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PubMed2005

Prevalence of hepatitis B virus (HBV) infection among Makerere University medical students.

BACKGROUND: Medical students in the course of their clinical work are at risk of acquiring hepatitis B virus (HBV) infection or transmitting it to their patients. HBV immunization for medical students in Uganda is recommended but not strictly enforced. It is important to assess the prevalence of HBV infection in medical students in order to improve on the interventions to control this infection among them. OBJECTIVES: The objective of the study was to assess the seroprevalence rates of HBsAg and anti-HBc among clinical and preclinical medical students. METHODS: This was a cross-sectional study done over three months from November 2000 to January 2001 among Makerere University Medical students. A random sample of medical students was recruited from both the pre-clinical and clinical years. Blood samples from each participant were tested for HBsAg and anti-HBc. RESULTS: The overall prevalence was 11.0% for HBsAg and 65.9% for anti HBc. Nine pre-clinical students (12.2%) were positive for HBsAg compared to 11 (10.2%) clinical students. This difference was not statistically significant. However, clinical students were more likely to have been exposed to HBV with 86 (79.6%) testing positive for anti-HBc compared to 34 (45.9%) among preclinical students (p-value <001). Risk factors associated HBV infection included having a sexual relationship, accidental needlestick injuries, and unprotected exposure to patients' body fluids. CONCLUSION: Medical students need to be offered more sensitization and support regarding prevention of HBV infection including vaccination and the use of universal precautions for infection control.

Adult↗
PubMed2005

A description and qualitative assessment of a 4-year intervention to improve patient counseling by improving medical student health.

BACKGROUND: To test whether promoting medical student health could efficiently improve patient counseling, we developed and implemented a 4-year-long curricular and extracurricular intervention to promote healthy behaviors among students in the Class of 2003 at Emory University School of Medicine, Atlanta, Georgia. METHODS: We asked students: (1) "What did you think about these [listed intervention components]"; (2) "did any of these interventions influence your personal health habits/attitudes toward your personal health"; and (3) "did any of these interventions influence your behavior or attitudes regarding current or future clinical practices, including history taking or counseling? If so, how? If not, why not?" Students evaluated the effectiveness of these formats and proposed changes in our intervention. The focus groups were transcribed and analyzed with QSR N5. RESULTS: Several major themes emerged from the focus groups: Listen to the students early, often, substantively, and noticeably; Incorporate many faculty and student leaders; Quietly integrate the curricular activities into the regular curriculum; Provide a strong, science-based, pragmatic prevention curriculum to complement the personal health promotion; Don't just use lectures to teach; Offer plentiful, nonrequired, fun extracurriculars; Don't nag; Have achievable interventions and recommendations; Provide collective data, but don't overexpose the students to it, and don't assume that collective data apply to every student, especially if it's unpleasant news; Provide personalized data where possible; and Uncouple evaluations from the intervention, and keep evaluations brief. CONCLUSIONS: Some students seemed pleased to have their medical school be attentive to their health, and believed that the project positively influenced their personal health practices and clinical practices (which was our goal). The students enjoyed many components of the intervention, especially the extracurricular activities, and recognized that they and their classmates were at risk for unhealthy behaviors that had personal and clinical implications. However, many also felt resentful and that they were nagged. Although we had anticipated these responses, and had therefore taken pains to avoid the things that the students most resented, we were insufficiently sensitive to how strong those responses would be.

Attitude of Health Personnel↗
PubMed2006

Patient acceptance of medical student participation in an outpatient obstetric/gynecologic clinic.

OBJECTIVE: To determine which patients, based on selected patient, physician and visit information, were more likely to accept medical student participation in an outpatient visit. STUDY DESIGN: A cross-sectional study conducted at a university-based private practice, evaluated 560 patients presenting for routine outpatient obstetric or gynecologic care. Participants completed a consent form regarding medical student participation in their visit. Patient, visit and physician demographic variables were abstracted. Comparison groups were those patients who accepted vs. those who refused medical student involvement. RESULTS: The majority of patients (75.8%) accepted student participation in their care. Patients who were black, were new to the office, were scheduled to see junior faculty and were evaluated for a vaginal discharge were more likely to refuse student participation. Patients seen for urinary incontinence were more likely to agree to medical student participation. CONCLUSION: The majority of patients consented to medical student involvement. Using a brief survey, we identified patients who are more likely to allow medical students to participate in their visit. We will continue to query all patients regarding medical student teaching but will assign medical students accordingly to maximize their learning experience. We will also educate patients on the benefits of including medical students in the outpatient visit.

