Student Contact Hours Research Articles

The co-creation of an innovative curriculum model: Balancing lab, simulation, and clinical

In Fall of 2018, a pre-licensure associate degree nursing program was provided funding from the state legislature to increase the number of student admissions. Increased admissions contributed to more nurse graduates, which alleviated the state nursing shortage. Increasing student admissions required addressing fixed clinical placements, finite lab spaces, changes to faculty schedules, and transitioning current students from one curriculum to the other. A large faculty team was assembled with subcommittees to address various aspects of the curriculum. Meeting monthly curriculum, faculty load hours, student contact hours, technology needs, lab space scheduling, and clinical placement site availability were all addressed. With the change to the lab, simulation, clinical curriculum the school of nursing saw positive responses from students and clinical partners opening up several clinical placements, which increased admissions for the pre-licensure program by 10.8%, with potential for additional admissions in the future.

Frontloading gross anatomy: impacts on medical student performance

Objectives: The human gross anatomy course offered at the University of California, Davis, School of Medicine, is part of a partially integrated foundational block in the first year of the medical curriculum. The block organization was implemented in 2006 in part to foster the horizontal integration of four basic science courses. However, simultaneous instruction in multiple courses presented a challenging workload to students, especially considering the large amount of information covered in anatomy. In an attempt to improve student outcomes, the gross anatomy course was compressed and frontloaded to the first 13 weeks of the foundational block while instructions of other courses were shifted later to make room for the frontloaded gross anatomy course. To assess the effect of frontloading of anatomy on students’ performance, we retrospectively compared the anatomy examination scores between before and after frontloading of the anatomy content. Methods: Student performance in the gross anatomy course was compared between the pre-frontloading (2013–2015) and post-frontloading (2016–2018) cohorts. Average scores of each examination category (quizzes, midterms, practical and written finals, and overall grades) were calculated and compared between the two cohorts. Results: Scores on the written final and practical final examinations and the overall grade in gross anatomy improved significantly (p<0.05) in the post-frontloading cohort (n=323) compare to the pre-frontloading cohort (n=343). Conclusion: Moving gross anatomy forward and offering a compressed course may be an option for educators looking to improve student performance without increasing student contact hours, concomitantly allowing focused learning and mastery of anatomy content.

Efficacy of an intensive 2-week musculoskeletal anatomy course in a medical education setting

There is little consistency in student contact hours and teaching activities used in medical curriculums across North America, and controversy exists regarding the most efficient or effective way to teach musculoskeletal (MSK) anatomy in medical school. The purpose of this investigation was to retrospectively examine academic performance and levels of course satisfaction among first year medical students who had completed an intensive 2-week MSK anatomy course during the pre-clerkship portion of their Association of Faculties of Medicine in Canada accredited undergraduate medical program. Course data from formative and summative student evaluations, as well as end-of-course satisfaction surveys were analyzed for a homogenous group of 549 first-year medical students over a 5-year period. Data indicated that student’s academic performance on both formative and summative evaluations for the 2-week MSK anatomy course were consistently high, and not significantly different from the results for other system-based 1st year anatomy courses delivered over longer durations. Likert data from end-of-course surveys also suggested that student feedback regarding the course was overwhelmingly positive, and that the 2-week MSK anatomy course had the highest level of overall satisfaction when compared to all other first-year anatomy courses. These results can be used to help in the design and implementation of MSK anatomy courses within medical curriculums, and contribute to a growing body of literature which is focused on examining the effect of curricular design on MSK anatomy learning in a medical education setting.

Choice based credit system (CBCS) and nursing education

The present education system in India, produces young minds with lack of knowledge, lack of confidence, lack of values and skills. The present alarming situation make it necessary to transform or redesigning of present conventional system of education. The concept of Choice Based Credit System (CBCS) system was initiated by UGC to enhance and promotes the educational liberalization of existing conventional higher education models. UGC has introduced a 10-point grading system, which is being adopted by Indian Nursing Council with pass grade modified. CBCS uses a grading and evaluation system to map student performance based on the earned credits. A credit system for higher education measures various parameters like student performance, learning outcomes, entrepreneurship skills, contact hours, innovation & creativity & talent.As per the Gazette notification of Indian Nursing Council, New Delhi dated 05.07.2021, the B.Sc. Nursing program is a four-year program comprising of eight semesters that is credit and semester based. It is choice based only for elective courses. Competency based curriculum is the main approach that is based on ten core competencies.

