Dear members of TGME, ASPE and IAMSE,
Medical Science Educator, the journal of the International Association of Medical Science Educators IAMSE, is planning to publish a journal supplement entirely dedicated to the topic “Interprofessional Education”. This special issue has been initiated during a panel discussion at the annual meeting of the Generalists in Medical Education in San Francisco in November 2012, where members of the three organizations discussed the issue in great detail.
We are currently soliciting article submissions on this topic and we welcome contributions in the format of Short Communication, Original Research, Monograph, Commentary or Opinion. See our website www.medicalscienceeducator.org for more detailed information on these formats. All submissions will be peer-reviewed in our regular review process. The issue will become publically available and will be published just before the 2013 Annual Meeting of the Generalists in Medical Education, Nov 1-2, 2013 in Philadelphia, PA (USA).
These are the deadlines for this call:
• June 15, 2013: Deadline for submitting manuscripts to journal@iamse.org
• August 16, 2013: Notification of preliminary acceptance or rejection
• October 1, 2013: Final deadline for submitting revised manuscripts
• October 28, 2013: Publication of the issue
Please see our journal website for Instructions for Authors! I look forward to receiving your submission.
Peter de Jong
Editor-in-Chief
Thursday, May 2, 2013
Medical Science Educator 23(1S) - Now Available
Medical Science Educator 23(1S) - Now Available
I am happy to present to you a supplement issue of Medical Science Educator, entirely dedicated to basic science research projects for medical students. In this issue we present 14 examples of scientific training programs in medical schools from around the world. It provides us a nice overview of different situations and different approaches to address scientific training. The issue also publishes several abstracts of the 2013 Leiden International Medical Student Conference, one of the biggest student conferences in Europe on biomedical research.
To download: http://www.iamse.org/jiamse/volume23-1s/23-1s_complete.pdf
I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
Peter de Jong
Editor-in-Chief
I am happy to present to you a supplement issue of Medical Science Educator, entirely dedicated to basic science research projects for medical students. In this issue we present 14 examples of scientific training programs in medical schools from around the world. It provides us a nice overview of different situations and different approaches to address scientific training. The issue also publishes several abstracts of the 2013 Leiden International Medical Student Conference, one of the biggest student conferences in Europe on biomedical research.
To download: http://www.iamse.org/jiamse/volume23-1s/23-1s_complete.pdf
I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
Peter de Jong
Editor-in-Chief
Monday, November 12, 2012
Call for Manuscript Ideas - Upcoming Special Issue of MedSciEdu
Dear medical educators,
Medical Science Educator, the journal of the International Association of Medical Science Educators, will publish in March 2013 a journal supplement entirely dedicated to Basic Science Research Projects for medical students. The issue will also publish the top-50 best abstracts of the 8th LIMSC International Conference on Student Research to be held in the Netherlands.
We are actively soliciting ideas for articles on the topic "(bio)medical research projects in the medical school curriculum". We like to learn more on how science research projects are incorporated into medical curricula around the world. Descriptive as well as research studies are welcome.
Please note we are looking for SUGGESTIONS for manuscripts. Just write us a short e-mail message about the situation or topic you want to write about. From all the suggestions received, we will select about 4 to 6 of which the authors will be invited to submit a full manuscripts to be reviewed by our Review Board.
These are the deadlines for this call:
November 23, 2012: Deadline for submitting your suggestions to journal@iamse.org
December 1, 2012: Selected authors will be invited to submit a manuscript
January 11, 2012: Deadline for submitting the manuscript
March 2013: Publication of the issue
Looking forward to your ideas.
Peter de Jong
Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator
Medical Science Educator, the journal of the International Association of Medical Science Educators, will publish in March 2013 a journal supplement entirely dedicated to Basic Science Research Projects for medical students. The issue will also publish the top-50 best abstracts of the 8th LIMSC International Conference on Student Research to be held in the Netherlands.
We are actively soliciting ideas for articles on the topic "(bio)medical research projects in the medical school curriculum". We like to learn more on how science research projects are incorporated into medical curricula around the world. Descriptive as well as research studies are welcome.
Please note we are looking for SUGGESTIONS for manuscripts. Just write us a short e-mail message about the situation or topic you want to write about. From all the suggestions received, we will select about 4 to 6 of which the authors will be invited to submit a full manuscripts to be reviewed by our Review Board.
These are the deadlines for this call:
November 23, 2012: Deadline for submitting your suggestions to journal@iamse.org
December 1, 2012: Selected authors will be invited to submit a manuscript
January 11, 2012: Deadline for submitting the manuscript
March 2013: Publication of the issue
Looking forward to your ideas.
Peter de Jong
Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator
Thursday, August 23, 2012
MedSciEduc 22(3S) Core-Competencies in Scientific Research for Undergraduate Medical Education
MedSciEduc 22(3S) Core-Competencies in Scientific Research for Undergraduate Medical Education
Dear Colleagues -
You are receiving this special issue of Medical Science Educator on the topic of “Core-Competencies in Scientific Research for Undergraduate Medical Education” as a member of the medical education community. Normally Medical Science Educator is only available to IAMSE members, however we felt that this issue would be of special interest to the community at large.
It is IAMSE’s belief that science must continue to be the basis for the practice of modern medicine. Health science professionals must be able to combine compassion, understanding and communication skills with a readily accessible knowledge base and strong scientific research skills.
In this special issue of Medical Science Educator 7 articles are presented on the topic of teaching scientific research skills for undergraduate medical students. Authors from 4 different countries showcase for you the way in which they address the challenges of teaching research skills in core as well as elective curricula. I feel it is an impressive overview of work and hopefully an inspiration for us all.