Adult↗
PubMed2006

Student laboratories as a component of a web-based curriculum.

OBJECTIVE: To enable place-bound working clinical laboratory technicians (CLTs) to benefit from hands-on student laboratory sessions taught in University of Texas Medical Branch (UTMB) facilities by UTMB professors. DESIGN: Weekend student laboratory sessions similar to "wet workshops" were implemented and integrated into regular coursework. Student laboratory sessions of 12 hours to 16 hours in length were provided. SETTING: The UTMB student laboratories. PARTICIPANTS: Web-based education in Clinical Laboratory Science (WEBCLS) students who are working CLTs in rural place-bound situations. MAIN OUTCOME MEASURES: Course grades and certification examination scores on laboratory and comprehensive examinations given to both on-campus students and WEBCLS students. RESULTS: Of 68 WEBCLS students enrolled in laboratory courses during the calendar years 2003, 2004, and 2005, 66.2% earned grades of A or B in the course compared with 64.2% of students enrolled in the same laboratory courses on-campus. Over a three year period, the WEBCLS students averaged 564.8 on certification exam scores, while on-campus students averaged 470.9.

Clinical Laboratory Techniques↗
PubMedDate not supplied

Radiography student perceptions of clinical stressors.

CONTEXT: Technological change and the increasingly rapid pace of life in the United States and globally have contributed to increased levels of stress and burnout experienced by workers and their families. Although studies are available on the levels of workplace stress and burnout affecting radiographers, little to no research has been conducted to assess the stressors encountered by radiography students in the clinical environment. OBJECTIVE: This study was designed to pinpoint the primary sources of stress for radiography students and to determine the most effective measures to alleviate the stress that students experience in the clinical environment. It also sought to identify the clinical activities and practices that enhance learning. METHODS: A convenience sample of radiography students attending an Association of Collegiate Educators in Radiologic Technology meeting was surveyed. Students were asked to rank their greatest stressors in the clinical environment, the most desired qualities in a clinical instructor and clinical environment, and the clinical practices and activities that best enhance their learning. Descriptive statistics were used to report the results. RESULTS: Data were collected for 82 first-year and second-year students. Students identified 7 primary clinical stressors: fear of making a mistake/repeat, feeling unprepared/inexperienced, intimidation by staff and by instructors, difficult/critical patients, hurtful criticism, too much supervision and negative responses to questions/requests for help. Students indicated that more frequent feedback, availability of the clinical instructor and other staff, assurance that mistakes happen and the opportunity to make mistakes were clinical practices that eased stress. The majority of students cited hands-on learning and repetition as the clinical activities that most reinforced their learning. Summary Radiography students in this survey experience some of the same clinical stressors as radiographers and other allied health workers, although the source of stress may be different. Factors that promote an optimum clinical learning environment for students include instructor availability, opportunities to practice skills and make mistakes, frequent performance feedback and assurance that mistakes happen.

Attitude of Health Personnel↗
PubMedDate not supplied

Values and value changes of graduate nursing students: their relationship to faculty values and to selected educational factors.

Values of 75 graduate nursing students in one university school of nursing were compared at times of entry into the program and at the completion of one academic year of study. Gordon's Survey of Interpersonal Values and Survey of Personal Values and a questionnaire were used to collect data. The students' perceived impact of certain educational factors was explored for possible relationship of these factors to changes that occurred. Values of the graduate nursing faculty and their perception of the importance of the same factors were obtained and compared with those of the students. Students showed signficant increases in values of support, recognition, and independence and significant decreases in benevolence, conformity, and practical mindedness. These changes bore similarity to those reported in previous studies of undergraduate nursing students and medical students. Differences between the students and faculty on two values, practical mindedness and independence, had disappeared by the end of one year; difference on one value, recognition, had appeared; and difference on one value, achievement, remained the same. The influence of specific educational factors was not clear. Faculty judged almost all factors as having a greater impact on students than students judged their impact to have been. Students' preestimate of probable influence of the same factors was significantly higher than their postestimate. Some uniform processes of socialization occurred even though students and faculty were not always in agreement about the importance of educational activities and outcomes.

