Journal articles: 'Education, Medical, Premedical'

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Witte, Marlys H., Peter Crown, Michael Bernas, and Francisco A. R. Garcia. ""Ignoramics" in Medical and Premedical Education." Journal of Investigative Medicine 56, no. 7 (October 1, 2008): 897–901. http://dx.doi.org/10.2310/jim.0b013e318188a006.

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As physician-essayist Lewis Thomas has urged, ignorance-based courses and curricula are urgently needed in medical education to prepare future generations of scientific physicians and physician-scientists for the uncertain, rapidly changing world ahead. This article reviews the evolving concept of ignorance in general and specifically in medicine and its relationship to knowledge. Issues about goals, content, and assessment of such ignorance-based courses are discussed along with the experience of the University of Arizona's National Institutes of Health-sponsored Summer Institute on Medical Ignorance for medical student researchers and disadvantaged high school students. Summer Institute on Medical Ignorance activities can be readily replicated or adopted in their entirety or partially in both live and Internet-based formats. These will serve to introduce medical ignoramics and questioning as a way to balance the information-overloaded medical curriculum.

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RHEE, Chung-Ku, and Geun-Hwan PARK. "The Effectiveness of Teaching Medical Ethics in Premedical English Class." Korean Journal of Medical Ethics 8, no. 1 (June 2005): 73–83. http://dx.doi.org/10.35301/ksme.2005.8.1.73.

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Both medical ethics and medical English are being taught in most of the premedical courses in Korea since both subjects are considered to be very important in medical education. We have taught medical ethics using English texts in medical English class of premedical course. Students were given tasks of various tests, reports, and presentations in English and part of the lectures were given in English. We have investigated the effectiveness of this type of teaching medical ethics in English using questionnaire survey to premedical students, medical students, and residents who have completed medical ethics in English class at their premedical periods. The survey questioned mainly in the following three areas; if they could understand medical ethics and it was helpful in making ethical decisions at their resident time although it was taught in English, if the class was helpful for their advanced medical ethics class at their medical course and making ethical decisions at their resident time, and if the English they have learned in the class has helped their study of medicine through the medical school and resident time. Most of them responded favorably to all the three questions. In conclusion, teaching medical ethics in medical English class in premedical course appears to be an effective way of teaching both medical ethics and medical English at the same time.

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Henry, Paul. "Toward a Career Development Model for Postbaccalaureate Premedical Programs: From Theory to Practice." Psychological Reports 93, no. 2 (October 2003): 335–42. http://dx.doi.org/10.2466/pr0.2003.93.2.335.

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The purpose of this study was to assess the career maturity of 168 minority and disadvantaged premedical students upon entry into a medical education preparatory program. All took the Medical Career Development Inventory as a pre-assessment in the course. Students' scores identified three instructional groups: on, below, and above instructional level. A model for career intervention for postbaccalaureate premedical programs is presented.

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Simmons, Andrew. "Beyond the Premedical Syndrome: Premedical Student Attitudes toward Liberal Education and Implications for Advising." NACADA Journal 25, no. 1 (March 1, 2005): 64–73. http://dx.doi.org/10.12930/0271-9517-25.1.64.

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Premedical students have often been viewed as academically narrow and cynical about liberal education. To investigate the veracity of this generalization, I conducted a qualitative study of pre-medical students at a liberal arts institution. Contrary to negative stereotypes, the students in the study expressed a positive attitude toward liberal education and articulated a belief that their own liberal education will benefit them as physicians. However, they acknowledged that obtaining high grades is also an important educational goal. Implications for advisors and medical admissions committees are discussed along with implications for future research.

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KIM, Ha Won, Hee Sun KO, Moo Song LEE, Joo Hyun NAM, Won Dong KIM, and Jae Dam LEE. "Classes of medical humanities and social sciences in the premedical and medical colleges in Korea." Korean Journal of Medical Ethics 6, no. 1 (June 2003): 1–11. http://dx.doi.org/10.35301/ksme.2003.6.1.1.

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This study examined the classes of medical humanities and social sciences in premedical and medical colleges. We counted the number of courses and credits of medical humanities and social sciences in all the medical schools from 1990 to 2002, with reference to "The present condition of medical school education " published by the Korean Council of Deans of Medical college. Categorized are medical ethics, medical history, medical law, behavioral science, medical sociology, health policy and management, and others (Doctor-patient relationships, economics, religion, art, music, literature in medicine). We excluded general classes of humanities and social sciences. Average numbers of courses and credits in 1990 were 0.61, 1.26 and in 2002 were 1.71, 3.34, respectively in premedical schools. In medical schools, the number of courses increased from 1.79 to 4.15 and average credits increased from 1.96 to 5.36. Average numbers of courses have increased and have shown a rapid increase since 1998. In 1990, most of the classes of medical humanities and social sciences were on medical history and behavioral science, whereas in 2002, there were more diverse classes. Major change was increase of the number of classes and credits of medical ethics and medical sociology. Private schools opened much more courses of medical humanities and social sciences than public schools in premedical courses but in medical courses there were no significant differences. Numbers of courses showed no differences by years of foundation of each school. In conclusion, the number of courses of medical humanities and social sciences has increased over about ten years. This increase was caused by effort of Korean researchers of medical education reflecting the worldwide trend. In addition, medical practice has changed since strike of doctors on governmental drug policy in 2000, which caused doctors to newly recognize the importance of the classes on medical humanities and social sciences in medical education.

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Alpern, Robert J., Richard Belitsky, and Sharon Long. "Competencies in Premedical and Medical Education: The AAMC–HHMI Report." Perspectives in Biology and Medicine 54, no. 1 (2011): 30–35. http://dx.doi.org/10.1353/pbm.2011.0001.

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Jain, Sachin H., and Emily R. Maxson. "Risks of Online Forums for Premedical and Medical Students." Academic Medicine 86, no. 2 (February 2011): 152. http://dx.doi.org/10.1097/acm.0b013e31820426b0.

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Lee, Young-Mee, and Duck-Sun Ahn. "Medical-themed film and literature course for premedical students." Medical Teacher 26, no. 6 (September 2004): 534–39. http://dx.doi.org/10.1080/01421590412331282318.