I hope you will enjoy this issue of Medical Science Educator and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
To download: http://www.iamse.org/jiamse/volume22-3s/22-3s_complete.pdf
Peter G.M. de Jong, PhD
Editor-in-Chief
Medical Science Educator
Short Communications
Assessing Research Competency in a Medical School Environment
Linda R. Adkison & Alan G. Glaros
Teaching Science through Biomedical Research in an Elective Curriculum
Ingrid Bahner, Charurut Somboonwit, Susan Pross, Roberta J. Collins & Samuel Saporta
Reading Strategies used by Undergraduate Medical Students to Comprehend Scientific Publications Marcela Bitran, Denisse Zúñiga & Isabel Leiva
Original Research A Psychometric Analysis of Research Perceptions in Osteopathic Medical Education Grace D. Brannan, Godwin Y. Dogbey & Corie L. McCament
Monograph Practitioner Research Literacy Skills in Undergraduate Medical Education: Thinking Globally, Acting Locally des Anges Cruser, Sarah K. Brown, Jessica R. Ingram, Frank Papa, Alan L. Podawiltz, David Lee & Vesna Knox
Commentary
“The Graduate as Scientist and Scholar”: Building a Curriculum Suitable for All Shelby S. Webster, Kevin P. Shotliff & Lisa Burton
Scientific Research Competencies for Undergraduate Medical Education: The Case from Turkey Sevgi Turan & İskender Sayek
Dear Colleagues -
You are receiving this special issue of Medical Science Educator on the topic of “Core-Competencies in Scientific Research for Undergraduate Medical Education” as a member of the medical education community. Normally Medical Science Educator is only available to IAMSE members, however we felt that this issue would be of special interest to the community at large.
It is IAMSE’s belief that science must continue to be the basis for the practice of modern medicine. Health science professionals must be able to combine compassion, understanding and communication skills with a readily accessible knowledge base and strong scientific research skills.
In this special issue of Medical Science Educator 7 articles are presented on the topic of teaching scientific research skills for undergraduate medical students. Authors from 4 different countries showcase for you the way in which they address the challenges of teaching research skills in core as well as elective curricula. I feel it is an impressive overview of work and hopefully an inspiration for us all.
I hope you will enjoy this issue of Medical Science Educator and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
To download: http://www.iamse.org/jiamse/volume22-3s/22-3s_complete.pdf
Peter G.M. de Jong, PhD
Editor-in-Chief
Medical Science Educator
Short Communications
Assessing Research Competency in a Medical School Environment
Linda R. Adkison & Alan G. Glaros
Teaching Science through Biomedical Research in an Elective Curriculum
Ingrid Bahner, Charurut Somboonwit, Susan Pross, Roberta J. Collins & Samuel Saporta
Reading Strategies used by Undergraduate Medical Students to Comprehend Scientific Publications Marcela Bitran, Denisse Zúñiga & Isabel Leiva
Original Research A Psychometric Analysis of Research Perceptions in Osteopathic Medical Education Grace D. Brannan, Godwin Y. Dogbey & Corie L. McCament
Monograph Practitioner Research Literacy Skills in Undergraduate Medical Education: Thinking Globally, Acting Locally des Anges Cruser, Sarah K. Brown, Jessica R. Ingram, Frank Papa, Alan L. Podawiltz, David Lee & Vesna Knox
Commentary
“The Graduate as Scientist and Scholar”: Building a Curriculum Suitable for All Shelby S. Webster, Kevin P. Shotliff & Lisa Burton
Scientific Research Competencies for Undergraduate Medical Education: The Case from Turkey Sevgi Turan & İskender Sayek
Friday, August 17, 2012
22(3) issue of Medical Science Educator Now Available
Dear IAMSE members,
Welcome to the 22(3) issue of Medical Science Educator. The issue reports on a variety of topics of great importance to the medical educator. We present to you several Short Communications, Research Articles and Commentaries in the field of basic sciences as well as clinical education. I think it is important to learn about medical education in both fields, as after all we all deal with the education for health care professionals across the continuum.
To download please log into the IAMSE Members Only area of the website.
Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator
Thursday, July 19, 2012
Review of 21st Century Learning in Medicine: Traditional Teaching versus Team-based Learning
Published in the Medical Science Educator (2012) 22(2) 57-64 by Robert K. Kamei,
Sandy Cook, Janil Puthucheary and C. Frank Starmer
Review by Lynn C. Yeoman - July 18, 2012
Recognizing that learning by modern students has adapted to take greater advantage of digital resources the authors acknowledge that there is a disparity between the lecture-based teaching style that persists in too many medical school classrooms and the learning style of current medical students. While there has been some progress in moving away from discipline-based memorization, most medical school curricula still do not include enough problem-solving in their educational programs. Furthermore, the practice of medicine has move away from the competitive soloist to a role that is more likely to be a team member or team leader.
To address this disparity a learning strategy was developed by Duke-NUS educators, called TeamLEAD, incorporating Team-Based Learning principles. Lectures, readings and e-learning on a given topic are completed before class; in-class activity focuses on understanding, applying principles, and solving problems. Key to this approach are the elements of individual self-directed learning, small-group activity followed by combined group faculty facilitation. The advantages of this approach include: rewards for self-directed learning, more efficient use of faculty than other small group methods, but retention of the engagement and enjoyment found in many small group learning methods.
At the same time changes were made to the format of the overall curriculum. The first year was devoted entirely to TeamLEAD learning. The basic sciences were wrapped around Larry Michaelsen’s Team-based learning method, which has rarely been used throughout a preclinical curriculum. The emphasis of the first year was shifted from memorization to critical and creative thinking and in-class problem solving. The second year was composed of clerkships. The third year was devoted to research. The fourth year was built around various activities designed to round out an individual’s medical education.
TeamLEAD was implemented on 130 medical students at Duke-NUS and their performance on national standardized examinations was compared to pooled data collected from 18, 390 students in the United States. A comparison of demographic data suggests that the two populations were comparable, but not identical, i.e., the average MCAT performance and GPA data for DUKE-NUS students was not quite as high as that for aggregated US medical school data.
What is remarkable are the results obtained when Duke-NUS student performance on CBSE and USMLE Step 1 exams are compared with those achieved by US medical students. Duke-NUS students, at the end of their first year, perform comparably on the CBSE to second year US medical students. At the end of their second year the Duke-NUS students scored significantly higher than the US students (66.5±7.8 vs. 61.0±11.0) (p<.0.05; 95% CI [65.1 to 67.9]). The first two years of Duke-NUS students also scored significantly higher than US students on the USMLE Step 1 (228.4±20.7 vs. 222±24) (p<.028; 95% CI [223.5 to 233.3]). While one would certainly like to see the size of the Duke-NUS cohort increase, as well as comparisons that include controls for other potential population variables, these data suggest that the TeamLEAD method for learning the preclinical curriculum may outperform lecture-based and other forms of small group instruction.
