The knowledge, skills, and attitudes associated with prevention cut across clinical disciplines. ... more The knowledge, skills, and attitudes associated with prevention cut across clinical disciplines. Thus, they are often subsets of disciplines not otherwise present in the traditional curriculum (e.g., epidemiology or statistics) or considered the province of many disciplines (e.g., risk reduction or cancer screening). Evaluation of elements of prevention education can often become lost in the myriad other outcomes that are assessed in students, or they are intermingled with other content and skills. This article highlights the value of assessing students' competence in prevention knowledge, skills, and attitudes, provides general guidance for programs interested in evaluating their prevention instructional efforts, and gives specific examples of possible methods for evaluating prevention education. While it is important to tailor assessment methods to local institutional objectives, it is possible to share assessment methods and materials regionally and nationally. Sharing problems, as well as successes, encountered in developing appropriate assessment methods will advance the field of evaluation of prevention curricula.
In response to the need to educate future physicians about culture and diversity in healthcare is... more In response to the need to educate future physicians about culture and diversity in healthcare issues, the Medi-cal University of South Carolina (MUSC) College of Medicine developed a culture and diversity curriculum in the late 1990s. Institutional leadership, an approach that integrated learning activities into existing courses and clerkships, and use of local experts overcame initial curriculum implementation challenges of faculty resistance, an already full curriculum and lack of faculty familiarity with the subject area. Learning activities included first year problem-based learning cases, standardized patient scenarios and lecture presentations; third year activities included written reports about patients' cul-tural beliefs, standardized patient encounters, and learning points in case discussions. As the college's overall curriculum has evolved, the format of the learning activities has altered slightly, but the curriculum has continued. The college of medicine is one...
The College of Public Health and Health Professions at the University of Florida is composed of f... more The College of Public Health and Health Professions at the University of Florida is composed of five public health departments and four clinical health professions departments, and the college is one of six that make up the university's Health Science Center. These organizational resources, along with the university's explicit emphasis on collaboration across professions, colleges, institutes, and centers and the strong leadership and full support of deans and other academic leaders, provide a strong foundation for educational innovations. Three key areas in which the college has built upon these opportunities are interprofessional education, development of One Health instructional programs, and application of cutting-edge technology to students' educational experiences. These innovations represent the types of creative approaches to preparing the 21st-century workforce that can be developed through collaboration among multiple disciplines in a major university.
Advances in health sciences education : theory and practice, 2002
Despite the amount of published research on the predictive validity of the Medical College Admiss... more Despite the amount of published research on the predictive validity of the Medical College Admissions Test (MCAT) taken as a whole, few published reports separate the individual predictive validity of the Writing Sample. The purpose of this study is to provide data on the predictive validity of the Writing Sample for the national licensing exam used in the United States. Subjects consisted of 1992-1995 matriculants from a publicly owned medical school in the Southeastern United States. Independent variables were undergraduate grade point average, and four section scores on a required admissions test (Biological Sciences, Physical Sciences, Verbal Reasoning, and Writing Sample). The dependent variables were Steps 1 and 2 on the three step licensing examination. Steps 1 and 2 of the examination are taken during medical school. Multiple regression models calculated additional variance accounted for by the addition of the Writing Sample to a model containing grade point average and the ...
In their recent report, The Ability of a Medical School Admission Process to Predict Clinical Per... more In their recent report, The Ability of a Medical School Admission Process to Predict Clinical Performance and Patient Satisfaction, Basco et al. 1 propose several explanations for the failure of their admission criteria to predict students' performances on an objective ...
... Admission and medical school performance data were obtained for the 1992-1995 matriculants at... more ... Admission and medical school performance data were obtained for the 1992-1995 matriculants at the study institution, the Medical University of South Carolina (MUSC). ... The results also further support the predictive validity of the scores on the MCAT examination for medical ...
Computers are increasingly being used in clinical practice settings. Aware of the need to educate... more Computers are increasingly being used in clinical practice settings. Aware of the need to educate students regarding computer applications in medicine, the University of Kentucky College of Medicine is in the midst of developing a computer curriculum. To that end, many courses and clerkships have devised software packages for transmittal of course information and for evaluation of student performance. This paper outlines requisite computer skills that applicants applying to medical school should possess, broadly reviews how those computer skills will be used in medical school, and suggests means for attaining computer competency prior to making application to medical school.