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Shaya, Janah, Sulafudin Vukusic, Asli Hassan, Abdus Sabur Muhammad, Guan Tay, Habiba Al Safar, and Peter R. Corridon. "Adapting Premedical Post-Baccalaureate Approaches to Support US-style Medical Education in the United Arab Emirates." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052095311. http://dx.doi.org/10.1177/2382120520953119.

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A recent academic paradigm shift in the United Arab Emirates (UAE) introduced US-style medical education to meet the nation’s growing need for medical practitioners. This newly established Doctor of Medicine (MD) program at Khalifa University of Science and Technology (KU) left gaps in student preparedness. To address this problem, KU simultaneously developed a post-bachelor’s premedical program, commonly known as a pre-medicine post-baccalaureate (PMPB) program, that prepared students for entry into the UAE’s first MD program. The authors adapted US-style post-baccalaureate approaches to create KU’s PMPB program that gave students unique opportunities to take coursework that filled gaps in previous knowledge and prepare for the Medical College Admission Test (MCAT) exam. The 1-year bridging program harnessed academic strengths from the Association of American Medical Colleges (AAMC) post-baccalaureate premedical programs network and Kaplan, Inc. Overall, 19 (12 Emirati and 7 international) students achieved admissible MCAT scores (group’s minimum score = 485, average score = 492, and maximum score = 509) and gained research experiences that supported their entry into KU’s medical school. The PMPB program supplied two-thirds of the medical schools’ fall 2019 inaugural class, increased local awareness and interest in medicine and created a novel platform to help students pursue a career in medicine in the UAE.

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Henry, Paul. "Holland's Hexagonal Model Applied to Nontraditional Premedical Students." Psychological Reports 62, no. 2 (April 1988): 399–404. http://dx.doi.org/10.2466/pr0.1988.62.2.399.

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This study investigated the validity of Holland's Hexagonal Model utilizing data from the Self-directed Search interest inventory given to 57 black and 43 white premedical students enrolled in a medical education preparatory program. The program was designed to increase the number of qualified applicants who are underrepresented in the medical profession. The results produced positive support for Holland's Hexagonal Model. Implications for the practical application of the hexagon are discussed.

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Goyal, Reeti, Skky Martin, and Dana Garbarski. "Perceptions of Cultural Competency Among Premedical Undergraduate Students." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052093482. http://dx.doi.org/10.1177/2382120520934823.

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Background: Cultural competence is a difficult skill to teach, as it has several operational definitions as well as limited and unstandardized training procedures. Currently, there is no formal cultural competency training at the undergraduate level for students who seek to become a medical doctor. The purpose of this study is to explore perceptions of cultural competence among premedical undergraduates by assessing how they define and understand cultural competency and their knowledge (and sources thereof) of sociocultural realities in health and medicine. Methods: Structured in-depth interviews took place in 2016 and 2017 at a medium-sized private college in the Midwestern United States. Twenty premedical students were interviewed. The interviews were transcribed and thematically coded following an inductive, iterative, and systematic process. Results: Most students can provide a definition of cultural competence that includes at least one component of how it is conceptualized by the Association of American Medical Colleges. However, students focus largely on defining cultural competence as individual attitudes and interaction rather than systemic or structural realities that produce inequalities in health care. When explicitly asked, students varied in the level of detail provided in explaining the social determinants of health (such as race or ethnicity, sex, gender, and socioeconomic status) and varied in the accuracy of their definitions of traditional health practices. Each student noted the importance of training on cultural competence and many placed patients’ health at the center of their reason for doing so rather than focusing on their own training as a motivation. Students discussed various aspects of sociocultural differences and the need for physicians to understand patients’ outlooks on health care and be able to communicate to patients the purpose of suggested medical treatment, as well as the inherent tension in balancing patients as individuals and members of sociocultural groups. Premedical undergraduate students see their own cultural competence as an informal skill that is gained through social interactions across various areas of life, such as work, family, friends, and school. Conclusion: This study traces the sources of sociocultural information that premedical students will bring to their medical training as well as places where cultural competence can be further explored, practiced, and formally integrated in premedical education.

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McCue, J. D. "Influence of Medical and Premedical Education on Important Personal Qualities of Physicians." Journal of Urology 134, no. 5 (November 1985): 1062–63. http://dx.doi.org/10.1016/s0022-5347(17)47629-4.

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McCue, Jack D. "Influence of medical and premedical education on important personal qualities of physicians." American Journal of Medicine 78, no. 6 (June 1985): 985–91. http://dx.doi.org/10.1016/0002-9343(85)90222-0.

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Andriole, Dorothy A., and Donna B. Jeffe. "Characteristics of Medical School Matriculants Who Participated in Postbaccalaureate Premedical Programs." Academic Medicine 86, no. 2 (February 2011): 201–10. http://dx.doi.org/10.1097/acm.0b013e3182045076.

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Gunzburger, L. K., R. G. Frazier, L. M. Yang, M. L. Rainey, and T. Wronski. "Premedical and medical school performance in predicting first-year residency performance." Academic Medicine 62, no. 5 (May 1987): 379–84. http://dx.doi.org/10.1097/00001888-198705000-00002.

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Elam, C. L., M. M. Johnson, and R. Johnson. "Studentsʼ premedical preparations and academic performances in medical school and residency." Academic Medicine 68, no. 3 (March 1993): 229–30. http://dx.doi.org/10.1097/00001888-199303000-00017.

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Keys, Toby, Mark H. Ryan, Sharon Dobie, David Satin, and David V. Evans. "Premedical Student Exposure to Pharmaceutical Marketing: Too Much, Too Soon?" Family Medicine 51, no. 9 (October 4, 2019): 722–27. http://dx.doi.org/10.22454/fammed.2019.360469.