To view the original article in its entirety - http://www.medicalscienceeducator.org
Review by Lynn C. Yeoman - July 18, 2012
Recognizing that learning by modern students has adapted to take greater advantage of digital resources the authors acknowledge that there is a disparity between the lecture-based teaching style that persists in too many medical school classrooms and the learning style of current medical students. While there has been some progress in moving away from discipline-based memorization, most medical school curricula still do not include enough problem-solving in their educational programs. Furthermore, the practice of medicine has move away from the competitive soloist to a role that is more likely to be a team member or team leader.
To address this disparity a learning strategy was developed by Duke-NUS educators, called TeamLEAD, incorporating Team-Based Learning principles. Lectures, readings and e-learning on a given topic are completed before class; in-class activity focuses on understanding, applying principles, and solving problems. Key to this approach are the elements of individual self-directed learning, small-group activity followed by combined group faculty facilitation. The advantages of this approach include: rewards for self-directed learning, more efficient use of faculty than other small group methods, but retention of the engagement and enjoyment found in many small group learning methods.
At the same time changes were made to the format of the overall curriculum. The first year was devoted entirely to TeamLEAD learning. The basic sciences were wrapped around Larry Michaelsen’s Team-based learning method, which has rarely been used throughout a preclinical curriculum. The emphasis of the first year was shifted from memorization to critical and creative thinking and in-class problem solving. The second year was composed of clerkships. The third year was devoted to research. The fourth year was built around various activities designed to round out an individual’s medical education.
TeamLEAD was implemented on 130 medical students at Duke-NUS and their performance on national standardized examinations was compared to pooled data collected from 18, 390 students in the United States. A comparison of demographic data suggests that the two populations were comparable, but not identical, i.e., the average MCAT performance and GPA data for DUKE-NUS students was not quite as high as that for aggregated US medical school data.
What is remarkable are the results obtained when Duke-NUS student performance on CBSE and USMLE Step 1 exams are compared with those achieved by US medical students. Duke-NUS students, at the end of their first year, perform comparably on the CBSE to second year US medical students. At the end of their second year the Duke-NUS students scored significantly higher than the US students (66.5±7.8 vs. 61.0±11.0) (p<.0.05; 95% CI [65.1 to 67.9]). The first two years of Duke-NUS students also scored significantly higher than US students on the USMLE Step 1 (228.4±20.7 vs. 222±24) (p<.028; 95% CI [223.5 to 233.3]). While one would certainly like to see the size of the Duke-NUS cohort increase, as well as comparisons that include controls for other potential population variables, these data suggest that the TeamLEAD method for learning the preclinical curriculum may outperform lecture-based and other forms of small group instruction.
To view the original article in its entirety - http://www.medicalscienceeducator.org
Friday, May 4, 2012
22(2) of Medical Science Educator is Now Available
Tuesday, December 6, 2011
Call for Manuscripts - Core-Competencies in Scientific Research for Undergraduate Medical Education
Dear medical educators,
Medical Science Educator, the journal of the International Association of Medical Science Educators IAMSE, is planning to publish a journal supplement entirely dedicated to the topic “Core-Competencies in Scientific Research for Undergraduate Medical Education”. IAMSE is exploring what the role of basic science research skills should be in the medical curriculum, and therefore we would like to learn more on how the academic society thinks about this issue.
We are currently soliciting article submissions on this topic and we welcome contributions in the format of Short Communication, Original Research, Monograph, Commentary or Opinion. See our website www.medicalscienceeducator.org for more detailed information on these formats. All submissions will be peer-reviewed in our regular review process.
These are the deadlines for this call:
February 15, 2012: Deadline for submitting manuscripts to journal@iamse.org
May 15, 2012: Notification of preliminary acceptance or rejection
August 2012: Publication of the issue.
I look forward to receiving your submission.
Peter de Jong
Editor-in-Chief
Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator
Medical Science Educator, the journal of the International Association of Medical Science Educators IAMSE, is planning to publish a journal supplement entirely dedicated to the topic “Core-Competencies in Scientific Research for Undergraduate Medical Education”. IAMSE is exploring what the role of basic science research skills should be in the medical curriculum, and therefore we would like to learn more on how the academic society thinks about this issue.
We are currently soliciting article submissions on this topic and we welcome contributions in the format of Short Communication, Original Research, Monograph, Commentary or Opinion. See our website www.medicalscienceeducator.org for more detailed information on these formats. All submissions will be peer-reviewed in our regular review process.
These are the deadlines for this call:
February 15, 2012: Deadline for submitting manuscripts to journal@iamse.org
May 15, 2012: Notification of preliminary acceptance or rejection
August 2012: Publication of the issue.
I look forward to receiving your submission.
