Rethinking premedical education.

The world needs more physicians. Increasing their numbers alone won't solve the many problems associated with improving health care. But it doesn't help to have a dearth of doctors, who were generally in short supply before COVID-19 struck. The pandemic has only exacerbated doctor shortages everywhere. This doesn't bode well for a world that must prepare for future pandemics and for populations that are both growing and aging. Better health outcomes require more physicians. So, where are the bottlenecks?

Patient Shadowing: A Useful Research Method, Teaching Tool, and Approach to Student Professional Development for Premedical Undergraduates.

PROBLEM: Questions have been raised about whether undergraduate institutions are effectively preparing premedical students in the sociobehavioral and cognitive reasoning content found on the revised Medical College Admission Test, providing opportunities to understand and apply these sociobehavioral and cognitive reasoning concepts in real-world scenarios, and offering career exploration opportunities. APPROACH: The Research in Physician-Patient Interactions course is a 15-week course designed for premedical students and taught through the collaboration of an emergency medicine physician and an applied medical anthropologist. As of January 2016, the course is offered each spring at the University of South Florida, Tampa, Florida. The course provides opportunities for patient and physician shadowing within the anthropological methodological framework of participant observation. Other qualitative research methods are also taught, and students complete a group patient experience quality improvement project. OUTCOMES: Thematic analysis of students' field notes and reflection essays and follow-up communications with course alumni revealed 3 salient themes regarding the utility of patient shadowing as a research method that provides unique types of qualitative data, as a teaching tool for premedical students to understand the perspectives of patients, and as an approach to developing the professional skills necessary in health care, such as effective communication styles, establishment of rapport, and empathy. NEXT STEPS: Similar courses should be offered at other universities to premedical students. While it appears that patient shadowing experiences have a great impact during premedical education, there may also be value in integrating a similar experience into medical school and residency training.

Diagnosing differences in what Introductory Biology students in a fully online and an in-person biology degree program know and do regarding medical school admission.

Increasingly, institutions of higher education are adopting fully online degree programs to provide students with cost-effective, accessible postsecondary education. A concern these degrees raise is: Will students be prepared for the next step of their career paths after completing their Bachelor's degree online? Biology undergraduates often begin their degrees wanting to become medical doctors, but no studies have explored whether students in a fully online biology degree program are being prepared to be admitted to medical school. In this study, we surveyed Introductory Biology students at one institution who were pursuing Bachelor of Science degrees in Biological Sciences, either in an online or an in-person program. The most prevalent career goal for both in-person students (65.2%) and online students (39.7%) was a medical doctor. Online students were more confident in their intentions to become doctors than their in-person peers. However, online students knew fewer criteria that medical schools consider when admitting students than in-person students [in-person: mean = 3.7 (SD 1.6); online: mean =2.7 (SD 1.7)] and were less likely to plan to become involved in premedical activities, such as undergraduate research. Finally, compared with in-person students, fewer online students were able to name at least one science student (in-person: 76.7%; online: 9.7%), academic advisor (in-person: 21.3%; online: 6.5%), and faculty member (in-person: 33.7%; online: 6.5%) with whom they could talk about pursuing a career in medicine. This work highlights knowledge gaps between students enrolled in a fully online biology degree and an in-person biology degree that are important for developers of online biology degree programs to understand and rectify to better prepare online biology students for admission to medical school.

Evaluation of critical thinking course for premedical students using literature and film.