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Background and Objectives: Direct pharmaceutical marketing to physicians by pharmaceutical representatives is effective in changing behavior of health care providers, resulting in less evidence-based prescribing. Although much has been written about pharmaceutical marketing exposures among medical students, less is known about direct marketing exposures before students matriculate. This study examined the types of pharmaceutical representative direct marketing exposures for premedical students and where they occurred. Methods: From June to August of 2017, researchers surveyed students who accepted admission to US public medical schools. These prematriculated students completed our survey just prior to matriculation. The survey inquired about whether the students were exposed to pharmaceutical marketing directly from pharmaceutical salespeople, the types of marketing they observed or received, and where these interactions occurred. Results: Survey participants included 911 prematriculated students from 14 of the 188 medical schools invited to participate. Seventy-one percent (646) of the participants received or observed someone receiving pharmaceutical marketing gifts, small meals or snacks, articles, or samples. The two most common contexts for direct pharmaceutical marketing exposures were during shadowing experiences (54%, 346) and during employment (50%, 323). Conclusions: The findings suggest that it may be common for medical students to have interacted directly with pharmaceutical salespeople or observed other health professionals in these interactions before they matriculate in medical school. Because many of these interactions occur during clinical experiences required by institutions for admission, medical schools and premedical associations should consider delivering conflict-of-interest education early in medical school education or before students matriculate.

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McFarland, Jenny, and Pamela Pape-Lindstrom. "The pipeline of physiology courses in community colleges: to university, medical school, and beyond." Advances in Physiology Education 40, no. 4 (December 2016): 473–76. http://dx.doi.org/10.1152/advan.00141.2016.

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Community colleges are significant in the landscape of undergraduate STEM (science technology, engineering, and mathematics) education (9), including biology, premedical, and other preprofessional education. Thirty percent of first-year medical school students in 2012 attended a community college. Students attend at different times in high school, their first 2 yr of college, and postbaccalaureate. The community college pathway is particularly important for traditionally underrepresented groups. Premedical students who first attend community college are more likely to practice in underserved communities (2). For many students, community colleges have significant advantages over 4-yr institutions. Pragmatically, they are local, affordable, and flexible, which accommodates students' work and family commitments. Academically, community colleges offer teaching faculty, smaller class sizes, and accessible learning support systems. Community colleges are fertile ground for universities and medical schools to recruit diverse students and support faculty. Community college students and faculty face several challenges (6, 8). There are limited interactions between 2- and 4-yr institutions, and the ease of transfer processes varies. In addition, faculty who study and work to improve the physiology education experience often encounter obstacles. Here, we describe barriers and detail existing resources and opportunities useful in navigating challenges. We invite physiology educators from 2- and 4-yr institutions to engage in sharing resources and facilitating physiology education improvement across institutions. Given the need for STEM majors and health care professionals, 4-yr colleges and universities will continue to benefit from students who take introductory biology, physiology, and anatomy and physiology courses at community colleges.

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Park, GyuMi, Hae Deok Song, Ah Jeong Hong, Daun Son, Soojin Han, and Hoseong Jeon. "A Study on Perceptions of the Reform Towards a 6-Year Integrated Medical Education System." Korean Human Resource Development Strategy Institute 19, no. 1 (March 30, 2024): 1–32. http://dx.doi.org/10.21329/khrd.2024.19.1.1.

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The study aims to examine the necessity and effectiveness of integrating medical education system into a 6-year curriculum combing premedical and medical education. To this end, focus group interview questions were developed based on the review of literature on medical education system. Interviews were then conducted with 10 faculty members and 4 medical students. The findings are as follows. The participants held a positive perception of the 6-year integrated medical education curriculum. The 6-year integrated curriculum are anticipated to address issues inherent in the 2+4 medical education system, including a fragmented curriculum, diminished learning motivation, heightened learning burden, and biased career choices. Also, the education of transfer students, the development of a physician-scientist system, and the suitability of the new curriculum were suggested as discussion issues. Based on the results, practical implications are proposed for the 6-year integrated medical education system.

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Jeon, Hee Jung, Samuel Lee, Soohyeon Seo, Byungmin Yoo, Donguk Kim, Gaeun Yi, Jun Beom Lee, et al. "A Standardized Education Program on Deceased Organ and Tissue Donation for Premedical and Medial Students in Korea." Transplantation Direct 10, no. 2 (January 19, 2024): e1563. http://dx.doi.org/10.1097/txd.0000000000001563.

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Background. As the imbalance in organ demand and supply is getting worse, <1000 patients waiting for organ transplants die each year in South Korea. To enhance positive attitudes to deceased organ–tissue donation through systematic education, we developed an educational program with delivery pathways for premedical and medical students. Methods. Online and offline self-learning educational materials on deceased organ–tissue donation were generated and posted on the Vitallink Academy YouTube site. Thirty-two pre- and 15 posteducation questionnaires were developed using a web-based survey platform, and conducted before and immediately after the education process. The education proceeded in 3 steps: (1) group study sessions on selected topics, (2) poster submissions by each group and the selection of excellent poster by the organizing committee, and (3) excellent poster presentation and questions and answers. Results. A total of 141 students in the first year of premedical classes at the Seoul National University College of Medicine participated in this program. Only 24.2% of responders agreed that anyone who was diagnosed with brain death should donate. The proportion of students with positive attitudes toward organ–tissue donation increased from 74.7% to 97.7% (P < 0.001) with our education. Likewise, interest in deceased organ–tissue donation-related issues increased from 33.3% to 84.9% (P < 0.001). The expressed willingness for organ–tissue donation also increased from 76.8% to 96.5% (P < 0.001). The proportion of accepting brain death as the determination of death increased from 61.6% to 89.5% (P < 0.001). Moreover, 81.4% changed their approach and planned to register with an organ donor card. Conclusions. In this study, significant improvements were observed in knowledge, awareness, and attitude toward organ–tissue donation with our newly developed co-participatory education program for premedical students. Hence, target-specific education can be regarded as a valuable approach to enhancing public awareness of deceased organ–tissue donation.

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GRANT, LINDA, LOUISE ARNOLD, E. H. BLAUSTEIN, D. R. BROWN, SHEILA EDER, and L. MEISELAS. "Combined premedical-medical programmes: programme structure and student outcomes at four universities." Medical Education 20, no. 2 (March 1986): 91–93. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01053.x.

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Smith, S. R. "A two-year experience with premedical postbaccalaureate students admitted to medical school." Academic Medicine 66, no. 1 (January 1991): 52–3. http://dx.doi.org/10.1097/00001888-199101000-00016.

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Nusbaum, Neil J. "PERSPECTIVES: Mathematics Preparation for Medical School: Do All Premedical Students Need Calculus?" Teaching and Learning in Medicine 18, no. 2 (April 2006): 165–68. http://dx.doi.org/10.1207/s15328015tlm1802_12.

