First-and Second-year Students Research Articles

Drawing skills at the beginning of higher education: Teachers’ perspectives, expectations, and realities

For more than two decades, educational policies in Portugal have primarily focused on improving student outcomes, reducing school absenteeism, and preventing school abandonment. Another factor has been the overemphasis on literacy and numeracy, which has resulted in an unbalanced weighting of these school subjects on instructional time. As a result, instruction time for non-essential classes, such as music and visual arts, was reduced. What effect do these policies have on the drawing abilities and visual literacy of those who pursue visual arts studies in higher education? To date, there has been a plethora of studies on drawing in its didactic, neurological, and physiological components, with findings that strengthen and support the idea that drawing plays a central role in the development of conceptual thinking and abductive reasoning. These findings are significant when advocating for drawing as a learning tool in S.T.E.M., but also, for drawing to play a different role in education overall. To determine whether these policies impact the competencies, skills, and visual literacy of those who pursue visual arts studies, we surveyed higher education teachers regarding their perceptions of student drawing skills as they begin college degrees ranging from fine arts to design. Some survey findings point to weak areas, particularly in perspective drawing and preparatory drawings and sketches. The teachers suggested that the causes were mostly political. These findings should be investigated further, specifically through follow-up interviews and a survey of first-and second-year students enrolled in the courses taught at the educational institutions under analysis.

English Courses for Students of Islamic Economics: What Do They Really Need?

The teaching of the English language to the students of Islamic Economics should aim to provide them with the skills needed for completing academic as well as professional tasks. The purposes of this study are twofold: (1) identifying what types of English language skills the students of Islamic Economics need; and (2) figuring out whether the current English for specific purposes (ESP) course offered is relevant to their needs. This on-going study employs qualitative descriptive methods with 200 firstand second-year students of the Islamic Economics study program of a state university in Medan, Indonesia. The data analyzed in this paper were collected using an online survey divided into two sections: one to collect the participants’ demographics and the other to explore their perceived language skill needs. The results reveal that most students need reading and writing skills more than any other language skills. The students reported that the English course they have taken so far did not prepare them to master those two needed skills. This study recommends that the existing ESP syllabus be redesigned to meet the students’ needs.
 Keywords: English for specific purposes (ESP), higher education, Islamic economics, need analysis

Management of generation Z staff in the digital economy

This article is a continuation, which examines the difference between generations and their common qualities for forming a successful team, but with a focus on generation Z. Materials on the comparison of generations X and Y are published in the journal Vestnik PNIPUV in the article Team building in the digital economy [1]. This article presents an analysis of the current state of generations X and Y with the relevant research points and recommendations for team building of personnel of generations X and Y. In 2019, at the time of the publication of the first part of the article, our team started a project to conduct their research in the part of Generation Z. Participants in this study were young people born between 2003 and 2005. The study ended in January 2021. A total of 1,14 people were interviewed during the period: high school students, university students, and first-and second-year students of universities in the cities of Moscow, Samara, Nizhny Novgorod, Novokuibyshevsk, Syzran.

Международный обмен: особенности адаптации иностранных студентов в процессе обучения в российской вузовской системе (на примере Томского государственного университета систем управления и радиоэлектроники)

The article focuses on the multi-ethnic environment of the University, which reflects both multi-vector global and local processes and specificity of educational practices affecting the relationships in the University eco-environment. The authors consider the processes of adaptation of international exchange students in Tomsk State University of Control Systems and Radioelectronics (TUSUR) and the importance of intercultural interaction within these processes. Special attention is given to the harmonization of the University interethnic environment, the formation of friendly barrier-free interaction, which is possible because of the systemic work of educational process participants. The object of the research is the adaptation and intercultural communication in the student environment, with the focus on the specificity of adaptation of international exchange students. The authors draw on the theory of intercultural communication and employ methods of sociological survey and mathematical statistics. The survey, conducted in the fall of 2019 among 120 first-and second-year students from 36 countries with the use of a spontaneous sample type. The respondents were offered a questionnaire aimed at identifying the most urgent problems of adaptation in TUSUR. The survey resulted in a review of the challenges related to the adaptation of foreign students to new conditions in the host community. The results of the research bring to light new sociocultural approaches to the work with foreign students and can be used to optimize the interethnic interaction activities of educational system agents.

Assessing Dental Students' Knowledge, Attitudes, and Beliefs About Medicaid and Health Care Reform: A Mixed-Methods Study.