PURPOSE: Premedical education is one stage in which various educational approaches are used to promote critical thinking. Given that critical thinking ability could be regarded as one of the intended outcomes of social science and humanities education, this study explored the effectiveness of a course to promote critical thinking in a premedical curriculum using both literature and film. METHODS: Fifty-one 2nd year premedical students enrolled in a 'Critical Thinking for Premeds' course. Students were required to read or watch a selected material, submit group discussion agendas, attend five group discussion sessions, and write critical essays. Five tutors facilitated the group discussions, observed and assessed the students' performance and critical essay. Students' critical thinking disposition and opinion on assigned reading materials were examined before and after the course. A program evaluation survey was conducted to investigate the students' reaction after the course. RESULTS: On average, students appreciated 78.6% of the total assigned materials. The students indicated that group discussions and the narrative comments of facilitators contributed the most to develop critical thinking. After the course, the students' tendency preferring cheaper price books, as well as medicine-related books decreased significantly. Students who had critical essay scores greater than or equal to the median demonstrated a significant improvement in critical thinking disposition scores. CONCLUSION: The course was well-accepted by premedical students and had several positive outcomes. A more effective use of the course could be anticipated with a clearer explanation of the purpose, the consideration of previous reading experience, and use of complementary learning activities.

Comprehensive Medical College Admission Test Preparatory Course as a Strategy to Encourage Premedical Students to Pursue Osteopathic Medicine in Rural Areas.

CONTEXT: Comprehensive Medical College Admission Test (MCAT) preparatory courses could potentially promote interest among premedical students to pursue careers in osteopathic medicine in underserved areas. OBJECTIVE: To determine whether a comprehensive 16-week course centered on MCAT preparation and exposure to an osteopathic medical school setting will promote interest among premedical students to become osteopathic physicians in the rural Southwest. METHODS: At the Burrell College of Osteopathic Medicine in Las Cruces, New Mexico, undergraduate premedical students from the surrounding rural and urban areas completed an all-inclusive 16-week MCAT preparation course. Students were required to have completed medical school prerequisite courses and have a minimum 3.0 grade point average. The program included interactive instructional sessions for teaching material pertinent to the MCAT, an introduction to osteopathic philosophy, workshops for application preparation, a tour of the medical school facilities, full-length practice tests, and mock interviews. After course completion with at least 80% attendance, a survey was conducted to identify effectiveness and outcomes of the course. The survey used a Likert scale that ranged from 1 (strongly disagree) to 5 (strongly agree). RESULTS: Of the 170 student participants, 163 completed the survey. After completing the course, participants felt more knowledgeable about the true nature of medical school and osteopathic medicine (weighted averages, 4.26-4.40) than before the course. Compared with attitudes before taking the course, participants were more inclined to attend an osteopathic medical school and practice rural medicine in the southwestern United States (weighted averages, 4.16-4.45). Participants who completed the course also felt that they were better prepared to take the MCAT (weighted average, 4.37). CONCLUSION: Participant knowledge and attitudes about practicing osteopathic medicine were enhanced after they completed the comprehensive MCAT preparatory course. These results suggest that offering similar courses in osteopathic medical schools throughout the country may improve the outlook of creating a diverse physician workforce that provides health care in rural areas.

Intermittent exotropia evaluation using the propedeutics proposed by Kushner: a 25-year study / Avaliação de exotropia intermitente usando propedêutica proposta por Kushner: estudo de 25 anos

ABSTRACT Purpose: To evaluate the clinical and surgical impacts of phenomena that could occur in intermittent exotropia. Methods: The medical records of intermittent exotropia cases from 1991 to 2014 were retrospectively reviewed. All patients underwent a series of measures, including a protocol to assess monocular occlusion based on the propedeutics proposed by Kushner. Results: Outdoor sensitivity was observed in 31% of patients with an undercorrection rate of 44% vs. 18% of cases with no outdoor sensitivity. After 1 h of monocular occlusion, 41% of all patients achieved an increase in deviation with an undercorrection rate of 40%, whereas 25% did not. Conclusion: The results show the importance of complete propedeutics, since there is a higher rate of late undercorrection in cases with outdoor sensitivity and increased deviation after occlusion.

