Notes

Track of Movements Problems.
Comprehensive Basic Science Self-Assessments (CBSSAs) offered by the National Board of Medical Examiners (NBME) are used by students to gauge preparedness for the United States Medical Licensing (USMLE) Step 1. Because residency programs value Step 1 scores, students expend many resources attempting to score highly on this exam. We sought to generate a predicted Step 1 score from a single CBSSA taken several days out from a planned exam date to inform student testing and study plans.

2016 and 2017 Step 1 test takers at one US medical school were surveyed. The average daily score improvement from CBSSA to Step 1 during the 2016 study period was calculated and used to generate a predicted Step 1 score as well as mean absolute prediction errors(MAPEs). The predictive model was validated on 2017 data.

In total, 43 of 61 respondents totaling 141 CBSSAs in 2016 and 37 of 43 respondents totaling 122 CBSSAs in 2017 were included. The final prediction model was
. In 2016, the average difference between predicted and actual scores was -0.81 (10.2) and the MAPE was 7.8. In 2017, 88 (72.1%) and 118 (96.7%) of true Step 1 scores fell within one and two standard deviations of a student's predicted score. There was a MAPE of 7.7. Practice form used (
= 0.19, 0.07) and how far out from actual Step 1 it was taken (
= 0.82, 0.38) were not significant in either year of study.

This projection model is reasonable for students to use to gauge their readiness for Step 1 while it remains a scored exam and provides a framework for future predictive model generation as the landscape of standardized testing changes in medical education.
This projection model is reasonable for students to use to gauge their readiness for Step 1 while it remains a scored exam and provides a framework for future predictive model generation as the landscape of standardized testing changes in medical education.
Determine baseline clinical skills of medical students entering the Obstetrics and Gynecology (OB/GYN) clerkship with prior clinical curricular exposure.

Students are introduced to clinical correlates sooner in the preclinical curriculum to facilitate adult learning. There are few studies determining clerkship-specific clinical skills readiness in OB/GYN, a specialty with historically limited previous exposure.

An anonymous 15-question clinical readiness survey (1-5 Likert scale) was administered to medical students during their OB/GYN Orientation at the University of Texas Health Science Center San Antonio over four academic years, 2014-2018, to determine baseline OB/GYN clinical skill knowledge and confidence. Statistical analysis included Spearman rank correlation and Kruskal-Wallis tests, with significance defined as
< 0.05.

The survey was completed by 346 students (77% participation). Overall, students felt most confident in knot tying skills (17%) and closed gloving technique (7%) and leas that confidence in obstetric-specific clinical skills is relatively low throughout the academic year; however, baseline surgical skills show improvement. It is important for teaching faculty to know baseline clinical skills of the medical student with earlier clinical exposure to enhance adult learning and optimize clinical competency. In medical students receiving earlier clinical exposure, confidence in baseline obstetric-specific clinical skill is relatively low throughout the academic year. Confidence in general surgical skills demonstrates improvement over the academic year.
This study aims to apply the role-play method of teaching to clinical novitiate teaching of infectious diseases and assess the student feedback and learning effect.

The students were randomly divided into a role-playing group (taught using a role-playing method) and a standard group (taught using traditional method). Typical cases of hemorrhagic fever with renal syndrome (HFRS) with fever, hypertensive shock, and oliguria phase overlap as clinical manifestations were selected. Students in the role-playing group underwent pre-class preparation according to a well-designed script and performed the patient's consultation process of suspected HFRS in the classroom, followed by a discussion and questionnaire survey. The standard group underwent routine theory teaching. Teaching efficacy was evaluated by theoretical examination.

The test scores and case analysis ability were higher for students in the role-playing group than in the standard group (
< 0.05). Isradipine Nearly 90% of the students in the role-playing group gave positive feedback on the role-playing pedagogy and were willing to participate in its classroom implementation.

Role-playing has positive effects on knowledge acquisition, skills upgrading, and attitudes related to medical teaching. Therefore, this method can be introduced in the teaching of other medical courses.

