4th-year Medical Students Research Articles

The use of mobile learning by 6th-year medical students in a minimally-supported environment

Objectives: The study aims to identify the impact of minimal support on medical students’ mobile learning activities. Methods: The study was performed at the Sultan Qaboos University, Oman, on 129 medical students in their 7 th year. The study consisted of a quantitative survey of the students, focussing on their mobile learning activities during their 6 th year, while using their own mobile devices (such as smart phones) for mobile learning activities. In addition, their perceptions of barriers to, and advantages of, using mobile devices were investigated. Data were analysed using Microsoft Excel and EpiInfo. Results: All students used their mobile device as telephones and used most of the sophisticated applications. There was significantly less usage made of medical applications, such as clinical guidelines and medical reference tools. Barriers were screen size, cost, limited memory and battery. Advantages were time-saving, ease of access and use. Few students (14%) highlighted lack of institutional support as a problem. Conclusions: Lack of support does not mean lack of usage. It does, however, mean predominantly simple usage. Given the importance of mobile devices in modern medical practice, this has strong negative implications for the professional preparedness of students studying in such

Summative assessment of 5thyear medical students’ clinical reasoning by script concordance test: requirements and challenges

BackgroundThe Script Concordance Test (SCT) has not been reported in summative assessment of students across the multiple domains of a medical curriculum. We report the steps used to build a test for summative assessment in a medical curriculum.MethodsA 51 case, 158-question, multidisciplinary paper was constructed to assess clinical reasoning in 5th-year. 10–16 experts in each of 7 discipline-based reference panels answered questions on-line. A multidisciplinary group considered reference panel data and data from a volunteer group of 6th Years, who sat the same test, to determine the passing score for the 5th Years.ResultsThe mean (SD) scores were 63.6 (7.6) and 68.6 (4.8) for the 6th Year (n = 23, alpha = 0.78) and and 5th Year (n = 132, alpha =0.62) groups (p < 0.05), respectively. The passing score was set at 4 SD from the expert mean. Four students failed.ConclusionsThe SCT may be a useful method to assess clinical reasoning in medical students in multidisciplinary summative assessments. Substantial investment in training of faculty and students and in the development of questions is required.

Assessing Problem Based Learning in Child and Adolescent Psychiatry at the Trinity College Dublin, Ireland

The School of Medicine, TCD (Trinity College Dublin) has developed the undergraduate degree in Medicine in accordance with the Medical Council and the World Federation of Medical Education guidelines. The course is 5 years. At TCD, clinical and theoretical aspects of psychiatry for 4th-year medical students are delivered during a two-month attachment. Four days of the two months are allocated exclusively to Child and Adolescent Psychiatry (CAP), and up to ¼ of all students do a two-week speciality clinical rotation in Child and Adolescent Mental Health Services. A team of academic child and adolescent psychiatrists at TCD developed the structure and content of the PBL-based component of the program for CAP. The introduced PBL into the curriculum was received positively by the students; PBL was well liked, stimulating and preferred, especially by those interested in psychiatry as a career.1 PBL was developed in late 1960’s at McMaster University, Canada. Now PBL is recognized by professional and funding bodies as an appropriate strategy for professional education and increasingly as the method of choice.2 Reviews of undergraduate medical education support the short term and long-term outcomes of PBL compared with traditional learning, however PBL also has some limitations: highly time intensive for faculty, lack of good prepared PBL cases and the need to develop them.3-5 Problem-based learning assumes that students already are good problem-solvers, whereas it may be a skill they need to develop or improve.3-5 It is well-known that didactic lectures covering the major conditions within Child and Adolescent Psychiatry are not always appreciated.6 It would seem that Child and Adolescent Psychiatry because of its inherently integrative, bio-psycho-social nature and emphasis on teamwork and collaboration, would be a specialty learned optimally through Problem Based Learning,7 using multi-page and multi-stage PBL cases which ultimately incorporate course content objectives.7,8 Another advantage of using PBL in medicine and especially in Child and Adolescent Psychiatry its potential ability to incorporate the evidence based approach in teaching. When confronted with a clinical problem, the EBM (Evidence Based Medicine) medical students (as well as qualified doctors) formulates a question, searches for the best available evidence to address that question, does a critical appraisal of that evidence and then applies the evidence to the patient that stimulated the question. The importance of assessment One of the most important drivers of student learning is how that learning is assessed.9 Students are strategic in their use of time and selectively negligent in avoiding content that they believe is not likely to be assessed. Thus well-timed and well-designed assessment can have a powerful impact on how students approach their learning.10,11

A Comparison between Discrimination Indices and Item-Response Theory Using the Rasch Model in a Clinical Course Written Examination of a Medical School.

