-01-01

    Strategies to implement partnership teaching in the classroom include considering unsuccessful attempts at negotiating social situations as mistakes rather than misbehavior, introducing Gandhi's concept of truthful love, and using nonviolent communication in conflict resolution. A partnership school council involves all students in school…

  1. METHODS OF TEACHING PHYSICS IN SOVIET SECONDARY SCHOOLS.

    ERIC Educational Resources Information Center

    YUS'KOVICH, V.F.

    THIS VOLUME IS A COLLECTION OF EIGHT PAPERS DEALING WITH ASPECTS OF TEACHING PHYSICS TO RUSSIAN STUDENTS IN GRADES FIVE THROUGH ELEVEN. TOPICS OF PAPERS ARE (1) THE PRESENT SITUATION IN THE METHOD OF HIGH-SCHOOL PHYSICS AND ITS BEARING ON THE POLYTECHNICAL INSTRUCTION SYSTEM, (2) THE DEVELOPMENT OF RATIONAL THOUGHT IN STUDENTS DURING THE TEACHING…

  2. Ideas for Teaching Science in the Junior High School.

    ERIC Educational Resources Information Center

    National Science Teachers Association, Washington, DC.

    Provided is a compilation of more than 75 articles which have been printed in "The Science Teacher" relative to teaching science in the junior high school. The two basic types of articles selected were (1) those that help science teachers think through their purposes, and (2) those that suggest appropriate methods and techniques for implementing…

  3. Computer Use by School Teachers in Teaching-Learning Process

    ERIC Educational Resources Information Center

    Bhalla, Jyoti

    2013-01-01

    Developing countries have a responsibility not merely to provide computers for schools, but also to foster a habit of infusing a variety of ways in which computers can be integrated in teaching-learning amongst the end users of these tools. Earlier researches lacked a systematic study of the manner and the extent of computer-use by teachers. The…

  4. Interdisciplinary Team Teaching versus Departmentalization in Middle Schools.

    ERIC Educational Resources Information Center

    Alspaugh, John W.; Harting, Roger D.

    1998-01-01

    Studied the effects of interdisciplinary teaming versus departmentalization on student achievement in middle schools. Found no significant differences for reading, math, science, and social studies achievement. Results suggest that team teaching merits further investigation as a potential strategy for mediating the student achievement loss…

  5. Teaching Primary School Mathematics and Statistics: Evidence-Based Practice

    ERIC Educational Resources Information Center

    Averill, Robin; Harvey, Roger

    2010-01-01

    Here is the only reference book you will ever need for teaching primary school mathematics and statistics. It is full of exciting and engaging snapshots of excellent classroom practice relevant to "The New Zealand Curriculum" and national mathematics standards. There are many fascinating examples of investigative learning experiences, and key…

  6. Getting Shocks: Teaching Secondary School Physics through History.

    ERIC Educational Resources Information Center

    Heering, Peter

    2000-01-01

    Uses several replicas of experimental set-ups that were originally used in electrostatic research in teaching electrostatics through history on secondary school level. Makes visible the change of the style of electrostatic experimentation that took place at the end of the 18th century. (Contains 25 references.) (ASK)

  7. Eratosthenes' Teachings with a Globe in a School Yard

    ERIC Educational Resources Information Center

    Bozic, Mirjana; Ducloy, Martial

    2008-01-01

    A globe, in a school or university yard, which simulates the Earth's orientation in space, could be a very useful and helpful device for teaching physics, geometry, astronomy and the history of science. It would be very useful for science education to utilize the forthcoming International Year of the Planet Earth 2008 and the International Year of…

  8. Teaching about Islam in Secondary Schools: Curricular and Pedagogical Considerations

    ERIC Educational Resources Information Center

    Moore, James R.

    2006-01-01

    Current demographic trends are contributing to a rapid increase in religious, racial, and ethnic diversity in the United States. This article provides a rationale for teaching about religious diversity, particularly Islam, in public schools and the vital role religion has played in American history. The article provides readers with important…

  9. EXPERIMENTAL TEACHING OF MATHEMATICAL LOGIC IN THE ELEMENTARY SCHOOL.

    ERIC Educational Resources Information Center

    BINFORD, FREDERICK; SUPPES, PATRICK

    STUDY OBJECTIVES WERE DEVELOPED AROUND THE IDEA THAT DELIBERATE AND PLANNED TEACHING OF FORMAL SYMBOLIC LOGIC WILL BENEFIT THE STUDENT AT ANY AGE BY ENLARGING HIS SCOPE AND PROVIDING FOR A DEEPER AND MORE PENETRATING STUDY OF MATHEMATICS AND OTHER DEDUCTIVELY FORMULATED DISCIPLINES. IT WAS HYPOTHESIZED THAT THE ABLE STUDENT IN ELEMENTARY SCHOOL IS…