Peter de Jong
Editor-in-Chief
Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator
Saturday, November 19, 2011
Medical Science Educator 21(4) is Now Available
Dear IAMSE members,
I am happy to present to you issue 21(4) of Medical Science Educator, the Journal of IAMSE. This forth regular issue of this volume concludes the first year of the 'new' journal and shows us again a variety of topics being reported on. I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
To download please login to the IAMSE Members only Website - http://iamse.org/member_logon.htm
Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator
Evaluating the Utility of Peer-Assisted Learning in Pediatric
Pradip D. Patel, Dan B. Kischnick, Scott G. Bickel, Craig H. Ziegler & Karen Hughes Miller
Pre-clerkship Preparation from Live Patient Practice Pelvic Examination
Linda E. May & Amber Lievens-Widenski
Correlation between Clicker Scores and Examination Performance
in Dental Biochemistry
Alan E. Levine
A-PEX: A Case-Based Integrated Physical Diagnosis/Anatomy Program for
First Year Medical Students
Gurpreet Sodhi, Claudia Ranniger, Frank Slaby & Benjamin Blatt
Training Medical Students to Teach Suicide Prevention
Julianne C. Pupa & Norma Susswein Saks
Engaging Students with Clickers in a Distributed Environment – Lessons Learned
Kalyani Premkumar, Cyril Coupal, Krista Trinder & Shiva Shayani Majd
Barriers to Incorporating NICE Clinical Practice Guidelines in Medical Education:
The Medical Student’s Perspective
Logan Manikam, Jaydip Banerjee, Nicholas Blackwell & Monica Lakhanpaul
Family Medicine Residents’ Perspectives on “Worldview Thinking in Patient Care”
Dilip Nair
The Cost of Education: Medical Student Stress during Clerkships
Teresa Tseng, Ana-Maria Iosif & Andreea L. Seritan
The Funding of Graduate Medical Education in the American Healthcare System
Tyler Cymet & R. Dobbin Chow
A Proposal for Tenure
William E. Seifert, Jr. & Henry W. Strobel
Medical Student Wellness: An Essential Role for Mentors
Paula J. Adams Hillard, Preetha Basaviah & Lars Osterberg
Meeting report: Team-Based Learning Collaborative
I am happy to present to you issue 21(4) of Medical Science Educator, the Journal of IAMSE. This forth regular issue of this volume concludes the first year of the 'new' journal and shows us again a variety of topics being reported on. I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
To download please login to the IAMSE Members only Website - http://iamse.org/member_logon.htm
Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator
Evaluating the Utility of Peer-Assisted Learning in Pediatric
Pradip D. Patel, Dan B. Kischnick, Scott G. Bickel, Craig H. Ziegler & Karen Hughes Miller
Pre-clerkship Preparation from Live Patient Practice Pelvic Examination
Linda E. May & Amber Lievens-Widenski
Correlation between Clicker Scores and Examination Performance
in Dental Biochemistry
Alan E. Levine
A-PEX: A Case-Based Integrated Physical Diagnosis/Anatomy Program for
First Year Medical Students
Gurpreet Sodhi, Claudia Ranniger, Frank Slaby & Benjamin Blatt
Training Medical Students to Teach Suicide Prevention
Julianne C. Pupa & Norma Susswein Saks
Engaging Students with Clickers in a Distributed Environment – Lessons Learned
Kalyani Premkumar, Cyril Coupal, Krista Trinder & Shiva Shayani Majd
Barriers to Incorporating NICE Clinical Practice Guidelines in Medical Education:
The Medical Student’s Perspective
Logan Manikam, Jaydip Banerjee, Nicholas Blackwell & Monica Lakhanpaul
Family Medicine Residents’ Perspectives on “Worldview Thinking in Patient Care”
Dilip Nair
The Cost of Education: Medical Student Stress during Clerkships
Teresa Tseng, Ana-Maria Iosif & Andreea L. Seritan
The Funding of Graduate Medical Education in the American Healthcare System
Tyler Cymet & R. Dobbin Chow
A Proposal for Tenure
William E. Seifert, Jr. & Henry W. Strobel
Medical Student Wellness: An Essential Role for Mentors
Paula J. Adams Hillard, Preetha Basaviah & Lars Osterberg
Meeting report: Team-Based Learning Collaborative
Thursday, September 29, 2011
MSE 21(3S) is Now Available
Dear IAMSE members,
I am happy to present to you the 21(3S) supplement issue of Medical Science Educator, the Journal of IAMSE. This issue is entirely dedicated to the 15th Annual Meeting of the International Association of Medical Science Educators in St Petersburg, FL, USA, held from June 18-21, 2011. As tradition, we present all the abstracts of the posters that were actually presented at the meeting. In addition, some of the keynote speakers prepared a short article on the topic of their plenary lecture and the two Outstanding Poster Award winners of this years meeting present to you their work.
To view, please log into the Members Only area of the website.
I hope you will enjoy this issue and that you and your colleagues will consider to attend the 2012 IAMSE meeting yourself.
Peter de Jong
Editor-in-Chief
I am happy to present to you the 21(3S) supplement issue of Medical Science Educator, the Journal of IAMSE. This issue is entirely dedicated to the 15th Annual Meeting of the International Association of Medical Science Educators in St Petersburg, FL, USA, held from June 18-21, 2011. As tradition, we present all the abstracts of the posters that were actually presented at the meeting. In addition, some of the keynote speakers prepared a short article on the topic of their plenary lecture and the two Outstanding Poster Award winners of this years meeting present to you their work.
To view, please log into the Members Only area of the website.
I hope you will enjoy this issue and that you and your colleagues will consider to attend the 2012 IAMSE meeting yourself.