Effects of Reciprocal Peer Teaching on Student Learning Outcomes in a Multi‐Campus Physical Therapy Gross Human Anatomy Curriculum

Health professions education is undergoing dramatic curricular reform to better integrate basic and clinical sciences. These efforts present unique challenges to human anatomy courses involving cadaveric dissection which require significant student contact hours and faculty trained in anatomical sciences education. To overcome these challenges, institutions have implemented peer‐to‐peer presentation of content via reciprocal peer teaching (RPT), a technique shown to be successful in many studies. The objective of this study was to determine the effects of RPT on student learning outcomes in a physical therapy human anatomy curriculum delivered simultaneously across multiple campuses.Sixty‐six first year physical therapy (PT) students (50 at the home site and 16 at the satellite site) were organized into two RPT groups and directed to alternate between peer teacher/learner roles for cadaveric dissection laboratories in the 16 week anatomy course. RPT was employed for the first 30 minutes of each dissection laboratory, at the end of which the peer teachers would leave the laboratory and peer learners would stay to continue the dissection. Student learning outcomes were assessed by three written (MCQ) and practical (constructed response) unit examinations. PT student performances were compared to 66 first year physician assistant (PA) students (50 at the home site and 16 at the satellite site) who concurrently attend the same didactic lectures and take the same examinations but attend all cadaveric dissection laboratories and do not participate in RPT. All satellite students simultaneously receive the didactic lectures via live two‐way video communication and have disparate but comparable laboratory experiences.Statistical analysis of group means was performed for both written and practical examinations. Units I (upper extremity and superficial back) and II (head and neck) examination data show PA students outperforming PT students in both written (Unit I: 80.47% vs. 74.93%; Unit II: 81.54% vs. 73.31%) and practical (Unit I: 82.45% vs. 77.44%; Unit II: 80.04% vs. 73.35%) examinations (p<0.05). Due to ongoing data collection in the current semester, initial analyses are limited to units I and II examination data. Additional comparison of performances between RPT groups (relative to their separate dissection experiences), home and satellite populations, written and practical examinations, and combinations therein will be completed with final course data. Additionally, student evaluation feedback regarding RPT will be analyzed to identify common themes.RPT has been shown to be successful in many studies; however, preliminary results of this study suggest RPT decreases learning outcomes for students. Many variables could contribute to this finding, including the theory that time spent dissecting leads to increased student learning outcomes. Effectively and comparably implementing RPT in a dissection‐based cadaveric human anatomy course across multiple campuses poses exceptional challenges. A multifaceted analysis of these variables will help quantify RPT efficacy and better understand student motivations and learning strategies.

Evaluation of communication skills training programs at North American veterinary medical training institutions.

To describe how North American veterinary medical teaching institutions (VMTIs) provide communication skills training to students. Faculty coordinators of communication skills training programs (CSTPs) at 30 North American VMTIs. An online survey instrument was designed and administered to each respondent followed by a telephone (n = 28) or in-person (2) interview. The survey and interview process were designed to evaluate all aspects of CSTPs, such as communication framework used, program format, number of student-contact hours, staffing models, outcome assessment, faculty background, program priorities, and challenges. Descriptive results were generated, and guidelines for future development of CSTPs were recommended. 27 US and 3 Canadian VMTIs were represented, and communication skills training was required at all. Twenty-five CSTPs used the Calgary-Cambridge Guide framework. Respondents provided a mean of 33 student-contact hours of training, primarily in the first 3 years of the veterinary curriculum in lecture (mean, 12 hours), communication laboratory (13 hours), and self-study (8 hours) formats with formative feedback. Communication skills training was integrated with other disciplines at 27 VMTIs. Most CSTPs were coordinated and taught by 1 faculty member with a < 0.50 full-time equivalent commitment and no administrative support. Stated priorities included acquisition of resources for CSTP faculty, administrative support, and video-equipped facilities; increasing integration of CSTPs into curricula; and assessment of educational outcomes. Results suggested that support for CSTPs and recognition of their value continue to grow, but a lack of resources, faculty expertise, validated methods for outcomes assessment, and leadership remain challenges.