The aim of this study was to conduct a needs assessment of Medicaid and health care reform education in the current dental curriculum of one U.S. dental school. A mixed-methods approach was employed using focus groups and surveys. Three focus groups with dental students (nine first-and second-year students, eight third-year students, and seven fourth-year students) and one focus group with six external oral health stakeholders were conducted in 2018 to explore participants' attitudes and beliefs about Medicaid and health care reform. The focus groups used a semi-structured guide, and transcripts were analyzed using thematic content analysis. Following the focus groups, all first-and fourth-year dental students were invited to participate in a survey assessing their general and dental-specific Medicaid knowledge and attitudes about Medicaid. In both methods, participants made suggestions for future curricular experiences involving Medicaid. Surveys were returned from 81 first-year students (96% response rate) and 72 fourth-year students (86% response rate), for an overall response rate of 93%. Participating students and stakeholders agreed that Medicaid is confusing and challenging to incorporate into private practice. All participants viewed programs sponsored by organized dentistry as venues to learn about oral health policy. Nearly all participants agreed that private practice mentorship, improved practice management, and more experiential opportunities in the predoctoral curriculum would be effective strategies to increase knowledge about Medicaid and health reform. According to the survey responses, Medicaid and health reform knowledge is poor and scarcely covered in the current curriculum, and only 39% of participating students planned to participate in Medicaid after graduation. These findings suggest that curricular improvements are needed to incorporate more engaging and experiential learning using external resources.

Student Mental Wellbeing Interventions with a Second-Year Engineering Cohort

Concern about student mental wellbeing in university students is high, and first-and second-year students in particular have shown higher levels of depression, anxiety and stress. Evidence indicates that there is a value in context specific mental health literacy interventions embedded into regular academic classes, and that coping strategies help students to not only deal with stress but also to improve cognitive motivation and academic achievement. Within our second-year mechanical engineering academic program, we implemented an embedded series of interventions with the goal of helping students develop and use coping strategies in the face of stress. We found that students could describe their own stress response and coping strategies, and over 80% expected content on stress response and coping strategies would be useful in their own lives. About half of students viewed the interventions as beneficial to them. A third of students expected the activities would positively impact their academics, while another third felt they would have no impact. Test anxiety increased over the year, which we felt was a reasonable result given the rigour of the program. Since we did not have a control group, we could not determine whether our intervention led to lower levels of test anxiety than would have otherwise occurred. Our results suggest that academic buoyancy (day-to-day resilience in an academic program) is a critical skill - low academic buoyancy was a significant predictor of increased test anxiety, while low self-efficacy was not. This finding, along with students responses indicating the usefulness of the interventions, support our approach of introducing coping skills into an academic engineering program.

Organisation of physical education at the university based on students’ constitutional types and health groups

Introduction.Today, the significant direction of scientific search in the field of health preservation is to study the interrelation of functional characteristics and motor skills of students of different constitutional types and health groups. Specific morphological and physiometric characteristics of an organism and belonging to a certain somatotype should be taken into account when organising physical training in higher education institutions.Theaimof the research was to establish the degree of correlation of motor and functional characteristics of an organism of students with different constitutional types and health groups in order to improve an algorithm of planning and effective safe implementation process of physical training in a higher education institution.Methodology and research methods.Male-students (n = 1300) aged 17-20 years old of the 1st (n = 1012) and 2nd(n = 288) functional groups of health were examined. Constitutional types were determined according to M. V. Chernorutsky’s scheme with the calculation of values of Pignet index and Robinson index. Methods of the statistical analysis with the application of StatSoft Statistica 6.1 and Microsoft Excel programmes were used to process the obtained results in the process of diagnostics. The reliability of distinctions of average values was estimated by means of parametrical methods with the calculation of Student’s t-test.Results and scientific novelty.Motor features and functional characteristics of the cardiorespiratory system and physiometric parameters of firstand secondyear students (engaged in the programme of academic discipline “Elective Courses on Physical Culture and Sport” atIrkutskNationalResearchTechnicalUniversity) are recorded and considered. Reliable differences in the values of indicators of motor tests and functional characteristics of organisms of young people with different constitutional types are identified. In both health groups, the experiment allowed authors to reveal higher physical and functional preparedness of young men of normosthenic and asthenic constitutional types compared to their fellow hypersthenic students. Motor characteristics and functional reserve capacities of the cardiorespiratory system were higher in normosthenic and asthenic students of the 1st functional group in comparison with the representatives of the 2ndfunctional group of the same constitutional types. The conclusion is drawn on close interrelation of somatotypes with motor and functional characteristics of organisms of students engaged in physical culture.Practical significance.The research material and results contribute to the elaboration and development of the methodology of individually differentiated physical training of students in higher education institution.

