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
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