Integrated Gross Anatomy and Histology (GRISTO): Benefits and Challenges for Students and Faculty Integrating Anatomical Sciences within a Traditional Curriculum Structure

Health professional programs often employ integration as a tool for emphasizing connections between disciplines and enhancing transfer of learned information. At the course level, integration provides unique opportunities for instructors to teach collaboratively and target learning objectives at the intersection of different disciplinary areas. This study describes our experiences and outcomes building and managing course‐level integration in a discipline‐based curriculum structure.In 2012, we started a new model of teaching Gross Anatomy and Histology for dental students at the University of Iowa. After many years of teaching these two courses separately we resolved to integrate them with the goals of: 1) Reducing intellectual burden for students by teaching related content together in time, 2) Decreasing student contact hours in an over‐full curriculum, 3) Alleviating assessment stress/fatigue by combining examinations, and 4) Enhancing our students' ability to observe anatomy holistically at the macro and micro levels and empowering them to do this in their daily lives and chosen careers.To achieve this, several curriculum innovations were employed. These included rotating dissection/peer teaching, virtual histology lab experiences, frequent low‐stakes assessment, computerized examinations, and skilled use of the online learning management system.Furthermore, both courses were fully resequenced to maximize opportunities for integration between subjects. We will discuss topics that are challenging to integrate and topics which benefit particularly from a combined Anatomy/Histology presentation.Results of this multi‐year study include analysis of course evaluations, student surveys and examination outcomes. Students were strongly in favor of this change, commenting specifically on how the integrated course had positively impacted their daily schedule by substantially reducing hours per student over the semester. Ninety‐five percent of students indicated that they preferred the organizational structure of the integrated course compared to their experiences in other non‐integrated courses. This positive student satisfaction result was coupled with unchanged or improved course performance. Faculty reflection yielded many additional observations including benefits to our teaching team members who have grown from their single disciplines into a second area of expertise.The process of integrating these subjects was difficult and not all outcomes were strongly positive. In particular, delivering this type of course in a very traditional curriculum structure was challenging and required long‐term cooperation with the curriculum committee before, during and after the course change. Developing students' abilities to organize their time and thoughts for a large combined course also should not be overlooked. Finally, finding the balance between these two demanding disciplines is an ongoing process with small refinements necessary each year.This presentation will demonstrate best‐practices for integration within the anatomical sciences, with specific recommendations for dentistry and when working within the confines of a non‐integrated curriculum structure.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Board #227 - Program Innovation A pilot investigation of deliberate practice and Safe Nursing Skills-Competency Testing in a BSN program (Submission #10024)

Objectives At Dominican University of California’s nursing program (DUC), a typical pattern would arise where students began each semester with little ability to perform the skills taught in the previous semester. The scale and duration of this problem were significant enough to warrant an intervention. To resolve this problem, the DUC nursing program initiated a large scale semi-annual testing event designed to ensure ongoing competency of appropriate skills each semester. This program change was initiated with the understanding that scheduled tests create great motivation for study and practice. In the process of preparing for testing, the authors also hoped to provide a stimulus for students to perform deliberate practice at regular intervals. While deliberate practice is not a direct requirement of the testing process, as word of mouth from successful students has spread, greater than 95% of the students choose to spend time in the clinical simulation center performing deliberate practice to obtain mastery of the required skills. The objectives of the testing process were to ensure the students were held accountable for maintaining ongoing competency in previously acquired skills. Description The Safe Nursing Skills-Competency Test (SNS-CT) process occurs at the beginning of each semester. Students in all med-surg and preceptorship courses are tested. Four unique testing stations with rich personal narratives provided context. On test day students are randomly assigned a station. SNS-CT rubrics were developed and numerically rated. Students are provided rubrics in advance, allowing for deliberate practice. Students are encouraged to attend open lab in pairs to grade each other during practice. Students voluntarily practice skills at each station. The labs are open for practice sessions extensively during the week prior to testing. The stations use low-fidelity human patient simulators (HPS). Students who do not “pass” are encouraged to attend additional open lab hours until they achieve competency. The goal of the testing process was to have students review previously taught clinical skills ultimately demonstrating competency. After three semesters of competency testing, the program is deemed a success based upon both testing pass rates (> 97%) and extensive student contact hours logged during open lab sessions. The labs in which practice/testing occur were near full capacity for many hours preceding testing. Lab hours were extended to support student demand. Conclusion DUC has experienced success in nursing students’ ongoing competency with clinical skills through implementation of SNS-CT. Requiring students to test at only one of four possible stations has been effective at prompting students to deliberately practice all the required skills. Students demonstrate a strong desire for practice time, and use it effectively. Working in pairs has been particularly popular as an active study technique. Students voluntary preparation for testing has been extensive, requiring the addition of resources in both lab time and materials to meet the needs. This is viewed as a highly positive response by the authors. Testing stations in which rich personal narratives and clinical scenarios encompassing multiple skills have been an effective method for providing context for student decision making and skill recall. Providing extensive open lab hours is resource intensive, but appreciated by the students. Providing additional payment for clinical faculty to be available has been an effective method of ensuring appropriate staffing on test day. Testing of non-senior nursing students has been effective with senior or graduated students resulting in cost savings. Results of surveys are being used for continuous quality improvement.

