Rethinking large group lectures – how far in this format?

Medical University of South Carolina College of Medicine.

The integrated curriculum is becoming a popular concept among dental schools. The purpose of this study was to query dental students at the University of Texas Health Science Center at Houston - School of Dentistry (UTSD) to elucidate their level of interest in the integrated curriculum, perception of how much integration is currently occurring, and identify challenges to integration. To address this question, dental students at UTSD were invited to participate in a survey. Participants reported their perspectives on integration of sciences. All survey participants agreed that it is beneficial to integrate clinical and basic sciences and that basic science educators were incorporating clinical relevance in their regular teaching. The third and fourth year classes, classes that had been exposed to general as well as all specialty dentistry clinics, agreed that basic sciences are being incorporated into most clinical teaching. Top two barriers to integration identified by the students were lack of crossover knowledge of faculty, and insufficient time to explore connections between basic sciences and clinical sciences because of the volume of information that needs to be covered. In conclusion, student perception at UTSD is that overall basic and clinical sciences are being integrated throughout the curriculum.

Objective: To identify and compare motivating factors and obstacles towards research among undergraduate medical students of basic and clinical sciences. Study Design: Cross sectional study. Place and Duration of Study: Combined Military Hospital, Kharian medical college, Pakistan Jun to Aug 2021. Methodology: This study involved 205 undergraduate medical students divided into two groups: basic sciences (1st, 2nd, and 3rd year) and clinical sciences (4th year). Data collection was done using a self-structured questionnaire based on a 5-point Likert scale. Ethical approval was obtained from the institutional review board (CKMC/IERB/AC-00119). Results: Out of the participants, 84(40.9%) were male and 151(59%) were female. 183(89.2%) were aged 18-22, and 22(10.7%) were aged 23-27. Distribution by year was as follows: 1st year 17%, 2nd year 20.9%, 3rd year 15.6%, and 4th year 46.3%. Approximately 40-50% of clinical sciences students supported making research mandatory from the first to the final year and introducing weightage in the final assessment, foster critical thinking and teamwork, compared to only 2-17% of basic sciences students. This significant difference highlights the need for early integration of research activities in the medical curriculum (p-value<0.001). 40-50% of undergraduate students in both clinical and basic sciences agreed that there is a lack of research culture, infrastructure, training funds, and time. The barriers did not show significant differences between the groups. Conclusion: Clinical students’ perception of research is much better than basic sciences.

Medical curricula must provide students with basic and clinical competencies for critical reasoning and diagnosing. These competencies are better acquired when basic and clinical science are taught in an integrated and collaborative manner. In this study, we investigate whether supportive co-teaching (SCT) is an effective approach to promote integrated and reasoned learning as well as to help medical students applying theoretical concepts to clinical scenarios taught in a team-based learning (TBL) framework. We conducted a concurrent mixed methods study. For the qualitative part, we performed a focus group and semi-structured interviews to clinical and basic science teachers and medical students. Using conventional content analysis, themes were identified deductively. For the quantitative part, an analytical and descriptive observational study of the 2019-2020 cohort of first-year undergraduate medical students was conducted (107 students out of 220 completed the survey). For the descriptive study, questions were grouped into 5 categories. Deductive themes from the analysis include relationship between clinical and basic science teachers, knowledge integration, methodology, teamwork and integrated Medicine and curricular design. Basic science and clinical teachers highlighted their relationship as critical to increase their mutual knowledge. This was supported by the student's opinion who very much valued their joint feedback. Regarding knowledge integration, both teachers and students found that horizontal and vertical integration enhanced applicability of basic knowledge to future clinical practice. The TBL methodology was very well perceived by both students and teachers and was highly motivating for students even though the need for commitment. Students considered that this program presented a great opportunity and expressed their interest in maintaining it in the future. These results were supported by the quantitative data. Our work supports the value of co-teaching in basic and clinical sciences within a TBL framework set in real clinical case scenarios. By employing this approach, students can actively apply their theoretical knowledge to clinical practice, enhancing their critical thinking, problem-solving, and clinical reasoning skills. Our findings can inform curriculum design and improved educational practice, leading to enhanced learning experiences for healthcare students and ultimately better patient care.

East Tennessee State University James H. Quillen College of Medicine.

Secondary school results were compared with personality test scores as predictors of achievement in medical school in a study of a cohort of students, using simple correlation and multiple linear regression. The cohort of 151 students completed 28 courses in the 6 years. We have previously reported that the scores obtained could be reduced to five independent factors: 'physical science'; 'biological science'; 'paraclinical science'; 'basic clinical science'; and 'clinical science'. Both secondary school scores and personality test scores correlated with medical school achievement factors, but school scores correlated best with 'physical' and 'biological' science. Considering secondary school scores, English was the best predictor of 'clinical science', physics was the best predictor of 'basic clinical science' and scores obtained in physics and languages were better predictors of medical school 'biological science' than was school biology. Personality factors were better predictors of 'biological', 'paraclinical' and 'clinical science' than secondary school scores and the combined secondary school score (CSS) was the best predictor of 'physical science' and of 'overall achievement'. We conclude that incorporation of personality measurement with school academic achievement could be of value in selection procedures for applicants for medical school.

G.G.C. has received com M.C. has served on th served on the board o and Enteral Nutrition; her institution has rec collaborative and Prov pensation from Child L.A.G. has received c received compensatio employment, expert t stocks/stock options; LLC, consulted to No received or has grants Institutes of Health, th holds equity interest in has received compens Fibrosis Foundation; M Abbott Laboratories, Foundation, the Natio Diseases/National Ins ticals; E.A.R. has rece sionalism & Ethical institution has receive as the medical editor has received compen Pharmaceuticals, and Nutrition; J.T. has rec Pediatrics, Prometheu conflicts of interest. Copyright # 2012 by E Hepatology, and Nut Gastroenterology, He DOI: 10.1097/MPG.0b01

The Working Group report on Science-Based Categories for Abstracts: submitted to the annual scientific sessions. The Committee on Scientific Sessions Program (CSSP), American Heart Association.