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Henry, B. Dinsdale. "Denis Naldrett White, M.A., M.D., F.A.C.R, F.R.C.P.C. (1916-1993)." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 20, no. 4 (November 1993): 341. http://dx.doi.org/10.1017/s0317167100048290.

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ABSTRACT:Denis Naldrett White was born in Bristol. He completed his premedical and medical education at Cambridge. This was followed by graduate training at the London Hospital with Russell Brain, Hospital for Sick Children, National Hospital for Nervous Diseases and the Institute of Psychiatry, University of London, where he completed a senior registrar post in 1948. That same year he was recruited by Dr. Ford Connell, Head of the Department of Medicine, to Queen’s University.

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DeCarvalho, Helena, Inna Lindner, Anamika Sengupta, Vijay Rajput, and Gannady Raskin. "Enhancing medical student diversity through a premedical program: A caribbean school case study." Education for Health 31, no. 1 (2018): 48. http://dx.doi.org/10.4103/1357-6283.239047.

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Young, Pamela, Dorcas Boahema Pinto, Shellie Asher, Sara DeSanctis, Karen Gardner, Sean Geary, Heather Long, et al. "An Intensive Approach to Improving Diversity, Equity, and Inclusion in an Academic Emergency Department." Western Journal of Emergency Medicine 23, no. 4 (June 6, 2022): 557–63. http://dx.doi.org/10.5811/westjem.2022.3.55007.

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A healthcare workforce that demonstrates cultural competence and humility while reflecting the diversity of the surrounding community has the potential to significantly benefit the patient population it serves. In this context and given numerous societal influences and the events of 2020, the leadership of the Department of Emergency Medicine at Albany Medical Center recognized the need to promote diversity, equity, and inclusion (DEI) in multiple areas. These included premedical education, medical education, postgraduate medical education, faculty development, staff satisfaction, and patient care. The department formed a DEI taskforce that developed an ongoing, multipronged, interdisciplinary approach to address these important aspects of our work and clinical environment with the goals of improving staff wellbeing, reducing burnout, and promoting the health of our community. Our experience is shared here to illustrate how a small, dedicated team can implement a variety of DEI initiatives quickly and with relatively little cost at a large academic medical center.

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Wilson, J. E., and L. Murphy. "Premedical and predental enrichment program for minority students, 1969-1996, at Meharry Medical College." Academic Medicine 74, no. 4 (April 1999): 400–7. http://dx.doi.org/10.1097/00001888-199904000-00036.

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Lee, Hyo Jeong, Do-Hwan Kim, and Ye Ji Kang. "Passivity, task segmentation, and relational capital: a study of interpersonal relationship formation among freshman medical students in team-based activities." Korean Journal of Medical Education 35, no. 3 (September 1, 2023): 223–33. http://dx.doi.org/10.3946/kjme.2023.261.

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Purpose: Team-based learning in medical education facilitates the formation of interpersonal relationships, enhances academic achievement, and establishes future clinical connections. Despite medical schools’ distinct educational environments and curricula, research investigating students’ learning and behavioral characteristics within this context remains limited. This study aimed to investigate the specific characteristics of interpersonal relationship formation among freshmen medical students in team-based learning activities.Methods: Focus group interviews were conducted with 11 students who participated in a team-based class held during the first semester of the premedical year.Results: Medical students passively expressed their thoughts and feelings, such as active sympathy for the team’s opinions and self-censorship of SNS (social networking service) conversations. When performing team activities, students were excessively conscious of others and focused on evenly dividing their work, minimizing their opinions, and fulfilling their share to prevent potential interpersonal conflicts. Interpersonal activities were only superficial, as students intentionally maintained a certain distance from team members or used team activities as an opportunity to accumulate relational capital.Conclusion: The results of this study are expected to provide a useful basis for designing and conducting team activity classes to enhance interpersonal relationship formation.

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Henry, Paul, and Harold R. Bardo. "Expressed Occupational Choice of Nontraditional Premedical Students as Measured by the Self-Directed Search: An Investigation of Holland's Theory." Psychological Reports 60, no. 2 (April 1987): 575–81. http://dx.doi.org/10.2466/pr0.1987.60.2.575.

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This study examined the congruency concept in Holland's theory of vocational choice and the validity of the Self-directed Search interest inventory, utilizing a population of investigative-type students. Also examined were the race and sex differences in students' responses to Holland's six personality types. The sample of 100 black and white premedical students were enrolled in a medical education preparatory program. The program was designed to increase the number of qualified applicants who are underrepresented in the medical profession. The analysis produced positive support for Holland's congruency concept and the concurrent validity of the Self-directed Search. No significant differences were noted for race, although sex yielded significant differences for Holland's Realistic and Investigative personality types.

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Iqbal, Tehseen. "Assessing and documenting professional attitude among undergraduate medical students." Pakistan Journal of Physiology 17, no. 1 (March 31, 2021): 1–2. http://dx.doi.org/10.69656/pjp.v17i1.1340.

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Ultimate outcomes of undergraduate medical education is a doctor who has knowledge, skills, and professional attitude. Medical students had already partly formed professional attitudes before they started studying medicine. We, at medical college, just have to apprise or remind students that they have learned basic ethics/attitudes in premedical years. A scoring system is proposed to assess Professional Attitude of MBBS students. Positive or negative professional attitude/professional behaviour during the session will be closely monitored by the faculty. Positive behaviours increase the score; negative behaviours decrease the score. On the basis of this score, proper word will be entered in the relevant sentence on DMC or Character Certificate. Total Five year Marks: More than 85%= Excellent, 75.1–84.9= Very Good, 75%= Good, 70–74.9%= Fair, 65–69.9%= Satisfactory, Less than 65%= Poor. Assessment drives learning, so assessing students will guide their learning. Pak J Physiol 2021;17(1):1–2

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Termuehlen, Henry. "Thoughts of a Premedical Student on the Current State of the Medical School Application Process." Academic Medicine 95, no. 11 (June 7, 2020): e1-e1. http://dx.doi.org/10.1097/acm.0000000000003579.