Forging a Template for Undergraduate Collaborative Research: A Case Study

Undergraduate collaborative research is highlighted in many university initiatives; however there is a lack of exemplars in disciplines that do not employ the scientific method. “Pop Music Reviews” was an attempt to forge a template for Women’s and Gender Studies. This paper presents a description of the pilot project and provides qualitative assessments by the first-and second-year students, fourth-year teaching assistant (TA), reference librarian, and professor. Together, the appraisals indicate that there are two different but equally necessary components for a successful collaborative research endeavour: the structural setting and the social and emotional environment. In both these components, there were weaknesses in the areas of planning and background training. Yet, the benefits as perceived through the experiences of the various participants were significant. Reported gains included increased understanding of research processes and applications, enhanced critical thinking skills, expanded disciplinary knowledge, improved student motivation and confidence, greater interest in graduate studies, and the fostering of collegial interactions and mentoring.

Conflict of Interest Disclosure in Early Education of Medical Students

MEDICAL EDUCATION HAS EMBRACED THE transparency movement by shining the light of disclosure on physician-industry interactions. Many medical journals mandate that authors report potential conflicts of interest and publish detailed financial relationship lists with their articles. Likewise, the Accreditation Council for Continuing Medical Education requires disclosure of lecturers’ conflicts before lectures qualifying for continuing medical education (CME) credits. Despite these changes in physician education, disclosure norms have not yet trickled down to the very start of medical education—the preclinical years. Are firstand second-year students justified in expecting conflicts of interest disclosure in their education? The clinicians and researchers who lead preclinical medical education at US medical schools are usually drawn from affiliated medical centers and therefore are likely to have financial ties to industry. In the context of physician education, financial relationships to the subject matter have been shown to induce selective presentation of data or biased interpretations. Nonetheless, the typical rationales for conflict of interest disclosure do not apply in the context of preclinical education. The ultimate justification for disclosure is that biased statements can influence the care patients receive. Because medical students do not prescribe medications and have little patient care responsibility, there is less direct potential for harm. In addition, the first 2 years of medical education are largely spent studying basic biological sciences and pathophysiology. In the context of a CME event, it is easy to see how a speaker’s financial relationship to a specific pharmaceutical company could be relevant to the therapeutic recommendations, such as the best choice for treatment-refractory depression. In an analogous lecture to medical students on the neurobiochemical basis for depression, the mention of specific therapies may only serve as examples to illustrate the underlying scientific concepts. However, these perspectives miss the essential role that disclosure can have in early medical education. For example, as students learn details about anatomy and physiology, they also are beginning to construct a framework for analysis of data and application of data to clinical reasoning they will use as practicing physicians. In this light, a policy that requires disclosure of financial conflicts of interest before the start of any lecture would serve as a powerful reminder to a medical student audience about the potential for bias in the presentation of scientific information and therefore the need to be critical evaluators of the material being taught. Such lessons will be particularly useful when these students later need to weigh the risks and benefits of a new, heavily promoted therapeutic product or analyze the design of clinical trials that led to treatment recommendations. Promoting critical thinking in medical professionals may be easier to accomplish at a time when students’ clinical reasoning skills are just beginning to be developed than trying to create this skill after the students graduate, enter residency training, and subsequently practice. The mere existence of a disclosure policy can also affect students’ professional development. In addition to lessons in the formal curriculum, students are deeply influenced by the behavior of role models, institutional policies, or other characteristics of the learning environment cumulatively known as the “hidden curriculum.” Most students do not enter medical school having reflected on the scope and influence of interactions between physicians and the pharmaceutical and medical device industries; however, the acculturation process can occur rapidly. For example, surveys reveal that students further along in training have more positive attitudes regarding issues such as the appropriateness of accepting gifts from pharmaceutical representatives. The existence of a disclosure policy would communicate that an institution values the integrity of medical education. The practice of disclosure also provides a stimulus for students to begin dialogues with peers and advisers and consider their own ethical views on the controversial topic of