Achievement↗
PubMedDate not supplied

Influence of income, hours worked, and loan repayment on medical students' decision to pursue a primary care career.

OBJECTIVE: To assess the specialty plans of current fourth-year medical students and, for those not choosing primary care specialties, to investigate the potential effect that changes in key economic or lifestyle factors could have in attracting such students to primary care. DESIGN AND PARTICIPANTS: A survey study was sent to 901 fourth-year medical students in the 1993 graduating classes of six US medical schools. OUTCOME MEASURES: Comparisons were made between students choosing and not choosing primary care specialties. For the non-primary care students, we also evaluated whether alteration of income, hours worked, or loan repayment could attract them to primary care careers. RESULTS: Of the 688 responses (76% response rate), primary care specialties were chosen by 27% of the students and non-primary care specialties by 73%. One quarter (25%) of the non-primary care students indicated they would change to primary care for one of the following factors: income (10%), hours worked (11%), or loan repayment (4%). For students whose debt was $50,000 or greater, the loan repayment option became much more important than for students with lesser debt. In all, a total of 45% (n = 313) of the students indicated either they were planning to enter primary care (n = 188) or they would change to a primary care specialty (n = 125) with appropriate adjustments in income, hours worked, or loan repayment. CONCLUSION: Significant changes in economic and lifestyle factors could have a direct effect on the ability to attract students to primary care. Including such changes as part of health system reform, especially within the context of a supportive medical school environment, could enable the United States to approach a goal of graduating 50% generalist physicians.

Career Choice↗
PubMed1995

Opinions and experiences of dental students and faculty concerning computer-assisted learning.

This study assessed the opinions and attitudes of faculty and students concerning the use of computer-assisted learning (CAL) at three different dental schools on two continents (Manchester, U.K.; Nijmegen, The Netherlands; and Lexington, Kentucky, U.S.A.). In each school students and faculty received a questionnaire; faculty by internal mail, students at the end of a lecture. Response rates for students were 76 percent in Manchester, 64 percent in Nijmegen, and 91 percent in Lexington. The respective figures for faculty were: 42 percent, 47 percent, and 39 percent. In all three schools approximately 50 percent of students had a computer at home. Students in Lexington and Manchester seemed to be more advanced in the use of computers for self-instructional learning. Students and faculty in Lexington had more experience with interactive multimedia than did those in Manchester and Nijmegen. In general, Lexington students were somewhat more familiar with computers and CAL than Manchester students, with Nijmegen showing the lowest percentages. Few CAL programs were available at any school, with small numbers of dental students having been exposed to programs involving animation (vision, sound). The majority of students are of the opinion that the use of computers for learning is not impersonal, nor difficult, but challenging and motivating. There is good agreement that if a program is to be bought or developed, it should be a combination of text, images, and sound. It is postulated that concerted action by dental schools is required to realize the potential of CAL in dental education, and that international organizations should give consideration to coordinating this action.

Adult↗
PubMed1996

Medical students' and private family physicians' perceptions of family practice.

BACKGROUND: Many studies have attempted to determine what factors influence medical students' career selections. This study determined students' perceptions of family practice, examined what variables influenced these perceptions, and measured whether medical students' perceptions were similar to or different from those of practicing family physicians. METHODS: The two populations studied were students sampled at an Ohio medical school over the first 3 years of their training and a random sample of Ohio family physicians. Each subject was asked to complete a questionnaire that asked about perceptions of family practice and demographic information. RESULTS: A total of 719 (69%) students and 295 (59%) family physicians responded to the survey. Sixty-seven percent of the physician responders were actively involved in medical student teaching. More than 94% of the students had exposure to family physicians during their preclinical education. Students' perceptions were different than physicians' perceptions about lifestyle issues, patient care, and practice characteristics; over time, these approached the physicians' perceptions. However, the perceptions of family physicians and students about professional issues were similar. DISCUSSION: Medical students and family physicians have different perceptions about family practice. Students' perceptions become similar to physicians' perceptions as they progress through the educational system, while, at the same time, their interest in family practice declines.

Attitude↗
PubMedDate not supplied

Characteristics of medical students by level of interest in family practice.