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George, Paul, Yoon Soo Park, Julianne Ip, Philip A. Gruppuso, and Eli Y. Adashi. "The Association Between Premedical Curricular and Admission Requirements and Medical School Performance and Residency Placement." Academic Medicine 91, no. 3 (March 2016): 388–94. http://dx.doi.org/10.1097/acm.0000000000000922.

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Li, Chun Hei, Sashiananthan Ganesananthan, Trevor Pinchemain, Amanda Godoi, Shan Ming Lim, Ravanth Baskaran, Srinjay Mukhopadhyay, et al. "Value of a UK medical degree for international students (VISION): a cross-sectional study." BMJ Open 13, no. 7 (July 2023): e065062. http://dx.doi.org/10.1136/bmjopen-2022-065062.

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ObjectivesIt is estimated that NHS staff consist of over 200 different nationalities, with a reported 30.7% of doctors holding a nationality other than British. Despite this, international medical students represent 7.5% of all medical students studying in the UK and pay on average, 4–6 times more in tuition fees when compared with the £9250 per annum (Great British Pounds (£) in 2021) paid by home students. This study’s aim and objective are to evaluate the perception of the financial cost and value of the UK medical degree for international students and their motivations for pursuing such a degree.MethodsThis is a cross-sectional observational study enquiring about international premedical, medical and medical school graduates’ perception of the value of the UK medical degree and factors influencing their decision to study in the UK.A questionnaire was developed and distributed to 24 medical schools and 64 secondary schools both internationally and across the UK.ResultsA total of 352 responses from 56 nationalities were recorded. 96% of international students identified clinical and academic opportunities as the most important factors to study medicine in the UK, closely followed by quality of life (88%). The least important factor was family reasons, with 39% of individuals identifying this factor. Only 4.82% of graduates in our study considered leaving the UK after training. Overall, 54% of students felt the UK degree was value for money. This belief was significantly higher in premedical students compared with existing students and graduates (71% vs 52% and 20%, p<0.001 for all comparisons).ConclusionThe quality of medical education and international prestige are attractive factors for international students to study medicine in the UK. However, further work is needed to ascertain reasons for the differing perceptions of the value by international students at different stages in their clinical training.

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Samaranayake, Dhanika, Trent Pattenden, Andrew Morton, and Isaac Thangasamy. "Protocol for mixed-method systematic review of urology in medical school education." BMJ Open 12, no. 12 (December 2022): e061418. http://dx.doi.org/10.1136/bmjopen-2022-061418.

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IntroductionThroughout clinical practice, most doctors will encounter patients with urological conditions. Inclusion of urological topics within medical school curriculums is important to allow doctors to effectively diagnose and manage these conditions, independently and with support from urologists. Awareness of urological education interventions and their effectiveness is essential for improving the quality and outcomes of medical student education. No systematic review of medical school education interventions on urological topics has previously been conducted. This mixed-method systematic review will assess the effectiveness of medical school education interventions on urological topics.Methods and analysisThis mixed-methods systematic review will include qualitative and quantitative studies involving education interventions or practices regarding urological topics conducted within a medical school curriculum. Studies regarding other curriculums including premedical education, junior doctor prevocational education or vocational urological training will be excluded. A search of CINAHL, ERIC, EMBASE, MEDLINE will be conducted for studies published since the year 2001. Dual independent screening of titles and abstracts prior to full text review will be undertaken for all identified results during the initial searches. Any disagreement will be settled by a third reviewer. A convergent segregated approach will be used to synthesise qualitative and quantitative data independently, with the results juxtaposed to identify shared and divergent findings between study types.Ethics and disseminationNo ethical approval was required for this review. Findings from this review will be disseminated via publication, reports and conference presentations.

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Henry, Paul. "Relationship between Academic Achievement and Measured Career Interest: Examination of Holland's Theory." Psychological Reports 64, no. 1 (February 1989): 35–40. http://dx.doi.org/10.2466/pr0.1989.64.1.35.

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The present study was designed to examine Holland's hypothesis that person-environment congruence relates positively to academic achievement. The sample of 157 nontraditional premedical students completed Holland's Self-directed Search interest inventory. The students were enrolled in the Medical/Dental Education Preparatory Program, which is designed to increase the number of qualified applicants who are underrepresented in the medical profession. Using scores on Holland's inventory students were classified as congruent or incongruent. A cumulative grade point average and a science grade point average were calculated for each student. An analysis of variance supported Holland's Congruence-achievement hypothesis. Congruent students did in fact achieve significantly higher cumulative GPA and science GPA than did incongruent students. Implications for counseling and academic advisement as well as further research are discussed.

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An, Shinki, and Sunghee Bu. "Reflection on the Experience of Medical Professionalism Education at Yonsei University College of Medicine." Korean Medical Education Review 14, no. 1 (June 30, 2012): 25–36. http://dx.doi.org/10.17496/kmer.2012.14.1.025.

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For decades medical educators have continually emphasized medical professionalism, which is reflective response to the challenges of a rapidly changing medical environment. This study aimed to review the experience of implementing medical professionalism education at Yonsei University College of Medicine (YUCM). YUCM introduced a new curriculum in 2004 designed by Curriculum Development Project 2004 (CDP2004), a project that was launched in 2001. CDP2004 reorganized lectures as organ-based integrated lectures, introduced an introductory course for clinical medicine and medical humanities courses for premedical and medical students. Problem-based learning (PBL), elective courses, and self-study sessions in the afternoon were implemented in order to equip students with a self-directed learning attitude as medical professionals. Professors were asked by the CDP2004 curriculum to spend more time on student education and to adopt new teaching methods. Experiences of the CDP2004 curriculum reveals 1) difficulty of motivating professors to be PBL tutors 2) students’ dissatisfaction with the medical humanities course (major critique was that the course was impractical and unrealistic), and 3) students’ optimistic understanding about their future role as medical professionals in influencing and helping people in spite of their perception of the general medical environment not as promising. To foster professionalism, the following are necessary in our experiences: 1) faculty development of medical humanities and medical professionalism, 2) establishment of an environment throughout the whole institution to support medical professionalism education and to integrate the concept into praxis, 3) emphasis on the fact that medical professionalism education is not contradictory to biophysical medical education.

