Assuntos
Acessibilidade aos Serviços de Saúde , Relações Médico-Paciente , Humanos , Internet , TelefoneRESUMO
Over the past year, historians of medicine have found our discipline invested with a new sense of relevance. In trying to make sense of epidemics past and present, many of us have been substantially influenced by Charles Rosenberg's 1989 Daedalus essay, "What Is an Epidemic? AIDS in Historical Perspective." Writing in the middle of another unfolding global pandemic, Rosenberg suggested that all epidemics possessed similar forms of social choreography, and that applying a narrative framework could help to understand their sequence, structure, and social impact. This issue of the Bulletin offers contributions from thirteen scholars working in various geographic, chronological, and thematic areas that engage with Rosenberg's fundamental historical question about what defines an epidemic, although the question takes on different forms, and different forms of urgency, in each of their works.
Assuntos
Epidemias/história , Historiografia , História do Século XV , História do Século XVI , História do Século XVII , História do Século XVIII , História do Século XIX , História do Século XX , História do Século XXI , História Antiga , História Medieval , HumanosAssuntos
Negro ou Afro-Americano/história , Médicos , Racismo/história , Determinantes Sociais da Saúde/história , Tuberculose/história , American Medical Association/história , Disparidades nos Níveis de Saúde , História do Século XIX , História do Século XX , Humanos , Philadelphia , Médicos/história , Tuberculose/etnologia , Estados Unidos , População Branca/históriaRESUMO
BACKGROUND: Scholarly Concentrations programs in U.S. medical schools aim to instill passion for critical thinking and promote careers in academic medicine. The rise of these programs has seen variable goals, structure, and outcomes. Transformation of these programs internationally is in its infancy. METHODS: We describe implementation of the Johns Hopkins School of Medicine Scholarly Concentrations program, offering Basic Science, Clinical Science, Medical Ethics/Healing Arts, History of Medicine, and Public Health/Community Service, at Bezmiâlem Vakif University in Istanbul, Turkey. Over six modules in the preclinical years, students develop a faculty-mentored experience which encourages the acquisition of attitudes and skills for self-directed, lifelong learning and scholarship. This culminates in abstract and project presentation. We report program characteristics (context and logistics) and outcomes (student engagement and experiences). RESULTS: The Scholarly Concentrations program at Bezmiâlem began in 2014, with nearly two completed cohorts of students. In comparison to Johns Hopkins, students at Bezmiâlem begin at an earlier age (thus do not have as much prior research experience) and are subsequently evaluated for residency in terms of test scores rather than scholarship and publications, but have a similar level of intellectual curiosity and desire to take ownership of their project. Eighty-two percent of Bezmiâlem students stated the project they pursued was either their own idea or was an idea they formed after meeting with their mentor. Students at Bezmialem were more likely to choose Clinical Science projects (p = 0.009). Only 5% of Bezmiâlem students in end-of-course survey felt dissatisfied with the level of ownership they experienced with their project, a frequency similar to that seen by Johns Hopkins students (2%). CONCLUSIONS: Scholarly Concentrations programs play an important role in U.S. medical schools, and these programs can be successfully implemented internationally. The Scholarly Concentrations program at Johns Hopkins has been transformed to a program at Bezmiâlem in Istanbul, the first program outside North America or the European Union. When designing these programs, one must consider the context, logistics, student engagement, and outcomes. While long-term outcomes are needed, this can serve as a model for implementation elsewhere.