Physiology Education in North American Dental Schools: The Basic Science Survey Series

As part of the Basic Science Survey Series for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed directors of physiology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty‐four of sixty‐seven (65.7 percent) U.S. and Canadian dental schools. The findings suggest the following: substantial variation exists in instructional hours, faculty affiliation, class size, and interdisciplinary nature of physiology courses; physiology course content emphasis is similar between schools; student contact hours in physiology, which have remained relatively stable in the past fifteen years, are starting to be reduced; recent curricular changes have often been directed towards enhancing the integrative and clinically relevant aspects of physiology instruction; and a trend toward innovative content delivery, such as use of computer‐assisted instruction, is evident. Data from this study may be useful to physiology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

RISK OF ASSAULT AMONG EDUCATION SPECIALISTS IN THE UNITED STATES: A CASE-CONTROL STUDY

BackgroundSchool violence threatens educators, in addition to students. From initial analyses, education specialists (ES, advanced academic degree training), were identified at high risk for assaults, compared with all other education...

Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review

Objectives – To determine the year when evidence based medicine (EBM) was introduced and the extent to which medical students were exposed to EBM in undergraduate medical education and to investigate how EBM interventions were designed, developed, implemented, and evaluated in the medical curriculum.&#x0D; &#x0D; Methods – A qualitative review of the literature on EBM interventions was conducted to synthesize results of studies published from January 1997 to December 2011. A comprehensive search was performed on PubMed, CINAHL, Web of Science, Cochrane Library, ProQuest Dissertations &amp; Theses, PsycINFO, and ERIC. Articles were selected if the studies involved some form of quantitative and qualitative research design. Articles were excluded if they studied EBM interventions in medical schools outside the United States or if they examined EBM interventions for allied health profession education or at the levels of graduate medical education and continuing medical education. Thirteen studies which met the selection criteria were identified and reviewed. Information was abstracted including study design, year and setting of EBM intervention, instructional method, instruction delivery format, outcome measured, and evaluation method.&#x0D; &#x0D; Results – EBM was introduced to preclinical years in three studies, integrated into clinical clerkship rotations in primary care settings in eight studies, and spanned preclinical and clinical curricula in two studies. The duration of EBM interventions differed, ranging from a workshop of three student contact hours to a curriculum of 30 student contact hours. Five studies incorporated interactive and clinically integrated teaching and learning activities to support student learning. Diverse research designs, EBM interventions, and evaluation methods resulted in heterogeneity in results across the 13 studies.&#x0D; &#x0D; Conclusions – The review reveals wide variations in duration of EBM interventions, instructional methods, delivery formats for EBM instruction, implementation of an EBM intervention, outcomes measured, and evaluation methods, all of which remain relevant issues for further research. It is important for medical educators and health sciences librarians to attend to these issues in designing and delivering a successful EBM intervention in the undergraduate medical curriculum.