일 지역 전문대학 간호계와 비간호계 학생의 DIT를 사용한 도덕판단력 비교조사

This study was performed to evaluate the moral judgments (P(%) and 4stage) of nursing and nonnursing student using a DIT test. The data were collected through self-reported questionnaires from 483 college students and measured by the Korean version of the Defining Issues Test (KDIT). The results were as follows. The mean P(%) scores of nursing and non-nursing student were 43.83(SD=15.70) and 38.27(SD=15.18) respectively. The difference between the scores for the two groups was statistically significant, as was the difference between the P(%) scores for males and females. The mean stage 4 scores for nursing and non-nursing students were 20.06(SD=11.97) and 18.83(SD=10.63) respectively. There were significant differences in the stage 4 scores for gender (F=3.18, p=.049), nursing ethics learning experience (t=4.59, p=.025), and number of siblings (t=5.17, p=.026). While the P(%) score for third-year students was lower than that for first-and second-year students, third-year students had the highest stage 4 score. The moral judgment score of third-year students is thought to be affected by clinical nurses during their practical training. The results of this study indicate a need for further longitudinal studies to measure the moral judgments of nursing students.

The Lessons of the Editor

someone whose career was indelibly shaped by working as an editorial assistant for New Literary History and whose association with Ralph Cohen has been among the most illuminating influences of my career, I would like to recount those experiences and to speculate about the historical significance that Ralph Cohen's NLH has attained. I was Ralph Cohen's student in a University of Virginia graduate course, From Classic to Romantic, during the spring of 1975, a class that aimed to demonstrate for firstand second-year students the evolution of British poetry from the eighteenth to the early nineteenth century. We learned just how subtly nuanced these changes were by discovering the difference between innovation and variation within genre, a much more complex history than anything we might have gleaned from reading M. H. Abrams. I was as much at sea as most of my compeers, probably more, and even endured the distinction of having the poem I wrote in imitation of a romantic lyric read aloud as an object model of what not to do. What Professor Cohen didn't know was that

Student Paramedic Experience with Prehospital Cardiac Arrest Cases in Johannesburg, South Africa

Objective. To describe the exposure of paramedic students studying at university level to prehospital cardiac arrest cases encountered during clinical learning. Method. Prehospital cardiac arrest cases included in an electronic clinical learning database between 2001 and 2007 were extracted and subjected to descriptive analysis in terms of student exposure and resuscitation-related procedures carried out by students. Results. On average, approximately 50% of first-and second-year students had any exposure to adult cardiac arrest cases, whereas approximately 75% of third-year students did. Very few students had any exposure to pediatric cases. Students who were exposed to cardiac arrest cases averaged two cases in the first and second years and three cases in the third year. The average maximum exposure for first-and second-year students was four cases and the average for third-year students was six cases. Less than half of the students exposed to cardiac arrest cases in any academic year of study were able to practice basic adult or pediatric resuscitation-related procedures. Relatively few students had any experience of adult or pediatric venous cannulation or management of patients with return of spontaneous circulation. Conclusion. In general, the exposure of paramedic students to prehospital cardiac arrest cases was low, as was their opportunity to practice resuscitation procedures in this context.

“The Red Zone”

The "red zone" usually refers to the first few weeks of the first semester at college, when female students are believed to be at greatest risk for experiencing unwanted sex. We tested this notion using data from a survey study of 207 first-and second-year students (121 women, 84 men) at a small, liberal arts university. Results demonstrated only one significant elevation in incidence rates of first- and second-year women's unwanted sexual experiences (sexual touching, attempted and completed anal, oral, and vaginal sex), between the end of the first month and fall break (mid-October) during the second year at school. Previous research and local information about the relevant behaviors of sorority and fraternity members is discussed in light of these findings to provide heuristic material for further empirical testing. Because risk may involve both temporal and situational factors, systematic collection and dissemination of local data are recommended.

Knowledge and perceptions of pharmacy students towards training in complementary and alternative health care

Complementary and Alternative Health Care (CAHC) is the primary source of health care for over 70% of the world’s population.
 
 Opsomming
 Komplementêre en Alternatiewe Gesondheidsorg (KAG) is die hoofbron van gesondheidsorg vir meer as 70% van die wêreld se bevolking.
 