The reliability of test is determined by each items' characteristics. Item analysis is achieved by classical test theory and item response theory. The purpose of the study was to compare the discrimination indices with item response theory using the Rasch model. Thirty-one 4th-year medical school students participated in the clinical course written examination, which included 22 A-type items and 3 R-type items. Point biserial correlation coefficient (C(pbs)) was compared to method of extreme group (D), biserial correlation coefficient (C(bs)), item-total correlation coefficient (C(it)), and corrected item-total correlation coeffcient (C(cit)). Rasch model was applied to estimate item difficulty and examinee's ability and to calculate item fit statistics using joint maximum likelihood. Explanatory power (r2) of Cpbs is decreased in the following order: C(cit) (1.00), C(it) (0.99), C(bs) (0.94), and D (0.45). The ranges of difficulty logit and standard error and ability logit and standard error were -0.82 to 0.80 and 0.37 to 0.76, -3.69 to 3.19 and 0.45 to 1.03, respectively. Item 9 and 23 have outfit > or =1.3. Student 1, 5, 7, 18, 26, 30, and 32 have fit > or =1.3. C(pbs), C(cit), and C(it) are good discrimination parameters. Rasch model can estimate item difficulty parameter and examinee's ability parameter with standard error. The fit statistics can identify bad items and unpredictable examinee's responses.

Does gender predict performance of novices undergoing Fundamentals of Laparoscopic Surgery (FLS) training?

BackgroundThis study was performed to assess the hypothesis that performance levels for Fundamentals of Laparoscopic Surgery (FLS) tasks were not dependent on trainee gender. MethodsInitial and final task completion times for 4 FLS tasks performed by 132 novices (4th-year medical students and 1st-year residents) were collated by task type and compared by gender. ResultsAll novices improved significantly with training (P > .001) on all tasks. Initial performance by men was better than by women but only reached significance for peg transfer and intracorporeal knot tying (P > .05). With training, women's performance became equivalent to that of men but showed a comparable or greater response to training. ConclusionsThe gender-related differences noted in initial FLS task performance disappeared after training. Gender displayed no effect on FLS training outcomes. The use of initial FLS task performance levels, seemingly objective selection criteria, would introduce gender bias into the ranking process.

Sharps injuries among medical students in the faculty of medicine, Colombo, Sri Lanka

Medical students undertake clinical procedures which carry a risk of sharps injuries exposing them to bloodborne infections. To study the prevalence and correlates of sharps injuries among 4th-year medical students in the Faculty of Medicine, University of Colombo, Sri Lanka. The survey was conducted among 4th-year medical students to find out the incidence of injuries during high-risk procedures, associated factors and practice and perceptions regarding standard precautions. A self-administered questionnaire was administered to a batch of 197 4th-year medical students. A total of 168 medical students responded. One or more injury was experienced by 95% (N = 159) of the students. The majority (89%) occurred during suturing; 23% during venipuncture and 14% while assisting in deliveries. Most of the incidents (49%) occurred during Obstetrics and Gynecology attachments. Recapping needles led to 8.6% of the injuries. Thirty-five percent of students believed they were inadequately protected. In this group, adequate protection was not available in 21% of the incidences and 24% thought protection was not needed. Following the injury, 47% completely ignored the event and only 5.7% followed the accepted post-exposure management. Only 34% of the students knew about post-exposure management at the time of the incident. Only 15% stated that their knowledge regarding prevention and management was adequate. The majority (97%) believed that curriculum should put more emphasis on improving the knowledge and practice regarding sharps injuries. The incidence of sharps injuries was high in this setting. Safer methods of suturing should be taught and practiced. The practice of standard precautions and post-injury management should be taught.