Trabalho docente real e prescrito: custos na educação em enfermagem

This study is part of a prospective case study carried out to assess the required faculty activities (no student contact hours) identified with the Model to Estimate the Total Educational Costs (MECEE) of an Integrated Nursing Curriculum Program at a Public University. Fifty-two members were interviewed in order to describe their working hours. Non-contact hours were also assigned in the interviews. The non-acknowledged hours could be identified as: time for class preparation, research, outreach services, patient assistance and personal education needs fulfillment. It is important to know all the college faculty work hours whereas the actual work hours is different from the prescribed ones, and must be identified, so that all costs can be effectively acknowledged and measured, as well as the teaching work duly paid.

The Basic Science Survey Series for Dentistry – Trends in gross anatomy within the North American dental schools

The Basic Science Survey Series for Dentistry was initiated to assess how undergraduate dental students are taught the basic sciences via nine Web‐based surveys completed by course directors. The purpose of this educational project was to help dental faculties in their curricular planning efforts by establishing what topics are taught, faculty involvement, and pedagogy in the dental basic sciences. The response to the dental gross anatomy survey was impressive with 71 respondents reporting data representing all of the 67 US and Canadian dental schools (or a 100% response rate). The results of the surveys indicate, amongst other things, that: 1) reliance upon medical school faculty and facilities is high; 2) emphasis on clinical topics has increased; 3) a general trend for a decrease in student contact hours is ongoing; 4) the use of computer‐assisted instruction tools has increased; 5) a pattern of increased use of integrated dental curricula has emerged; and 6) the experience levels of faculty indicate a future need for young faculty competent at teaching in the anatomical sciences. These results are impacting the construction of a Biomedical Sciences Foundations document within dental education.

Trends in Neurobiology and Neuroanatomy – Survey Results from North American Dental Course Directors

The Neurobiology and Neuroanatomy component of The Basic Science Survey Series for Dentistry was conducted to assess how undergraduate dental students are taught neuroscience topics via a Web‐based survey completed by course directors. The purpose of this project was to help dental faculties with curricular planning by establishing what neurobiology and/or neuroanatomy topics are taught, assess the level of faculty involvement in such teaching, and identify other key pedagogical considerations in the dental basic sciences. The response to the survey was impressive from the 67 North American dental programs – 66/67 responding (a 98.5% response rate). The results of the survey indicate amongst other things, that: 1) the use of computer‐assisted instruction has increased; 2) emphasis on clinical topics has increased; 3) reliance on medical school faculty and facilities remains high; 4) a pattern of increased use of integrated curricula among dental schools has emerged; 5) a trend for a decrease in student contact hours is ongoing; and 6) neuroscience educators are aging. These data will provide the framework by which course directors and administrators, in need of curricular information, can make more informed decisions regarding the appropriateness of content, provide guidance in evaluation of their program and help with strategic planning for future endeavors.

The use of autopsy in preclinical medical education: a survey of pathology educators.

Abstract Context.—Declining rates and increased competition for student contact hours pose challenges to integrating autopsies into preclinical curricula. Some have stated that the practice is minimally used with few students having the opportunity to observe necropsies. Objective.—To determine the degree to and manner in which autopsies are used in the preclinical medical education. Design.—A survey was distributed to the membership of the Group for Research in Pathology Education, an organization of preclinical pathology educators, assessing the nature of preclinical student exposure to postmortem examinations, how the experience was integrated in curricula, and attitudes toward the practice. Results.—Fifty-one of 131 instructors (38.9%) responded. Most (86.2%) integrated autopsy material into coursework, usually in pathology education (63.1%) with 10.7% using it in discussions on end-of-life issues. The majority (74.5%) furnish students the opportunity to observe autopsies, typically in small groups. V...

The Use of Autopsy in Preclinical Medical Education: A Survey of Pathology Educators

Declining rates and increased competition for student contact hours pose challenges to integrating autopsies into preclinical curricula. Some have stated that the practice is minimally used with few students having the opportunity to observe necropsies. To determine the degree to and manner in which autopsies are used in the preclinical medical education. A survey was distributed to the membership of the Group for Research in Pathology Education, an organization of preclinical pathology educators, assessing the nature of preclinical student exposure to postmortem examinations, how the experience was integrated in curricula, and attitudes toward the practice. Fifty-one of 131 instructors (38.9%) responded. Most (86.2%) integrated autopsy material into coursework, usually in pathology education (63.1%) with 10.7% using it in discussions on end-of-life issues. The majority (74.5%) furnish students the opportunity to observe autopsies, typically in small groups. Volume was the only variable significantly related to whether the opportunity was provided (P < .001). The experience was required in 56.3% of schools and usually less than 10% of students attended voluntarily. Although most educators felt it was important in general and pathology curricula, responses were mixed regarding autopsy's utility in discussions on death and dying. Common challenges were low autopsy numbers and busy class schedules. Most surveyed schools formally offer the opportunity to observe autopsies and incorporate autopsy themes in curricula. However, as only 41% of these institutions require the practice and most medical students did not view an autopsy voluntarily, less than half of preclinical students actually observe postmortem examinations.

