MD Program Research Articles

Transition to multiple mini interview (MMI) interviewing for medical school admissions.

IntroductionThe multiple mini interview (MMI) has been incorporated into the holistic review process in the selection of students to US medical schools. The MMI has been used to evaluate interpersonal and intrapersonal attributes which are deemed as necessary for future physicians. We hypothesized that there would be little difference in overall MMI evaluation data compared with traditional interview ratings.MethodsThe University of North Carolina School of Medicine developed an interview process that included a traditional interview and MMI format during the 2019 admissions cycle. Evaluation data along with key demographic variables for 608 MD program applicants were analyzed using descriptive and inferential statistical analyses.ResultsThe MMI format slightly favored female over male applicants (p = 0.002) but did not select for or against applicants based on age, race/ethnicity, underserved/rural area upbringing, or indicators of disadvantage. Out of 608 applicants, 356 (59%) completed a post-interview survey in which the experience was positively rated.DiscussionBased on our experience, the use of a hybrid model of traditional interviews complemented with MMI stations provided greater details in the assessment of medical school applicants while obtaining equivalent data and acceptability amongst applicants.

Building Dialogues Between Medical Student & Autistic Patients

The Patient Immersion Experience (PIE), part of the MD Program’s longitudinal Physicianship course, pairs medical students with individuals with chronic medical conditions to promote an understanding of the lived experience of illness. In October 2017, medical students AW and SC were matched with patient mentor MF, an autistic person[1] and artist. A year later, in the fall of 2018, MF invited his autistic friend AK to participate in collaborating in developing an “interpretive project”, a required capstone component of PIE organized by faculty-lead, PBM. Transcripts of online Google Doc conversations involving SC, AW, MF and AK, that took place over a 3-month period, were used to create a multimedia learning artifact that was exhibited as part of an annual Patient Appreciation Event organized at the end of the year. Rather than simply focusing on transmission of “information”, with SC and AW (as medical students) asking questions and AK and MF responding to it, a commitment was made to an ongoing mutual exchange of ideas. Four main topics were discussed: 1) the value of open communication with others, 2) how the process of informed consent differs for autistic people, 3) hope for a better future for healthcare, and 4) moving forward. These conversations point to the relationship-enhancing possibilities of open, back-and-forth dialogue as an antidote to monological approaches to medicine, providing insights into ways dialogue can enhance both a sense of agency and relational connections, generate new creative thinking, and promote a more holistic, person-centred approach to healthcare.

Abstract A064: The Meharry Cancer Summer Undergraduate Research Program: Increasing undergraduate exposure to cancer health disparities via summer research experiences

Abstract Few under-represented minorities (URM) pursue careers as physicians and biomedical researchers. This lack of diversity within the scientific and clinical workforce greatly influences our ability to address the public health burden and disparities associated with cancer. To enhance the diversity of the cancer workforce and fully address the problem of cancer health disparities, we must increase the number of URM students who obtain the MD and/or PhD degrees and train in the areas of cancer biology and oncology. To address this issue, we established the Meharry Cancer Summer Undergraduate Research Program (SURP). The Meharry Cancer SURP is a 10-week intensive, cancer-focused research experience that exposes undergraduate students to the area of cancer health disparities. It is designed to provide participants with a better understanding of how biomedical, behavioral, and clinical research influences cancer outcomes and to inspire participants to pursue careers in cancer research. In the first year of the program, a nationwide search was conducted to identify and select ten undergraduate students who were interested in pursuing careers in medicine and biomedical science. Each student performed a research project with an experienced cancer investigator from either Meharry Medical College or Vanderbilt University Medical Center. The research projects, which included preclinical studies, translational research, and epidemiologic/community-based studies, focused on cancers that disproportionately affect African-Americans and other racial and ethnic minorities. To ensure students understood fundamental concepts common to all cancers and cancer health disparities research, all program participants attended a weeklong cancer biology minicourse. They also attended cancer biology/cancer health disparities research seminars that allowed them to interact with oncologists and cancer researchers from groups traditionally under-represented in biomedical science and to be exposed to career opportunities within the areas of cancer research, oncology, and cancer health disparities. Furthermore, students participated in career development workshops that allowed them to explore cancer-related career options, create individual development plans, and obtain information needed to apply and successfully gain entrance into MD and PhD training programs. Together, these program activities increased student awareness of the fields of cancer biology and cancer health disparities and provided knowledge and tools necessary to successfully pursue cancer-focused careers. Citation Format: Evangeline Motley-Johnson, Katelyn Atkinson, Aliecia Bouligny, Del-vecie Brown, Samuel Delk, Jordan Finch, Kennedi Fitts, Dorian Hill, Faith Mungai, Dalancee Trabue, Kierra Whitelow, LaMonica Stewart. The Meharry Cancer Summer Undergraduate Research Program: Increasing undergraduate exposure to cancer health disparities via summer research experiences [abstract]. In: Proceedings of the Eleventh AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2018 Nov 2-5; New Orleans, LA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl):Abstract nr A064.