RESUMO Objetivo: Avaliar os impactos clínico e cirúrgico dos fenômenos que podem ocorrer na exotropia intermitente. Métodos: Os prontuários de casos de exotropia intermitente de 1991 a 2014 foram revisados retrospectivamente. Todos os pacientes foram submetidos a uma serie de medidas incluindo o protocolo com oclusão monocular com base na propedêutica proposta por Kushner. Resultados: Outdoor sensitivity foi observada em 31% dos pacientes com taxa de subcorreção de 44% vs. 18% dos casos sem outdoor sensitivity. Após 1 hora de oclusão monocular, 41% de todos os pacientes apresentaram um aumento no desvio com uma taxa de subcorreção 40%, enquanto 25% não. Conclusão: Os resultados demonstram a importância da propedêutica completa, uma vez que há maior taxa de subcorreção tardia nos casos de outdoor sensitivity e maior desvio após a oclusão.

Análisis del programa Propedéutica Clínica y Semiología Médica. Una metodología estructurada por pasos / Analysis of the Syllabus of Semiology and Clinical Propedeutics. Steps-structured methodology

Introducción: Los diseños establecidos en planes y programas de estudios deben ir al unísono de los cambios que la sociedad genera; esto implica su análisis con el propósito de perfeccionarlos de manera permanente. Objetivo: Determinar el alcance y limitaciones que puede tener el plan de estudio de la asignatura Propedéutica Clínica y Semiología Médica. Material y métodos: Se realizó un estudio cualitativo de corte pedagógico entre el 1 de abril y el 31 de junio de 2017, que asume el método dialéctico-materialista con enfoque de sistema como rector del proceso de investigación, para efectuar el análisis crítico a un programa de estudio; la metodología utilizada para ello consta de cinco pasos fundamentales que incluye, entre otros elementos, la pertinencia y la revisión de los componentes del proceso enseñanza-aprendizaje. Resultados y Discusión: Se realizó el análisis crítico del programa, se identifican puntos de mejora y una contradicción didáctica relacionada con el desarrollo del razonamiento clínico en los estudiantes de la carrera de Medicina, al reconocerse una discordancia entre el contenido de la asignatura y la forma ideal de impartirlo, por lo que los autores consideran que es un problema metodológico. Conclusiones: El programa de estudio satisface la idea integradora del comandante Fidel en relación con el proceso docente-educativo en la formación de médicos en Cuba, al orientar integralidad, presencia de la educación en el trabajo, aumento del protagonismo del alumno, con la garantía de su calidad humana, científica y técnica, comprometida con el pueblo. El uso de esta metodología puede generalizarse(AU)

Introduction: The designs established in the different syllabuses should be in complete agreement with the demands of society. Therefore, an analysis should be carried out in order to improve them permanently. Objective: To determine the scope and limitations of the syllabus of the subject Semiology and Clinical Propedeutics. Material and Methods: A qualitative study from a pedagogical perspective was conducted from April 1st to June 31st, 2017, which assumes the materialistic dialectic method with an approach on the system as the main action of the research process in order to carry out a critical syllabus analysis. The methodology used for this consists of five main steps which include, among other elements, the appropriateness and the review of the components of the teaching-learning process. Results and discussion: A critical syllabus analysis was carried out, and aspects for the improvement and a didactic unit of contradiction related to the clinical discussion in the medical students were identified at recognizing a disagreement between the subject contents and the ideal way to teach them, thus considering it a methodological problem. Conclusions: The curriculum satisfies the integrative idea of Commander Fidel in relation to the teaching-learning process for the formation of doctors in Cuba at advising a comprehensive formation, implementing the in-service training, and increasing the students´ leading role that guarantees a human, scientific, and technical quality, directed to give a better care to the people. The use of this methodology can be generalized(AU)

Intermittent exotropia evaluation using the propedeutics proposed by Kushner: a 25-year study.

PURPOSE: To evaluate the clinical and surgical impacts of phenomena that could occur in intermittent exotropia. METHODS: The medical records of intermittent exotropia cases from 1991 to 2014 were retrospectively reviewed. All patients underwent a series of measures, including a protocol to assess monocular occlusion based on the propedeutics proposed by Kushner. RESULTS: Outdoor sensitivity was observed in 31% of patients with an undercorrection rate of 44% vs. 18% of cases with no outdoor sensitivity. After 1 h of monocular occlusion, 41% of all patients achieved an increase in deviation with an undercorrection rate of 40%, whereas 25% did not. CONCLUSION: The results show the importance of complete propedeutics, since there is a higher rate of late undercorrection in cases with outdoor sensitivity and increased deviation after occlusion.