How anatomy is taught to dental students: Results of an ADEA survey to US and Canadian faculty

Members of the Anatomical Sciences Section of the American Dental Education Association (ADEA) recently completed an international survey of the directors of all North American dental gross anatomy courses to assess: 1) what level of detail are specific topics and content areas being presented; 2) when in the curriculum are specific content areas are taught; 3) what areas are omitted; and 4) what other areas are of concern with regard to North American dental gross anatomists. The survey received a 95.5% response rate representing 64 (of 67) of the US and Canadian dental schools. The results of this survey indicate, amongst other things that: 1) the use of computer‐assisted instruction (CAI) tools has increased; 2) emphasis on clinical topics has increased; 3) reliance upon medical school faculty and facilities is high; 4) a pattern of increased use of integrated curricula among dental schools has emerged; and 5) a general trend for a decrease in student contact hours is ongoing. The specific data are currently being analyzed and will be presented. These data will provide the framework by which course directors and administrators, in need of curricular information, can make more informed decisions in the appropriateness of content and even provide guidance in evaluation of their program.Grant Funding SourceAAA Young Faculty Travel Award – Supported by AAA Second Century Fund

Using focus groups to teach social science research practice

Contemporary undergraduate courses in research methods are challenging to teach because of the wide scope of the subject matter, limited student contact hours and the complexity of supervising research projects undertaken by novices. Focus group assignments within class offer an interesting and enjoyable way for students to develop and apply research skills and reflect on the process of being both a researcher and a research participant in social science disciplines. Using focus groups enables deep learning, formative assessment and the development of reflexive research skills. This article discusses the use of focus group assignments as a key assessment tool in a Sociological research methods course taught at Monash University, Australia. The use of focus groups as a teaching tool is further assessed through analysing the reflections and evaluations given by students participating in the course.

66. Innovation in the academic half-day CanMEDS medical expert competency for residency educations

Over the past decade we have attempted various iterations of the academic half-day, but recurring trainee complaints of only didactic sessions, a parallel resident-directed “Nelsons” rounds, and low attendance necessitated a reconsideration of the approach.&#x0D; After discussion with the postgraduate trainees we divided the academic year into two blocks. An initial 8 week “summer program” with 24 student contact hours, focuses on the introduction to and review of common, critical care and emergency pediatric issues. The following 40 weeks has 120 student contact hours. Two thirds of the time is directed at the CanMEDS Medical Expert Core Competency. The postgraduate trainees have developed a three year core knowledge curriculum. The 200 “core” topics are mapped onto four international curricula; the RCPSC’s Objectives of Training and Specialty Training Requirements in Pediatrics using the Systems-Based Educational Objectives in the Core Program in Pediatrics, the American Board of Pediatrics – General Pediatrics Outline, and the Royal College of Pediatrics &amp; Child Health (RCPCH) Framework of Competencies for Basic Specialist Training, and Core Higher Specialist Training in Paediatrics.&#x0D; The two hour Medical Expert session is divided equally into a postgraduate trainee didactic presentation, and a collaborator case-based learning session. Six weeks prior to the scheduled session the trainee and the assigned faculty collaborator receive the core Medical Expert topic mapped to the four international curricula. The pediatric trainee develops a didactic presentation along with a two page summary. The collaborator, a resource for the trainee’s didactic presentation, develops three clinical cases that emphasize core knowledge, and attends as a Medical Expert resource person.&#x0D; We are currently surveying the postgraduate trainees and faculty about this international-based core medical expert program of study.

Ernest Little (1888-1973): Champion of the American Foundation for Pharmaceutical Education

Ernest Little (1888-1973): Champion of the American Foundation for Pharmaceutical Education