  10. School Counselors as Conflict Resolution Consultants: Practicing What We Teach.

    ERIC Educational Resources Information Center

    Hovland, Jane; And Others

    1996-01-01

    Discusses the role of school counselors as conflict resolution consultants. Describes a strategy for teaching others about conflict resolution, relying on a model that emphasizes strategies and roles within conflict situations. Procedures outlined are appropriate for use in preventive workshops on conflict and have also been used with those…

  11. Teaching Practices from America's Best Urban Schools: A Guide for School and Classroom Leaders

    ERIC Educational Resources Information Center

    Johnson, Joseph F., Jr.; Perez, Lynne G.; Uline, Cynthia L.

    2013-01-01

    Discover the teaching practices that make the biggest difference in student performance! This practical, research-based book gives principals, teachers, and school administrators a direct, inside look at instructional practices from top award-winning urban schools. The authors provide detailed examples and analyses of these practices, and…

  12. Factors Contributing to Ineffective Teaching and Learning in Primary Schools: Why Are Schools in Decadence?

    ERIC Educational Resources Information Center

    Mupa, Paul; Chinooneka, Tendeukai Isaac

    2015-01-01

    The study sought to explore factors that contribute towards effective teaching and learning in primary schools. The study was prompted by high failure rate of pupils at grade seven level which recorded zero percent pass rate since 2013. The researchers were prompted to investigate why there is such decay in schools in Zimbabwe. Mixed methods were…

  13. Indian School: Teaching the White Man's Way.

    ERIC Educational Resources Information Center

    Cooper, Michael L.

    This book for young people examines the history, purpose, and daily routine of government-operated boarding schools for American Indians and tells the personal stories, often in their own words, of several young students. Chapter 1 describes the journey to Pennsylvania of the first Indian children to attend the Carlisle school in 1879. Chapter 2…

  14. Elementary School Teachers and Teaching with Technology

    ERIC Educational Resources Information Center

    Varol, Filiz

    2013-01-01

    This study aims to identify the relationship between elementary school teachers' ICT engagement with their attitudes towards technology. To this end, one hundred elementary school students were asked to fill out questionnaires related to their ICT knowledge, usage, and attitude towards technology. The results show that teachers' ICT…

  15. Teaching in Ethnically Diverse Schools: Teachers' Professionalism

    ERIC Educational Resources Information Center

    Leeman, Yvonne

    2006-01-01

    This article reports on research on secondary-school teachers and dilemmas they encounter in their work in multi-ethnic schools in the Netherlands. The results of a recent study based on interviews are compared with a survey conducted in 1996. This showed that in a changing societal context, that can be characterized by mounting selection and…

  16. Meeting the Challenge of Middle School Teaching.

    ERIC Educational Resources Information Center

    Gerber, Timothy

    1992-01-01

    Suggests that successful middle school music teachers are those who are liked by students and who expect good behavior and reasonable effort. Discusses drug abuse, intellectual underdevelopment, and other problems faced by today's adolescent students. Recommends restructuring middle schools to address student needs, improving teacher education,…

  17. Measuring School Spirit: A National Teaching Exercise

    ERIC Educational Resources Information Center

    Teaching of Psychology, 2004

    2004-01-01

    We developed a novel variation on classroom data collection by having students conduct a national research project. Students at 20 different colleges and universities measured "school spirit" at their institutions according to several operational criteria (school apparel wearing, car stickers, alumni donation rate, ratings by a major sports…

  18. Teaching in Doomadgee: The Isolated Schools' Project.

    ERIC Educational Resources Information Center

    Saunders, Anneli

    2002-01-01

    A preservice teacher describes her practicum at a rural Aboriginal school in Queensland (Australia). Part of an English-as-second-language research project, the school used local Aboriginal English, which draws on three traditional languages, to build self esteem and acknowledge the indigenous culture. Standard Australian English was then further…

  19. Schooling & Sexualities: Teaching for a Positive Sexuality.

    ERIC Educational Resources Information Center

    Laskey, Louise, Ed.; Beavis, Catherine, Ed.

