Notes

Disulfonimide-Catalyzed Asymmetric Reduction of N-Alkyl Imines.
The Dundee Ready Educational Environment Measure (DREEM) is a valid instrument to evaluate the educational environment of institutions. This quantitative study aimed to discover if applying interactive educational approaches to a component of a traditionally taught medical curriculum improved the educational environment, as measured by the DREEM.

The bilingual Arabic-English DREEM questionnaire was distributed twice to all third-year medical students (273 students) at the Hashemite University in Jordan. The first data collection occurred at the completion of a traditionally taught component of the Neurology module and the second data collection at the end of an interactively taught component of the same module. A paired
-test was used to compare the results.

The total DREEM score for the innovative interactive course was 120.04/200 (from 183 questionnaires) and for the traditionally taught course was 114.69/200 (from 198 questionnaires). Of the five DREEM sub-scales, the interactive course scored statistically significantly higher than the traditionally taught course for "perceptions of learning" and "perceptions of atmosphere" (
-value 0.013 and 0.011, respectively). The interactively taught course was particularly valued by students for being participative, student-centered, and developing their professional competence. The lowest scoring item for both courses was "there is a good support system for students who get stressed."

This study demonstrated that students value interactive learning environments and that there is benefit in introducing these components to a traditionally taught medical curriculum, when it may not be feasible to bring innovation to the entire medical curriculum due to resource constraints.

The online version contains supplementary material available at 10.1007/s40670-021-01359-y.
The online version contains supplementary material available at 10.1007/s40670-021-01359-y.Student opinions are important to improve the physiotherapy and rehabilitation curriculum, and to maintain the quality of education. This study aimed to evaluate the students' perception levels related to anatomy education in terms of electrotherapy lectures. Third and fourth-year physiotherapy students (61 female, 43 male) have voluntarily participated in this study. The data were obtained by a survey, which consists of 29 closed-ended (15 Likert-type questions) questions. The average age was 21.82 ± 1.62 years. The grade point average of the participants, which is based on the 4-point scale, is 2.33 ± 0.44 points. There was no difference between the genders in terms of the grade point averages (p = 0.78). Students stated that the anatomy knowledge of the musculoskeletal system is extremely important in terms of electrotherapy lectures. This is followed by the nervous system and the circulatory system, respectively. They also stated that they need more anatomy knowledge during motor point stimulation applications (50%), and less anatomy knowledge during ultrasound applications (15.38%). In the results of Likert-type survey, first and second highest scores were pertained to "I need anatomy knowledge when inserting electrodes" and "The knowledge which is obtained from anatomy lectures affect to the motor nerve stimulations" (1.42 ± 0.67 and 1.40 ± 0.66, respectively, p  less then  0.05) and the least score was pertained to "I need to look at my anatomy notes before the electrotherapy exams" (0.41 ± 0.88, p  less then  0.05). The results from this study help to enhance our conceptual understanding of students' perception levels of anatomy education importance in terms of electrotherapy lectures.
A new technology in medical education is ultrasound simulation, which has been shown to help students learn while reducing load on clinical instructors. The goal of this study is to compare the efficacy of teaching using ultrasound simulators versus more traditional instructor-led sessions with ultrasound machines.

Ultrasound was used to teach cardiac anatomy and physiology to medical students. Volunteers in one group were instructed using an ultrasound simulator (SonoSim) with built-in lessons; the other group received a traditional instructor-led session with an ultrasound machine. Efficacy of each type of teaching was assessed by measuring improvement from a pre-session test to a post-session test, using a one-sample paired t-test to compare averages between groups. Participants were given a survey to solicit opinions of the lessons.

Twenty-one medical students participated, with 12 in the instructor-led group and 9 in the simulator group. Both groups increased their test scores from pre-session to pearning method or an adjunct to instructor-led sessions.
In a prior qualitative study of the impact of a new (ACE) medical school curriculum, students and faculty reported decreased participation in the student-run free clinic (SRFC) attributed to more intensive scheduling and more frequent testing compared to the previous (Legacy) curriculum.

