Teaching and learning in medicine
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Commercial support for continuing medical education (CME) raises questions about potential conflict of interest. Current disclosure methods provide limited, general information about the nature and degree of support, such that potential conflict of interest cannot be studied by researchers or understood by physicians. ⋯ The proposed method for disclosing conflict of interest for CME events should facilitate the study and understanding of how commercial support affects these programs.
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We implemented team learning, an instructional method that fosters small-group learning, in an evidence-based medicine (EBM) course. Our goal was to align instructional methods with EBM practices. ⋯ Team learning served as a useful framework, enabling a large enrollment course to have small-group experiences without large numbers of faculty. The method fostered individual accountability and promoted teamwork--behaviors consistent with effective EBM practice. Students' lack of enthusiasm for the method may stem from their comfort with didactic lectures.
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Medical societies in emergency medicine (EM) have recommended teaching EM topics in the preclinical years of medical school. However, the magnitude of integrating an EM curriculum into the 1st and 2nd year of medical school is unknown. ⋯ Most U.S. medical schools provide EM exposure in the first 2 years of medical school, lasting slightly more than 2 weeks in length most frequently covering multiple topics.
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One goal of program directors is to attract and retain high-quality residents. It is therefore important to study attrition of residents to determine specific cohorts that may be less likely to complete residency training. ⋯ Attrition from these programs remains a small but persistent issue. In addition, the differences in termination and transfer rates for the 2 years of the study were greater than the differences in rates between U.S. and international medical graduates.