The knowledge, skills, and attitudes associated with prevention cut across clinical disciplines. ... more The knowledge, skills, and attitudes associated with prevention cut across clinical disciplines. Thus, they are often subsets of disciplines not otherwise present in the traditional curriculum (e.g., epidemiology or statistics) or considered the province of many disciplines (e.g., risk reduction or cancer screening). Evaluation of elements of prevention education can often become lost in the myriad other outcomes that are assessed in students, or they are intermingled with other content and skills. This article highlights the value of assessing students' competence in prevention knowledge, skills, and attitudes, provides general guidance for programs interested in evaluating their prevention instructional efforts, and gives specific examples of possible methods for evaluating prevention education. While it is important to tailor assessment methods to local institutional objectives, it is possible to share assessment methods and materials regionally and nationally. Sharing problems, as well as successes, encountered in developing appropriate assessment methods will advance the field of evaluation of prevention curricula.
In response to the need to educate future physicians about culture and diversity in healthcare is... more In response to the need to educate future physicians about culture and diversity in healthcare issues, the Medi-cal University of South Carolina (MUSC) College of Medicine developed a culture and diversity curriculum in the late 1990s. Institutional leadership, an approach that integrated learning activities into existing courses and clerkships, and use of local experts overcame initial curriculum implementation challenges of faculty resistance, an already full curriculum and lack of faculty familiarity with the subject area. Learning activities included first year problem-based learning cases, standardized patient scenarios and lecture presentations; third year activities included written reports about patients' cul-tural beliefs, standardized patient encounters, and learning points in case discussions. As the college's overall curriculum has evolved, the format of the learning activities has altered slightly, but the curriculum has continued. The college of medicine is one...
The College of Public Health and Health Professions at the University of Florida is composed of f... more The College of Public Health and Health Professions at the University of Florida is composed of five public health departments and four clinical health professions departments, and the college is one of six that make up the university's Health Science Center. These organizational resources, along with the university's explicit emphasis on collaboration across professions, colleges, institutes, and centers and the strong leadership and full support of deans and other academic leaders, provide a strong foundation for educational innovations. Three key areas in which the college has built upon these opportunities are interprofessional education, development of One Health instructional programs, and application of cutting-edge technology to students' educational experiences. These innovations represent the types of creative approaches to preparing the 21st-century workforce that can be developed through collaboration among multiple disciplines in a major university.
Advances in health sciences education : theory and practice, 2002
Despite the amount of published research on the predictive validity of the Medical College Admiss... more Despite the amount of published research on the predictive validity of the Medical College Admissions Test (MCAT) taken as a whole, few published reports separate the individual predictive validity of the Writing Sample. The purpose of this study is to provide data on the predictive validity of the Writing Sample for the national licensing exam used in the United States. Subjects consisted of 1992-1995 matriculants from a publicly owned medical school in the Southeastern United States. Independent variables were undergraduate grade point average, and four section scores on a required admissions test (Biological Sciences, Physical Sciences, Verbal Reasoning, and Writing Sample). The dependent variables were Steps 1 and 2 on the three step licensing examination. Steps 1 and 2 of the examination are taken during medical school. Multiple regression models calculated additional variance accounted for by the addition of the Writing Sample to a model containing grade point average and the ...
In their recent report, The Ability of a Medical School Admission Process to Predict Clinical Per... more In their recent report, The Ability of a Medical School Admission Process to Predict Clinical Performance and Patient Satisfaction, Basco et al. 1 propose several explanations for the failure of their admission criteria to predict students' performances on an objective ...
... Admission and medical school performance data were obtained for the 1992-1995 matriculants at... more ... Admission and medical school performance data were obtained for the 1992-1995 matriculants at the study institution, the Medical University of South Carolina (MUSC). ... The results also further support the predictive validity of the scores on the MCAT examination for medical ...
Computers are increasingly being used in clinical practice settings. Aware of the need to educate... more Computers are increasingly being used in clinical practice settings. Aware of the need to educate students regarding computer applications in medicine, the University of Kentucky College of Medicine is in the midst of developing a computer curriculum. To that end, many courses and clerkships have devised software packages for transmittal of course information and for evaluation of student performance. This paper outlines requisite computer skills that applicants applying to medical school should possess, broadly reviews how those computer skills will be used in medical school, and suggests means for attaining computer competency prior to making application to medical school.
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