Comparison of Two Large Earthquakes: The 2008 Sichuan Earthquake and the 2011 East Japan Earthquake

Between August 15th and 19th, 2011, eight 5th-year medical students from the Keio University School of Medicine had the opportunity to visit the Peking University School of Medicine and hold a discussion session titled "What is the most effective way to educate people for survival in an acute disaster situation (before the mental health care stage)?" During the session, we discussed the following six points: basic information regarding the Sichuan Earthquake and the East Japan Earthquake, differences in preparedness for earthquakes, government actions, acceptance of medical rescue teams, earthquake-induced secondary effects, and media restrictions. Although comparison of the two earthquakes was not simple, we concluded that three major points should be emphasized to facilitate the most effective course of disaster planning and action. First, all relevant agencies should formulate emergency plans and should supply information regarding the emergency to the general public and health professionals on a normal basis. Second, each citizen should be educated and trained in how to minimize the risks from earthquake-induced secondary effects. Finally, the central government should establish a single headquarters responsible for command, control, and coordination during a natural disaster emergency and should centralize all powers in this single authority. We hope this discussion may be of some use in future natural disasters in China, Japan, and worldwide.

Thai Medical Students’ Self Assessment of Palliative Care Competencies

Objective To evaluate the final-year medical students’ perception of their competencies related to palliative care. Materials and Methods Two consecutive anonymous surveys at 6 and 12 months among 6th-year medical students at the Faculty of Medicine, Prince of Songkla University. Results One hundred and ten (66%) and 103 (62%) students completed the questionnaires at 6 and 12 months, respectively. With the criteria that at least 80% of them should be confident to manage the cases independently or under supervision, they perceived themselves to be good at holistic care and communication skills, but lacking in common symptoms management and ethical aspects. The common promoting factors and barriers for their learning experiences were reported. Conclusion This study identified many aspects necessary to improve the students’ learning experience in our compulsory longitudinal integrated palliative care curriculum.

Clinical Clerkship Course for Medical Students on Lumbar Puncture Using Simulators

Lumbar puncture is a medical technique that physicians must learn and is, therefore, considered a basic medical procedure. The lumbar puncture simulators Lumbar-Kun (Lumbar Puncture Simulator) and Lumbar-Kun II (Lumbar Puncture Simulator II) (Kyoto Kagaku, Kyoto, Japan) are teaching aids designed for practicing spinal insertions. We describe and results of a lumbar puncture clerkship course, provided to 5th-year medical students during clinical clerkship activity. The aim of this study was to evaluate the effectiveness of the lumbar puncture clerkship course in the medical education program. Comprehension, technical achievement, and satisfaction were scored by students and instructors using a 6-point Likert scale. Scores for both comprehension and technical achievement were high, but technical achievement scores tended to be higher than comprehension scores. In addition, the scores students gave themselves were higher than the scores they were given by instructors. Student satisfaction was high. The lumbar puncture simulators, Lumbar-Kun and Lumbar-Kun II, achieved excellent overall impressions and represent useful tools for training in lumbar puncture procedures. In addition to the simulators, an appropriate preparatory text and a short lecture before training seemed to increase the educational effect of this lumbar puncture clerkship course for medical students.

Wilderness Medicine Within Global Health: A Strategy for Less Risk and More Reward

A Case Study of Integrating the 2 Disciplines at Weill Cornell Medical College Over the last decade, there has been a growing interest in global health among medical students. According to the Association of American Medical Colleges, 45 US medical schools offer a Global Health component, with 29.9% of graduating students stating they have had “global health experience.” With an emphasis on self-reliance and the delivery of medical care in austere and unpredictable environments, we advocate that wilderness medicine (WM) skill sets are an integral component of global heath, mitigating risk to students and empowering them to be safe as they participate in this rapidly evolving field. Our objective was to examine ways in which WM topics can be incorporated into global health coursework, and the benefits that come from this integration. In 2008, Weill Cornell Medical College (WCMC) students and faculty designed a 4-year Global Health Curriculum (GHC). The core competencies of GHC are intended to complement and expand upon required pre-existing global health lectures. In designing our “Clinical Skills for Resource-Poor Environments” elective offered to 4th-year medical students, the aim was to prepare students for going abroad by instilling skills that would reinforce self-sufficiency and well being. Approximately 15% of the WM curriculum was incorporated into the 2-week, 40-hour Clinical Skills course through lectures, hands-on labs, workshops, and skills-based assessments taught by over 25 faculty members throughout New York City. The course has been offered twice since February 2010. Evaluations of individual lectures and labs provided helpful qualitative and quantitative feedback. All participants would recommend the course to others. Many claimed that the course offered hands-on skills training that was not otherwise addressed in their medical education. The Weill Cornell GHC elective, “Clinical Skills for Resource-Poor Environments,” demonstrates an innovative way to apply wilderness medicine skill sets to global health education in medical school in order to best prepare students to work effectively in resource-poor settings.

