摘要:

The purpose of the study reported here was to evaluate the performance of graduates of the accelerated six-year (combined B.S.-M.D. degree) program and compare it with that of graduates following the regular curriculum at the Louisiana State University School of Medicine in Shreveport. Cumulative medical school grade-point averages, scores on the Federation Licensing Examination, and failure rates for the two groups were compared; by these criteria, the six-year graduates performed adequately but not as well as expected from their high school credentials (the basis for their entry into the accelerated program). Advantages and disadvantages of the six-year program are discussed with respect to the students, the medical school, and the undergraduate college of LSU at Shreveport.

ISSN:0022-2577    

出版商:OVID    

年代:1988

数据来源: OVID

摘要:

The Gannon-Hahnemann Family Medicine Program is a combined B.S.-M.D. program designed to provide family practitioners to northwest Pennsylvania, a medically underserved area. The first six graduating classes (1981 through 1986) of the combined six-year curriculum contained 81 students. These students completed two years of undergraduate education at Gannon University, Erie, Pennsylvania, and four years at Hahnemann University School of Medicine. The students were required to complete the clinical rotations of their final year of medical school in Erie, and one of the rotations had to be family practice. Of the 81 combined-program graduates, 24 (29.6 percent) initially selected family practice residencies, while only 5.2 percent of the regular admission Hahnemann students selected family practice. Of these 24 graduates, 13 completed family practice residencies, and six of those chose to practice in northwest Pennsylvania. Nine graduates remained in family practice training.

ISSN:0022-2577    

出版商:OVID    

年代:1988

数据来源: OVID

摘要:

The University of Miami School of Medicine has an accelerated, six-year B.S.-M.D. program called the Honors Program in Medicine (HPM). In 1985 the HPM and traditional program students were surveyed at the end of their first year in medical school regarding their opinions about accelerated medical education. Eighty-seven percent of the traditional students felt that HPM students had ability equal to that of the average medical student (that is, neither more nor less ability), but 41 percent felt that the HPM students were less mature than the average class member. The traditional students felt the HPM students were required to follow a rigid collegiate curriculum (76 percent) and had an inadequate nonscience background (68 percent) and that the HPM would negatively affect both the future professional competence of HPM participants (59 percent) and the medical profession (34 percent). A larger percentage of the HPM than the traditional students (63 versus 48 percent) reported earning more than a minor in nonscience subjects, and fewer HPM than traditional students (9 versus 36 percent) felt that pressure to maintain a high grade-point average limited their selection of college courses. The HPM students felt that they were well prepared for medical school academically (82 percent) and emotionally (91 percent). The HPM students excelled academically in college and in the preclinical curriculum.

ISSN:0022-2577    

出版商:OVID    

年代:1988

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1988

数据来源: OVID

摘要:

Results from four pilot administrations of the Medical College Admission Test essay question are reported. Analyses focused on (a) the performance characteristics of sample groups differentiated by gender, size of hometown, race/ethnicity, and dominant language; (b) the relationships between essay scores and academic/demographic characteristics; and (c) the reliability of one 45-minute versus two 30-minute essays. No differences were found for examinees grouped by gender and size of home community. Mean differences among the racial/ethnic groups were explained largely by reading level differences. Differences in essay performance by language group were large and unexplained by reading level differences. No relationship was found between the essay score and the academic/demographic characteristics. Reliability estimates for two 30-minute essays were higher than for one 45-minute essay; however, the 30-minute period yielded writing of poorer quality. Test-retest reliabilities for the 45-minute topics will remain the focus of future studies as will performance by examinees for whom English is a second language. The impact of the essay on the selection process will also be assessed.

ISSN:0022-2577    

出版商:OVID    

年代:1988

数据来源: OVID

摘要:

U.S. medical schools were surveyed to determine which types of medical writing are most important for physicians, house officers, and medical students to learn and whether such types are formally taught. According to the responding schools, the five most important types were: write-up of the patient history and physical examination, progress note and discharge summary (tied), peer-reviewed published paper (of either clinical or laboratory research), and grant proposal. Certain types, however, were considered more important for some categories of physicians and trainees than others. Although these major types of writing represent complex and diverse writing tasks, they are not taught extensively in medical schools or thoroughly explained in the literature on medical writing.

ISSN:0022-2577    

出版商:OVID    

年代:1988

数据来源: OVID

摘要:

In the study reported here, the authors analyzed senior medical students' attitudes regarding the availability of information and resources pertaining to the residency selection process. Results of a nationwide survey of students showed that when the students had access to information from medical professionals (that is, faculty members, deans, house staff physicians), they felt they had greater access to information than did students who made greater use of other sources (official directories, classmates and the “grapevine”). Furthermore, the findings suggest that greater availability of information from medical professionals was related to higher levels of overall satisfaction with the residency match. While no evidence is presented that demonstrates that medical school faculty members and administrators were unwilling to devote attention to any particular group of students, the data suggest that these professionals provided information regarding the residency selection process more often to medical students at high-prestige schools, students who chose high-prestige specialties, and students who perceived themselves as having high class rank than to other students. Also, students in publicly supported schools felt the cost of travel for interviews to be more burdensome than did the students in private schools.

ISSN:0022-2577    

出版商:OVID    

年代:1988

数据来源: OVID

摘要:

Substance abuse may be an occupational hazard for physicians, yet the mechanisms of this hazard remain obscure. The present authors tested the hypothesis that a potential source of psychoactive drugs for the physician trainees and other health professionals is prescription writing by house officers. Furthermore, the hypothesis was advanced that house officers may write significant numbers of psychoactive prescriptions for their family members and friends. Of 565 house officers at a medical center, 339 responded to a questionnaire designed to determine the number of prescriptions each had written for nonpatients in the previous eight months for several categories of psychoactive drugs. The largest number of such prescriptions was written for family members and friends, and the second largest number was for fellow house officers. Narcotics were the most frequently prescribed psychoactive drugs. When compared with their representation in the sample, first-year residents and residents in surgery and surgical subspecialties wrote significantly more psychoactive drug prescriptions than other residents. Implications of these findings for residents are discussed.

ISSN:0022-2577    

出版商:OVID    

年代:1988

数据来源: OVID

摘要:

The authors report on the development, implementation, and evaluation of a curriculum to teach house calls for the elderly to fourth-year medical students. A faculty committee drew up a statement of philosophy: developed attitude, knowledge, and skill objectives: and specified required educational experiences for the curriculum. which was incorporated into a required eight-week rotation in ambulatory medicine. In 1985 and 1986, 18 students completed the new curriculum at three different clinic sites and made a total of 167 documented house calls. Prerotation and postrotation measurement of the students' attitudes documented a significantly (p less than .003) more favorable attitude toward house calls after completion of the curriculum. The students further indicated that they were more likely after the curriculum than before it to provide house calls as part of their future medical practice. The students' evaluation of the curriculum provided information on the relative effectiveness of teaching strategies used in the curriculum and documented the success of the curriculum in transmitting knowledge about the homebound elderly.

ISSN:0022-2577    

出版商:OVID    

年代:1988

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1988

数据来源: OVID