Essays On Medical Education

his is a collection of essays which recount some of the highlights of the author's thirty-odd years as an educator in a medical school. The essays are personal, yet provide an informed, insightful and incisive critique of medical education through eyewitness accounts of events in academic settings. The essays range over personal experiences in the medical school's political arena, grantsmanship exercises and commentary on the application of educational principles in the settings of medical education. The author writes from the vantage point of being one of the first educational consultants to medical schools. His views on medical education have been offered through journal articles, book chapters, and lectures, always with good humor and a message.

In this collection of essays, Ann Oakley, one of the most influential social scientists of the last twenty years, brings together the best of her work on the sociology of women's health. She focuses on four main themes - divisions of labour, motherhood, technology and methodology - and in her own inimitable style, combines serious academic discourse from a feminist sociological perspective with a practical understanding of what it is to be women facing the often impersonal world of twentieth-century medicine. Updating and substantially expanding on her earlier work, Telling the Truth About Jerusalem, this new collection bridges the medical/social divide in an accessible and personable way.

This book assembles research findings accumulated over the span of half a century from the Jefferson Longitudinal Study (JLS). This study, initiated in 1970, is the most comprehensive, extensive, and uninterrupted longitudinal study of medical students and graduates maintained in a single medical school. The study was based on the conviction that medical schools have a social responsibility and ethical obligation to monitor the quality of their educational programs, to assess their educational outcomes, and to ensure that their educational goals have been achieved for the purposes of public safety. The JLS has resulted in a large number of publications in professional peer-reviewed journals and presentations in national and international meetings. Some medical schools have expressed interest in learning more about the JLS, requesting copies of the instruments we used in the study, information about how to set up a longitudinal study of medical education, and other needed resources. In response to a request from Academic Medicine [2011, 86(3), p. 404], we prepared and published in that journal a schematic snapshot of the JLS for those interested in a model for the development of a longitudinal study of medical students and graduates. The JLS is well-known to the medical education research communities. A recent Google search using keywords “Jefferson Longitudinal Study” resulted in 1,550,000 hits, an indication of its broad popularity among researchers. At the present time, the JLS database contains academic information, assessments, and educational and career outcomes for 13,343 medical students and graduates of Sidney Kimmel (formerly Jefferson) Medical College of Thomas Jefferson University. There are presently 502 variables in the JLS analytic database. This book presents a collection of 207 abstracts of major publications from peerreviewed journals, books, and book chapters in which data and information from the JLS were used. In this book, we classified the abstracts, based on their primary contents, into the following categories: Admissions of the Applicants to Medical School (e.g., standardized tests, academic preparation, other admission variables). Demographic Composition (e.g., gender, age, race/ethnicity). Performance Evaluations in Medical School (e.g., preclinical and clinical phases). Postgraduate and Career (e.g., assessment of clinical competence in residency training, career choice, specialization, professional activities). Psychosocial Attributes (e.g., personal qualities, indicators of physical and mental well-being). Professionalism (e.g., assessment of elements of professionalism in medicine, such as clinical empathy, attitudes toward interprofesssional collaboration, and orientation.

Following a clear and helpful general format, this updated volume is designed to help college students who are medical school applicants, and required to write a medical school admissions essay. Students will find extensive advice on the dos and donts for writing a successful essay plus instruction on the process of organizing ideas, writing a rough draft, then re-writing a final finished essay for presentation. Detailed advice is followed by 75 model essays, many of them new in this edition, all of them submitted by medical school students whose applications were accepted.

Excerpt from The Friends of the Insane, the Soul of Medical Education, and Other Essays The following essays are corrected reprints from the pages of the lancet-clflnic. Some brief additions have been made to them for completeness or clearness. They were written with a distinct purpose. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

In recent decades, researchers have studied the cultures of medicine and the ways in which context and identity shape both individual experiences and structural barriers in medical education. The essays in this collection offer new insights into the deep histories of these processes, across time and around the globe. Transforming Medical Education compiles twenty-one historical case studies that foreground processes of learning, teaching, and defining medical communities in educational contexts. The chapters are organized around the themes of knowledge transmission, social justice, identity, pedagogy, and the surprising affinities between medical and historical practice. By juxtaposing original research on diverse geographies and eras – from medieval Japan to twentieth-century Canada, and from colonial Cameroon to early Republican China – the volume disrupts traditional historiographies of medical education by making room for schools of medicine for revolutionaries, digital cadavers, emotional medical students, and the world’s first mandatory Indigenous community placement in an accredited medical curriculum. This unique collection of international scholarship honours historian, physician, and professor Jacalyn Duffin for her outstanding contributions to the history of medicine and medical education. An invaluable scholarly resource and teaching tool, Transforming Medical Education offers a provocative study of what it means to teach, learn, and belong in medicine.