Influencing Mindsets and Motivation in Procedural Skills Learning: Two Randomized Studies.

OBJECTIVES: An incremental (growth) theory of intelligence (mindset), compared with an entity (fixed) mindset, has been associated with improved motivation and performance. Interventions to induce incremental beliefs have improved performance on non-surgical motor tasks. We sought to evaluate the impact of 2 brief interventions to induce incremental beliefs in the context of learning a surgical task. DESIGN: Two randomized experiments. PARTICIPANTS AND SETTING: Secondary school students participating in medical simulation-based training activities at an academic medical center. INTERVENTIONS: We created 4 instructional messages intended to influence mindsets (two 60-second videos in Study 1, 2 fabricated "journal articles" in Study 2). In each study, one message emphasized that ability improves with practice (incremental); the other emphasized that ability is fixed (entity). After reviewing their randomly-assigned message, participants completed a laparoscopic cutting task as many times as they desired. Measurements included performance (product quality, self-reported task, and completion time), task persistence (repetitions), and entity beliefs. RESULTS: Two hundred and three students completed Study 1. Postevent entity beliefs (1 = lowest, 6 = highest) were similar between groups (incremental, 2.0vs entity, 2.0; p = 0.78). Contrary to hypothesis, the incremental video group demonstrated slower time (276vs 191 seconds; p < 0.0001), lower product quality (7.2vs 3.8mm deviation; p < 0.0001), and fewer task repetitions (1.4vs 1.8; p = 0.02). In Study 2, 113 participants provided outcomes related to mindset beliefs, but only 14 provided usable performance outcomes. Postevent entity beliefs were lower in the incremental article group (1.7vs 2.4; p < 0.0001). Task time (507vs 585 seconds; p = 0.40) and quality (7.1vs 7.5mm deviation; p = 0.85) were similar between groups. CONCLUSIONS: Brief motivational interventions can influence procedural performance and motivation. We need to better understand motivation and other affective influences on procedural skills learning. Mindset theory shows promise in this regard.

Habilidad de "Describir" para el aprendizaje de las malformaciones congénitas / Ability to "Describe" for the learning of congenital malformations

Introducción: El programa de la disciplina Embriología que se imparte en la República de Angola, como parte del currículo de la carrera de Medicina fue elaborado y desarrollado en Cuba. El medio donde se desarrolló el proceso docente y las características del sistema de salud no son las mismas para lo cual fue concebido. Es importante desarrollar en los estudiantes, no solo las habilidades de promoción y prevención de los defectos, presentes en los objetivos de la disciplina, también, habilidades de identificación y descripción morfológica de los defectos congénitos, para la confección adecuada de la historia clínica en las disciplinas clínicas. Objetivo: Determinar el nivel de desarrollo que alcanzan los estudiantes cuando aplican la habilidad de Describir al utilizar un algoritmo para el aprendizaje de las malformaciones congénitas. Material y Método: Se elaboró un algoritmo basado en el método embriológico; se aplicó en las preguntas iníciales de los seminarios a los estudiantes de segundo año de Medicina en el curso académico 2012, en la Facultad de Medicina de Cabinda en la República de Angola. Conclusiones: Las acciones elaboradas para el desarrollo de la habilidad "Describir" en el estudio de las malformaciones congénitas, permitió al estudiante apropiarse de un conocimiento teórico-morfológico de las características de estos defectos, en la medida que el estudiante aplicó las acciones del algoritmo de esta habilidad adquirió mayor nivel de desarrollo en la habilidad(AU)

