SEARCH · Search PubMed
Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.
Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.
Explore the source record for details and available documents.
Two groups of students at Michigan State University participated in an exercise intended to teach them the process of peer review. Neither group of students completed the exercise beyond the initial steps. The authors discuss the concerns of the students and make suggestions for implementing a program of peer review in undergraduate medical school curricula.
Practice-based large animal education at Michigan State University (MSU) was initiated in 1995. Urbanization of the area surrounding MSU and the declining number of livestock and farms to provide clinical experience under field conditions were the major reasons for adopting this educational model. Veterinary students, as a requirement for graduation from the professional program, must successfully complete a three-week clerkship in a private practice that has either a food animal or an equine emphasis. The objective of the practice-based program is to provide students with introductory on-the-farm experience, with emphasis on examination, diagnosis, treatment, and prevention of common medical and surgical conditions of horses and/or food animals. Participating practices must be located in Michigan, have a sufficient case load, be interested in teaching senior veterinary students, and be willing to interact with the program coordinator and attend annual meetings. Sixty-nine practices are currently participating. The program coordinator matches students to practices based on the students' species interest and background, the personalities of the student and practitioner, and any special concerns or needs of the students (health conditions, child care). Assessment of students includes a practitioner's performance evaluation and review of written assignments (case log, clinical case reports, and a practice management assessment report) by campus faculty. A pass/no pass grading system is used. Overall, the Practice-Based Ambulatory Program represents a successful model for meeting the clerkship objectives. Additionally, exposing students to a high volume of commonly encountered conditions in a private business setting complements the referral cases seen in our large animal teaching hospital.
Explore the source record for details and available documents.
OBJECTIVE: To examine the effects of a maximal exercise test on cognitive function in recreational athletes. DESIGN: A repeated-measures design was used to compare baseline with post-cognitive function and fatigue symptoms after a maximal exercise test. SETTING: Division 1 American Midwestern University, (Michigan State University, Michigan, USA). PARTICIPANTS: 102 male and female recreational athletes. INTERVENTION: Participants in the experimental group (n = 54) were asked to perform a maximal treadmill exercise test to maximal oxygen uptake (VO2 max). Participants in the control group were asked to rest for 15 min. MAIN OUTCOME MEASUREMENTS: All participants were administered a neuropsychological test battery called Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) before and after exercise to measure neurocognitive function and fatigue symptoms. RESULTS: Results revealed a significant group (control, experimental) x time (baseline, post-test 1, post-test 2) interaction for verbal memory composite scores (p = 0.025). Specifically, verbal memory composite scores decreased in the experimental group from baseline to post-test 1 (p = 0.00). These values returned to baseline 3 days after the VO2 max test (p = 0.00). Further analysis on verbal memory composite scores demonstrated significant differences on immediate recall memory (p = 0.00) and delayed recall memory (p = 0.00). No significant differences were observed for visual memory (p = 0.54), motor processing speed (p = 0.68) and reaction time (p = 0.44) composite scores between the experimental and control groups. CONCLUSION: The results of this study suggest that a maximal exercise test attenuated a limiting effect on cognitive function. When utilising a neuropsychological test battery to evaluate a patient who has sustained a head injury, the test should not be administered immediately after a practice or a game session.
RATIONALE FOR THE STUDY: The clinical curriculum at the Michigan State University (MSU) College of Veterinary Medicine encourages off-campus study. One elective, veterinary externship, allows students to arrange experiences that are expected to challenge them academically and provide realism about private practice and nontraditional employment. This study was undertaken to describe the demographics of student-arranged externships and to characterize the evaluation of our students by on-site mentors. METHODOLOGY: Externship demographics and evaluation data were analyzed for the participants from two consecutive veterinary classes. Mentors evaluated 11 categories relating to student knowledge, ability, enthusiasm, or potential and responded to three questions. RESULTS: 88% of students from the classes of 1999 and 2000 elected either one or two externships. Small animal practice settings predominated; externships were frequently used to gain experience with a particular species or discipline; and non-private practice settings accounted for 21% of the total. Statistical differences among the 11 evaluation categories are reported. CONCLUSIONS: Whether in traditional or nontraditional arenas, externships offer an effective way to give students choices in the attainment of veterinary skills, abilities, knowledge, and potential. Mentors were dedicated to their responsibilities and provided useful evaluations. In comparison to other evaluation categories, our students lacked an understanding of entry-level practice and business management concepts. Many mentors failed to equate practice and business management with the clinical education of veterinary students.
This article describes the variety of approaches used at Michigan State University's College of Human Medicine for teaching ethics, professionalism, and humanities to undergraduate medical students: courses in ethics and health policy; mentoring programs; selectives in history, literature, and spirituality; structured patient care experiences; and discussions with students in their clinical years on the ethical and professional challenges confronting them in their clinical experiences. Some of these approaches, such as the structured patient-care experience, may be unique to Michigan State. The authors place special emphasis on discussing the challenges that confront this curriculum, including struggles to keep up with the pace of change in the health care system, preserving and highlighting the linkages between the "ethics" and the "professionalism" strands of the curriculum, making optimal use of Web technologies, successfully communicating to students the ultimately practical importance of the medical humanities other than ethics, and solving the problems of geography created by a widely dispersed community campus system.
Veterinary medicine is at a crossroads: the future of the profession will be determined by those who join it and by those who select who will join it. Veterinary schools are the gatekeepers of the profession, and the entire veterinary profession is responsible for ensuring that the image it presents to those who will join it matches the social needs that it must serve. The application process for a Michigan State University College of Veterinary Medicine (MSUCVM) academic summer camp provided an opportunity to discern attributes of the 314 eighth-grade students who attended in 2000-2002. A re-reading of their application essays allowed clustering of similar descriptions and comments about motivations to attend the camp, interests in science, interactions with animals, and exposure to veterinarians and veterinary medicine. Many veterinary camp attendees will be undergraduate students by 2005/2006 and will be applying to colleges of veterinary medicine between 2008 and 2010. There-fore, an understanding of their attributes is germane to discussions about desirable characteristics of veterinary college applicants. Although the camp was designed to attract eighth graders interested in science and curious about veterinary medicine, attendees frequently described veterinary medicine as their career goal. These students (89.5% female, 95.6% residents of Michigan) enjoyed science, but their interest in veterinary medicine related to emotions such as a love of animals and sympathy for sick or injured animals (96.1%). They discussed having pets in their homes (75.5%), involvement with horseback riding (20.7%), experiences with animal-related projects and activities in 4-H (17.2%), and husbandry experience at farms or stables (16.2%). Although 22.6% had already shadowed a veterinarian and 12.8% described receiving other forms of veterinary mentoring, 22.9% commented on their inability to gain shadowing exposures prior to age 16. Based on the results of this survey and years of working with adolescents interested in veterinary medicine, the author offers conclusions about mentoring youth with an interest in veterinary careers.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.
Explore the source record for details and available documents.