    This collection of papers contains a Foreword by Jane Kenway, an Introduction by Louise Laskey and Catherine Beavis, and four sections. Section 1, Schools and the Social Construction of Sexuality, contains 3 chapters: (1) Power and Partnership? Challenging the Sexual Construction of Schooling (D. Denborough); (2) Where Do You Draw the Line?…

  20. Identifying Medical School Applicants from Ethnic Minorities.

    ERIC Educational Resources Information Center

    McManus, I. C.; And Others

    1990-01-01

    Two studies of about 12,000 applicants to United Kingdom schools show that ethnic origin of surnames is reliably assessable by independent judges, and that surnames are valid indicators of ethnic origin as determined by self-classification, showing very high specificity (97 percent) and slightly lesser sensitivity (84 percent). (Author/MLW)

  1. Teaching planetary sciences to elementary school teachers: Programs that work

    NASA Technical Reports Server (NTRS)

    Lebofsky, Larry A.; Lebofsky, Nancy R.

    1993-01-01

    Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are

  2. The Socialization of a Medical School Faculty.

    ERIC Educational Resources Information Center

    Blackburn, Robert T.; Fox, Thomas G.

    This paper reports the recruitment, socialization, and retention of a faculty of medicine. The study shows the process of M.D. and Ph.D. conversion to academic medicine through socialization and the factors which affect retention and attrition of a medical faculty. The research utilizes Sherlock and Morris' professional development paradigm. As…

  3. Commentary: Interim leadership of academic departments at U.S. medical schools.

    PubMed

    Grigsby, R Kevin; Aber, Robert C; Quillen, David A

    2009-10-01

    Medical schools and teaching hospitals are experiencing more frequent turnover of department chairs. Loss of a department chair creates instability in the department and may have a negative effect on the organization at large. Interim leadership of academic departments is common, and interim chairs are expected to immediately demonstrate skills and leadership abilities. However, little is known about how persons are prepared to assume the interim chair role. Newer competencies for effective leadership include an understanding of the business of medicine, interpersonal and communication skills, the ability to deal with conflict and solve adaptive challenges, and the ability to build and work on teams. Medical schools and teaching hospitals need assistance to meet the unique training and support needs of persons serving as interim leaders. For example, the Association of American Medical Colleges and individual chair societies can develop programs to allow current chairs to reflect on their present positions and plan for the future. Formal leadership training, mentorship opportunities, and conscientious succession planning are good first steps in preparing to meet the needs of academic departments during transitions in leadership. Also, interim leadership experience may be useful as a means for "opening the door" to underrepresented persons, including women, and increasing the diversity of the leadership team. PMID:19881413

  4. Global health education in U.S. Medical schools

    PubMed Central

    2013-01-01

    Interest in global health (GH) among medical students worldwide is measurably increasing. There is a concomitant emphasis on emphasizing globally-relevant health professions education. Through a structured literature review, expert consensus recommendations, and contact with relevant professional organizations, we review the existing state of GH education in US medical schools for which data were available. Several recommendations from professional societies have been developed, along with a renewed emphasis on competencies in global health. The implementation of these recommendations was not observed as being uniform across medical schools, with variation noted in the presence of global health curricula. Recommendations for including GH in medical education are suggested, as well as ways to formalize GH curricula, while providing flexibility for innovation and adaptation PMID:23331630

  5. Retired Chemists Teach Grade School Science.

    ERIC Educational Resources Information Center

    Chemical and Engineering News, 1986

    1986-01-01

    Retired chemists in Delaware have become involved in volunteer program to teach science to elementary and secondary students. A description of the program is provided. Also provided are descriptions of five lessons developed for the program. One of the lessons deals with birthday candles. (JN)

  6. Teaching Secondary School Science through Drama

    ERIC Educational Resources Information Center

    Darlington, Helen

    2010-01-01

    There is substantial evidence that teaching science through creative methods increases pupils' motivation and their enjoyment of science. This has been found to be particularly true for those pupils who are not always self-motivated and who find learning easier when less formal techniques are used. Drama is an excellent method of bringing…

  7. Wisdom-Based Junior High School Teaching.

    ERIC Educational Resources Information Center

    Richardson, Robert L. K.

    1985-01-01

    Proposes that teachers of young adolescents discover and meet the needs that direct individual students' behaviors in the classroom by applying Maslow's theory of need-satisfaction. Discusses adolescents' responses to different needs, effective teaching responses, and positive aspects of adolescent descriptors. Gives examples of four students who…

  8. Biology for Schools. Selected Teaching Aids.

    ERIC Educational Resources Information Center

    Wilson, Alana J.

