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At least 19 recordsLinked to original sources
PubMed1999

Relationship between conditional early acceptance into medical school and medical school leadership and academic performance: the Conley Scholar experience at the University of Missouri-Columbia.

UNLABELLED: The Conley Scholars Program at the University of Missouri-Columbia was created in 1987 to guarantee top flight students entrance to medical school without the frantic competition well known in undergraduate pre-med programs. The program provides greater freedom as undergraduates than most combined baccalaureate-MD programs. It is not known how this freedom and avoidance of the "pre-med syndrome" affects medical school performance and relative leadership qualities compared to traditional medical students. The goals of this study are to: a) compare relative composition and performance of Conley medical students to traditional medical students; b) assess the role of Conleys in leadership positions within medical school organizations. METHODS: Using the medical school computer data files and AMCAS application files, composition, academic, and leadership data were collected regarding all medical school classes containing Conleys. Statistical analysis was performed on all data. RESULTS: The results suggest that: a) Conley Scholars averaged significantly higher undergraduate GPAs than other medical students; b) Conley Scholars averaged higher GPAs throughout medical school; c) Conley Scholars are more likely to hold medical school leadership roles than traditional medical students. CONCLUSIONS: The results confirm the value of the Conley Scholar Program. Benefits extend beyond academic achievement to encompass the development of leadership skills recognized by faculty and peers.

Chi-Square Distribution↗
PubMed2003

Rediscovering the medical school.

Medical schools, once devoted primarily to educating medical students, have evolved into complex academic medical centers (AMCs), some of which place a greater emphasis on research and the clinical business than on educating future physicians. This occurred primarily as the result of outside forces, specifically the available revenue streams that have fostered growth. Discipline-based departments have been at the center of the governance structure of medical schools, but many AMCs now have research institutes and centers to enhance research productivity, and faculty group practices to maximize clinical revenue. Although AMCs have been successful in making scientific discoveries, developing new technologies, and providing state-of-the-art clinical care, their successes have not always been favorable to the education mission. Furthermore, the roles of departments and their chairs have not always been carefully considered; a mismatch between organizational and governance structures is occurring. In this article several suggestions are offered to help medical schools rediscover their unique reason for existence and better distinguish core missions from core businesses. Mission-based management and mission-based budgeting provide the framework for maximum success of all the missions. Specific suggestions include (1) organizing a national task force to consider optimal organizational and governance structures of modern AMCs, (2) establishing a core teaching faculty, (3) creating a matrix letter of assignment that aligns salary rates with assigned activities, (4) linking education to the provision of health care to the underinsured, and (5) forming education centers to effectively centralize governance of the education mission.

Faculty, Medical↗
PubMed1994

Medical school financing 1991-1992: comparing seven different types of schools.

Medical schools are often thought of as relatively homogeneous entities with similar financial and structural characteristics. In fact, they are of several types. For this report, the authors group the 126 accredited U.S. medical schools that share at least one key characteristic (e.g., being community-based) into seven groups, provide an analysis of the differences in revenue patterns for the groups, examine intragroup differences, and present detailed information about the student financial aid that all schools provide. The data used in this analysis were derived from the schools' responses to the Part 1A and the Part 1B questionnaires of the Liaison Committee on Medical Education for the academic year 1991-92. The results of the analysis indicate that there were substantial differences in the financial structures both within and between the groups studied. The differences suggest that generalizations regarding how medical schools will be affected by impending changes in health care reform are likely to be tenuous at best.

Financing, Organized↗
PubMed1999

Do UK Medical School Applicants Prefer Interviewing to Non-Interviewing Schools?

Medical schools select applicants; applicants who hold two or more offers also select medical schools. In this study we examine a large cohort of applicants applying for admission to UK medical schools in October 1991, and show that when presented with a choice, applicants are more likely to select an interviewing school over a non-interviewing school. Preferences for individual schools are examined in detail using the Bradley-Terry method for paired comparisons. The analysis shows that the preference for interviewing schools cannot be explained in terms of a preference for Oxford and Cambridge (which both interview), nor is it due to confounding by more non-interviewing schools being in the north of the UK. Nevertheless, interviewing status does not account for all the preferences expressed by applicants. The preference for interviewing schools is perhaps explained by applicants feeling closer and more involved with schools which they have visited, which have talked to them personally, and which have selected them individually, rather than on the basis of an impersonal application form.

Journal Article↗
PubMed2005

Milestones of the medical school and medical progress of Singapore over the past 100 years.

The Medical School started off in an old female lunatic asylum on the site of the general hospital at Sepoy Lines. It was founded on 3 July 1905 and was called the Straits and Federated Malay States Government Medical School. In 1916, the Licentiate in Medicine and Surgery (LMS) was recognised fully by the General Medical Council of Britain as a registrable qualification. In 1921, the medical school was renamed King Edward VII College of Medicine to reflect its academic status. In 1926, the College and its hospitals were inspected by Sir Richard Needham, who had been sent by the General Medical Council of Great Britain. In his report, he told the Council that in his opinion, the graduates should be given the MBBS degree because of the high standard of the Medical School. The medical school was closed by the Japanese on 16 February 1942. After the end of World War II, the College of Medicine resumed classes in June 1946. In 1962, the medical faculty became the Faculty of Medicine of the University of Singapore. From 1984 to 1986, following the university's move to Kent Ridge, the Faculty's clinical school also moved to the National University Hospital. In 2004, plans were well underway for the opening of the country's second medical school on the grounds of the Singapore General Hospital.