Introduction: The syllabus for the Embryology discipline, which is taught in the Republic of Angola as part of the curriculum of the Medical Education was drawn up and developed in Cuba. The environment in which the teaching process developed and the characteristics of the health care system are not the same for which it was conceived. It is not only important to develop students´ skills for the promotion and prevention of defects that are present in the objectives of the discipline, but also identification skills and morphological description of congenital defects for an adequate drawing up of the clinical history in the clinical disciplines. Objective: To determine the level of development reached by the students when they apply the skill of describing using an algorithm for the learning of congenital malformations. Material and Method: An algorithm based on the embryological method was developed; and the initial questions asked in the seminars given to Second Year Medical Students were used in the Medical School of the University of Cabinda in the Republic of Angola during the 2012 Academic Year. Conclusions: The actions developed for the ability to Describe in the study of congenital malformations allowed the student to get a theoretical morphological knowledge of the characteristics of the defects; on the extent to which the student applied the actions of the algorithm, he acquired a higher level of skill development(AU)

Addressing Health Disparities with School-Based Outreach: the Health Career Academy Program.

Pipeline programs address health disparities by promoting academic achievement and entry of low-income ethnic and racial minority youth into healthcare fields. The Health Career Academy (HCA) is a 3-year pipeline program for high school students from low-income, ethnic, and racial minority communities. Health professional students serve as program mentors. The HCA has been implemented in nine US sites, with partnerships between 17 health professional schools and 17 high schools. A total of 386 10th grade students and 95 11th grade students enrolled as participants in the 2015-2016 HCA program. In post-participation surveys, 10th grade students reported that the HCA helped them learn about different healthcare career options, plan for how to reach career goals, and understand how healthcare workers care for patients. Eleventh grade participants noted the program made them aware of the importance of public health and taught them about medical conditions, self-care, and safety. Eighty-six percent of 10th graders and 71% of 11th graders reported that they are considering healthcare careers. Students' favorite aspects of the HCA included the following: time with mentors, learning about science and health, team collaboration and hands-on experiences, field trips, and team presentations. Teachers noted the following as most important in the program: interaction with mentors and healthcare professionals, learning broadly applicable skills, stimulation of interest in health-related careers, presentation skills, and creating optimism about furthering education. The HCA is well received by participants and can be replicated successfully at multiple sites nationally. By providing mentorship, increasing exposure to health professionals and health careers, offering high-level science and health curriculum, and fostering collaboration and presentation skills, the HCA has potential to increase interest in health professions among racial and ethnic minority youth from low-income communities.

A Pipeline Program to Address the South African Crisis in Human Resources for Health.

BACKGROUND: The WHO Africa Region faces a shortage of health workers due to inadequate production of health workers and emigration of physicians and nurses to wealthier countries. South Africa and the United States share a history of discriminatory policies and practices resulting in groups that are under-represented amongst health professionals. One US response is the Area Health Education Centers Program (AHEC), a pipeline program to recruit members of under-represented groups into the health professions. OBJECTIVES: (1) Compare and contrast the United States' AHEC model with that developed in South Africa by Stellenbosch University Faculty of Medicine and Health Sciences SA AHEC in partnership with Morehouse School of Medicine in the United States. (2) Describe a formative evaluation of the Stellenbosch AHEC Program. Methods: Four hundred students (grades 7-12) and 150 teachers participated in SA AHEC with the goal of preparing the students to better compete for university admission. Students received after-school tutoring, holiday schools, and counselling on study skills, health careers, and university entry. Educators received continuing professional education, classroom observation, and feedback. The program was evaluated through a series of interviews and focus groups involving AHEC staff, educators, and parents and caregivers. RESULTS: Program strengths included educator training, collaboration, and increased student maturity, motivation, and academic success. Challenges included limited time with students, the location of some sites, and the educators' need for more engagement with AHEC staff and schools. Quarterly workshops were conducted to address challenges. Over 50% of program alumni are currently enrolled in institutions of higher education. Students will be tracked to determine whether they are able to complete their health professions studies and return to the communities where they grew up, or to similar communities. CONCLUSIONS: With appropriate adaptation and attention to context, it might be possible to implement similar programmes in other African countries. The comparison of the United States and South African models suggested that more parent and teacher participation in an advisory capacity might help to avoid some challenges.