Medical student perceptions of research training on patient care during clerkship.

This article was migrated. The article was marked as recommended. Background Health Science Research (HSR) is a pre-clerkship component of the University of Toronto (U of T) MD Program. Through online modules and tutorials, students learn to understand and apply research, and write an original research protocol. This study explored students' perceptions on how HSR prepared them to identify, critically appraise and consume research during clerkship. Methods An online 12-item questionnaire surveyed U of T medical students (Class of 2018) who completed HSR in 2016. Basic descriptive statistics were performed; free text responses were analysed via descriptive thematic analysis. Results Twenty six percent (67/262) of students participated. Approximately half either agreed/strongly agreed that HSR helped them to critically appraise research articles (50.7%, 32/63) and assess applicability of results to patient care (50.8%, 32/63). Three themes emerged: i) desire for increased critical appraisal, ii) producing research less important than consuming research, iii) developing a greater appreciation of research during clerkship. Conclusions Students' perceptions on HSR's value during clerkship were modest; they desired greater focus on learning to be consumers of research. These results will refine HS, and our observations may be useful to other educators, as this type of intervention is not represented in existing literature.

The Prevalence of Exercise Prescription‐related Course Offerings in U.S. Medical School Curricula: Exercise is Medicine®

Exercise training has proven to be beneficial in the prevention of disease. In addition, exercise can improve the pathogenesis and symptoms associated with a variety of chronic disease states and can attenuate drug‐induced adverse effects. Exercise is a drug‐free polypill. Exercise is Medicine®, a joint initiative between the American Medical Association and the American College of Sports Medicine, was launched in 2007 to call on all health care providers to counsel patients and prescribe exercise in the prevention and treatment of chronic disease states. However, according to the Behavioral Risk Factor Surveillance System data, 48% of Americans still do not meet the national physical activity guidelines. The cause behind the high prevalence is unknown and likely multifactorial. One factor may be under‐education of medical professionals on how to council patients and develop exercise prescriptions. Therefore, the aim of the study was to determine the prevalence of course offerings in U.S. medical school curricula regarding training in exercise prescription. School websites were accessed for information regarding course offerings in MD and OD programs. Only those programs whose course descriptions of their full curriculum were accessible online were included in the analysis. The search terms used were exercise prescription, exercise, fitness, and physical activity. 61% (86/141) and 69% (24/35) of MD and OD granting programs were included in the analysis, respectively. Four programs offered courses with the term “exercise prescription” in the course title or description. Only 4 programs offered courses with the terms “exercise, fitness, or physical activity” in the course title. 36% of programs offered courses with the terms “exercise prescription, exercise, fitness, or physical activity” in the course description or course topics, with only 17% of those programs offering required courses. The data suggests that medical students may be under‐educated in the area of exercise prescription, which may contribute to the high prevalence of inactivity.

