Getting Into a Residency: A Guide for Medical Students
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This paper presents an introduction of the background,significance of the integration of residency standardization training and degree education,with focusing on the implementation of professional degrees program of Shanghai clinical medicine graduate students (resident) in 2011.Efforts were made to explore the existing problems such as students recruitment,the development in general medical professional degrees (resident) education,the integration of professional degree training scheme and residency standardization training,and the promotion of training model.
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Residency standardized training; Clinical medicine; Professional degree; Connect
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To enhance diversity of applicants to University of Oklahoma College of Medicine, a Summer Medical Program for High School Students was started in 2009. This comprehensive pipeline program included sessions on applying to medical school, interaction with a panel of minority physicians and health care professionals role models, clinically oriented didactics taught by physician faculty, shadowing experiences in clinics and hospitals, and presentation of student research reports. Students' assessments in 2009 showed increased understanding of the medical school application process, the medical curriculum and the medical field, and an increase in students'likeliness to choose a medical career. Importance of long-term mentoring and follow-up with students to sustain their medical interests is discussed.
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This report summarizes the results of the 1989 California Medical School Matching Program Pilot Study. The study demonstrated that the technical aspects of a matching program for medical school applicants can be successfully operated. The applicant participation was 48.7%, with 76.1% of the ranked students responding. The schools ranked 1,122 students, with approximately 38% being ranked by more than one school. Of the 905 students who were matched to a school, 88% were matched to one of their top three choices. Of the students who had actually accepted a position at a school under the normal admission procedure, 60% had been matched to the same school by the matching program. The conclusions are that the program operates properly, that it fulfills the wishes of the students as well as could be expected, and that it parallels the current admission process to a reasonable degree.
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It is generally accepted that medical schools must clearly define learning outcomes for their students. During the process of curriculum change initiated in 1990, Spanish medical schools introduced a range of general objectives but no specific outcomes were defined. In 2001, in an effort to improve its curriculum, the Medical School at the University of Barcelona decided to define the specific learning outcomes for its graduates. The process was carried out by a teachers' group, comprising individuals from different branches of medicine, drawing largely on the Outcome-based Education in Medicine model introduced by the Scottish Deans' Medical Curriculum Group (2000). Other different stakeholders were asked to give any suggestions for modifications in order to prepare a definitive document to be approved by the medical school. The whole process took two years to complete. The authors discuss the advantages of such a process for students, teachers and the institution.
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Course (navigation)
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The Post-Baccalaureate (postbac) Premedical Certification Program at the University of North Texas Health Science Center provides an opportunity for individuals to enhance their credentials for entry into medical school by offering a challenging biomedical science core curriculum in graduate biochemistry, cell biology, physiology, and pharmacology. In addition, students (called postbacs) receive instruction in human gross anatomy, histology, and embryology with first-year medical students. More than 90% of the students accepted into the postbac program have applied to medical school previously but have been rejected by admission committees at least once, primarily because of low cognitive scores. In spring 2001, seven postbacs completed the program, of which only one was admitted into the Texas College of Osteopathic Medicine (TCOM), the medical school affiliated with the University of North Texas Health Science Center. Three postbacs went to other medical schools. Thirty-one completed the program by spring 2006, of whom 13 were admitted to TCOM, and eight to other medical schools. After six years, 101 postbacs have completed the program, and 70 have been accepted into medical schools. Postbacs admitted into TCOM have performed well compared with their medical school classmates. Overall, average scores for postbacs are above those of their medical school classmates. In addition, postbacs have taken class leadership positions, served as tutors and mentors, and have served as school ambassadors for new applicants. The postbac premedical program has proven to be very successful in preparing students for the rigors of a medical school curriculum by allowing these students to develop the skills and confidence necessary to compete.
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