Background: In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Methods: Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Results: Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. Conclusions: With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods.

Background Social media use by physicians offers potential benefits but may also be associated with professionalism problems. The objectives of this study were: 1) to examine and compare characteristics of social media use by medical students and faculty; 2) to explore the scope of self- and peer-posting of unprofessional online content; and 3) to determine what actions were taken when unprofessional content was viewed. Methods An anonymous, web-based survey was sent to medical students and faculty in October, 2013 at the Albert Einstein College of Medicine in Bronx, New York. Results Three-quarters of medical students reported using social media “very frequently” (several times a day), whereas less than one-third of faculty did so ( p < .001). Medical students reported using privacy settings more often than faculty (96.5 % v. 78.1 %, p < .001). Most medical students (94.2 %) and faculty (94.1 %) reported “never” or “occasionally” monitoring their online presence ( p = 0.94). Medical students reported self -posting of profanity, depiction of intoxication, and sexually suggestive material more often than faculty ( p < .001). Medical students and faculty both reported peer -posting of unprofessional content significantly more often than self- posting. There was no association between year of medical school and posting of unprofessional content. Conclusion Medical students reported spending more time using social media and posting unprofessional content more often than did faculty.

Introduction Instruction in implicit bias is becoming prevalent across the spectrum of medical training. Little education exists for preclinical students, and guidance for faculty to facilitate such education is minimal. To address these gaps, we designed and delivered a single session for incoming first-year medical students and developed a facilitator training program. Methods One faculty member delivered a 1-hour, multimedia, interactive lecture to all first-year medical students. Students subsequently met in small groups with trained facilitators. Activities included reflection, guided debriefing, and strategy identification to become aware of when they might be making an assumption causing them to jump to a conclusion about someone. The program evaluation consisted of aggregated student strategies and facilitator feedback during postsession debriefs, both analyzed through thematic analysis. Results We delivered instruction to 1,098 students. Student strategies resulted in three themes: (1) humility, (2) reflection, and (3) partnering. The postsession debriefs uncovered opportunities to enhance the session. Lessons learned included presenting material to an entire class at once, allowing students to engage in dynamic discussion in the small groups, eliminating anonymous polling in the small groups, and highlighting management of implicit bias as essential to professional development. Discussion Our instructional design enabled first-year medical students to identify at least one strategy to use when implicit biases are activated. The large-group session was deliverable by one faculty member, and volunteers successfully facilitated small-group sessions after only one training session, making this model a feasible innovation to reach an entire medical school class at the same time.

Medical EducationVolume 47, Issue 3 p. 327-328 letters to the editor Response to Walsh and Homer on medical student indebtedness Martha S Grayson, Martha S Grayson Department of Medicine, Albert Einstein College of Medicine, New York, New York, USASearch for more papers by this authorDale A Newton, Dale A Newton Department of Paediatrics, Brody School of Medicine at East Carolina University, Greenville, North Carolina, USA Department of Medicine, Brody School of Medicine at East Carolina University, Greenville, North Carolina, USASearch for more papers by this authorLori F Thompson, Lori F Thompson Department of Psychology, North Carolina State University, Raleigh, North Carolina, USASearch for more papers by this author Martha S Grayson, Martha S Grayson Department of Medicine, Albert Einstein College of Medicine, New York, New York, USASearch for more papers by this authorDale A Newton, Dale A Newton Department of Paediatrics, Brody School of Medicine at East Carolina University, Greenville, North Carolina, USA Department of Medicine, Brody School of Medicine at East Carolina University, Greenville, North Carolina, USASearch for more papers by this authorLori F Thompson, Lori F Thompson Department of Psychology, North Carolina State University, Raleigh, North Carolina, USASearch for more papers by this author First published: 08 February 2013 https://doi.org/10.1111/medu.12119 Dr Martha S Grayson, Department of Medicine, Albert Einstein College of Medicine, 1300 Morris Park Avenue, 10461 Bronx, New York, USA. Tel: 00 1 718 430 3371;E-mail: [email protected] Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume47, Issue3March 2013Pages 327-328 RelatedInformation

Medical Education 2012: 46: 983991 Context With impending health care reform in the USA, there is an imperative to increase the number of students choosing primary care (PC) careers. Research is needed to better understand the roles of economic factors in medical student career choice. The objective of this study was to examine the relationships among debt, income and career choice by comparing students planning PC careers with those aspiring to one of the 12 non-PC fields in which median income exceeds US$300 000 (high-paying non-primary care [HPNPC]). Methods Surveys (response rate = 81%) were administered to Year 1 students scheduled to graduate between 1996 and 2012, and Year 4 students graduating between 1993 and 2010. Respondents were students at New York Medical College and East Carolina Universitys Brody School of Medicine. Analyses focused on the 2674 Year 1 respondents choosing a PC (n = 1437, 54%) or HPNPC (n = 1237, 46%) career, and the 2307 Year 4 respondents intending to pursue PC (n = 992, 43%) or HPNPC (n = 1315, 57%). Longitudinal analyses examining changes in career goals during medical school were based on students who completed surveys in both Years 1 and 4. The outcome measures studied were self-reported debt, anticipated income and self-rated value placed on income. Results Relative to their PC counterparts, students intending to pursue HPNPC careers anticipated an average of US$24 904 (Year 4 students) or US$29 237 (Year 1 students) greater debt, placed a higher importance value on income, and anticipated earning an average of US$58 463 (Year 1 students) and US$89 909 (Year 4 students) more in annual income after graduation. Debt was associated with the value placed on income in the choice of career and the amount of future income anticipated. Students who valued income highly were especially inclined to switch from PC during medical school. The switch away from PC was associated with debt, as well as with a marked increase in anticipated income. Conclusions Debt and anticipated income are important concerns which may shape future supplies of PC doctors.