Educational Dilemma? Investigating How We Teach Anatomic Variation in Medical School Curricula

IntroductionVariation is a crucial component of literacy in anatomic education. Establishing a sufficient understanding of normal range variation is imperative for safe clinical practice, as ignorance of variation can lead to serious medical errors.ObjectiveThis study explores how anatomic variation is currently integrated in undergraduate allopathic medical education in the USA and elucidates the attitudes of anatomy faculty towards variation for clinical training.MethodsA 4‐part voluntary survey was constructed in Qualtrics and disseminated to 139 accredited USA allopathic medical schools. Part 1 employed Likert scale questions rating perceived importance of specific anatomic variations for medical education and allowed respondents to indicate which specific variations are formally taught in their curriculum. A total of 50 variations were selected from musculoskeletal, circulatory, nervous, and organ systems categories. Part 2 used ranking questions to measure how variations are taught at each institution. Part 3 utilized Likert scale questions to determine faculty perceptions on integrating anatomic variations into medical education. Part 4 captured major curricular formats and career demographics of respondents. This study was approved exempt by the Colorado Multiple Institutional Review Board.ResultsWe received responses from 31% (N= 44) of allopathic MD programs in the USA. Overall, survey results coincide with findings from a pilot study conducted in 2015. Faculty surveyed deemed circulatory and organ variations to be generally more essential for clinical training than nervous and musculoskeletal variability, but in all categories some variations were rated as important. We found that respondents agreed cadaveric dissection or prosection is the most effective method of introducing anatomic variability into medical education (x̄ 4.27, SD ±0.84), learning about variations helps improve clinical reasoning in medical students (x̄ 4.25, SD ±0.74), and it is important for medical students to appreciate the omnipresence of variability (x̄ 4.64, SD ±0.57). Results also indicated 88.6% of respondents agreed or strongly agreed that pre‐clinical medical education is the optimal time to introduce variation. While teaching about variation is believed to be clinically relevant, 38.6% of surveyed medical schools do not assess students on their knowledge of variations, and 77% of respondents agreed or strongly agreed that introducing the concept of variability is difficult without focusing on specific examples, suggesting barriers to the integration of variation in medical education. A mixed‐method theme analysis is in progress to explore respondent comments.ConclusionOverall this study expands upon prior work showing that inclusion of normal range of variation into pre‐clinical medical education is valuable, while suggesting challenges surrounding teaching methods and assessments for variability. Further challenges to developing reliable knowledge of variation in undergraduate medical education may include a reduction in anatomy contact hours and decreased reliance on cadavers. Future directions will include a comparative survey of physician perceptions towards anatomic variations in clerkship clinical training.

Empatía en estudiantes de medicina de la Universidad del Norte, Colombia. Comparación de dos grupos (2012 y 2015)

Introducción. La empatía es un elemento importante en la relación médico-paciente, por lo que la formación en empatía de los estudiantes de medicina debe ser un objetivo permanente de los programas universitarios.Objetivo. Determinar los cambios generados por actividades académicas de formación en empatía en dos grupos de estudiantes de medicina.Materiales y métodos. Estudio transversal realizado en dos grupos de estudiantes de medicina a los que se les aplicó la versión en español de la escala de empatía médica de Jefferson. El primero se conformó por 426 hombres y 508 mujeres pertenecientes al curso académico de 2015, mientras que el segundo estuvo constituido por 106 hombres y 239 mujeres del curso académico de 2012. Se realizó un análisis de varianza (ANOVA) y se evaluaron las diferencias entre los años académicos y entre géneros, así como las interacciones entre estos dos factores.Resultados. Aunque en general no se encontraron diferencias significativas en las tres dimensiones evaluadas (p>0.05) para los dos grupos, sí se observaron diferencias en las preguntas 4, 17 y 20, correspondientes a la dimensión Toma de perspectiva, y en la pregunta 6, correspondiente a la dimensión Ponerse en el lugar del otro, ya que los valores fueron mayores (p<0.05) en la cohorte de 2012.Conclusión. Las actividades de formación en empatía establecidas en el plan de estudios del programa de medicina no produjeron cambios significativos, por lo que es necesario evaluar y perfeccionar tanto los contenidos del currículo, como los procesos de enseñanza-aprendizaje relacionados con la formación en empatía del programa de Medicina de la Universidad del Norte.

Editorial introductions

Editorial introductions

Providing Information-Seeking Skills Feedback Within a Medical School Curriculum: A Partnership between Librarians and Education Specialists

The Liaison Committee on Medical Education (LCME) revised their standards for MD program curricula with increased emphasis on the teaching and assessment of skills needed for life-long learning. This case study describes the collaboration between a team of librarians and a curriculum office to continuously improve information-seeking skills activities for medical students. This positive collaborative experience has firmly embedded librarians into the medical curriculum. Based on student feedback, the majority of students found the librarian-involved activities useful.