 *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

The Professional Development Plan: Cultivation of Professional Development and Lifelong Learning in Professional (Entry-Level) Physical Therapist Students

Background and Purpose. Explicit education methods that promote professional socialization behaviors in physical therapist students are not well understood and have not been well researched. This paper describes one academic program's systematic efforts to encourage professional development and lifelong learning as an integral part of the professional (entry-level) curriculum, and the evaluation results of these efforts. Method/Model Description and Evaluation. The concept of the Professional Development Plan (PDP) and its requirements are introduced in the first semester of the professional program and include: (1) the student's 5-year career goal; (2) objectives to meet the goal; and (3) development of a point plan which incorporates activities designed to meet the objectives. Activities are selected from 6 categories and a certain number of PDP points need to be acquired, as progression to the final clinical block is contingent upon students' completion of all PDP requirements. Evaluation Methods and Data Collection. Two methods of evaluating the outcomes of the professional development plan program were used: activity voucher analysis and focus groups of current first- and second-year students and the most recent program graduates. Outcomes. Activities in class, program, and department functions accounted for the greatest percentage of PDP activity for all groups. Involvement in political and administrative activities accounted for approximately one fifth of PDP activities for firstand second-year students and one quarter of PDP activities for recent graduates. All groups reported the PDP encouraged them to be well-rounded physical therapists, increased their awareness of continuing education opportunities, and helped them establish a pattern of activities that would be continued after graduation. Inconsistencies or different expectations among faculty advisors and the amount of time required to complete the PDP were cited as disadvantages by all 3 groups. Discussion and Conclusion. The evaluation of the PDP program and its requirements revealed that it was making the impact on the students as it was intended.

STUDENTJAMA. Medical school curricula in spirituality and medicine.

A GROWING NUMBER OF MEDICAL SCHOOLS ARE OFFERING courses in spirituality in medicine. In 1994, only 17 of the 126 accredited US medical schools offered courses on spirituality in medicine. By 1998, this number had increased to 39, and by 2004, to 84 schools. To characterize the curricula, we conducted a search of PubMed, PsychINFO, the Educational Resources Information Clearinghouse (ERIC), and the Social Science Citation Index (details are available from the authors). We then determined whether the articles reported on curriculum development, curricular goals and objectives, topical content, educational strategies, evaluation methods, or evaluation of outcomes. Ten reports met these inclusion criteria. Three programs had been developed for first-year students, 2 for firstand second-year students, 2 for second-year students, and 2 for third-year students. Four of these 10 curricula specifically focused on spirituality and medicine, while 2 other courses included additional components on cultural competency and end-of-life care. Three curricula taught students in the context of a medical humanities course that included spirituality as a component topic. Although authors generally described the content of their courses, most did not report the key steps of the curriculum development process. Only one described a needs assessment, though only for the local community and not for the medical students. Four included objectives, the most common of which were to understand how patients’ spiritual beliefs impact health; to understand how medical students’ own belief systems can affect the care they provide; and to develop skills to take a spiritual history. Most curricula used several educational methods, such as lectures, small group discussion, standardized patient interviews, and readings. One included a 6-hour on-call experience with a hospital chaplain. The majority of reports in the reviewed literature failed to specify what particular aspects of spirituality and medicine the courses covered. For example, several articles stated that students attended lectures on “spirituality and medicine” without providing additional details. Other articles mentioned the assignment of “selected readings” but did not list any of the assigned references. Most schools evaluated their programs’ effectiveness with student surveys of satisfaction or self-reported changes in attitude or knowledge. However, to evaluate the effectiveness of psychiatry clerkship problem-based case studies concerning spiritual issues at one school, Musick et al randomized students to either a case that involved spiritual issues or cases that made no mention of spirituality. At the end of the course they interviewed a standardized patient with spiritual issues and were assigned to write the patient’s spiritual history. Only the students who worked with the spiritual case study had a statistically significant increase in self-reported knowledge about taking a spiritual history. Students in the intervention and control groups obtained statistically equivalent scores on the standardized patient interview. Unfortunately,most curricula were not presented in enough detail to replicate and few assessed outcomes on effectiveness. The lack of detail in these published reports is not unique; recent reviews of resident research and evidence-based medicine curricula note similar deficiencies. Our review has several limitations. First, we included only published reports; and though unpublished curricula could be just as useful to educators they are difficult to access. Second, our search strategy, though thorough according to accepted standards of literature review, may still have missed some of the published curricula. Indeed, spirituality may be taught in several venues, including courses on holistic medicine and complementary and alternative medicine (CAM). Brokaw et al surveyed CAM course directors at 53 medical schools and found that 64% included teaching about spirituality, faith, and/or prayer.