Peter de Jong
Editor-in-Chief
| Fostering Scientific Curiosity and Professional Behaviors in a Basic Science Curriculum | 254 |
| Aviad Haramati | |
| Science Education in Medical Curriculum: Teaching Science or Training Scientists? | 258 |
| Friedo W. Dekker | |
| Use of Simulation to Assess Competence and Improve Healthcare | 261 |
| William C. McGaghie | |
| Creation of a Video-Based Learning Module of Extraocular Muscles’ Structure and Function | 264 |
| Jonathan J. Wisco, Sam Payne, Sara Kim & M. Elena Stark | |
| Student Usage of Streaming Video/DVD Electronic Media in a Basic Science Curriculum | 266 |
| Jinping Li, Shi-Wen Jiang & Edward C. Klatt | |
| 2011 IAMSE Master Teacher and Master Scholar Awards | 267 |
| Building Healthcare Professionals in a Medical Science Curriculum | 268 |
| Poster Abstracts, 15th Annual Meeting of the International Association of Medical Science Educators, St Petersburg, FL, USA, June 18-21, 2011 |
Monday, July 25, 2011
Medical Science Educator 21-3 Now Available
Dear IAMSE members,
I am happy to present to you issue 21(3) of Medical Science Educator, the Journal of IAMSE. This third regular issue of 2011 shows again a variety of topics being reported, including 3 meeting reports. I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
To download: http://www.iamse.org/jiamse/volume21-3/21-3_complete.pdf
Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator
Table of Contents
Introducing Evidence-Based Physical Examination to Internal Medicine Clerkship Students
Somnath Mookherjee, Michelle Mourad, Michelle Milic & Calvin Chou
Changes in Personality and Learning Styles for First Year Medical Students
Nicole J. Borges & Dean X. Parmelee
Virtual PBL: Online Student Interaction to Enhance Learning, Interest, and Peer Feedback
Aaron Danielson & Frazier T. Stevenson
Conversion of an Imaged-Based Lecture to a Virtual Microscopic Tutorial; a Practical Approach Including Student Feedback for Consecutive Classes
Jamie Shutter & Frazier T. Stevenson
Factors that Impact Teaching Evaluations: a Case Study
Shi-Hao Wen, Xiu-Qiang Ma, Jan D. Carline, Wei-Min Ren, Xin-Wen Yan & Yue Wang
The Oncology Education Initiative: Successful Incorporation of Multidisciplinary Oncology Education into the Core Radiology Clerkship
Pauline Mulleady Bishop, Priscilla J. Slanetz & Ariel E. Hirsch
Medical Student Use of Online Lectures: Exam Performance, Learning Styles, Achievement Motivation and Gende
Gary L. Nieder, Nicole J. Borges & John C. Pearson
Introducing the Testimonial-Commentator Format to the Musculoskeletal Curriculum of Medical Student
James D. Katz, Mandana Hashefi, Maryam Hasan, H. David Reines, Samantha McIntosh, Laura Abate, Jennifer Halvaksz & Ellen Goldman
Toward a Culture of Humanism: A Proposal for the Future of Bioethics Education in Medicine
Ashley K. Fernandes
Meeting Report: Medical Education – 2011
Meeting Report: The Use of E-Learning in Medical Education
Meeting Report: Teaching Biochemistry to Students of Medicine, Dentistry & Pharmacy
I am happy to present to you issue 21(3) of Medical Science Educator, the Journal of IAMSE. This third regular issue of 2011 shows again a variety of topics being reported, including 3 meeting reports. I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
To download: http://www.iamse.org/jiamse/volume21-3/21-3_complete.pdf
Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator
Table of Contents
Introducing Evidence-Based Physical Examination to Internal Medicine Clerkship Students
Somnath Mookherjee, Michelle Mourad, Michelle Milic & Calvin Chou
Changes in Personality and Learning Styles for First Year Medical Students
Nicole J. Borges & Dean X. Parmelee
Virtual PBL: Online Student Interaction to Enhance Learning, Interest, and Peer Feedback
Aaron Danielson & Frazier T. Stevenson
Conversion of an Imaged-Based Lecture to a Virtual Microscopic Tutorial; a Practical Approach Including Student Feedback for Consecutive Classes
Jamie Shutter & Frazier T. Stevenson
Factors that Impact Teaching Evaluations: a Case Study
Shi-Hao Wen, Xiu-Qiang Ma, Jan D. Carline, Wei-Min Ren, Xin-Wen Yan & Yue Wang
The Oncology Education Initiative: Successful Incorporation of Multidisciplinary Oncology Education into the Core Radiology Clerkship
Pauline Mulleady Bishop, Priscilla J. Slanetz & Ariel E. Hirsch
Medical Student Use of Online Lectures: Exam Performance, Learning Styles, Achievement Motivation and Gende
Gary L. Nieder, Nicole J. Borges & John C. Pearson
Introducing the Testimonial-Commentator Format to the Musculoskeletal Curriculum of Medical Student
James D. Katz, Mandana Hashefi, Maryam Hasan, H. David Reines, Samantha McIntosh, Laura Abate, Jennifer Halvaksz & Ellen Goldman
Toward a Culture of Humanism: A Proposal for the Future of Bioethics Education in Medicine
Ashley K. Fernandes
Meeting Report: Medical Education – 2011
Meeting Report: The Use of E-Learning in Medical Education
Meeting Report: Teaching Biochemistry to Students of Medicine, Dentistry & Pharmacy
Monday, May 2, 2011
Medical Science Educator - 21(2) Now Available
Dear Colleagues,
Please note that Medical Science Educator, the Journal of the International Association of Medical Science Educators (IAMSE), has published issue 21(2). For the table of contents see below this email.
IAMSE is an association of health professions educators who are interested in advancing their curriculum design and teaching skills. If you are not a member of IAMSE and would like to access our Journal, consider applying for membership (visit http://www.iamse.org ) or consider an individual Journal subscription (visit to apply http://www.MedicalScienceEducator.org/subscription.html )
Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator
Table of Contents of issue 21(2)
Patient Safety Education in Medical Education
Anne J. Gunderson, Ara Tekian & Kelly Smith
Motivation to Learn, Quality of Life and Estimated Academic Achievement: Medical Students Studying in New Zealand
Marcus A. Henning, Christian U. Krägeloh, Susan J. Hawken, Iain Doherty, Yipin Zhao & Boaz Shulruf
Millennial Students’ Perspectives on the Medical School Learning Environment: A Pilot Study from Two Institutions
Carol L. Elam, Nicole J. Borges & R. Stephen Manuel
Does Critical Reflection by Biochemistry Learning Teams Foster Patient-centered Beliefs among Medical Students?
Lon J. Van Winkle, Nalini Chandar, Jacalyn M. Green, Sean M. Lynch, Susan M. Viselli & Paulette Burdick
Preparation Time for Preclinical Pathology Educational Activities in Medical Schools: a Survey of Pathology Educators
Geoffrey Talmon, Lynette Smith & S. James Booth
Biomedical Animations and Video Clips as Educational Tools
Robert Lavine
Evolution of Student Assessment Following Implementation of an Integrated Medical Curriculum: Contribution to Improved Educational Outcomes
Gregory K. Asimakis, Michael A. Ainsworth, Judith F. Aronson, Ann W. Frye, Steven A. Lieberman & Jeffrey P. Rabek
Meeting Report: Promoting Engaged Learning and Scholarship across the Medical Education Continuum
Meeting Report: New Places, New Opportunities, New Ideas in Medical Education
Please note that Medical Science Educator, the Journal of the International Association of Medical Science Educators (IAMSE), has published issue 21(2). For the table of contents see below this email.