National Prevalence of Disability and Clinical Accommodations in Medical Education.

Background:This study aimed to evaluate and report the national prevalence of disability across undergraduate medical education (UME) and examine differences in the category of disability, and accommodation practices between allopathic (MD)- and osteopathic (DO)-granting programs.Methods:Between May 20 and June 30, 2020, 75% of institutional representatives at eligible DO schools responded to a web-based survey. The survey assessed the aggregate prevalence of disabled DO students, prevalence of DO students by category of disability, and prevalence of accommodations granted. Descriptive statistics were used to summarize results. Using 2019 MD data, comparisons were made between MD and DO programs to calculate overall prevalence and differences in accommodation practices across undergraduate medical education.Results:DO-granting programs reported a disability prevalence of 4.27% of the total enrollment. Attention-deficit/hyperactivity disorder (ADHD), psychological disabilities, and chronic health disabilities were reported most frequently. DO-granting programs reported higher rates of ADHD than the MD-granting program. The national pooled prevalence of disability across MD- and DO-granting programs was 4.52%. MD-granting programs reported a higher number of students with disabilities and higher rates of psychological disabilities when compared with DO-granting programs. One hundred percent of DO students disclosing disability received some form of accommodation. General clinical accommodations were more frequently provided in MD-granting programs when compared to DO-granting programs.Conclusions:This study provides the first comprehensive prevalence of US medical student disability and accommodations. Additionally, these data may serve as a benchmark for DO programs, with implications for curricular development, instructional planning and disability support, and resource allocation in medical education.

Supporting Underrepresented Premedical Students while Maintaining Social Distancing: Critical Analysis and Reasoning Skills Education Amid the COVID-19 Pandemic

The authors present a premedical education program, unprecedented in the United Arab Emirates (UAE), that has been able to address the challenges posed by the COVID-19 pandemic. The Pre- Medicine Bridge Program (PMBP) at Khalifa University uses holistic methods to prepare graduate students for the Medical College Admission Test (MCAT) and application to the MD program. Participants are predominantly Emirati and international STEM graduates who are at a disadvantage for success on the Critical Analysis and Reasoning Skills (CARS) section of the MCAT for linguistic, educational, and sociocultural reasons. COVID-19 lockdown exacerbates the intrinsic CARS struggles facing these PMBP students, but through swift course restructuring and sound distance-learning pedagogy, their CARS learning has progressed. Program details are discussed to benefit premedical education and to expand access to medical education and careers.

Fourth Annual Clinician Scientist Trainee Symposium at the Schulich School of Medicine and Dentistry

The Annual Clinician Scientist Trainee Symposium (CSTS) gathers the local medical research community at the Schulich School of Medicine and Dentistry, including research trainees at the medical student, resident and fellow levels. Trainees showcase their current and upcoming work, and leaders in the community impart their perspectives on the importance and future of research in medicine. At the 4th Annual CSTS, perseverance and cautious optimism emerged as the characteristics that trainees should foster through their future careers as clinician scientists. This was echoed by the challenges and encouraging findings presented by trainees, who conducted their work as part of research projects within the MD, MD/PhD and clinical investigator programs. The four oral presentations and 10 three-minute thesis presentations covered the full breadth of medical disciplines across the spectrum of translational medicine, from fundamental sciences through knowledge translation. The CSTS concluded with the keynote presentation by Michael Strong, current president of the Canadian Institutes of Health Research, who gave a glimpse into his decades-long path of overcoming and overturning dogmatic views in the world of amyotrophic lateral sclerosis research, demonstrating how roadblocks in research can become an impulse for stronger science.

Hyponatremia in a Patient With Cancer

Hyponatremia in a Patient With Cancer

Neurosurgical resident research education: a survey of United States residency program directors.

