Cleveland Clinic's summer research program in reproductive medicine: an inside look at the class of 2014.
Female; Humans; Male; Ohio; medical education; Surveys and Questionnaires; Curriculum; *Internship and Residency; Hospitals; Access to Information; biomedical research; Biomedical Research/*education; medical students; program development; program evaluation; Program Evaluation; Reproductive Medicine/*education; research training; summer internship; translational medical research; General
BACKGROUND: The American Center for Reproductive Medicine's summer internship course in reproductive medicine and research at Cleveland Clinic is a rigorous, results-oriented annual program that began in 2008 to train both local and international students in the fundamentals of scientific research and writing. The foremost goal of the program is to encourage premedical and medical students to aspire toward a career as a physician-scientist. The internship provides participants with an opportunity to engage in original bench research and scientific writing while developing theoretical knowledge and soft skills. This study describes selected survey responses from interns who participated in the 2014 internship program. The objective of these surveys was to elicit the interns' perspective on the internship program, its strengths and weaknesses, and to obtain insight into potential areas for improvement. METHODS: Questionnaires were structured around the five fundamental aspects of the program: 1) theoretical knowledge, 2) bench research, 3) scientific writing, 4) mentorship, and 5) soft skills. In addition, an exit survey gathered information on factors that attracted the interns to the program, communication with mentors, and overall impression of the research program. RESULTS: The opportunity to experience hands-on bench research and scientific writing, personalized mentorship, and the reputation of the institution were appreciated and ranked highly among the interns. Nearly 90% of the interns responded that the program was beneficial and well worth the time and effort invested by both interns and faculty. CONCLUSION: The outcomes portrayed in this study will be useful in the implementation of new programs or refinement of existing medical research training programs.
Durairajanayagam Damayanthi; Kashou Anthony H; Tatagari Sindhuja; Vitale Joseph; Cirenza Caroline; Agarwal Ashok
Medical education online
2015
2015
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/10.3402/meo.v20.29517" target="_blank" rel="noreferrer noopener">10.3402/meo.v20.29517</a>
Personality Profiles of Incoming Male and Female Medical Students: Results of a Multi-Site 9-Year Study.
medical students; gender; medical students personality.; personality
PURPOSE: This study conveys findings of a 9-year multi-site study of personality traits among incoming medical students. The purpose of the study was twofold. First, it assessed gender differences by exploring personality traits of incoming male and female medical students. Second, it sought to illuminate personality factors associated with those who choose a career in medicine by comparing personality characteristics of medical students to those of the general population. METHODS: The Sixteen Personality Factor Questionnaire (16PF) was administered at four medical schools to two thousand one hundred seventy seven first-year medical students (1021 females; 1156 males). RESULTS: Study findings revealed significant personality differences between male and female medical students on 11 of 16 personality factors as well as substantial differences in personality functioning between medical students and the general population. Findings are described and future directions for analyses are presented.
Meit Scott S; Borges Nicole J; Early Larry A
Medical education online
2007
2007-12
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/10.3402/meo.v12i.4462" target="_blank" rel="noreferrer noopener">10.3402/meo.v12i.4462</a>
A Clinical and Ethical Investigation of Pre-medical and Medical Students' Attitudes, Knowledge, and Understanding of HIV.
HIV; Psychosocial; Ethics; Medical education
Ninety-five students participated in a qualitative study examining pre-medical and firstyear medical students' knowledge, understanding, and attitudes surrounding HIV. Participants were given a questionnaire to assess general knowledge and to assess students' ability to identify and discern psychosocial and ethical dilemmas using 2 case studies about fictionalized HIV patients and the issues they face in disclosing their diagnosis of HIV and adhering to prescribed treatment regimens. A content analysis was used to examine the students' responses for themes. Results suggested that most students have a general understanding of HIV. Many students, however, are unable to identify and differentiate psychosocial factors from ethical factors when presented with HIV case studies. Answers reflecting students' attitudes of HIV varied and contained identifiable biases and prejudices, such as placing blame on individuals who acquire the disease through "risky" behaviors. Pedagogical strategies for improving HIV education and developing students' professional and moral growth as future healthcare providers are identified.
Aultman Julie M; Borges Nicole J
Medical education online
2006
2006-12
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/10.3402/meo.v11i.4596" target="_blank" rel="noreferrer noopener">10.3402/meo.v11i.4596</a>
Sexual Harassment in Academic Medicine: Persistence, Non-Reporting, and Institutional Response.
Sexual harassment occurs with regularity during medical training, and it remains largely unreported. This study is one institution's attempt to understand how third and fourth-year medical students perceive and experience sexual harassment, what they believe about reporting sexual harassment, and how they believe it might be eradicated from the educational environment. We used a qualitative research method for our investigation, which would generate more specific language to use in a larger empirical study involving larger numbers of our students. We conducted five focus groups with 24 students, which yielded five categories of response obtained through a close, line-byline reading of transcribed audiotapes. In addition, we offer four recommendations to medical education researchers, deans of medical schools, and medical school accrediting bodies that may reduce the incidence of sexual harassment of medical students. While we do not make the case that the observations, explanations, and recommendations of these 24 students reflect the opinions of all medical students here or elsewhere, we do propose that they are a snapshot of one medical school's gender climate and offer a valuable foundation for further inquiry.
Wear Delese; Aultman Julie
Medical education online
2005
2005-12
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/10.3402/meo.v10i.4377" target="_blank" rel="noreferrer noopener">10.3402/meo.v10i.4377</a>