IAMSE is an association of health professions educators who are interested in advancing their curriculum design and teaching skills. If you are not a member of IAMSE and would like to access our Journal, consider applying for membership (visit http://www.iamse.org ) or consider an individual Journal subscription (visit to apply http://www.MedicalScienceEducator.org/subscription.html )
Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator
Table of Contents of issue 21(2)
Patient Safety Education in Medical Education
Anne J. Gunderson, Ara Tekian & Kelly Smith
Motivation to Learn, Quality of Life and Estimated Academic Achievement: Medical Students Studying in New Zealand
Marcus A. Henning, Christian U. Krägeloh, Susan J. Hawken, Iain Doherty, Yipin Zhao & Boaz Shulruf
Millennial Students’ Perspectives on the Medical School Learning Environment: A Pilot Study from Two Institutions
Carol L. Elam, Nicole J. Borges & R. Stephen Manuel
Does Critical Reflection by Biochemistry Learning Teams Foster Patient-centered Beliefs among Medical Students?
Lon J. Van Winkle, Nalini Chandar, Jacalyn M. Green, Sean M. Lynch, Susan M. Viselli & Paulette Burdick
Preparation Time for Preclinical Pathology Educational Activities in Medical Schools: a Survey of Pathology Educators
Geoffrey Talmon, Lynette Smith & S. James Booth
Biomedical Animations and Video Clips as Educational Tools
Robert Lavine
Evolution of Student Assessment Following Implementation of an Integrated Medical Curriculum: Contribution to Improved Educational Outcomes
Gregory K. Asimakis, Michael A. Ainsworth, Judith F. Aronson, Ann W. Frye, Steven A. Lieberman & Jeffrey P. Rabek
Meeting Report: Promoting Engaged Learning and Scholarship across the Medical Education Continuum
Meeting Report: New Places, New Opportunities, New Ideas in Medical Education
Wednesday, March 16, 2011
Medical Science Educator 21-1s Is Now Available
Dear IAMSE members,
I am happy to present to you the first supplement issue of Medical Science Educator, the Journal of IAMSE. This issue is entirely dedicated to basic science research projects for medical students and is published in coordination with the LIMSC conference, one of the largest student conferences in Europe on biomedical research. In this issue we present 10 examples of scientific training programs in medical schools from around the world. It provides us a nice overview of different situations and different approaches to address scientific training. I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
To download please log into the members only section of the IAMSE website.
Peter de Jong Editor-in-Chief
I am happy to present to you the first supplement issue of Medical Science Educator, the Journal of IAMSE. This issue is entirely dedicated to basic science research projects for medical students and is published in coordination with the LIMSC conference, one of the largest student conferences in Europe on biomedical research. In this issue we present 10 examples of scientific training programs in medical schools from around the world. It provides us a nice overview of different situations and different approaches to address scientific training. I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
To download please log into the members only section of the IAMSE website.
Peter de Jong Editor-in-Chief
Thursday, March 10, 2011
MSE Article Review
To all IAMSE members -
In the inaugural issue of the Medical Science Educator, the new journal of the International Association of Medical Science Educators (IAMSE), there are several interesting articles that focus on new approaches to medical education. One article that specifically caught my eye was “Use of Lecture Recordings in Medical Education” by 5 educators from Tulane School of Medicine. I was particularly interested in the paper because our medical school began recording lectures coupled to the PowerPoint presentations several years ago as described in this paper but I had not seen any studies on outcomes measured. This study provided some interesting conclusions. First it was reported that greater than 80% of the students used the lecture recordings to replace or supplement their lecture notes. The authors observed that after instituting the audiovisual lecture material online it was reported that there was less than 9% decrease in lecture attendance for those students responding to the questionnaire. Interestingly, the impression of the students was that the introduction of the audiovisual material online increased their performance on exams but in most cases the Tulane study could not observe an increase in grades for the students whether they used the online resources or not. But the perception for the students was overwhelmingly positive.
This article appears in Medical Sciences Educator Volume 21-1:21-26 and this volume is available at the IAMSE web page http://www.MedicalScienceEducator.org. Your IAMSE member ID / Password will be required to access subsequent issues of the journal.
Please remember the Medical Science Educator is a benefit of membership in IAMSE. You are encouraged to submit reports of your medical education scholarship (for example, research or innovations).
Take a look and contribute your ideas.
Dan Schulze
Publication Committee
________________________________________
In the inaugural issue of the Medical Science Educator, the new journal of the International Association of Medical Science Educators (IAMSE), there are several interesting articles that focus on new approaches to medical education. One article that specifically caught my eye was “Use of Lecture Recordings in Medical Education” by 5 educators from Tulane School of Medicine. I was particularly interested in the paper because our medical school began recording lectures coupled to the PowerPoint presentations several years ago as described in this paper but I had not seen any studies on outcomes measured. This study provided some interesting conclusions. First it was reported that greater than 80% of the students used the lecture recordings to replace or supplement their lecture notes. The authors observed that after instituting the audiovisual lecture material online it was reported that there was less than 9% decrease in lecture attendance for those students responding to the questionnaire. Interestingly, the impression of the students was that the introduction of the audiovisual material online increased their performance on exams but in most cases the Tulane study could not observe an increase in grades for the students whether they used the online resources or not. But the perception for the students was overwhelmingly positive.
This article appears in Medical Sciences Educator Volume 21-1:21-26 and this volume is available at the IAMSE web page http://www.MedicalScienceEducator.org. Your IAMSE member ID / Password will be required to access subsequent issues of the journal.
Please remember the Medical Science Educator is a benefit of membership in IAMSE. You are encouraged to submit reports of your medical education scholarship (for example, research or innovations).
Take a look and contribute your ideas.
Dan Schulze
Publication Committee
________________________________________
Thursday, January 27, 2011
Medical Science Educator 21-1 Now Available
Dear Colleagues,
I hereby present to you the first issue of Medical Science Educator, The Journal of the International Association of Medical Science Educators IAMSE. The journal is the successor of JIAMSE, our highly appreciated peer-reviewed journal for health science educators to publish their scholarly work helping to move medical science education forward.