The application of evidence-based medicine (EBM) has played an increasing role within neurosurgical education over the last several decades. The Accreditation Council for Graduate Medical Education (ACGME) has mandated that residents are now required to demonstrate academic productivity and mastery of EBM principles. The goal of this study was to assess how neurosurgery programs around the US are dealing with the challenges of fulfilling these program requirements from the ACGME in addition to standard neurosurgical education. A 20-question survey was developed and electronically delivered to residency program directors of the 110 ACGME-approved MD and DO training programs in the US. Data regarding journal club and critical appraisal skills, research requirements, and protected research time were collected. Linear regression was used to determine significant associations between these data and reported resident academic productivity. Responses were received from 102 of the 110 (92.7%) neurosurgical training programs in the US. Ninety-eight programs (96.1%) confirmed a regularly scheduled journal club. Approximately half of programs (51.5%) indicated that the primary goal of their journal club was to promote critical appraisal skills. Only 58.4% of programs reported a formal EBM curriculum. In 57.4% of programs an annual resident publication requirement was confirmed. Multivariate regression models demonstrated that greater protected research time (p = 0.001), journal club facilitator with extensive training in research methods (p = 0.029), and earlier research participation during residency (p = 0.049) all increased the number of reported publications per resident. Although specific measures are important, and should be tailored to the program, the overall training culture with faculty mentorship and provision of time and resources for research activity are probably the most important factors.

Factors Influencing Graduate Program Choice Among Undergraduate Women

Context: Despite equal enrollment proportions in MD and PhD programs, there are fewer women than men in MD-PhD programs and academic medicine. Factors important in degree program selection, including the perception of gender disparities, among undergraduate students were characterized. Methods: In 2017, women pre-health students at four public North Carolina universities were invited to participate in an online survey regarding career plans, decision factors, and perceptions of gender disparities in MD, PhD and MD-PhD pathways. This study characterizes factors important to program selection, and evaluates the association of intended graduate program with perceived gender disparities using Fisher’s exact tests. Results: Among the n=186 female survey participants, most were white (54 %) and intended MD, PhD, and/or MD-PhD programs (52 %). Sixty percent had heard of MD-PhD programs, over half had no research experience, and half were considering but uncertain about pursuing a research career. The most common factors influencing degree program choice were perceived competitiveness as an applicant, desired future work environment, and desire for patient interaction. Twenty-five percent of students considering MD, PhD, and MD-PhD programs stated that perceived gender disparities during training for those degrees will influence their choice of program, however intended degree was not statistically associated with perceived gender disparities. Discussion: Perceived gender disparities may influence choice of graduate training program but are not among the top factors. Perceived competitiveness as an applicant is an important career consideration among undergraduate women. Strategies to increase awareness of MD-PhD programs, to encourage women to consider all training paths for which they are qualified are needed. What is known: Though men and women are nearly equally represented in MD-only and PhD-only programs, women are underrepresented in MD-PhD programs, which train physician-scientists. Prior studies have shown gender is not associated with rates of attrition from MD-PhD programs or differences in academic preparation, research interest, or research experience, suggesting enrollment differences by gender may be due to fewer women applying to MD-PhD programs. Gender parity in the physician-scientist workforce is critical to equitably serving a diverse patient population. What this study adds: This study is the first to examine the role of gender disparities in the career choices of undergraduate women. Given the moderate familiarity with MD-PhD training and lack of research experience among respondents, increased awareness of MD-PhD programs and expanded research opportunities may help undergraduates make informed career choices. This may increase women MD-PhD applicants, creating a more balanced physician-scientist workforce to address the needs of patients from all backgrounds. Keywords: Education, Graduate, Sexism, Career Choice, Biomedical Research/education, Female

Geneologi dan Transformasi Keilmuan Dakwah

This study aims to describe the direction of the development of Da'wah science developed by the Faculty of Da'wah and Communication of UIN Sunan Ampel Surabaya. This research uses a qualitative approach. Data collected through interviews and documentation. Data analysis techni­ques using the flow model stages. The results showed that the development of da'wah that occurred at the Faculty of Da'wah and Communication of UIN Sunan Ampel Surabaya was carried out through a system approach, which was cen­tered on the study of da'wah elements and represented in the area of interest in the KPI Study Program as the basis for the development of Da'wah science that manifested in the study area at the BKI, MD, and PMI Study Program. However, the development of da'wah scholarship was also developed through other disciplines (interdisciplinary) when studying the phenomenon of da'wah.