BACKGROUND AND OBJECTIVES: This study provides information on student factors associated with a career choice in family practice. METHODS: Information was used from multiple surveys completed by medical students, including the Premedical Questionnaire, the Matriculating Student Questionnaire, and the Graduation Questionnaire, as well as information from residency directors about residents in the Graduate Medical Education Tracking Census. These questionnaires are all a part of the Student and Applicant Information Management System of the Association of American Medical Colleges. Participants were 30,789 students graduating from US medical schools in 1991 and 1992. Comparisons were made between longitudinal student responses on the surveys to four types of outcomes. RESULTS: A total of 1,029 (3.3%) students were in the "Maintained" group (students who originally planned to enter family practice and were in a family practice residency at postgraduate year 1; 1,958 (6.4%) were "Gained" (originally chose a specialty other than family practice but entered a family practice residency); 1,950 (6.3%) were "Lost Interest" (originally identified family practice but entered another residency-two thirds of whom selected non-primary care specialties); 21,573 (70.1%) were "Never Interested" (did not express an early interest nor select a family practice residency); and the remainder (13.9%) had incomplete specialty data. Of those originally interested in family practice, 34.5% entered family practice residencies. Only 8.3% of those not originally interested entered family practice residencies. The four groups of students differed on many demographic, attitudinal, and experiential characteristics. Prestige, income, opportunities for research, and faculty status were more important to future specialists, while emphasis on primary care and prevention and practice in smaller communities were more important to the future family physicians. CONCLUSIONS: Medical schools could potentially increase the number of students selecting family practice residencies through both admissions policies and medical school experiences. These data provide some specifics on how to recruit students and prevent loss of those originally interested in family practice.

Adult↗
PubMed1997

Direct observation of community-based ambulatory encounters involving medical students.

CONTEXT: The current shift of predoctoral medical education from inpatient tertiary settings to community-based, ambulatory practice has raised questions about the effect of the medical student on the process of patient care. OBJECTIVE: To determine how the presence of a medical student during the ambulatory medical encounter affects the use of clinical time and patient satisfaction. DESIGN: Cross-sectional, multimethod study using direct observation of ambulatory care by research-trained nurses. SETTING: A total of 16 community-based family practice offices accepting family practice clerkship students. PATIENTS: A total of 452 outpatient visits with and without student involvement. MAIN OUTCOME MEASURES: Clinical time use as measured by the Davis Observation Code; patient satisfaction was assessed with the Medical Outcomes Study 9-item visit rating scale. RESULTS: When students were involved, physicians spent more time discussing visit expectations (P=.03) and less time in history taking (P=.007), providing assessment (P=.01), and answering questions (P=.04). Despite these differences, patients were equally satisfied with explanations received, and there was no change in the rank order of the 5 most commonly observed physician behaviors. There was no difference in time spent in treatment planning, physical examination, health education, or social chatting. The physician spent equal time with the patient with (10.3 minutes) and without (9.9 minutes, P=.6) student involvement. There was no decrease in patient satisfaction when students were involved. Physicians were more likely to discuss another family member's problems when a student was present (P=.001). Students were directed to care for minority patients at a disproportionate rate (P=.001), controlling for confounding variables. CONCLUSIONS: Medical student involvement alters the content but not the duration of the ambulatory medical encounter. Application of validated measures indicate that students did not impair patient satisfaction or hinder the physicians' ability to ensure that patient expectations for the visit were met.

Ambulatory Care↗
PubMed1997

[An exploration of sexual knowledge, attitudes and behavior in aboriginal elementary school students in the Ping-Tung area].

The purpose of this study was to investigate sexual knowledge, attitudes and behavior of fifth and sixth grade students in aboriginal elementary schools in the Ping-Tung area. A structured questionnaire was administered to 1091 students who were selected by cluster sampling. The results showed: (1) The sexual knowledge score was low but sexual attitudes showed a positive trend. (2) 64.7% and 67.4% of students had at some time seen pictures of male or female sexual organs. (3) About 61% of students had seen sexual magazines or videotapes. (4) 66.2% of male and 88.1% of female students had heard about wet dreams or menstruation before their first experience; more than half of the students thought that wet dreams need treatment. (5) 17.8% of students had masturbation experience, and after that 59.3% of students had fear or guilt feeling. (6) Female students had significantly higher knowledge and attitude scores than male students, Demographic variables produced no significant difference in the above scores. (7) 42.4% of students most desired to know what phenomena indicate sexual maturity. (8) Sex knowledge had significantly positive correlation with sex attitude.

