Search

1 Department of Radiology, Bowman Gray School of Medicine, Wake Forest University, Winston-Salem, NC 271 03. Address reprint requests to D. J. Ott. 2 Department of Medicine, Bowman Gray School of Medicine, Wake Forest University, Winston-Salem, NC 27103. AJR 140:155-157, January 1983 o361-8o3x/83/14o1-o155 $00.00 © American Roentgen Ray Society The senior elective in radiology at one institution was evaluated through student questionnaires and testing. Questionnaire results were statistically analyzed and showed that exposure to the faculty was the most valued experience of the rotation, and the resident conferences the least. On a comprehensive test given to the eiitire senior class, students who had had the radiology elective scored significantly higher than those who had not.

Excerpt A position paper ( 1 ) in this issue documents problems with education on the use of drugs in therapeutics. The number and potency of drugs have increased dramatically in the last 40 years....

To increase access to services, a non-profit, voluntary health agency was developed to provide on-site services to residents of hotels and night shelters in the Skid Road area of Portland, Oregon. From a hotel-based clinic site, volunteer physicians, nurses, and medical students make house calls. During the first 18 months, 1,184 evaluations were made, and 21 hotels and two shelters visited. Volunteers were well accepted by residents and served as members of case management teams. The additional benefits of such a program vis-a-vis extension of local government's mission and student education are discussed.

A survey of the physicians of Florida was conducted to assess the content of medical student education in Ophthalmology. Of the 7,250 physicians, 1,134 (16%) responded. Their average age was 43, and they spent an average of 5% of their time dealing with eye problems. Most respondents were general practitioners, but all specialties were represented. On the basis of the questionnaire, 18 objectives for medical students are defined. These results are similar to those found by Spivey in a similar survey and should be helpful to those designing courses for medical students.

Background: The coronavirus 2019 (COVID-19) pandemic forced students and teachers to rapidly adopt digital education methods. Proper guidance for and refinement of such methods is continuously required. Here, we report on the educational experience students and academic staff at the neurosurgical department of a German university hospital made with digital teaching modules (DTMs) that were newly developed due to the transition to digital teaching during the first year of the COVID-19 pandemic and on the insights gained therefrom. Methods: Nine newly created DTMs provided students the option to anonymously evaluate each module by assigning a score from 0 (worst value) to 5 (best value) to it. Access count, evaluation count, average evaluation, number of included (interactive) figures, number of presented cases, number of linked publications, and number of included multiple-choice questions for each DTM were recorded retrospectively. For each DTM, we aimed to correlate access count, evaluation count, and average evaluation with the number of included (interactive) figures, number of presented cases, number of linked publications, and number of included multiple-choice questions. E-mail responses from individual students as to the DTMs were collected. Among students, an anonymous, voluntary online survey regarding the DTMs was conducted. Results: Number of figures and average evaluation per DTM were significantly positively correlated (Spearman’s rho = 0.85; p = 0.0037). Number of figures and number of evaluations per DTM were also significantly positively correlated (Spearman’s rho = 0.78; p = 0.0137). Responses from individual students indicated that illustrative cases and interactive figures might further increase DTM popularity. Conclusion: As a valuable adjunct in medical student education, DTMs should contain (interactive) figures, illustrative cases, a scoring option, and the option to give individual feedback towards the academic staff.

A standardized approach to advanced cardiac life support (ACLS) improves the morbidity and mortality from cardiac arrest. Physicians should receive formal training, certification, and periodic recertification in ACLS. This paper describes the system we have developed to provide all the medical graduates of our university with training and American Heart Association (AHA) certification in ACLS.MethodThe course takes place during the third year of medical school in four afternoons during the students' medical clerkship. The students are required to take this course and are freed from all other commitments during these afternoons. Several weeks before the course, the students are given a brief introductory lecture, registered, and strongly encouraged to read the AHA manual for providers of advanced cardiac life support.

IS your faculty as well educated as your students? According to records in the office of the Committee on the Grading of Nursing Schools, in 851 out of 1,386 schools of nursing it is not! It is a generally conceded principle in education that the people who teach should be better educated than the people who are being taught. In order to apply this theory to the schools of nursing, we have compared the percentage of faculty members who have completed four years of high school with the corresponding percentage of students. "Faculty" as used throughout this article includes superintendents of nurses, instructors, supervisors, head nurses, and all other R.N.'s in the school except specials and floor duty nurses. We found that in one-third of the schools the faculty made a better record than did the students. That is, in one-third of the schools a larger percentage of the faculty had completed four years of high school than of the students. This does not necessarily mean that these schools have made good records in either their faculty or their student education; it simply means that on the whole, their faculties have had better educational background than their students. If 20 per cent of the students and 25 per cent of the graduate staff in a given school reported four years of high school, that school would be in this "better faculty" group although both the student and faculty records would be very poor. Six per cent of the schools reported the same per cent as having finished four years of high school for both faculty and students. In 851 schools -61 per cent of all-the percentage of

It is widely appreciated that a fundamental shift in the clientele patterns of higher education is underway. As changes in life styles occur, as credentialism and inservice training abound, and as student enrollments continue as grist for university funding mills, nontraditional students are increasingly lured to the halls of academe. MPA programs have certainly not been immune to these trends, with adults in mid-career stages of professional development a highly visible component of most departments.' The emergence of the mid-career MPA student has at once provoked enthusiasm and concern within the academic community.2 Most academics have tended to view their participation as, at worst, benign and most likely beneficial to the education of the more traditional pre-service clientele of MPA programs. This conventional, albeit largely untested, wisdom suggests that the experience of practitioners in the "real world" serves to strike a balance against the more theoretical public management perspectives offered by academics. Other analysts are less sanguine in their appraisals, citing the potential strains placed upon traditional MPA pedagogical styles by the peculiar needs of the mid-career student. They counsel a transition from subjectcentered to needs-based instructional styles.3 Still others counsel instructor sensitivity to the careerist's desire for immediacy of knowledge application as opposed to the postponed application concerns of more traditional preservice students.4 Despite the continuing presence of, and academic responsibility to pre-service students in MPA programs, there exists little empirical research assessing the nature and impact of this mid-careerist influx on the learning experiences of our more traditional students. Conspicuously absent are assessments of prevailing assumptions about mid-careerist contributions to the professional development of prospective public managers. This exploratory study proposes to refine our largely impres