    The teaching materials listed in this annotated bibliography emphasize an observational and hands-on approach to awakening student interest in the world of biology. The sources that are for teachers and students, can be used to create lessons, prepare units, or develop concepts to stimulate learning. Books on science fairs and projects are…

  9. Teaching International Politics in High School.

    ERIC Educational Resources Information Center

    English, Raymond, Ed.

    Approaches to teaching about international politics and avenues to peace should be realistic and pragmatic rather than based on generalities about global education and peace education. This volume contains essays on international economic relations, cultural and linguistic understanding, and the conflict of ideologies and value systems in…

  10. Applied Linguistics and Primary School Teaching

    ERIC Educational Resources Information Center

    Ellis, Sue, Ed.; McCartney, Elspeth, Ed.

    2011-01-01

    Modern primary teachers must adapt literacy programmes and ensure efficient learning for all. They must also support children with language and literacy difficulties, children learning English as an additional language and possibly teach a modern foreign language. To do this effectively, they need to understand the applied linguistics research…

  11. School on Probation: Teaching That Changes Lives

    ERIC Educational Resources Information Center

    Stoehr, Taylor

    2006-01-01

    For the past dozen years the author has been teaching, along with other volunteers, in a program called "Changing Lives Through Literature," serving the Dorchester District Court of the Commonwealth of Massachusetts. Changing Lives began as a single experiment in New Bedford in 1991 and has spread entirely by word of mouth to a dozen…

  12. Can We Teach Patriotism in Schools?

    ERIC Educational Resources Information Center

    Ledoux, Michael W.; Marshall, Thomas

    2010-01-01

    The disestablishment clause of the U.S. Constitution has led educators in the United States to establish guidelines about addressing religion in the classroom. As a basic rule, districts have allowed teaching about religion without encouraging or supporting a particular religion. This article suggests that patriotism and patriotic expressions are,…

  13. Psychologists in medical schools and academic medical centers: over 100 years of growth, influence, and partnership.

    PubMed

    Robiner, William N; Dixon, Kim E; Miner, Jacob L; Hong, Barry A

    2014-04-01

    Psychologists have served on the faculties of medical schools for over 100 years. Psychologists serve in a number of different roles and make substantive contributions to medical schools' tripartite mission of research, education, and clinical service. This article provides an overview of the history of psychologists' involvement in medical schools, including their growing presence in and integration with diverse departments over time. We also report findings from a survey of medical school psychologists that explored their efforts in nonclinical areas (i.e., research, education, administration) as well as clinical endeavors (i.e., assessment, psychotherapy, consultation). As understanding of the linkage between behavioral and psychological factors and health status and treatment outcomes increases, the roles of psychologists in health care are likely to expand beyond mental health. An increasing focus on accountability-related to treatment outcomes and interprofessional research, education, and models of care delivery-will likely provide additional opportunities for psychologists within health care and professional education. The well-established alignment of psychologists' expertise and skills with the mission and complex organizational needs of medical schools augurs a partnership on course to grow stronger. (PsycINFO Database Record (c) 2014 APA, all rights reserved). PMID:24588315

  14. Anatomy of a new U.S. medical school: The Commonwealth Medical College.

    PubMed

    Smego, Raymond A; D'Alessandri, Robert M; Linger, Barry; Hunt, Virginia A; Ryan, James; Monnier, John; Litwack, Gerald; Katz, Paul; Thompson, Wayne

    2010-05-01

    In response to the Association of American Medical Colleges' call for increases in medical school enrollment, several new MD-granting schools have opened in recent years. This article chronicles the development of one of these new schools, The Commonwealth Medical College (TCMC), a private, not-for-profit, independent medical college with a distributive model of education and regional campuses in Scranton, Wilkes-Barre, and Williamsport, Pennsylvania. TCMC is unique among new medical schools because it is not affiliated with a parent university. The authors outline the process of identifying a need for a new regional medical school in northeastern Pennsylvania, the financial planning process, the recruitment of faculty and staff, the educational and research missions of TCMC, and details of the infrastructure of the new school. TCMC's purpose is to increase the number of physicians in northeastern Pennsylvania, and in the next 20 years it is expected to add 425 practicing physicians to this part of the state. TCMC is characterized by autonomy, private and public support, assured resources in good supply, a relatively secure clinical base, strong cultural ties to the northeast, recruiting practices that reflect the dean's convictions, and strong support from its board of directors. TCMC has invested heavily in social and community medicine in its educational programs while still developing a strong research emphasis. Major challenges have centered on TCMC's lack of a parent university in areas of accreditation, infrastructure development, faculty recruitment, and graduate medical education programs. These challenges, as well as solutions and benefits, are discussed. PMID:20520045