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Shankar, P. Ravi, Arun K. Dubey, Atanu Nandy, Burton L. Herz, and Brian W. Little. "Student perception about working in rural United States/Canada after graduation: a study in an offshore Caribbean medical school." F1000Research 3 (December 10, 2014): 301. http://dx.doi.org/10.12688/f1000research.5927.1.

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Introduction: Rural residents of the United States (US) and Canada face problems in accessing healthcare. International medical graduates (IMGs) play an important role in delivering rural healthcare. IMGs from Caribbean medical schools have the highest proportion of physicians in primary care. Xavier University School of Medicines admits students from the US, Canada and other countries to the undergraduate medical (MD) course and also offers a premedical program. The present study was conducted to obtain student perception about working in rural US/Canada after graduation. Methods: The study was conducted among premedical and preclinical undergraduate medical (MD) students during October 2014. The questionnaire used was modified from a previous study. Semester of study, gender, nationality, place of residence and occupation of parents were noted. Information about whether students plan to work in rural US/Canada after graduation, possible reasons why doctors are reluctant to work in rural areas, how the government can encourage rural practice, possible problems respondents anticipate while working in rural areas were among the topics studied.Results: Ninety nine of the 108 students (91.7%) participated. Forty respondents were in favor of working in rural US/Canada after graduation. Respondents mentioned good housing, regular electricity, water supply, telecommunication facilities, and schools for education of children as important conditions to be fulfilled. The government should provide higher salaries to rural doctors, help with loan repayment, and provide opportunities for professional growth. Potential problems mentioned were difficulty in being accepted by the rural community, problems in convincing patients to follow medical advice, lack of exposure to rural life among the respondents, and cultural issues.Conclusions: About 40% of respondents would consider working in rural US/Canada. Conditions required to be fulfilled have been mentioned above. Graduates from Caribbean medical schools have a role in addressing rural physician shortage. Similar studies in other offshore Caribbean medical schools are required as Caribbean IMGs make an important contribution to the rural US and Canadian health workforce.

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Shankar, P. Ravi, Arun K. Dubey, Atanu Nandy, Burton L. Herz, and Brian W. Little. "Student perception about working in rural United States/Canada after graduation: a study in an offshore Caribbean medical school." F1000Research 3 (April 23, 2015): 301. http://dx.doi.org/10.12688/f1000research.5927.2.

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Introduction: Rural residents of the United States (US) and Canada face problems in accessing healthcare. International medical graduates (IMGs) play an important role in delivering rural healthcare. IMGs from Caribbean medical schools have the highest proportion of physicians in primary care. Xavier University School of Medicines admits students from the US, Canada and other countries to the undergraduate medical (MD) course and also offers a premedical program. The present study was conducted to obtain student perception about working in rural US/Canada after graduation. Methods: The study was conducted among premedical and preclinical undergraduate medical (MD) students during October 2014. The questionnaire used was modified from a previous study. Semester of study, gender, nationality, place of residence and occupation of parents were noted. Information about whether students plan to work in rural US/Canada after graduation, possible reasons why doctors are reluctant to work in rural areas, how the government can encourage rural practice, possible problems respondents anticipate while working in rural areas were among the topics studied.Results: Ninety nine of the 108 students (91.7%) participated. Forty respondents were in favor of working in rural US/Canada after graduation. Respondents mentioned good housing, regular electricity, water supply, telecommunication facilities, and schools for education of children as important conditions to be fulfilled. The government should provide higher salaries to rural doctors, help with loan repayment, and provide opportunities for professional growth. Potential problems mentioned were difficulty in being accepted by the rural community, problems in convincing patients to follow medical advice, lack of exposure to rural life among the respondents, and cultural issues.Conclusions: About 40% of respondents would consider working in rural US/Canada. Conditions required to be fulfilled have been mentioned above. Graduates from Caribbean medical schools have a role in addressing rural physician shortage. Similar studies in other offshore Caribbean medical schools are required as Caribbean IMGs make an important contribution to the rural US and Canadian health workforce.

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O’Sullivan, Siobhán M., Ali A. Khraibi, Wei Chen, and Peter R. Corridon. "Lessons Learned Transitioning from Traditional Premedical and Medical Education to E-learning Platforms during the COVID-19 Pandemic within the United Arab Emirates." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110258. http://dx.doi.org/10.1177/23821205211025861.

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Educational systems across the globe were disrupted by the COVID-19 pandemic, and faculty, staff, and students had to rapidly transition to e-learning platforms. These groups had little preparation to cope with the challenges of this newly adopted system. However, as we begin to emerge from the COVID-19 era, efforts are being made to assess the impact of this transition and develop a framework of best practices to help educators prepare for possible future disruptions. This commentary aims to discuss some of the challenges associated with the rapid transition to the new academic environment, including the modes of instruction employed, technical obstacles encountered, student responses to change and efforts made to evaluate didactic and practical aspects of the curriculum in the contexts of premedical and medical education, at the newly established College of Medicine at Khalifa University of Science and Technology in the United Arab Emirates.

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Koenig, J. A. "Comparison of medical school performances and career plans of students with broad and with science-focused premedical preparation." Academic Medicine 67, no. 3 (March 1992): 191–6. http://dx.doi.org/10.1097/00001888-199203000-00011.

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Han, Jae Jin. "Current Issues and Future Considerations in Undergraduate Medical Education from the Perspective of the Korean Medical Doctor Development System." Korean Medical Education Review 20, no. 2 (June 30, 2018): 72–77. http://dx.doi.org/10.17496/kmer.2018.20.2.72.

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Observation of the current Korean medical education and training system shows that certain negative traits of unchangeable solidification engraft themselves so deeply into the overarching system that they are now hampering the state of the national health welfare. Focusing only on undergraduate medical education, we can point out some glaring side-effects that should be of concern to any stakeholder. For instance, a graduate can legally begin his career as an independent practitioner immediately after passing the licensing exam and return to the old stuck school-year system of 2-year-premedical and 4-year-medical programs where outcome-based and integrated curricula are incomplete and unsatisfactory. In terms of learning opportunities, the balance between patient care and public health, as well as that between in-hospital highly specialized practice and community-based general practice, has worsened. Every stakeholder should be aware of these considerations in order to obtain the insight to forge a new direction. Moreover, our medical schools must prepare our students to take on the global roles of patient care within the Fourth Industrial Revolution, health advocacy for the imminent super-aged society, and education and research in the bio-health industry, by building and applying the concept of academic medicine. We will need to invest more resources, including educational specialists, into the current undergraduate medical education system in order to produce proper outcomes, smart curriculum, innovative methods of teaching and learning, and valid and reliable monitoring and evaluation. The improved quality of undergraduate medical education is the starting point for the success of the national system for public health and medical care as a whole, and therefore its urgency and significance should be emphasized to the public. The medical society should go beyond fixing what is broken and usher in a new era of cooperation and collaboration that invites other health professionals, governmental partners, law-makers, opinion leaders, and the general public in its steps toward the future.