Enseñar-Aprender Anatomía Humana en el contexto de la relación numérica docente/estudiante / Teaching-Learning Human Anatomy in the context of the teacher/student numerical relationship

Introducción: el trabajo expone los mecanismos pedagógicos aplicados en el proceso de enseñanza-aprendizaje, de la cátedra de Anatomía Humana. En el entorno de los componentes teórico y práctico de la asignatura, se identificaron las estrategias y técnicas didácticas aplicadas, dentro de la relación numérica docente / estudiante. Objetivo: valorar la influencia de la relación numérica docente/estudiante en la enseñanza/aprendizaje de la Anatomía Humana. Materiales y Métodos: el estudio es retrospectivo, transversal. Se realizó en tres escuelas de medicina de El Salvador. Se utilizó una muestra de 296 estudiantes, de la carrera de doctorado en medicina y 15 docentes del departamento de Ciencias Morfológicas (Anatomía Humana). Los datos se expresaron en porcentajes, representándose en gráfico de barras. Resultados: las estrategias de enseñanza: objetivos (72,89%) y un manual guía (100%). La técnica de enseñanza que predominó en el componente teórico fue la clase magistral (59,98%). En el componente práctico, se aplica la técnica grupal con supervisión, (100%). La estrategia de aprendizaje, en los componentes teórico y práctico: Recirculación de la información (48,47%), relacionada a las técnicas de Toma de apuntes y repaso con repetición oral. La relación numérica docente /estudiante: Escuela A 1/11; Escuela B 1/44; Escuela C 1/34. Conclusiones: las estrategias y técnicas didácticas, dentro de la relación numérica docente / estudiante; son estáticas y responden a un modelo educativo tradicional, representativo de una educación masiva (AU).

Introduction: the work exposes the pedagogical mechanisms applied in the teaching-learning process of the chair of Human Anatomy. The applied didactic strategies and techniques were identified in the context of the theoretical and practical components of the subject, within the teacher/student numerical relationship. Objective: to appraise the teacher/student numerical relationship in teaching/learning Human Anatomy Material and Methods: the sample was formed by 296 pre-grade students of Medicine and 15 teachers of the department of Morphologic Sciences (Human Anatomy). Data were given in percentages represented in bar graphs. Results: the teaching strategies used were objectives (72.89 %) and a guidebook (100 %). The predominating teaching technique in the theoretical component was the master lecture (59.98 %). The group technique under supervision (100 %) was used in the practical component. In the theoretic and practical components of the learning strategy, the recirculation of the information was used (48.47 %), related with the techniques of taking notes down and reviewing with oral repetition. The numerical relation teacher/student was: School A- 1/11; School B- 1/44; School C 1/34. Conclusions: the didactic strategies and techniques within the numerical relationship teacher/student are static and representative of a mass education. Palabras claves: estrategias y técnicas de enseñanza, estrategias y técnicas de aprendizaje, relación numérica docente /estudiante (AU).

Doctoring Undercover: updating the educational tradition of shadowing.

BACKGROUND: Premedical students are educated in basic biological and health sciences. As a complement to traditional premedical coursework, medical school applicants are encouraged to shadow practitioners, with the hope that observation will introduce students to the culture and practice of healthcare. Yet the shadowing experience varies widely across practitioners and institutions; resources that guide students' critical reflection and structure the experience are scarce. DEVELOPMENT: A pilot experiential learning course, Doctoring Undercover: Shadowing and the Culture of Medicine, was developed to fill this gap. The course consisted of three parts: an introduction to medical culture through the disciplines of medical sociology, history, anthropology, and bioethics; a site placement in which students applied these fields' analytical techniques to the study of medical culture and practice; and the development of an online activity guide that other premedical students may adapt to their shadowing circumstances. IMPLEMENTATION: Students reported that they were exposed to new disciplinary perspectives and interprofessional environments that they would not traditionally encounter. Students' contributions to the shadowing guide encouraged active learning and reflection on the dynamics of effective patient-provider relationships and shadowing experiences. FUTURE DIRECTIONS: Locally, the class may be scaled for a larger group of premedical students and incorporated into a formal pathway program for premedical students; the content will also be integrated into the clinical medicine course for first-year medical students. Online, the guide will be promoted for use by other institutions and by individuals planning extracurricular shadowing experiences; feedback will be solicited. Tools for evaluating the short- and long-term impact of the course and guide will be developed and validated. Observational and experimental studies of the course's impact should be conducted. ABBREVIATIONS: ICM: Introduction to Clinical Medicine; SCE: Selective Clinical Experiences.

