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Full-Text Articles in Medicine and Health Sciences
Teenage Pregnancy: Team-Based Learning Exercise, Sabrina M. Neeley, Brenda J. Roman, Dean Parmelee
Teenage Pregnancy: Team-Based Learning Exercise, Sabrina M. Neeley, Brenda J. Roman, Dean Parmelee
Medical Education Faculty Publications
Abstract Introduction: This team-based learning (TBL) session is used in a first-year medical curriculum and contains a video case presentation of a pregnant teen, her issues and concerns, and her decisions about her pregnancy and the baby. It is well suited to the first-year medical student curriculum. It is one of seven modules featured in our Human Development: Health Across the Lifespan course: Introduction to Population Health, Normal Child Development, Child Abuse, Adolescence (the current resource), Adulthood, Middle Age, and Aging. Methods: Learning involves preclass reading and completion of a tutorial by students, in-class viewing of the video case, analysis …
Using Learning Progressions To Map High School Student Understandings Of Molecular Genetics, Amber Todd, Lisa Kenyon
Using Learning Progressions To Map High School Student Understandings Of Molecular Genetics, Amber Todd, Lisa Kenyon
Medical Education Faculty Publications
Because the general public is beginning to encounter molecular genetics during the course of their everyday lives with things like genetic screening, genetically modified food, and stem cell research, among others; scientific literacy in molecular genetics is becoming increasingly important in society today. Two learning progressions have recently been published by Roseman, Caldwell, Gogos & Kurth (2006) and Duncan, Rogat & Yarden (2009). Our study aims to test the upper bounds of the Duncan et al. (2009) progression in three different classroom contests using 10th graders and supplying teachers with molecular genetics intervention units. These units differ from normal classroom …
First-Year Medical Student Objective Structured Clinical Exam Performance And Specialty Choice, Katherine A. Backes, Nicole J. Borges, S Bruce Binder, Brenda J. Roman
First-Year Medical Student Objective Structured Clinical Exam Performance And Specialty Choice, Katherine A. Backes, Nicole J. Borges, S Bruce Binder, Brenda J. Roman
Medical Education Faculty Publications
Objective: The aim of this study was to determine if first-year physical exam and interview Objective Structured Clinical Examination scores differ for medical students entering person or technique-oriented specialties. Methods: Objective Structured Clinical Examination physical exam and interview scores from 2004 to 2007 for first-year medical students (n=280) at one United States medical school were compared using t-tests based on specialty choice from this cohort of students. Results: T-test results (p<0.05) showed a significant difference in the mean physical exam (mean=92.85, sd=3.94) versus interview (mean=90.77, sd=6.76) scores for students entering person-oriented specialties (n=157, p<0.001). There was also a significant difference (p<0.05) in the mean physical exam (mean=93.46, sd=3.92) versus interview (mean=91.40, sd=5.75) scores for students entering technique-oriented specialties (n=123, p<0.001). Results indicate that physical exam scores are significantly higher than interview scores for students regardless of whether they enter person or technique-oriented specialties, except for psychiatry where interview scores were significantly higher than physical exam scores. Conclusion: Subsequent studies are needed to better understand the relationship of Objective Structured Clinical Examination performance and specialty choice by medical students.