I thoroughly enjoyed "Mid-Career Students in MPA Programs: Implications for Pre-Service Student Education," by Robert F. Durant and William A. Taggart, which appeared in Public Administration Review, 45 (1985), 2. Although the authors raised some very informative and provocative points to ponder, I wonder if their methodology might have undermined the validity of the statistical data. Specifically, why did the authors opt to ignore military service as full-time public employment for classification purposes? In order to make a valid determination concerning the mid-career status of service personnel, it would seem that one would have to consider the individual's rank and years of service. The variables normally combine to determine the level of responsibility and the tasks performed. It would also seem that the level of responsibility and the tasks performed, not the organization by which employed, would be the valid factors for determining mid-career status. Was the baby thrown out with the bath water?

Over 95% of American medical students intend to seek certification in some specialty, and probably fewer than 1% enter practice without some residency training. The four years of medical school, commonly calledundergraduate medical education, are no longer a self-sufficient course of study. This period is now looked on principally as a basis for entry into graduate medical education. It is thus timely to reexamine the goals of undergraduate medical education, as many organizations and medical schools are doing. One objective of such reviews is to attempt to specify the basic educational goals of general medical education. It is against this background that the questionnaire survey on undergraduate dermatologic medical education reported by Ramsay and Mayer in this issue of theArchivesshould be examined. In brief, what is the role of dermatology and its related basic science in general medical education? Is the goal to teach the specific diagnoses

In 1981 the Association of American Medical Colleges created a panel on the General Professional Education of the Physician (GPEP) in response to the concern that physicians of today are not responding to the total well-being and needs of patients and their families. The panel assessed the current approaches to the education of physicians and concluded that, with new technical advances and the changing face of medicine, our present system of general professional education will be outdated and inadequate without new approaches to learning and teaching. In addition, mounting pressures have been exerted on most faculty to produce research, to generate increasing patient revenues through practice plans, and to actively participate in residency training, with less emphasis on student education. Therefore, the medical student has the responsibility to independently learn the majority of medical information, since faculty and residents are available to teach for only a limited amount of time.

Perhaps the issue I intend to raise is an old one with which many have grappled previously—successfully or not. Yet, in my discussions with other chairpersons, I have not been impressed that parents' involvement with house staff and medical student education and their performance of an advisory role in pediatric department functioning have been important in establishing departmental educational and/or patient care goals. Our recent experience with the establishment of a parent advisory group to the Department of Pediatrics at the University of New Mexico, Albuquerque, has convinced me that we, as providers of care for children with complex, chronic medical conditions, have much to learn from the input we can obtain from supportive, concerned parents of children who use our facilities on a regular basis. Under the stimulus of our pediatric social worker and one of our faculty members, we solicited interest in forming such a group by contacting a number of parents of children who are regular users of our health care system. The response was enthusiastic. A steering committee was established to investigate the interest and need to form such a group on a permanent basis. Over the past year, this steering committee enlisted the support of parents from all ethnic and socioeconomic spheres and all corners of our geographically large, but population-sparse, state to formally institute a parent advisory board to our department. They drew up bylaws, garnered the support of our hospital administration

Efforts to expand medical education through the construction of totally new, coordinated, academic medical centers that included a university-owned teaching hospital large enough to accommodate most of the university's medical educational functions seemed to have ended with the 1960s. The federal government had cut back sharply on new funding of university hospital construction. The public and their local governments had become disenchanted with the costs and effects of education primarily based on tertiary care concentrated in large cities. Students, practitioners, and some medical educators were seeking ways in which student education could be related more closely to the kinds of medical care commonly needed by the people, provided at the place needed. At least for a time, the erain which a university could obtain $100 to $200 million to construct a new, unified medical school and teaching hospital appeared to have come to an end. With pressures for increased output

In Reply.— Dr Zatuchni has provided some additional opinions regarding the present plights of medical schools and the circumstances surrounding them. It was not my intention to imply that full-time faculties of medicine were created to provide either economic incentives or substitutes for federal research funding. Full-time faculties were created to expand activities in research and patient care, but this became possible only when external moneys were available to support these activities. This, however, led to an increasing emphasis on these functions of the faculty, correspondingly diminishing the emphasis of the faculty on medical student education. Medical education seems to have become secondary to research and patient care and their associated rewards rather than of primary importance. Earlier, revenues generated by patient care were incidental to medical education and improvements in medicine. But this no longer appears to be the case. The "price" paid by full-time clinical faculty had been

(1953). OR Experience is Indispensable in Student Education. Hospital Topics: Vol. 31, No. 3, pp. 67-67.

A school of language, of music, of science can have (but may not have, of course) a neutral existence within the community, yet still be a satisfactory member of both community and college. A medical school may also aim for the neutral role by confining its activities to medical student education and to its own internal hospital functions and research programs. However, the nature of a medical school makes possible for it to have a different relationship to its community than any other school within the university. If careful effort and thought are devoted to the premedical years, to the intern and resident programs of the regional hospitals, and, beyond this, to the continuing education of the physicians in private practice, the school could serve as a catalyst—bringing life to a regional medical concept, with values beyond the numerical addition of a medical school to the community. The walls of