Mentors and heros: often one and the same

Heros, mentors and role models—we all have them. My first was Hopalong Cassidy. He was known as the “epitome of gallantry and fair play . . . a clear thinker, possessed fists of steel and a steadfast character. He was a man of action, sworn enemy of crime and cruelty, and a champion of family values.” That was in 1950. Eighteen years later, I met the man who would become the personification of the legendary western hero portrayed by William Boyd during my childhood. His name was Ward Orin Griffen, Jr., MD, PhD, Chairman of the Department of Surgery at the University of Kentucky where I had enrolled as a medical student. A clinical elective was required of all firstand second-year students, so in late August of 1968, I inquired if Dr. Griffen would allow me to do something surgical. After a thought pause, he grabbed his white coat and said “come with me for rounds.” That was the beginning of a “father–son” relationship that had persisted from medical school and surgical training to the wonderful experience of working as his partner and colleague, and now as his friend, trusted advisor, and confidant. All of those who were trained under the tutelage of “Boss WOG” regarded him as their second father, and it is easy to understand why. The Boss led by example, worked harder than all of us, placed the welfare and interest of his patients above his own, and remained, despite all this, a devoted husband and family man. It follows, naturally, that Mrs. Griffen became our second Mom. I reiterate that this “family” included more than their biological offspring. Honesty, resourcefulness, innovation, and respect were characteristics of our education as surgeons. These values were practiced, not preached, by our surgical Dad. He was a master surgical technician and a thoughtful doctor. I am certain that all surgeons idolize their favorite mentor with similar admiration. There are many of them among us, and many whose legacies are perpetuated by their students and residents. Although the “retro-spectra-scope” might indicate that there was much in our own education as professionals that was misdirected, the feelings for our special mentors are not diminished even in the spotlight of modern thought, technology, and knowledge. If this analogy of a boyhood, imaginary hero to a living individual who has influenced my career and life borders on the maudlin, I offer no apology! Hopalong Cassidy, Gene Autry, and Roy Rogers all had their “creeds,” words of principle for which they stood. Members of their fan clubs had a printed copy. [I still have a copy of the Hopalong Cassidy Creed that I keep in my desk. For those interested, visit the web sites of these Western Heroes.] Today, Griffen’s Laws hang proudly in the offices of his surgical children. They are a statement of what we are about as surgeons and a reminder of our good fortune to have been trained by one so dedicated. I appreciate the opportunity offered by Dr. Pories to share these. (It is interesting to note that as I reread the Hopalong Cassidy Creed, I was struck by the uncanny similarity between those words and the ones I chose to describe my mentor.)

Teaching meditation to medical students

Given the secular and scientific atmosphere of most current American medical practice, the current high degree of interest in meditative techniques among laymen1 has been met with a mixture of surprise and hostility by the medical community. As a result of increasing media exposure, patients have begun to expect that physicians know something about these techniques and about their medical applications. Pressure from patients is supplemented by several careful physiological and clinical studies that have produced noteworthy results.2 Unfortunately, this growth of public interest has not been matched by a similar development in the information level of practicing physicians on the subject. Part of this lag may be attributed to traditional medical conservatism, which probably plays a useful role in protecting patients from ineffective or dangerous health care fads. In addition to the conservatism of physicians, however, certain characteristics of the meditative systems themselves have made it easy for doctors to avoid this subject and to dismiss it when patients raise it. Many meditative techniques originate in cultures that are perceived by some Ameri cans as foreign, "primitive," or both. Physicians also worry about the religious implications of some meditative systems and about "mixing" science and religion. In addition, there is a great deal of variability in technical expertness and professional integrity among different teachers and techniques both here and abroad. In an effort to introduce medical students to meditative techniques while their scientific orientation was most intense and before they had a chance to develop extensive professional "prejudices," I offered an elective course in Meditation and Healing for firstand second-year students at the Temple University School of Medicine. My perspective was that of a full-time academic psychiatrist who had studied several meditative systems and had employed

Patient Care and Student Learning in the OPD

We read with interest the article by Duff et al.1 on ambulatory pediatric training, and especially the comments by Drs. Haggerty and Green.2,3 A program which would be easily adapted to many different medical school settings and which meets most of Dr. Haggerty's criteria for initial ambulatory experiences has been in operation at Case Western Reserve University for three years. The Medical Student Apprenticeship Program was conceived of, organized, and run by students. It is an official elective course in the Department of Community Health for first-and second-year students, some 40 to 50 of whom are now enrolled.

Some Constructions Which Trouble First-And Second-Year Students in Translating Spanish

Some Constructions Which Trouble First-And Second-Year Students in Translating Spanish