Premedical anatomy experience and student performance in medical gross anatomy.

Gross anatomy is considered one of the most important basic science courses in medical education, yet few medical schools require its completion prior to matriculation. The effect of taking anatomy courses before entering medical school on performance in medical gross anatomy has been previously studied with inconsistent results. The effect of premedical anatomy coursework on performance in medical gross anatomy, overall medical school grade point average (GPA), and Comprehensive Osteopathic Medical Licensing Examination Level 1 (COMLEX 1) score was evaluated in 456 first-year osteopathic medical students along with a survey on its perceived benefits on success in medical gross anatomy course. No significant differences were found in gross anatomy grade, GPA, or COMLEX 1 score between students with premedical anatomy coursework and those without. However, significant differences and higher scores were observed in students who had taken three or more undergraduate anatomy courses including at least one with cadaveric laboratory. There was significantly lower perceived benefit for academic success in the medical gross anatomy course (P<.001) from those students who had taken premedical anatomy courses (5.9 of 10) compared with those who had not (8.2 of 10). Results suggest that requiring any anatomy course as a prerequisite for medical school would not have significant effect on student performance in the medical gross anatomy course. However, requiring more specific anatomy coursework including taking three or more undergraduate anatomy courses, one with cadaveric laboratory component, may result in higher medical gross anatomy grades, medical school GPA, and COMLEX 1 scores. Clin. Anat. 30:303-311, 2017. © 2017 Wiley Periodicals, Inc.

Early Innovative Immersion: A Course for Pre-Medical Professions Students Using Point-of-Care Ultrasound.

In preparing for medical school admissions, premedical students seek opportunities to expand their medical knowledge. Knowing what students seek and what point-of-care ultrasound offers, we created a novel educational experience using point-of-care ultrasound. The innovation has 3 goals: (1) to use point-of-care ultrasound to highlight educational concepts such as the flipped classroom, simulation, hands-on interaction, and medical exposure; (2) to work collaboratively with peers; and (3) to expose premedical students to mentoring for the medical school application process. We believe that this course could be used to encourage immersive innovation with point-of-care ultrasound, progressive education concepts, and preparation for medical admissions.

Strengthening the Community College Pathway to Medical School: A Study of Latino Students in California.

BACKGROUND AND OBJECTIVES: One third of Latino medical students begin their premedical undergraduate education at a community college (CC) or 2-year college, compared to a 4-year university. This study explored the academic and personal experiences Latino premedical students commonly encounter at the CC. METHODS: In 2013, five focus groups with Latino premedical and medical students (n=45) were conducted in Los Angeles and San Jose, CA. All students were enrolled or attended a CC. In addition, 20 CC key informants participated in semi-structured interviews to further describe the Latino CC premedical experience. The focus group and key informant transcripts were transcribed and analyzed for common themes using qualitative methods. RESULTS: Content analysis of 2,826 distinct comments identified major themes: (1) Personal health-related experiences in underserved communities, (2) CC relevant premedical guidance, (3) Limited preparation in navigating the pathways to medical school, and (4) Competing demands and college affordability. CONCLUSIONS: Early CC enrichment programs with direct ties to health professions advising programs, 4-year universities, medical schools, and physician mentors are needed to support Latino pre-medical students.