Use of Recordings of Real Patients to Improve Clinical Integration of a First Year Medical Student Pulmonary Function Testing Laboratory

The Lewis Katz School of Medicine at Temple University annually welcomes 200 students to the MD program. We aim to create an interactive and collaborative experience to promote deep levels of learning for large groups of students. The curriculum is being transitioned from a two‐pass to a single‐pass model (AY 2020–21) with early integration of the basic and clinical sciences.The pulmonary function testing (PFT) laboratory in a first year organ systems course has been redeveloped. Previously, the lab utilized Collins spirometers to allow students to gain experience recording and determining lung volumes and capacities and discussing concepts related to lung function testing and respiratory system mechanics. Advantages of the lab included visualization of the mechanics of the test, and hands‐on data collection and analysis. Disadvantages included frequent technical difficulties with aged spirometers and the lack of direct observation of abnormal lung mechanics, and therefore a disconnect to the pathophysiology learned in a subsequent course.Our goal was to address these issues while encouraging collaboration of basic science and clinical faculty, therefore better connecting physiology concepts with pathophysiologic mechanisms of disease. We redeveloped the lab to use the existing structure of calculations and discussion questions while adding the data and experiences of real patients from the Temple Lung Center who underwent modern pulmonary function testing. A patient with obstructive lung disease, a patient with restrictive lung disease, and a person with normal lung function, were recruited to participate in a video recording.In the session, the students watch a video which includes an explanation of the equipment, review of the procedure, and review of lung volumes/capacities previously learned in lecture format. The footage includes patients performing the lung function testing alongside real time flow‐volume loops and volume‐time graphs. The patients with abnormal lung function are introduced in vignette form with radiographic images. Students discuss each case with faculty and predict what they expect to observe with regards to lung volumes/capacities before watching the patients perform the tests. Students are then asked to use and apply real data collected from the patient in the video with normal lung function and complete discussion questions in their small groups (6/group).The reimagined PFT laboratory allows first year students the opportunity to apply basic science knowledge to real and relevant patient cases. This session allows students to achieve the learning objectives as per the APS Medical Curriculum Objectives Project (www.the‐aps.org/MedPhysObj).This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Evaluating dermatology curricula in US medical schools

To the Editor: The last comprehensive description of dermatology curricula in US medical schools found that responding programs offered an average of 16.3 hours of dermatology instruction and 8% required no dermatology instruction.1McCleskey P.E. Gilson R.T. DeVillez R.L. Medical student core curiculumin dermatology Survey.J Am Acad Dermatol. 2009; 6: 30-35Abstract Full Text Full Text PDF Scopus (55) Google Scholar A decade later, our study sought to characterize the current state of dermatology curricula in US medical schools. Medical school curriculum leaders at the 151 US allopathic medical schools holding accreditation status by the Liaison Committee on Medical Education on June 28, 2018, were e-mailed invitations for participation in a survey assessing their school's dermatology curriculum via the Research Electronic Data Capture system.2Liaison Committee on Medical EducationAccredited MD programs in the United States.http://lcme.org/directory/accredited-u-s-programs/Date accessed: July 24, 2018Google Scholar Survey responses were received from 79 of 151 medical schools (52%). Schools reporting total hours greater than 3 standard deviations from the mean were contacted to confirm the accuracy of their data. Among the responding schools, 97.4% had a required dermatology curriculum and 62 of 79 (78.5%) were associated with a dermatology department. Most schools incorporated lectures (97.4%) or small group instruction (74.7%) as part of their required dermatology curriculum. Three schools required clinical hours of instruction in dermatology. Although 79 schools responded to the survey, only 69 completed fields indicating the number of hours of dermatology instruction. The mean hours of dermatology instruction were 12.6 hours of lecture (median, 10; range 0-34) and 4.9 hours of small group instruction (median, 4; range, 0-33) over all 4 years of medical school. Total instruction, including lecture and small group instruction, averaged 17.5 hours (median, 14; range, 0-42) over 4 years, indicating approximately 1 additional hour of dermatology instruction compared with the average in 2009. Many responding schools offered optional clinical hours in dermatology (68.6%), and 97.5% offered optional dermatology electives. Schools without required dermatology curricula cited limited time and status as elective. In all, 11 respondents indicated that instruction was inadequate owing to limited time and administrative emphasis on subjects other than dermatology. The reliability of this survey was limited by the 52% response rate, as response bias in schools with strong dermatology curricula may have led to an overestimate of the mean number of dermatology instructional hours. In addition, the study relied on self-reported data and self-reported identification of respondents to confirm that an appropriate recipient had filled out the survey. Given the burden of dermatologic disease in primary care,3Lowell B.A. Froelich C.W. Federman D.G. Kirsner R.S. Dermatology in primary care: prevalence and patient disposition.J Am Acad Dermatol. 2001; 45: 250-255Abstract Full Text Full Text PDF PubMed Scopus (102) Google Scholar, 4Fleischer A.B. Herbert C.R. Feldman S.R. O'Brien F. Diagnosis of skin disease by nondermatologists.Am J Manag Care. 2000; 6: 1149-1156PubMed Google Scholar it is reasonable to suggest a minimum standard for the dermatology curriculum during medical school to adequately prepare future clinicians to treat dermatologic disease. Our study identified competition for curriculum time as a barrier to additional dermatology instruction for some schools. Prioritizing clinical exposure to dermatologic diseases in medical school and utilizing standardized educational modules may be strategies to improve dermatology education in a time-efficient but effective manner.