  15. The links between medical school of Bologna and Ionian Academy.

    PubMed

    Lascaratos, J; Marketos, S

    1989-01-01

    The Ionian Academy, on the British dominion island of Corfu (Kerkyra), was founded in 1824 and his Medical School functioned during two separate periods (1824-1828, 1844-1865). It was the first Greek University. Among the 15 professors of the Academy's Medical School, 12 studied at various Italian universities. In particular, three of them, G. Therianos, Professor of Comparative Anatomy and Experimental Physics, G. Grassetti, Professor of Physiology and S. Arvanitakis, Professor of Pathology and Hygiene, either studied or graduated at the Medical school of Bologna University. Another Bologna graduate, Rokkos Pylarios, was appointed to the chair of Professor in Surgery and Gynecology - though it is not known if he actually took up the position. It is concluded that the Medical School of Bologna, as a centre of original medical study, contributed significantly to the foundation and development of the Ionian Academy. Moreover, the Greek physicians who had studied either at the University of Bologna or at the Ionian Academy, contributed to the renaissance of neohellenic medicine during the 19th century. PMID:11640087

  16. Pedagogical effectiveness of innovative teaching methods initiated at the Department of Physiology, Government Medical College, Chandigarh.

    PubMed

    Nageswari, K Sri; Malhotra, Anita S; Kapoor, Nandini; Kaur, Gurjit

    2004-12-01

    Modern teaching trends in medical education exhibit a paradigm shift from the conventional classroom teaching methods adopted in the past to nonconventional teaching aids so as to encourage interactive forms of learning in medical students through active participation and integrative reasoning where the relationship of the teacher and the taught has undergone tremendous transformation. Some of the nonconventional teaching methods adopted at our department are learning through active participation by the students through computer-assisted learning (CD-ROMs), Web-based learning (undergraduate projects), virtual laboratories, seminars, audiovisual aids (video-based demonstrations), and "physioquiz." PMID:15149960

  17. Awareness and Attitude towards Human Papillomavirus (HPV) Vaccine among Medical Students in a Premier Medical School in India

    PubMed Central

    Pandey, Deeksha; Vanya, Vidhi; Bhagat, Saurav; VS, Binu; Shetty, Jyothi

    2012-01-01

    Background As preventing cancer with the help of a vaccine is a comparatively new concept, awareness and education about it will have important implication in the implementation of this strategy. Materials and Methods Present explorative questionnaire based survey included 618 MBBS students for final analysis. Results Majority of participants (89.6%) were well aware of the preventable nature of cervical cancer. Most of them (89.2%) knew that necessary factor responsible for cervical cancer is infection with high risk HPV. Awareness regarding the availability of vaccine against cervical cancer was 75.6%. Females had a better awareness regarding availability of vaccine, target population for vaccination and about the catch up program. Overall acceptance of HPV vaccine among the population studied was 67.8%. Medical teaching had a definitive impact on the understanding of this important public health issue. Females seemed to be more ready to accept the vaccine and recommend it to others. For our study population the most common source of information was medical school teaching. Majority of participants agreed that the most important obstacle in implementation of HPV vaccination program in our country is inadequate information and 86.2% wanted to be educated by experts in this regard. Conclusion HPV vaccine for primary prevention of cervical cancer is a relatively new concept. Health professional will be able to play a pivotal role in popularizing this strategy. PMID:22859950

  18. Teaching Cardiopulmonary Resuscitation in the Schools.

    ERIC Educational Resources Information Center

    Carveth, Stephen W.

    1979-01-01

    Cardiopulmonary resuscitation is a key part of emergency cardiac care. It is a basic life support procedure that can be taught in the schools with the assistance of the American Heart Association. (JMF)

  19. Who's Teaching What in High School Physics?

    ERIC Educational Resources Information Center

    White, Susan; Tyler, John

    2015-01-01

    During the 2012-13 school year, approximately 27,000 teachers taught at least one physics course in a U.S. high school. About one-third of those teachers have earned a degree in physics or physics education; the vast majority of the others have earned degrees in a variety of other science fields. About 53,000 physics classes were taught, ranging…

  20. Their Turn To Teach: High School Students Teach Physics to Elementary Students.

    ERIC Educational Resources Information Center

    Moffat, Ann Greenlaw; Schmidt, Ryan

    2001-01-01

    Describes an assignment requiring high school physics students to design and teach physical science lessons to elementary students in grades 1-5. Working in groups of three or four, the physics students followed a prescribed timeline to develop their activities, prepare demonstrations, and present the lessons. Presents a detailed teaching…