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Biomedical subjects

D G Kassebaum

Publications and source records attributed to D G Kassebaum.

At least 37 records · Page 2Linked to original sources
PubMed1994

The longer road to medical school graduation.

The authors followed the academic progress and graduation rates of students matriculating in U.S. medical schools each year between 1976 and 1988. The four-year graduation rates of medical students in MD programs declined from 91.4% for students who matriculated in 1976 to 81.2% for 1988 matriculants. During the same period, the percentage graduating in five years increased from 5.5% to 10.6%, while those still enrolled or on leaves of absence after five years rose from 1.9% to 4.1%. The lengthening of undergraduate medical education is associated with students' spending extra time on special studies or research, but to a greater extent graduation has been delayed for remediation of academic difficulty or slowing of the pace of education to overcome handicaps in academic preparation and learning skills. Underrepresented minority students, particularly black Americans, have lower four-year graduation rates than majority students, and the rate has fallen steadily across successive classes matriculating between 1976 and 1988. The longer periods of undergraduate medical education since 1984, however, have been accompanied by a reversal of the growing attrition rate for black-American students, probably the result of more appropriate pacing of education over the first year or two and the wider availability of student academic support. The longer road to graduation also accumulates greater educational costs, contributing to the escalation in student indebtedness that has been out of proportion to increases in tuition and fees.(ABSTRACT TRUNCATED AT 250 WORDS)

Adult↗
PubMed1993

Relationship between indebtedness and the specialty choices of graduating medical students: 1993 update.

The authors compared data from the 1993 AAMC Medical School Graduation Questionnaire (GQ) with data from earlier GQs to examine the relationship of debt to specialty choices among graduates of U.S. medical schools. The authors report the continuing increase of educational indebtedness among medical students graduating in 1993 compared with the debt of those graduating in earlier years, the greater increase in higher-level indebtedness of graduates of private medical schools, and the rising influence of debt on graduates who choose surgical specialties and support specialties. Despite the rising debt of 1993 graduates, however, they favored the generalist specialties more and the medical and support specialties less than did their 1992 predecessors.

Career Choice↗
PubMed1992

Origin of the LCME, the AAMC-AMA partnership for accreditation.

The accrediting agency for U.S. and Canadian medical education programs, the Liaison Committee on Medical Education (LCME), was founded 50 years ago at a 1942 meeting of leaders of the Association of American Medical Colleges (AAMC) and the American Medical Association. The author, using sources from the AAMC archives and elsewhere, describes the background, content, and outcomes of this meeting, which was called to devise ways for the two organizations to avoid duplication of effort during the emergency conditions brought about by World War II. The participants met for several specific reasons: to create a united front to protect medical students from the wartime draft, to find economies in carrying out the profession's duties to assure the quality of medical education, and to survey medical schools that were being affected by pressure for continuous sessions and accelerated medical training. At this meeting a joint board for medical school surveys was created; eventually this liaison board became known as the LCME. The author closes with a quote from the 1942 meeting concerning the social responsibility of medical education and notes the continuing importance to translate this and other imperatives into standards for accreditation that protect educational quality and foster its improvement.

Accreditation↗
PubMed1990

The measurement of outcomes in the assessment of educational program effectiveness.

Postsecondary accrediting agencies recognized by the U.S. Secretary of Education and the Council on Postsecondary Accreditation, including the Liaison Committee on Medical Education (LCME), are required to evaluate educational program effectiveness by determining that institutions and programs document the achievement of their students and graduates in verifiable and consistent ways, indicating that institutional and program purposes are met. For the assessment of medical education programs this represents a departure from the traditional method of inferring quality from institutional compliance with standards for program organization and function. In the new assessment calculus, success is measured as the integrated product of the outcomes, the indicators of achievement that medical schools already are collecting from many sources, for instance, data on premedical achievement and attributes, medical school performance, graduate education ratings and test results, specialty certification, licensure, and practice. Although a recent LCME enquiry showed that 80% of U.S. medical schools were collecting outcome data on students and graduates, there was a lack of coherence and system, little integrated analysis, rare longitudinal study, and limited use of the information to evaluate and revise the curriculum or to validate admissions, promotion, and graduation criteria. The longitudinal study of the quantified results of educational programs need not resurrect old controversies about the linkage between learning in medical school and the quality of doctors' later practice. The purpose of examining outcomes is to gain sharper focus on the achievement of distinctive institutional goals, to facilitate program improvement and renewal, and to better assure the competence of graduates within the boundaries of achievement that schools have drawn as their educational objectives.

Accreditation↗