To verify and understand this perception formed during curriculum reform, we conducted a mixed method study to measure student participation in the SRFC before and after curricular change and assessed student beliefs and motivations about SRFC participation using focus groups.

Overall SRFC participation did not decrease among students in the ACE cohort following curriculum change. Selleck Mycophenolate mofetil Additionally, both Legacy and ACE groups showed lower participation during test weeks, but the decrease was not significantly different between the ACE and Legacy cohorts. Focus groups confirmed the pervasive misbelief that SRFC participation was indeed lower among ACE students and attributed to reduced student discretionary time plus increased preparation time for frequent testing. Focus groups also revealed several "values" about volunteering at the SRFC which should be endorsed and promoted by schools considering curricular change. Participants valued the SRFC for educational items that were most effectively taught in the SRFC, notably social determinants of health, interprofessional practice, and interviewing with medical interpreters. They also valued the SRFC for professional validation, opportunities to apply course content, practice clinical skills, form important professional relationships, and provide community service.

Our findings validate the value of SRFC experience as reported by students and demonstrate that, contrary to misbeliefs, participation was not negatively impacted by curricular reform.
Our findings validate the value of SRFC experience as reported by students and demonstrate that, contrary to misbeliefs, participation was not negatively impacted by curricular reform.
This project aimed to implement a rigorous evaluation of influenza vaccine education as a learning tool for influenza and medical knowledge and clinical proficiency.

Among 280 Stony Brook University first-year medical students, 80 were randomly selected to participate in the Stony Brook influenza vaccine education program. Participants completed an anonymous pre-survey assessing participants' (1) experience and attitudes towards flu vaccines, (2) knowledge base of the flu virus and vaccine, (3) self-rated knowledge of the flu virus and vaccine, and (4) self-rated proficiency of clinical skills relevant to administering flu vaccines. Students then completed an educational module and vaccinated either employee healthcare workers or patients at a student-run free health clinic. Following the vaccination experience, participants completed a post-survey including questions identical to those on the pre-survey and questions regarding their evaluation of the flu vaccine education program. The pre- and post-survey data were paired, established through matching surrogate study identification codes, and differences between survey responses were analyzed using paired t-tests.

Eighty first-year medical students participated in the pre-survey, while 55 participated in the post-survey. Compared to the pre-survey, participants significantly improved their knowledge base related to the flu virus and vaccine as well as their self-rated knowledge and clinical skills, in the post-survey.

The Stony Brook influenza vaccination program succeeded in establishing medical student training and practice with service learning. Our study is the first to provide quantitative evidence of influenza vaccine education programs improving medical student knowledge and clinical skills.

The online version contains supplementary material available at 10.1007/s40670-021-01355-2.
The online version contains supplementary material available at 10.1007/s40670-021-01355-2.Although medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students' attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend. All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students' attitudes as they complete their medical education.
The science, technology, engineering, and math (STEM) fields are often underrepresented due to lack of interest or exposure. The Brain Bee is a neuroscience competition for high school students meant to inspire future leaders in the neurosciences. A regional Brain Bee competition hosted in West Virginia was led by medical students and neurology residents with the goal of increasing high school student interest in the neurosciences.

The West Virginia Brain Bee competition consisted of a neuroanatomy practical, a written exam, and a clinical assessment. Other fun neuroscience educational activities were also offered to students throughout the competition day. Students were surveyed before and after the competition day.

Student interest in pursuing a neuroscience career increased (3.24 to 3.58,
 = 0.043), and confidence in neuroscience knowledge increased (2.88 to 3.12,
 = 0.036). Qualitative assessment revealed the importance of role models and a supportive environment for student learning.

The West Virginia Brain Bee increased high school student interest in and confidence of neuroscience knowledge. This competition may be a meaningful way to connect high school students with potential mentors in the neurosciences and may also help foster an interest in pursuing a career in the neurosciences in the future.
The West Virginia Brain Bee increased high school student interest in and confidence of neuroscience knowledge. This competition may be a meaningful way to connect high school students with potential mentors in the neurosciences and may also help foster an interest in pursuing a career in the neurosciences in the future.
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