Adolescent↗
PubMedDate not supplied

The accuracy of patient encounter logbooks used by family medicine clerkship students.

BACKGROUND: Family medicine predoctoral programs frequently have medical students record patient diagnoses in logbooks. Little is known about the accuracy of such logbooks. No studies have compared patient records dictated by students with cases recorded in logbooks. METHODS: Over 2 years, all patient encounters dictated by 79 medical students during their 8-week family medicine rotations were recorded and compared with information in the students' logbooks. RESULTS: Students dictated 2,520 patient encounters but only recorded 2,085 (82.7%) of them in their logbooks. Still, this rate of inclusion is higher than other studies where students did not dictate patient encounters. On the average, each student saw and dictated 32 patient encounters but omitted five to six from their logs. There were no significant differences between the 10 honors and 69 non-honors students in the proportion of patients omitted from logbooks. CONCLUSIONS: Medical students underreport patient encounters in clerkship logbooks. Keeping a record of the patients dictated by medical students was helpful in determining the accuracy of students' logbooks.

Clinical Clerkship↗
PubMed2006

Stressors and psychological symptoms in students of medicine and allied health professions in Nigeria.

BACKGROUND: Studies suggest that high levels of stress and psychological morbidity occur in health care profession students. This study investigates stressors and psychological morbidity in students of medicine, dentistry, physiotherapy and nursing at the University of Ibadan. METHODS: The students completed a questionnaire about their socio-demographic characteristics, perceived stressors and the 12-item General Health Questionnaire. Qualitative methods were used initially to categorise stressors. Data was then analysed using univariate and logistic regression to determine odds ratios and 95% confidence intervals. RESULTS: Medical and dental students were more likely to cite as stressors, overcrowding, strikes, excessive school work and lack of holidays while physiotherapy and nursing students focused on noisy environments, security and transportation. Medical and dental students (1.66; SD: 2.22) had significantly higher GHQ scores than the physiotherapy and nursing students (1.22; SD: 1.87) (t = 2.3; P = 0.022). Socio-demographic factors associated with psychological morbidity after logistic regression include being in a transition year of study, reporting financial distress and not being a 'Pentecostal Christian'. Although males were more likely to perceive financial and lecturer problems as stressors and females to perceive faculty strikes and overcrowding as source of stress, gender did not have any significant effect on psychological morbidity. Stressors associated with psychological distress in the students include excessive school work, congested classrooms, strikes by faculty, lack of laboratory equipment, family problems, insecurity, financial and health problems. CONCLUSION: Several identified stressors such as financial problems, academic pressures and their consequent effect on social life have an adverse effect on the mental health of students in this environment especially for students of medicine and dentistry. While stressors outside the reach of the school authorities are difficult to control, academic support including providing a conducive learning environment, advice on means for sustenance, added support during periods of transition are key areas for interventions.

Adult↗
PubMed1992

Conception of AIDS and its prevention among students in a Nigerian university.

This study examines AIDS awareness, knowledge of transmission and prevention among students, who not only belong to the sexually active age bracket, but who are the future leaders of the nation. The student population was stratified into those in the health and non-health disciplines and an accidental sampling technique was used to obtain the respondents from the 2 strata. 60 students were interviewed from each stratum. A majority of the medical students, 58.3% as against 48.3% of the non-medical students, perceived AIDS as a dreadful disease that is sexually transmitted. Next among the non-medical students were those who felt that AIDS was God's punishment for man's sexual excesses (20.0%), while only 3.3% of the medical students gave that response. Of importance in the study is that none of the students attributed AIDS to mystical forces, an issue which could be linked to their educational exposure. Some students associated the disease with affluence, an issue that had been documented by other researchers. Another point worthy of note in the study is the fact that even though 89% and 61.2% of the medical and non-medical students, respectively, believed that AIDS can be prevented by the use of condoms, most of them were not favourably disposed towards the use of condoms. This study thus reveals an area that needs attention, ie that apart from emphasising the level of awareness, there should be a focus on how to effect behavioural change among a knowledgeable population.