The online version of this article (10.1007/s40670-020-01031-x) contains supplementary material, which is available to authorized users.
The online version of this article (10.1007/s40670-020-01031-x) contains supplementary material, which is available to authorized users.The National Board of Medical Examiners (NBME) offers Subject Examinations (SE) for students completing the Internal Medicine (IM) clerkship. There is a paucity of literature in regard to the efficacy of review methods prior to rendering said examination. Our medical center's residents conducted a structured review session in preparation for SE administration. The mean SE scores prior to and after the initiation of the resident-led review session were compared. There was no statistically significant association found between the mean NBME scores in the experimental or control groups. We propose that alternative methods be further assessed for efficacy.To address the problem of students cramming for examinations using short-term memorization, we developed an interactive session for first-year medical students in which a near-peer discussed evidence-based learning strategies and how to apply them to specific curricular activities to promote long-term retention and deep understanding. Immediate and delayed post-survey data suggested this new session promoted adoption of evidence-based learning strategies and was well-received by students.As medical education advances, cadaveric dissection is no longer the sole modality to teach anatomy. In light of this, there is limited data regarding how incoming medical students perceive the importance of cadaveric dissection and whether they continue to desire the experience as they consider matriculating to medical school. Surveys were sent to incoming first-year medical students concerning their views of death and dissection. Our data show a strong and temporally reproducible opinion that cadaveric dissection is important among incoming medical students. This survey also reviews the predominant emotional reactions generated in anticipation of the cadaveric dissection experience.We report on a novel curriculum (Scholarly Excellence, Leadership Experiences, Collaborative Training [SELECT]) in an allopathic medical school designed to prepare students to be physician leaders while remaining empathetic by combating burnout. SELECT students were surveyed annually. The survey contained the Jefferson Scale of Empathy (JSE) and Maslach Burnout Inventory (MBI). In this cohort, empathy did not decrease, as measured by the JSE, and SELECT students' MBI Depersonalization burnout scores decreased after year 3. In summary, in this allopathic US medical school utilizing a novel curriculum, there was no significant decline in empathy after the third year of medical school. The SELECT program appears to mitigate the decline in empathy and increased Depersonalization burnout levels often seen at the end of the third year of medical school.Professional development is instrumental in the success of professionals and trainees in academic medicine. In response to medical student feedback requesting additional professional development opportunities, the Foster School of Medicine developed a distinction program, the Pathway for Preparing Academic Clinicians (PPAC), designed to deliver sought-after skill development and foundational knowledge in the three primary activities of academic medicine medical education, research, and patient care. This distinction program addresses a curricular gap as identified by students and common to many UME curricula and also provides an opportunity for residency programs to identify student achievement within a pass/fail program.Many medical schools are looking to utilize virtual reality (VR); however, due to its novelty, we know little about how VR can be effectively used in medical education. This study evaluates a case-centered VR task that supported students with learning peripheral and collateral circulation, anatomical features that are not easily observed in cadavers. Data sources included a quiz, survey, and focus group. Based on quantitative and qualitative analyses, we support the claim that this activity was an effective use of VR and identify features that made it effective, which can guide other educators who are interested in developing VR activities.In response to the need for physician leaders, the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell developed the Klar Leadership Development and Innovation Management program. This novel program leverages its partnership with a large Northeast health system to longitudinally provide students with leadership fundamentals and mentored experiences.A case-based laboratory event integrating neuroanatomy, neuroscience, and psychiatry was implemented into a pre-clerkship psychiatry-based course for second-year medical students. Learners rotating through lab stations to work on different cases to make interdisciplinary connections among these fields is an innovative way for them to integrate foundational neurology, neuroanatomy, and psychiatry concepts.
The online version contains supplementary material available at 10.1007/s40670-020-01171-0.
The online version contains supplementary material available at 10.1007/s40670-020-01171-0.This exercise satisfies the Liaison Committee on Medical Education Standard 7.3 for medical student training in the scientific method. The students are challenged, individually and in small groups, to state and test hypotheses based on real patient data concerning risk factors for the development of hepatocellular carcinoma.We described key approaches to the realization of the pilot project, which is being carried out in Almazov National Medical Research Centre in order to implement basic medical education in close integration of science and education.
This scoping review aimed to explore the connection between health education and entrepreneurship and to identify gaps in the current literature, educational models, and best practices regarding teaching medical professionals about entrepreneurship and innovation.

The methodology for this review was based on the principles of Arksey and O'Malley's (2005) model for scoping review design. Results from Embase, MEDLINE, PsycINFO, Emcare, AMED, PubMed, and Google Scholar were scanned, filtered, and mapped.

Fifty-nine unique papers were found and mapped. The papers discussed common themes, including the entrepreneurial environment (
= 29), career planning and skill development (
= 3), and various skills crucial for the health entrepreneur. The satisfaction was high for most programs, but few reported more fulsome outcomes. The teaching techniques used to engage trainees or physicians in entrepreneurship were also fairly limited.

Though some programs are described, few have demonstrated efficacy. More attention should be paid towards faculty-level recruitment, development and reward, so that they may in turn teach these approaches.
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