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Żdanowicz, Anna, Julia Jaszczyk, Sabina Płociennik, Natalia Łyszyk, and Małgorzata Wiszniewska. "Knowledge of Students of Medical and Non-medical Faculties on the Principles of Premedical First Aid in Stroke." Journal of Neurological and Neurosurgical Nursing 11, no. 4 (December 29, 2022): 154–61. http://dx.doi.org/10.15225/pnn.2022.11.4.2.

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Introduction. A stroke is a sudden, unexpected condition that can be life threatening and requires hospitalization. The time from the onset of stroke symptoms to the provision of medical attention is very important. The later help is provided, the chances of recovery decrease, and the possibility of permanent disability increases. Aim. The aim of the study was to assess the level of knowledge of students of medical and non-medical faculties on the principles of pre-medical first aid in stroke and to determine the state of general knowledge about stroke. Material and Methods. The study was conducted among students of the Academy of Applied Sciences of Stanisław Staszic in Piła in the academic year 2020/2021. 186 students participated in the study, including 77 students of non-medical faculties and 109 students of medical faculties. The study used the diagnostic survey method using the author’s questionnaire. Each data is described in terms of quantity and percentage. The distribution of features in groups of students of non-medical and medical faculties was checked with the chi-square test. The level of significance was p < 0.05. Results. The level of students’ knowledge depended on the field of study. Students of non-medical faculties definitely more often answered “I don’t know” to the questions asked, they had less knowledge about recognizing the symptoms or risk factors of stroke. The average level of knowledge of non-medical students was 2.88 ± 0.79 and was significantly lower (t = –5.73, p < 0.0001) than the average level of knowledge of medical students of 3.60 ± 0.97. Conclusions. Weaker knowledge of the issues related to stroke among students of non-medical faculties indicates the need for urgent education of students in the field of stroke, so that they can recognize a stroke and take appropriate action quickly, thanks to which the patient will have a chance to quickly reach the right hospital, and thus receive the best possible treatment according to current recommendations. Students of both medical and non-medical studies should be able to participate in additional classes developing knowledge and practical skills in the field of stroke management. (JNNN 2022;11(4):154–161)

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Rissing, Steven W. "Correlation between MCAT Biology Content Specifications and Topic Scope and Sequence of General Education College Biology Textbooks." CBE—Life Sciences Education 12, no. 3 (September 2013): 429–40. http://dx.doi.org/10.1187/cbe.13-02-0017.

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Most American colleges and universities offer gateway biology courses to meet the needs of three undergraduate audiences: biology and related science majors, many of whom will become biomedical researchers; premedical students meeting medical school requirements and preparing for the Medical College Admissions Test (MCAT); and students completing general education (GE) graduation requirements. Biology textbooks for these three audiences present a topic scope and sequence that correlates with the topic scope and importance ratings of the biology content specifications for the MCAT regardless of the intended audience. Texts for “nonmajors,” GE courses appear derived directly from their publisher's majors text. Topic scope and sequence of GE texts reflect those of “their” majors text and, indirectly, the MCAT. MCAT term density of GE texts equals or exceeds that of their corresponding majors text. Most American universities require a GE curriculum to promote a core level of academic understanding among their graduates. This includes civic scientific literacy, recognized as an essential competence for the development of public policies in an increasingly scientific and technological world. Deriving GE biology and related science texts from majors texts designed to meet very different learning objectives may defeat the scientific literacy goals of most schools’ GE curricula.

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Muller, David, and Nathan Kase. "Challenging Traditional Premedical Requirements as Predictors of Success in Medical School: The Mount Sinai School of Medicine Humanities and Medicine Program." Academic Medicine 85, no. 8 (August 2010): 1378–83. http://dx.doi.org/10.1097/acm.0b013e3181dbf22a.

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Vankara, Ashish, Andrew Harris, Julius Oni, Dawn LaPorte, and Amiethab Aiyer. "103 Parental Occupation and Orthopaedic Surgery Residency Applicants: Implications on Educational Debt, Scholarships, Medical School Ranking, and Resulting Match Rates." Journal of Clinical and Translational Science 8, s1 (April 2024): 29. http://dx.doi.org/10.1017/cts.2024.101.

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OBJECTIVES/GOALS: Parental SES may influence the trajectory of students applying to orthopaedic surgery residency, perpetuating opportunistic disparities. Thus, we sought to examine the relationship between parental occupation/education and applicant match rate, education financing, and medical school background. METHODS/STUDY POPULATION: Data from the Association of American Medical Colleges (AAMC) documented parental occupation and education levels of 10,697 orthopedics applicants from 2011 to 2021. Parental occupations were categorized into physician vs non-physician, healthcare vs non-healthcare, working class vs non-working class, and STEMM (Science, Technology, Engineering, Mathematics, Medicine) vs non-STEMM. Parental education levels spanned from no college degree to doctorate degrees and were used as a proxy for SES. Outcomes analyzed included match success, premedical and medical school debt, total educational debt, scholarships, and representation from top 40 research medical schools as determined by NIH funding. RESULTS/ANTICIPATED RESULTS: Physician parent applicants (20.1%) had better match rates (75.5% vs. 73.5%), lower debts, lesser scholarships, and higher top 40 school representation. Healthcare parent applicants (37.0%) had similar match rates, less debt and scholarships. Working class parent applicants (6.0%) had more debt and scholarships. STEMM parent applicants (48.6%) had higher match rates, lesser debts and scholarships, and higher top 40 representation. Applicants with parents without college degrees had lower match rates (68.6% vs 74.5%), more debt and scholarships. Doctorate parent applicants had better match success (75.9% vs 72.9%), lesser debts, and higher top 40 school representation (34.9% vs 29.6%). DISCUSSION/SIGNIFICANCE: Parental SES was associated with substantial variation in applicant financial burden and educational pedigree. Notably, applicants with parents lacking degrees had lower match rates, underscoring the need for supportive strategies to ensure equitable opportunities for aspiring orthopaedic surgeons.