Reporter-Interpreter-Manager-Educator (RIME) Descriptive Ratings as an Evaluation Tool in an Emergency Medicine Clerkship

BackgroundEmergency Medicine (EM) clerkships traditionally assess students using numerical ratings of clinical performance. The descriptive ratings of the Reporter, Interpreter, Manager, and Educator (RIME) method have been shown to be valuable in other specialties. ObjectivesWe hypothesized that the RIME descriptive ratings would correlate with clinical performance and examination scores in an EM clerkship, indicating that the RIME ratings are a valid measure of performance. MethodsThis was a prospective cohort study of an evaluation instrument for 4th-year medical students completing an EM rotation. This study received exempt Institutional Review Board status. EM faculty and residents completed shift evaluation forms including both numerical and RIME ratings. Students completed a final examination. Mean scores for RIME and clinical evaluations were calculated. Linear regression models were used to determine whether RIME ratings predicted clinical evaluation scores or final examination scores. ResultsFour hundred thirty-nine students who completed the EM clerkship were enrolled in the study. After excluding items with missing data, there were 2086 evaluation forms (based on 289 students) available for analysis. There was a clear positive relationship between RIME category and clinical evaluation score (r2=0.40, p<0.01). RIME ratings correlated most strongly with patient management skills and least strongly with humanistic qualities. A very weak correlation was seen with RIME and final examination. ConclusionWe found a positive association between RIME and clinical evaluation scores, suggesting that RIME is a valid clinical evaluation instrument. RIME descriptive ratings can be incorporated into EM evaluation instruments and provides useful data related to patient management skills.

The Change of CPX Scores according to Repeated CPXs.

Most medical schools have held clinical skills training programs recently. Despite these educational endeavors, few studies have attempted to address the effect of clinical skills assessments on clinical performance. This study investigated whether repeated experiences with the examination improved medical students' history-taking, physical exams, and patient-physician interactions (PPIs). The subjects of the study were 101 4th-year medical students who participated in the clinical performance examination (CPX) 3 times. They completed their core clerkship before acquiring the first CPX scores; we tracked down the scores of three sets of CPX for 3 subdomains (history taking, physical exam, and patient-physician interaction) and investigated the changes in these scores. Additionally, we classified the research subjects into 3 groups by total CPX score-higher (upper 30%, n=30), intermediate (medium 40%, n=40), and lower (lower 30%, n=30)-and compared the curves for each group. Significant improvements were made on history taking and physical exam (F=130.786/237.358, p<0.01), while proficiency on the PPI declined (F=17.621, p<0.01). Additionally, scores in all levels improved continuously on history taking and physical exam, while students of the high and low levels experienced a sharp decline on the PPI (F=11.628, p<0.01). Improvement in the history-taking score reflects an accumulation of clinical knowledge and clinical exposure. Improvement on the physical exam score is affected by repeated practice on similar or identical cases and receipt of feedback. That PPI can deteriorate might be an effect of one's negative experience in a clinical clerkship.

A Study Investigating the Need and Impact of Pediatric Palliative Care Education on Undergraduate Medical Students in Japan

Education for medical students is crucial to providing pediatric palliative care (PPC). However, few comprehensive curricula of PPC exist in Japan. This study aimed to identify and explore the need for education of, as well as the impact of that education on, medical students in Japan. The participants were 5th-year medical students (n = 30) who studied in our hospital from April 2009 to March 2010. The first survey questionnaire was administered before, during, and after a small group lecture on PPC, followed by a discussion. The lecture discussed and imparted knowledge about general principles of PPC. The second survey questionnaire was administered in September 2010 to determine students understanding and attitudes about PPC. In the first survey, none of the students reported any exposure to PPC through textbooks or lectures prior to the lecture. In addition, all of them defined PPC as pain management in end-of-life care for children with cancer. The survey also indicated that after the lecture, they understood the principles of PPC well. Although they scored low in their understanding of PPC in the second survey, their attitude toward the lecture was positive. This study provided the first opportunity to effectively understand the effect of education on PPC in the short term. However, this effect was inadequate in the long term. Development of organized medical education systems with a primary focus on PPC is urgently needed. Discussion with professionals from multiple disciplines with regard to ethical, legal, and cultural issues, and social consensus are necessary to develop good educational systems.

Correlations of Communication and Interpersonal Skills between Medical Students and Residents.

