Building global inter-IRB trust: A cultural immersion challenge.
*Biomedical Research; *Ethics Committees; *Human Experimentation; *International Cooperation; Collaboration; Cultural Diversity; Culture; Humans; Institutional Review; Research
Aultman Julie
The American journal of bioethics : AJOB
2014
1905-07
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1080/15265161.2014.892175" target="_blank" rel="noreferrer noopener">10.1080/15265161.2014.892175</a>
The scope and variety of combined baccalaureate-MD programs in the United States.
*Curriculum; *Faculty; Achievement; Cultural Diversity; Education; Educational; Humans; Medical; Models; Premedical/*methods; School Admission Criteria; Schools; Undergraduate/*methods; United States
The landscape of combined baccalaureate-MD programs has changed substantially in the last two decades but has not been documented in detail. The authors review the current state of these programs and discuss opportunities for future study of their evolving role and potential impact.In 2011, using a definition of baccalaureate-MD program built on prior research, the authors reviewed Association of American Medical Colleges sources and medical school Web sites to identify and characterize 81 active programs. In addition, they surveyed the 57 medical schools offering those programs; 31 schools with 39 programs responded. The resulting database inventories the number and distribution of programs; institutional affiliations; missions or goals; length; size; admissions criteria; curricula; and retention requirements.Since the inception of combined programs in 1961, their number and curricular length have increased. Pressures that spurred earlier programs remain evident in the goals of today's programs: attract talented high school or early college students, especially from diverse backgrounds; prepare physicians to meet societal needs; and offer an enriched premedical environment. Baccalaureate educational activities achieve program goals through special courses, medical experiences, community service, and learning communities tailored to students' needs. Admission and retention criteria are comparable to those of traditional medical schools.Combined baccalaureate-MD programs have evolved along several paths during the last half century and have enriched the baccalaureate experiences of medical students. Shifting expectations for the selection and education of future physicians warrant focused research on these programs to document their effectiveness in addressing those expectations.
Eaglen Robert H; Arnold Louise; Girotti Jorge A; Cosgrove Ellen M; Green Marianne M; Kollisch Donald O; McBeth Dani L; Penn Mark A; Tracy Sarah W
Academic medicine : journal of the Association of American Medical Colleges
2012
2012-11
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/ACM.0b013e31826b8498" target="_blank" rel="noreferrer noopener">10.1097/ACM.0b013e31826b8498</a>
Professional development of medical students: problems and promises.
*Character; *Education; *Professional Practice; Cultural Diversity; Feminism; Humans; Knowledge; Medical; Medical/*psychology; Models; Students; Theoretical; United States
Observers and critics of the medical profession, both within and without, urge that more attention be paid to the moral sensibilities, the characters, of medical students. Passing on particular moral values and actions to physicians has always been an essential core of medical training, and this call for renewal is not new in modern medicine. Some of the structures and characteristics of modern medical education, however, often work directly against the professionalism that the education espouses. For example, medical students are socialized into a hierarchy that has broad implications for relations among health care professionals, other health care workers, and patients, and academic medicine has not promoted and taught critical reflection about the values and consequences of this hierarchy. Further, behind the formal curriculum lies the "hidden curriculum" of values that are unconsciously or half-consciously passed on from the faculty and older trainees. Two resources for thinking anew about professional development for medical students are feminist standpoint theory and critical multicultural theory, each of which raises important and fundamental questions about defining the role of medicine in society and the role of the physician in medicine. The author discusses these two theories and their implications for medical education, showing how they can be used to move discussions of professional development into analysis of the widespread social consequences of how a society organizes its health care and into critical reflection on the nature of medical knowledge.
Wear D
Academic medicine : journal of the Association of American Medical Colleges
1997
1997-12
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/00001888-199712000-00015" target="_blank" rel="noreferrer noopener">10.1097/00001888-199712000-00015</a>
Asian/Pacific Islander women in medical education: personal and professional challenges.
*Asian Americans; Career Choice; Cultural Diversity; Decision Making; Family; Female; Humans; Medical/*psychology; Students; Women/*psychology
PURPOSE: The purpose of this qualitative study was to identify the complex issues facing Asian/Pacific Islander (API) women students at one Midwestern medical school as they subjectively experience their medical training. Of particular interest was how students navigated family influences, career planning, and ethnic and gender stereotypes. SUMMARY: Sixty-five percent of the students reported that their parents exerted various degrees of encouragement or pressure to enter medicine. The remaining students said that the decision was entirely theirs (20%) or that the decision had been made for them (15%). Many reported the larger Asian "community" as a source of influence. A slight majority of students thought they were perceived by faculty as being "quiet," often too quiet. With only 1 exception, all of the students believed that their cultural identity influenced their specialty choice. Stressors reported by students centered on competition, achievement, and formation of intimate relationships (i.e., dating). CONCLUSIONS: Medical educators who provide personal and professional support for API women students should be keenly aware of the career, gender, and family issues that emerge at the intersection of API and Euro-American cultures. Faculty development should include an educational component on issues of concern to API students, men and women. Faculty also need to wrestle with the cultural values of "modesty, respect for authority, public self-consciousness, and other directness" as they intersect with assertion as a primary value found in Euro-American culture in general and in medical education in particular.
Wear D
Teaching and learning in medicine
2000
2000
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1207/S15328015TLM1203_7" target="_blank" rel="noreferrer noopener">10.1207/S15328015TLM1203_7</a>