The Working Group report on Science-Based Categories for Abstracts: submitted to the annual Scientific Sessions. The Committee on Scientific Sessions Program (CSSP), American Heart Association.

Background This study aims to evaluate the performance of ChatGPT in the medical specialization exam (MSE) that medical graduates take when choosing their postgraduate specialization and to reveal how artificial intelligence-supported education can increase the quality and academic success of medical education. The research aims to explore the potential applications and advantages of artificial intelligence in medical education and examine ways in which this technology can contribute to student learning and exam preparation. Methodology A total of 240 MSE questions were posed to ChatGPT, 120 of which were basic medical sciences questions and 120 were clinical medical sciences questions. A total of 18,481 people participated in the exam. The performance of medical school graduates was compared with ChatGPT-3.5 in terms of answering these questions correctly. The average score for ChatGPT-3.5 was calculated by averaging the minimum and maximum scores. Calculations were done using the R.4.0.2 environment. Results The general average score of graduates was a minimum of 7.51 in basic sciences and a maximum of 81.46, while in clinical sciences, the average was a minimum of 12.51 and a maximum of 80.78. ChatGPT, on the other hand, had an average of at least 60.00 in basic sciences and a maximum of 72.00, with an average of at least 66.25 and a maximum of 77.00 in clinical sciences. The rate of correct answers in basic medical sciences for graduates was 43.03%, while for ChatGPT was 60.00%. In clinical medical sciences, the rate of correct answers for graduates was 53.29%, while for ChatGPT was 64.16%. ChatGPT performed best with a 91.66% correct answer rate in Obstetrics and Gynecology and an 86.36% correct answer rate in Medical Microbiology. The least successful area for ChatGPT was Anatomy, with a 28.00% correct answer rate, a subfield of basic medical sciences. Graduates outperformed ChatGPT in the Anatomy and Physiology subfields. Significant differences were found in all comparisons between ChatGPT and graduates. Conclusions This study shows that artificial intelligence models such as ChatGPT can provide significant advantages to graduates, as they score higher than medical school graduates. In terms of these benefits, recommended applications include interactive support, private lessons, learning material production, personalized learning plans, self-assessment, motivation boosting, and 24/7 access, among a variety of benefits. As a result, artificial intelligence-supported education can play an important role in improving the quality of medical education and increasing student success.

BackgroundAn honest self critique is or should be an important part of scientific output. Even though explicitly underlined in scientific authorship guidelines like CONSORT (1) and STROBE (2) we had...

The majority of medical school curricula have been merged both horizontally and vertically, with clinical and fundamental sciences integrating vertically. This has contributed to a more complete education. The Flexnerian curriculum is being phased out to make room for the merging of basic sciences and clinical sciences, which are now taught concurrently across the curriculum. This modification was made to allow for integration. We have developed an alternate approach of integration in which the teaching of the sciences is displayed on the vertical axis and the defined learning outcomes are depicted on the horizontal axis; this strategy is then adopted throughout all courses. We believe that it is not sufficient to merely integrate the basic and clinical sciences in the field of medicine; rather, it is vital to lay an emphasis on the importance of humanism in addition to the public health sciences. In other words, we believe that merely integrating the basic and clinical sciences in the realm of medicine is insufficient. Integration of the basic and clinical sciences, humanism, and health population into the curriculum's vertical axis is essential not only in the early years of the programme, but throughout its entirety. This involves the use of problem- or case-based active teaching strategies in small groups. Place of Study: Rai Medical College Sargodha Study Duration: January 2022 to June 2022 Study Design: Empirical research Conclusion: In conclusion, an integrated medical curriculum has both its positive and negative aspects to consider. An integrated curriculum, on the other hand, can offer medical students with a thorough grasp of the human body, as well as improve critical thinking and foster interdisciplinary learning, provided that it is done successfully. Keywords: integrated curriculum types, sciences integration, curricular architecture and development

Introduction: In this study, it is aimed to contribute to the persistence of the basic medical sciences education given in medical faculties, how much it can be integrated into clinical science practices and to the development of education. Materials and Methods: The study was planned in a descriptive type and a questionnaire was applied to collect the data. The population of the study consisted of medical faculty graduates and there was no limitation in the selection of the sample. The level of agreement with the statements was graded from 1 to 5 with Likert-type scaling. In the study with a total of 205 participants, numbers and percentages were used for the data. Results: Of the physicians 59.5% stated that the basic medical sciences courses they took were not sufficient and permanent for their professional life, 69.74% of them stated that the course topics in basic medical sciences education are too detailed, 60.48% of them stated they could not integrate the education they received in basic medical sciences into clinical sciences, 82.91% stated that it would be more beneficial to give basic medicine and clinical medical sciences courses simultaneously, and 86.82% of them stated that the technology-adapted auxiliary course tools will increase the quality of basic medical education. Conclusion: In today's world where important developments are experienced in medical education, innovations are needed in order to train physicians in the best way. For this, it is necessary to work on a system in which basic medicine and clinical medical sciences are integrated, the course curriculum is revised and a strong technological infrastructure is provided.

New York University School of Medicine

THE NATIONAL LICENSING EXAMINATION: A COMPARISON WITH OTHER MAJOR MEDICAL LICENSING EXAMINATIONS AND PRACTICAL SUGGESTIONS FOR WIDER ACCEPTANCE