Medical students' communication and interpersonal skills can be evaluated by standardized patients in a clinical performance examination (CPX). The purpose of this study is to investigate which communication and interpersonal skills are more closely correlated between medical students and residents. This study included 2nd-year residents in 2009 who took the eight-station CPX as 4th-year medical students in 2006. In-patients who were cared for by the residents were asked the seven items related to interpersonal and communication skills. The correlation between the scores of these seven items in the 2006 CPX and the scores in the 2009 patient survey was evaluated. Twenty-six residents, 11 in medical wards and 15 in surgical wards, participated in the study. The medical students' total scores tended to be correlated with the residents' scores (r=0.381, p=0.055). There was significant correlation between the scores for students and residents for 'Explaining more explicably' (r=0.470, p=0.015), and marginally significant correlation (r=0.385, p=0.052) for 'Listening attentively.' There was no significant correlation for the other five items. 'Explaining more explicably' and 'Listening attentively', these skills were more closely correlated between medical students and residents. These basic communication skills should be included in graduate or licensing evaluations.

Attitudes towards psychiatry of undergraduate medical students at Bayero University, Nigeria

&lt;p&gt;&lt;strong&gt;Background&lt;/strong&gt;. This study determined and compared responses of 5th- and 6th (final)-year medical students on their attitudes to psychiatry as a profession. Also elicited were their choices of area of future medical specialisation.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Method&lt;/strong&gt;. A prospective and cross-sectional study using an adapted 27-item self-administered questionnaire to obtain responses from 91 5th- and 6th-year medical students at Bayero University, Kano, Nigeria.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results.&lt;/strong&gt; More than 60% of the students’ first choices for future specialisation were surgery, obstetrics/gynaecology or internal medicine. Psychiatry was the first preference for less than 2%. More than 75% of the students’ views on the overall merits and efficacy of psychiatry were positive, although they felt that psychiatry had low prestige and status as a profession. In addition, the same proportion considered that psychiatry was scientific, making advances in the treatment of major mental disorders, and helpful in liaison practice. More than 50% stated that psychiatry would not be their choice of last resort for residency education and the same proportion felt that friends and fellow students rather than family members would discourage them from specialising in psychiatry. More than 50% would feel uncomfortable with mentally ill patients, felt that psychiatry would not be financially rewarding, and did not think that psychiatrists abuse their legal power to hospitalise patients. Attitudes of the two groups of students to psychiatry as a profession were not significantly different (p&amp;gt;0.05).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion.&lt;/strong&gt; A clinical clerkship in psychiatry did not influence the students’ choice of future specialisation.&lt;/p&gt;

2010 PISACANO SCHOLARS

Allana Krolikowski, a 2010 Pisacano Scholar, is a 4th-year medical student at the University at Buffalo (UB). She graduated from UB with a Bachelor of Science in Biomedical Sciences and a Bachelor of Arts in Spanish. While studying abroad during her senior year, she interned for 2 months at a

Abstract PA-11: Euthanasia and Physician-Assisted Suicide in the Views of 5th- and 6th-Year Medical Students—A Comparison of Two Polish Medical Universities

Abstract PA-11: Euthanasia and Physician-Assisted Suicide in the Views of 5th- and 6th-Year Medical Students—A Comparison of Two Polish Medical Universities

Do preclinical background and clerkship experiences impact skills performance in an accelerated internship preparation course for senior medical students?

Dedicated skills courses may help to prepare 4th-year medical students for surgical internships. The purpose of this study was to analyze the factors that influence the preparedness of 4th-year medical students planning a surgical career, and the role that our skills course plays in that preparedness. A comprehensive skills course for senior medical students matching in a surgical specialty was conducted each spring from 2006 through 2009. Students were surveyed for background skills, clerkship experience, and skills confidence levels (1-5 Likert scale). Assessment included 5 suturing and knot-tying tasks pre- and postcourse and a written examination. Data are presented as mean values ± standard deviations; statistical analyses were by 2-tailed t test, linear regression, and analysis of variance. Sixty-five 4th-year students were enrolled; most common specialties were general surgery (n = 22) and orthopedics (n = 16). Thirty-five students were elite musicians (n = 16) or athletes (n = 19) and 8 regular videogamers. Suturing task times improved significantly from pre- to postcourse for all 5 tasks (total task times pre, 805 ± 202 versus post, 627 ± 168 seconds [P < .0001]) as did confidence levels for 8 skills categories, including management of on-call problems (P < .05). Written final examination proficiency (score ≥70%) was achieved by 81% of students. Total night call experience 3rd year was 23.3 ± 10.7 nights (7.3 ± 4.3 surgical call) and 4th year 10.5 ± 7.4 nights (7.2 ± 6.8 surgical call). Precourse background variables significantly associated with outcome measures were athletics with precourse suturing and 1-handed knot tying (P < .05); general surgery specialty and instrument tying (P = .012); suturing confidence levels and precourse suturing and total task times (P = .024); and number of nonsurgical call nights with confidence in managing acute on-call problems (P = .028). No significant correlation was found between these variables and postcourse performance. Completion of an accelerated skills course results in comparable levels of student performance postcourse across a variety of preclinical backgrounds and clerkship experiences.