In this issue you will find several regular articles on innovative teaching methods, as well as two meeting reports on educational meetings from within the last few months.
To download the issue - Medical Science Educator
To celebrate this first issue of Medical Science Educator, it is freely available for all who are interested in Health Science Education. I hope you will enjoy this first issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
Peter G.M. de Jong
Editor-in-Chief
IAMSE is an association of health professions educators who are interested in advancing their curriculum design and teaching skills. If you are not a member of IAMSE yet and would like to follow our Journal in the future, consider applying for membership (visit www.iamse.org ) or consider an individual Journal subscription(visit to apply www.MedicalScienceEducator.org/subscription.html )
I hereby present to you the first issue of Medical Science Educator, The Journal of the International Association of Medical Science Educators IAMSE. The journal is the successor of JIAMSE, our highly appreciated peer-reviewed journal for health science educators to publish their scholarly work helping to move medical science education forward.
In this issue you will find several regular articles on innovative teaching methods, as well as two meeting reports on educational meetings from within the last few months.
To download the issue - Medical Science Educator
To celebrate this first issue of Medical Science Educator, it is freely available for all who are interested in Health Science Education. I hope you will enjoy this first issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.
Peter G.M. de Jong
Editor-in-Chief
IAMSE is an association of health professions educators who are interested in advancing their curriculum design and teaching skills. If you are not a member of IAMSE yet and would like to follow our Journal in the future, consider applying for membership (visit www.iamse.org ) or consider an individual Journal subscription(visit to apply www.MedicalScienceEducator.org/subscription.html )
Tuesday, January 11, 2011
Announcing the Lauch of "Medical Science Educator"
Dear IAMSE members,
Starting January 1st, 2011, IAMSE’s online peer reviewed journal JIAMSE changed its name to Medical Science Educator. The scope is still the same: offering all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. The layout and charisma of Medical Science Educator will be a little different however, but we hope you like the newly improved look of the Journal.
The very first issue of Medical Science Educator will be published within the upcoming weeks, so pay attention to our mailings. Looking forward to welcoming you as a reader!
Peter de Jong
Editor-in-Chief
Starting January 1st, 2011, IAMSE’s online peer reviewed journal JIAMSE changed its name to Medical Science Educator. The scope is still the same: offering all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. The layout and charisma of Medical Science Educator will be a little different however, but we hope you like the newly improved look of the Journal.
The very first issue of Medical Science Educator will be published within the upcoming weeks, so pay attention to our mailings. Looking forward to welcoming you as a reader!
Peter de Jong
Editor-in-Chief
Monday, December 13, 2010
JIAMSE 20-3 is now Available
Dear readers of JIAMSE,
I hereby present to you issue 20-3 of JIAMSE, the Journal of the International Association of Medical Science Educators (IAMSE). Every article in this issue focuses on the role of the basic sciences in modern medical education. In 2006, IAMSE initiated the Flexner Revisited project to celebrate and recognize Abraham Flexner’s contributions to medical education by examining his findings for the basic sciences in the context of medical education for the 21st century. This year marks the centennial anniversary of the Flexner report and this issue of JIAMSE provides the culmination of several studies from this IAMSE project, brought together by Guest Editor Pat Finnerty.
Issue 20-3 is also the last issue of the IAMSE journal that will be published under the name of JIAMSE. Starting January 2011, the peer reviewed journal of the association will be called Medical Science Educator.
Issue 20-3 is available at http://iamse.org/jiamse/public.htm
I hope you will enjoy this special and last issue of JIAMSE and I look forward welcoming you back in Medical Science Educator next year!
Peter G.M. de Jong, Ph.D.
Editor-in-Chief
If you are not a member of IAMSE yet and would like to follow our Journal in the future, consider applying for membership (visit www.iamse.org) or consider an individual Journal subscription (visit to apply www.MedicalScienceEducator.org/subscription.html)
I hereby present to you issue 20-3 of JIAMSE, the Journal of the International Association of Medical Science Educators (IAMSE). Every article in this issue focuses on the role of the basic sciences in modern medical education. In 2006, IAMSE initiated the Flexner Revisited project to celebrate and recognize Abraham Flexner’s contributions to medical education by examining his findings for the basic sciences in the context of medical education for the 21st century. This year marks the centennial anniversary of the Flexner report and this issue of JIAMSE provides the culmination of several studies from this IAMSE project, brought together by Guest Editor Pat Finnerty.
Issue 20-3 is also the last issue of the IAMSE journal that will be published under the name of JIAMSE. Starting January 2011, the peer reviewed journal of the association will be called Medical Science Educator.
Issue 20-3 is available at http://iamse.org/jiamse/public.htm
I hope you will enjoy this special and last issue of JIAMSE and I look forward welcoming you back in Medical Science Educator next year!
Peter G.M. de Jong, Ph.D.
Editor-in-Chief
If you are not a member of IAMSE yet and would like to follow our Journal in the future, consider applying for membership (visit www.iamse.org) or consider an individual Journal subscription (visit to apply www.MedicalScienceEducator.org/subscription.html)
Friday, November 26, 2010
JIAMSE Highlights - 20-2s "Preparing Healthcare Faculty for the Millennial Gneration"
Dear IAMSE Members,
I write to provide highlights from the Journal and last regular meeting of the Association in New Orleans. It was interesting to note at the IAMSE 2010 meeting that Dr. James B. McGee, University of Pittsburgh Medical Center, delivered a unique keynote lecture entitled “Preparing Healthcare Faculty for the Millennial Generation.” His lecture has recently been published in JIAMSE, 20(2s):166-169. Dr. McGee writes about those born between the years 1984 and 2000, better known as the Millennial Generation, Generation Y or Echo Boomers. He observes that learning and teaching healthcare is different due to the contributing factors of technology and resultant impact on both learners and educators. The ‘millennials’ know life as a set of technological features, including the Internet, email, text messaging and other advanced forms of communication like teleconferencing via iChat, Skype, Google Wave, Adobe Connect, FreeConference or uStream. Their connections also include social networking on Facebook, MySpace, Orkut, Twitter, Ning, Syndicaster, LinkedIn, Six Apart, hi5 and other websites. In short, these changes impact the classroom, requiring faculty educators to better hone their skill set(s) to those that lend credence to the use of digitized knowledge and problem solving methods. It is not enough to provide students with lecture handouts and a set of literature citations. . .better, of course, in today’s curriculum to ‘teach’ students where to find information and how to use it in deciphering complex healthcare problems. Millennial learners now have the expectation that all lectures be synchronized to slides “via the Internet within minutes of every lecture” and provided in multiple digital formats and varied languages so instant playback can be effected on laptops, iPods, iPads, iPhones and other handheld devices, including a plethora of smart phones. Dr. McGee concludes that “By understanding the unique characteristics and needs of millennial learners and embracing the valuable aspects of the technologies they know so well, modern [medical] educators can help them become the next great generation of healthcare professionals.”