Evaluation of effectiveness of Integrative Clinical Case Based Modules learning when compared to the traditional curriculum with Didactic Lectures

Background: Integrative Clinical Case Based Modules (ICCBM) learning is a pedagogical method that uses case studies as active learning tools and allows the medical student to learn the basic medical science subjects in context of a medical problem. The present study is designed to analyze the perceptions of first year medical students (Both MD1 & MD2 semester) on the didactic lecture and ICCBM learning in Basic Medical Science of MD program. Materials &Methods: The present study is a cross-sectional study conducted at Texila American University - College of Medicine (TAU-COM) after approval Institutional Review Board (IRB). About (n=90) first year medical students were administered with 7-item questionnaire to determine their perceptions on didactic lecture and ICCBM learning. Data was analyzed using descriptive analysis on SPSS 16. Results: As per our study majority of the students expressed their satisfaction that ICCBM was a useful learning method in understanding the Basic medical science subjects in context of a medical problem. Majority felt this method of learning motivated them to critically think in filling the learning gaps and building the concepts. They also had an opinion that this method enhanced their problem-solving skills and promoted reasoning and communication skills. Conclusion: The ICCBM is a good learning method in acquisition of knowledge of basic medical science subjects in context of a medical problem, which can be used alone or in combination with didactic lecture to make the basic medical science subjects more interesting and understandable to medical students.

RESEARCH DESIGN GROUP ACTIVITY TO ENHANCE LEARNING

BACKGROUND: Study designs in research are a difficult topic to understand for undergraduates in MD program unless it is accompanied by some hands on activity with real journal articles published in renowned journals.The objective of the study was to make the understanding the concepts of study designs better and to boost the learning through group activity.
 METHODS: A formative activity was conducted in the class after taking the course lectures series on research study designs for the students. A questionnaire was given by the course director to the students after the conduct of a formative activity in the class. The questionnaire was semi structured with mostly close ended questions and few open ended questions. Percentage responses were noted for each category of response and median score was calculated for all responses.
 RESULTS: Almost all students (94.8%) were highly satisfied that the activity. 69.8% felt that it was also easy to identify the participants and the study setting in the given article. 65.5% agreed that it was easy for them to identify the prospective or retrospective nature of the study design. Most of the students (81%) felt that group members help in understanding the concepts. After doing the activity, 68.1% students were confident that they could read any journal article.
 CONCLUSION: Group activity helped the students to understand and compare the concepts of different study designs in a better way. It made them more confident at the end of the activity with the aid of real journal articles.
 KEY WORDS: Research design, group activity, undergraduate students, questionnaire