Acquired Immunodeficiency Syndrome↗
PubMed2000

Effect of Students' After-School Activities on Teachers' Academic Expectancies.

Teacher expectancies can have an impact on students' academic achievement. These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. Results indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low-SES students. Also, students who participated in extracurricular activities were expected to achieve more academically than either students who were employed after school or who did nothing after school. The latter two groups did not elicit different teacher expectancies. Interactions revealed that (a) lowest expectations were held for low-SES males who did nothing after school and (b) the difference in graduation expectancies between the SES groups was only half as great for students who took part in extracurricular activities than it was for students who had no involvements after school or who had jobs. Copyright 2000 Academic Press.

Journal Article↗
PubMed2002

Evaluation of a cancer prevention and detection curriculum for medical students.

BACKGROUND: Undergraduate medical education needs revision to ensure that medical students graduate with the skills necessary to assist their patients in cancer prevention and detection. We sought to implement and incorporate a cancer education curriculum into the students' core curriculum and to assess their skill levels prior to (1996), during (1997), and at the peak (1998-1999) of the incorporation of new hours. METHODS: We conducted pretest and posttest surveys of students at Boston University School of Medicine (medical student years 1-4) enrolled in each of the four study years (1996-1999). A total of 1,956 surveys (response rate, 82%) were completed. The primary outcome measure was the student's self-reported skill level (with responses ranging from 1 (very unskilled) to 5 (very skilled)) for counseling for tobacco cessation, tobacco prevention, and sun protection and for the early detection of breast, skin, and cervical cancer. Mean scores were computed for each chronological year of the study and medical school year. Differences and trends over time in mean scores of students in each medical school year were evaluated using multiple regression analysis. RESULTS: The number of hours of cancer education increased from 6 in 1996 to 15 in 1999. Strong improvements in self-rated skill levels were recorded for four of the six measures. In particular, tobacco cessation counseling skill rose from 2.16 (1996) to 3.13 (1999) for second year students (P < 0.001) and from 3.27 (1996) to 4.17 (1999) for fourth year students (P < 0.001). Among fourth year students, the percentage reporting that cancer prevention was given too little emphasis declined from 62% (1996) to 26% (1999) (P < 0.001), suggesting that the expanded curriculum reflected the students' preferences. CONCLUSIONS: Cancer education can be interwoven into the existing medical school curriculum and produce improvements in students' skill levels for counseling and examinations. Strategies to enhance prevention teaching can use this model.

Adult↗
PubMed1996

A Third World international health elective for U.S. medical students. The 16-year experience of the State University of New York, Health Science Center at Brooklyn.

The Department of Preventive Medicine and Community Health at the State University of New York, Health Science Center at Brooklyn (SUNY, HSCB) instituted an eight-week third world international health elective for fourth year medical students in 1980. Since that time, ninety students have participated. The purposes of this elective are to provide fourth year medical students with an opportunity to observe and study the structure and functions of a health care delivery system in a third world country, to provide medical service, and to have a cross-cultural experience. The emphasis in this elective is on public health, preventive medicine, and primary care. There is a high level of student competition for this elective, with 46.9% of applicants having been accepted over a fifteen-year period. Although women comprise 40% of the average medical school class, they represent 50% of participants in this elective program. The percentage of African-American and Hispanic students has been 20%. These two minority groups represented from 8% to 10% of the student body during the period under study. Careful screening, including an examination of academic records and personal interviews, has resulted in the selection of highly motivated, adaptable, and dedicated students who have performed well at overseas sites. Student satisfaction levels with this elective are extremely high, with most rating it the best experience of their medical school years. Students undergo extensive preparation prior to going overseas. This covers issues related to individual health and safety, travel and lodging, and the nature of the host country culture, health care system, and assignment site. Our students are especially experienced at cross-cultural understanding because of the unusual diversity of the patients they treat in Brooklyn, and the ethnic diversity of local hospital staffs and the medical school class. This Brooklyn experience in cross-cultural understanding has been cited by many participants as having been the best preparation for functioning in a foreign culture. The Alumni Fund of the College of Medicine has strongly and consistently supported this elective both with philosophical commitment and financial grants to help defray travel costs. This type of support is unusual among medical schools in New York City. Overseas preceptors have willingly given of their time and institutional resources to make these experiences available and meaningful for students.

Curriculum↗