The undergraduate paediatric surgery curriculum in Nigeria – how have we fared?

Background. In the Nigerian setting the curriculum of each medical school is the sole responsibility of the senate of the respective university. This arrangement results in variability in learning objectives and in students’ acquisition of skills to manage clinical problems. Educational objectives can be used to both standardise and evaluate curricula. This study aimed to: (i) identify main objectives of paediatric surgery at the undergraduate level; (ii) establish students’ knowledge with regard to these objectives; (iii) evaluate the input of both specialists and non-specialists to these objectives; and (iv) examine the status of undergraduate paediatric surgery instruction in our medical schools. Materials and methods. This was a cross-sectional survey of students, teachers and undergraduate deans with regard to undergraduate paediatric surgery teaching. The cognitive and perceived level of knowledge about common paediatric surgical conditions of 4th- and 6th-year medical students in four randomly selected Nigerian universities was surveyed using educational objectives. The same objectives were used to survey 26 paediatric surgeons, 46 senior house officers and 46 general surgeons. Undergraduate paediatric surgery curricula, obtained from the offices of the deans of the four medical schools, were also reviewed. Data were analysed using descriptive methods and one-way analysis of variance (ANOVA). Results. The 6th-year students’and house officers’ perceived knowledge of the objectives was remarkably similar. Overall, students’ familiarity scores increased from the 4th to the 6th year (p 2.0) and 8 items to be non-essential (mean score 2.0) and 11 to be non-essential (mean score <1.5). Data from the deans’ offices varied, but indicated limited exposure to paediatric surgery in the undergraduate curriculum in 2 (50%) of the 4 institutions. Conclusion. The study clarified the relationship between the expected and perceived students’ knowledge of these objectives, and identified areas requiring specific attention. These results, and perhaps similar ones in future, can be used towards establishing a unified, standardised undergraduate paediatric surgery curriculum.

A Disaster Medicine Curriculum for Medical Students

Background: Hospitals are viewed as a haven of safety within a community in the aftermath of a natural or man-made disaster. Thus, the importance of disaster training for hospital personnel is paramount. Regardless of specialty, all physicians will be called upon to serve. Yet, disaster training is not routinely incorporated into the curriculum of undergraduate medical education. The development and implementation of a disaster management course for medical students should therefore be a priority. Description: The objectives of this study were to develop an introductory disaster curriculum for medical students, to measure its effectiveness by assessing students' mastery of knowledge and their ability to analyze a historic disaster, and to measure student course satisfaction by standard assessment methods. Based on medical students' evaluation of a 2-day disaster training seminar held in the preceding year, as well as an investigation of existing disaster courses, we identified core objectives that medical students should achieve at the end of a 2-week disaster elective. The elective consisted of 16 lectures, as well as field visits and experiential activities, including observation of a statewide disaster drill. Participants were six 4th-year medical students from the David Geffen School of Medicine at University of California, Los Angeles (UCLA). Although didactics were held at UCLA, participants traveled to various locations for the experiential aspects: the Los Angeles County Emergency Operations Center; the Medical Alert Center at the Los Angeles County Emergency Medical Services Agency; the Disaster Staging Warehouse that stockpiles medical, surgical, and pharmaceutical supplies; a community fire department; the University of Southern California School Institute of Creative Technologies Tour; and the Harbor–UCLA Medical Center, where students observed the annual statewide disaster drill. Student evaluations were based on daily participation, an oral examination, and a lecture presentation. Upon completion of the elective, students provided summative feedback about the course on a Likert scale. Observations included oral examination scores of student knowledge base, evaluations of students' final presentations, and students' course and lecture evaluations. Evaluation: All six students proficiently answered oral examination questions and achieved a superior grade for their final lecture presentations. All faculty lecturers, as well as the overall course evaluation, received a maximum score of five on the standard Likert scale. Conclusions: A comprehensive 2-week medical student disaster elective, based upon an introductory disaster seminar, was evaluated highly by student participants.