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Hall, Justin N., Nicole Woods, and Mark D. Hanson. "Is Social Sciences and Humanities (SSH) Premedical Education Marginalized in the Medical School Admission Process? A Review and Contextualization of the Literature." Academic Medicine 89, no. 7 (July 2014): 1075–86. http://dx.doi.org/10.1097/acm.0000000000000284.

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Reeves, Rustin E., Jamboor K. Vishwanatha, Thomas Yorio, Michael Budd, and Harold J. Sheedlo. "The Post-Baccalaureate Premedical Certification Program at the University of North Texas Health Science Center Strengthens Admission Qualifications for Entrance into Medical School." Academic Medicine 83, no. 1 (January 2008): 45–51. http://dx.doi.org/10.1097/acm.0b013e31815c641c.

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Asif, Raima, Uzma Hassan, Tamkeen Jafffry, Hina Shan, Rubab Zulfiqar, and Hina Tabassum. "Perceptions and Attitudes Regarding Self-Medication among Undergraduate Students of Islamabad." Pakistan Journal of Public Health 13, no. 3 (September 29, 2023): 108–12. http://dx.doi.org/10.32413/pjph.v13i3.1157.

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Background: Self-medication, a common human behavior, involves individuals self-administering treatment without professional oversight to alleviate illness or conditions. This study aimed to evaluate perceptions and attitudes and identify associations between sociodemographic variables and self-medication among undergraduate students. Methods: A descriptive cross-sectional study was conducted at the National University of Medical Sciences, Islamabad, from June to August 2022. A sample of 200 undergraduate students across various disciplines (Public Health, Social Sciences of Health, Human Nutrition & Dietetics, Biological Sciences, and Psychology) was determined using the open epi calculator. Inclusion criteria comprised students willing to participate and available during data collection, with exclusion based on major comorbidities. Chi-square tests explored crude associations between categorical outcome variables and related factors. Results: Out of the 200 students, 42 (21%) were boys, and 158 (79%) were girls. Most students (94%) had pursued F-Sc (Premedical) for secondary education. A majority (117) of students had highly educated fathers. Over 75% strongly disagreed with obtaining medicines without a prescription. More than half agreed that dosing rules should be more lenient. Father's occupational status (p=0.001), respondent's place of residence (p=0.040), and respondent's secondary education (p=0.0372) were significantly associated with self-medication practices. Conclusion: Significant associations were identified between the father's occupational and educational status, the respondent's secondary education, and self-medication practices among undergraduate students.

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Horst, Alexis, Brian D. Schwartz, Jenifer A. Fisher, Nicole Michels, and Lon J. Van Winkle. "Selecting and Performing Service-Learning in a Team-Based Learning Format Fosters Dissonance, Reflective Capacity, Self-Examination, Bias Mitigation, and Compassionate Behavior in Prospective Medical Students." International Journal of Environmental Research and Public Health 16, no. 20 (October 16, 2019): 3926. http://dx.doi.org/10.3390/ijerph16203926.

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More compassionate behavior should make both patients and their providers happier and healthier. Consequently, work to increase this behavior ought to be a major component of premedical and medical education. Interactions between doctors and patients are often less than fully compassionate owing to implicit biases against patients. Such biases adversely affect treatment, adherence, and health outcomes. For these reasons, we studied whether selecting and performing service-learning projects by teams of prospective medical students prompts them to write reflections exhibiting dissonance, self-examination, bias mitigation, dissonance reconciliation, and compassionate behavior. Not only did these students report changes in their behavior to become more compassionate, but their reflective capacity also grew in association with selecting and performing team service-learning projects. Components of reflective capacity, such as reflection-on-action and self-appraisal, correlated strongly with cognitive empathy (a component of compassion) in these students. Our results are, however, difficult to generalize to other universities and other preprofessional and professional healthcare programs. Hence, we encourage others to test further our hypothesis that provocative experiences foster frequent self-examination and more compassionate behavior by preprofessional and professional healthcare students, especially when teams of students are free to make their own meaning of, and build trust and psychological safety in, shared experiences.

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Cooper, Katelyn M., Logan E. Gin, and Sara E. Brownell. "Diagnosing differences in what Introductory Biology students in a fully online and an in-person biology degree program know and do regarding medical school admission." Advances in Physiology Education 43, no. 2 (June 1, 2019): 221–32. http://dx.doi.org/10.1152/advan.00028.2019.

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Increasingly, institutions of higher education are adopting fully online degree programs to provide students with cost-effective, accessible postsecondary education. A concern these degrees raise is: Will students be prepared for the next step of their career paths after completing their Bachelor’s degree online? Biology undergraduates often begin their degrees wanting to become medical doctors, but no studies have explored whether students in a fully online biology degree program are being prepared to be admitted to medical school. In this study, we surveyed Introductory Biology students at one institution who were pursuing Bachelor of Science degrees in Biological Sciences, either in an online or an in-person program. The most prevalent career goal for both in-person students (65.2%) and online students (39.7%) was a medical doctor. Online students were more confident in their intentions to become doctors than their in-person peers. However, online students knew fewer criteria that medical schools consider when admitting students than in-person students [in-person: mean = 3.7 (SD 1.6); online: mean =2.7 (SD 1.7)] and were less likely to plan to become involved in premedical activities, such as undergraduate research. Finally, compared with in-person students, fewer online students were able to name at least one science student (in-person: 76.7%; online: 9.7%), academic advisor (in-person: 21.3%; online: 6.5%), and faculty member (in-person: 33.7%; online: 6.5%) with whom they could talk about pursuing a career in medicine. This work highlights knowledge gaps between students enrolled in a fully online biology degree and an in-person biology degree that are important for developers of online biology degree programs to understand and rectify to better prepare online biology students for admission to medical school.

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Journal articles on the topic 'Education, Medical, Premedical'

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