Education, Medical↗
PubMed1996

Medical student attrition: a 10-year survey in one medical school.

Medical student wastage leads to adverse emotional and social consequences for individual students and financial difficulties and morale problems for medical schools. This study retrospectively assessed the records of all students at Leeds School of Medicine who left the course prematurely between 1983 and 1992. The demographic data of the leavers were compared with those of all students entering the school during the 10 years studied. A-level examination choices and results of the leavers were compared with those of a control group of all students who entered the school in 1990. The attrition rate over the 10 years was 14% (283 students), with more males than females leaving. Fewer mature students than expected left the course. More leavers had A-level physics and lacked A-level biology compared with the control group. The leavers were academically less able than the controls. Fifty-three per cent of leavers were asked to withdraw from the course for academic reasons; the rest left voluntarily. Thirty per cent had personal problems, 9% had a combination of academic and personal problems and 8% had health problems (psychological difficulties were the commonest). Seventy-one per cent of leavers entered another degree course; science degrees were the most popular. Reasons for medical student wastage and possible solutions are discussed.

Attitude↗
PubMed1995

[Various institutes and the private Tokyo Medical School and Nihon Medical School, following the closing of Saiseigakusha].

The private Saiseigakusha medical school was suddenly ordered closed on August 30, 1903, under pressure from the Ministry of Education and the Tokyo University Akamon faction (Meiiji Ikai). The more than 700 remaining medical students at Saiseigakusha were astonished and despondent to see the road to learning closed to them. However, Shigenori Sonoda, leader of the medical students, and four others sent out a manifesto to the more than 700 former Saiseigakusha students, calling them to assemble at the Hongo Central Hall. There they formed the Doso Igaku Koshukai ("Classmates' Medical Institute"), and resolved to continue their studies. Former Saiseigakusha lecturer Kiyotada Ishikawa and three others helped with this institute ("Tokyo Medical school"), and moved to 59 Sendagi-machi, Hongo. In April of 1910, the Tokyo Igakkou merged with the private Nippon Igakkou ("Japan Medical School"), to become the present Nippon Ika Daigaku ("Nippon Medical College").

History, 20th Century↗
PubMed1989

Medical students' attitudes to old people and career preference: the case of Nottingham Medical School.

Medical students' attitudes to the elderly population were compared at entry to and exit from a month-long clinical attachment in the Department of Health Care of the Elderly at Nottingham University. The study investigated clinical students for the 1983-4 and 1986-7 academic years using a questionnaire employing a Rosencranz-McNevin semantic differential scale to measure general attitudes to old age and a Likert scale to measure attitudes to medical care. A question was also asked about career preferences. Improvements in attitudes during the month were noted for both cohort groups, but different trends for the two groups are discussed in the context of the growing pre-clinical effects of such a specialist department in a medical school.

Aged↗
PubMed1992

Assessing personal occupational safety and health training for students at U.S. medical schools.

Medical students potentially are exposed to numerous occupational hazards. This study examined the training and preventive measures medical schools use to protect the health and safety of students. In late 1990, questionnaires were mailed to the 126 schools in the United States. One hundred (79%) responded, reporting numerous incidents of illness and injury. Of the 100 schools, 60 agreed with the statement that their students were adequately prepared to work safely; 11 disagreed, and 24 gave neutral responses (five did not respond to the statement). However, 36 indicated that they planned to revise health and safety training. The authors recommend that schools adopt policies, procedures, and a uniform curriculum regarding students' occupational safety and health.

Curriculum↗
PubMed2004

The process of introducing a tobacco curriculum in medical school.

Medical students have poor knowledge of cigarette-related diseases and tend to increase tobacco use as they progress through their course. The aims of this review are to describe the process of developing a tobacco curriculum, present a model of implementation, and apply the model to China. The process of developing, revising and implementing a tobacco curriculum called the Smokescreen Education Program (SEP) for medical students is described. It comprises a lecture and six-part tutorial. Dissemination of the SEP occurred through doctors who translated and introduced the tobacco curriculum into different countries and through the conduct of workshops. A six-point model of implementation was developed that included defining the extent of the tobacco problem in medical schools, developing a flexible curriculum on tobacco, developing networks in countries, working as a resource, and following up after training and evaluating success. The model is applied to China. The SEP was developed over a decade and has led to the development of a practical model of dissemination.

China↗
PubMed2004

Lost gold: the decline of the academic mission in US medical schools.

Medical education needs to be redesigned so that it is an equally shared responsibility of clinicians and physician-scientists, with greatly enhanced opportunities for student-faculty bonding. Traditional departments and divisions must be restructured to provide more thoughtful and effective support for academic clinicians and physician-scientists. Existing infrastructure should be improved so that in exchange for the commitment of time and effort for teaching, the faculty members receive tangible services from their institutions (e.g., information technology that actually saves time, state-of-the art teaching aids that are user friendly, streamlined administrative oversight to avoid duplicate submissions to regulatory offices, more helpful grant management and accounting).

Curriculum↗