Floyd C. Knoop, Ph.D.
Creighton University School of Medicine
Member, IAMSE Publication Committee
IAMSE Editorial Board
I write to provide highlights from the Journal and last regular meeting of the Association in New Orleans. It was interesting to note at the IAMSE 2010 meeting that Dr. James B. McGee, University of Pittsburgh Medical Center, delivered a unique keynote lecture entitled “Preparing Healthcare Faculty for the Millennial Generation.” His lecture has recently been published in JIAMSE, 20(2s):166-169. Dr. McGee writes about those born between the years 1984 and 2000, better known as the Millennial Generation, Generation Y or Echo Boomers. He observes that learning and teaching healthcare is different due to the contributing factors of technology and resultant impact on both learners and educators. The ‘millennials’ know life as a set of technological features, including the Internet, email, text messaging and other advanced forms of communication like teleconferencing via iChat, Skype, Google Wave, Adobe Connect, FreeConference or uStream. Their connections also include social networking on Facebook, MySpace, Orkut, Twitter, Ning, Syndicaster, LinkedIn, Six Apart, hi5 and other websites. In short, these changes impact the classroom, requiring faculty educators to better hone their skill set(s) to those that lend credence to the use of digitized knowledge and problem solving methods. It is not enough to provide students with lecture handouts and a set of literature citations. . .better, of course, in today’s curriculum to ‘teach’ students where to find information and how to use it in deciphering complex healthcare problems. Millennial learners now have the expectation that all lectures be synchronized to slides “via the Internet within minutes of every lecture” and provided in multiple digital formats and varied languages so instant playback can be effected on laptops, iPods, iPads, iPhones and other handheld devices, including a plethora of smart phones. Dr. McGee concludes that “By understanding the unique characteristics and needs of millennial learners and embracing the valuable aspects of the technologies they know so well, modern [medical] educators can help them become the next great generation of healthcare professionals.”
Floyd C. Knoop, Ph.D.
Creighton University School of Medicine
Member, IAMSE Publication Committee
IAMSE Editorial Board
Monday, November 1, 2010
Highlights from JIAMSE 19-2
Dear IAMSE members and JIAMSE readers,
In the most recent regular issue of JIAMSE, 19:2 there are lots of good reading. For example there are 2 articles about students’ use of technology. One by Peter de Jong and Jan Bolk looks at the use of laptops over 4 years while another, by Anthony Paolo and colleagues looks at attitudinal changes of use of technology by a medical school. There is a piece by James Booth and colleagues about developing national core objective guidelines for Microbiology and Immunology. 2 articles focus on teaching specific topics. One by Darshana Shah and Betts Carpenter looks at use a mock malpractice trial and Bart Holland and Marian Passannnate report about effective teaching techniques for obniostatictics and epidemiology.
All this and more can be found in JIAMSE!
Good Reading!
Kitty McMahon
IAMSE Publication Committee member
In the most recent regular issue of JIAMSE, 19:2 there are lots of good reading. For example there are 2 articles about students’ use of technology. One by Peter de Jong and Jan Bolk looks at the use of laptops over 4 years while another, by Anthony Paolo and colleagues looks at attitudinal changes of use of technology by a medical school. There is a piece by James Booth and colleagues about developing national core objective guidelines for Microbiology and Immunology. 2 articles focus on teaching specific topics. One by Darshana Shah and Betts Carpenter looks at use a mock malpractice trial and Bart Holland and Marian Passannnate report about effective teaching techniques for obniostatictics and epidemiology.
All this and more can be found in JIAMSE!
Good Reading!
Kitty McMahon
IAMSE Publication Committee member
Saturday, October 9, 2010
JIAMSE 20-2s is Now Available - Special Annual Conference Issue
Dear IAMSE members,
I am proud to present to you JIAMSE supplement 20-2s on the scientific program of the IAMSE 2010 meeting. In addition to the abstracts of all poster presentations, we have also included the invited contributions of all three keynote presenters from the meeting: Dr. Mennin, Dr. McGee and Dr. Schuwirth. Furthermore, we have two Innovations by the two Outstanding Poster Award winners of this year, Dr. Carnegie and Dr. Thompson. Their work was rated as the best and most promising presented at this year's meeting and I am therefore very honored to present their work to you.
To access the Journal
I hope this issue of JIAMSE will give you a nice overview of the work presented at the IAMSE meeting in New Orleans.
Peter de Jong
Editor-in-Chief
I am proud to present to you JIAMSE supplement 20-2s on the scientific program of the IAMSE 2010 meeting. In addition to the abstracts of all poster presentations, we have also included the invited contributions of all three keynote presenters from the meeting: Dr. Mennin, Dr. McGee and Dr. Schuwirth. Furthermore, we have two Innovations by the two Outstanding Poster Award winners of this year, Dr. Carnegie and Dr. Thompson. Their work was rated as the best and most promising presented at this year's meeting and I am therefore very honored to present their work to you.
To access the Journal
I hope this issue of JIAMSE will give you a nice overview of the work presented at the IAMSE meeting in New Orleans.
Peter de Jong
Editor-in-Chief
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