Based upon student ratings of such factors as predictable work hours and personal time, medical specialties have been identified as lifestyle friendly, intermediate, or unfriendly. Lifestyle friendly programs may be more desirable, more competitive, and for students elected to the Alpha Omega Alpha (AOA) Honor Medical Society, more attainable.

Equipment can only be stored, scrapped or disposed after completion of this form. Use Equipment Transfer Form (FORM EI 1) for equipment to be permanently transferred to other institutions or for temporary off-site use. PREPARER: Complete Parts A, B & C and send to Property Manager (Belfer 1108). PROPERTY MANAGER: Review and log, obtain Appraisal (Part D), sign Part E, oversee disposition. APPROVERS: Sign Part E.

Although there are many published studies on factors associated with medical student career choice, few are specific to pediatric careers, and even fewer address the choice between general and subspecialty pediatric training. Fourth-year medical students surveyed at 2 schools reported their demographics, anticipated future income, the factors influencing their career choice, and their anticipated career. This study included the subset of 337 students planning pediatric careers. Results indicated that marital status, anticipated income, and career values are associated with pediatric career plans. Specifically, married students were more likely than unmarried students to pursue general pediatric careers ( P < .01). Compared with students planning subspecialties, those intending to pursue general pediatric careers anticipated lower incomes ($110 906 vs $135 984; P < .001) and rated lifestyle, comprehensive patient care, and working with the poor as more important ( P < .05) when choosing a career. Students planning subspecialty pediatric careers placed more value ( P < .05) on prestige, income, and research opportunities.

The current study demonstrates the use of item response theory (IRT) to conduct measurement invariance analyses in careers research. A self-report survey was used to assess the importance 1,363 fourth-year medical students placed on opportunities to provide comprehensive patient care when choosing a career specialty. IRT analyses supported measurement invariance across gender. Additional analyses indicated that compared with men, women placed significantly greater importance on opportunities to provide comprehensive patient care. This in turn predicted career choice, with women being more likely than men to pursue primary care specialties. This study extends the careers literature both methodologically and substantively. Methodologically, this study exemplifies how and why to use IRT to assess measurement invariance prior to comparing groups on career-related attitudes. Substantively, this study is the first to demonstrate that the importance placed on comprehensive patient care mediates the effect of gender on intentions to pursue primary care specialties.

Background: Although generalist physician faculty typically lack the skills needed to conduct research, few medical schools offer on-site faculty development programs that teach research skills. Description: To address this dilemma, our medical school introduced a part-time Primary Care Research Fellowship offering full-day classes once a week over 10 months. Evaluation: We asked the 22 general internists, general pediatricians, and family physicians who participated in the program to rate their experience, and we measured their research productivity during the 3 years before and 3 years after completing the program, using a group of matched controls for comparison. Participants rated the program highly and increased their aggregate research productivity from 1 publication before completing the program to 6 publications afterward, although this increase did not reach statistical significance ( p = .09). Controls exhibited substantially higher baseline productivity than fellows (10 publications vs. 1 publication, p = .03), but controls' productivity changed little between the first and second measurement periods (10 and 7 publications, respectively). Conclusion: Our mid-career research training program enabled primary care academic faculty to gain confidence in their ability to conduct a scientific study with minimal disruption to their teaching and clinical activities.

This study examined whether a career influences survey assessing the value medical students place on providing comprehensive patient care exhibited measurement invariance across males and females. Findings supported measurement invariance and indicated that women valued opportunities to provide comprehensive care when choosing a career specialty more than men.

We designed a retrospective cohort study of first-year medical students to assess the impact of a community-based primary care course, Introduction to Primary Care (IPC), on residency choice. In the group that took IPC (n=282), 48.2% entered generalist residencies (internal medicine, pediatrics, family medicine, or medicine/pediatrics), compared to 38.2% in the group that wanted IPC (n=398) and 39.6% in the group that did not want IPC (n=245). Controlling for gender, students who took IPC had a 40% higher odds of selecting a generalist residency than those who wanted to take IPC (odds ratio [OR], 1.42; 95% confidence interval [CI], 1.04 to 1.95). There was no difference between those who wanted IPC and those who did not (OR, 1.08; CI, 0.78 to 1.52). The community-based primary care experience was positively associated with students' selection of generalist residencies.

The literature on medical student career choice has identified several influences that can be categorized as student demographics, medical school characteristics, students' perceptions of specialty characteristics, and student-held values. A logistic regression model that included demographics, medical school, and student-rated influences as a proxy for perceptions and values was used to determine their relative contribution to student career choice for three consecutive cohorts of senior medical students attending two schools (n=649). This model identified a positive relation between choice of primary care career and both student-rated influences and one student demographic characteristic, but not between career choice and school attended. Variables positively correlated with primary care career choice were related to working with people and marital status. Negatively correlated variables were related to income and prestige.

The purpose of this study was to determine the benefits and costs to community-based primary care physicians teaching medical students in their offices. Survey data were collected from 185 preceptors between 1990 and 1996. Respondents reported increases in their enjoyment of the practice of medicine (82%), time spent reviewing clinical medicine (66%), desire to keep up with recent developments in medicine (49%), and patients’ perception of their stature (44%). However, 61% reported a decrease in the number of patients seen when a student was present. We conclude that despite the costs associated with teaching medical students in their offices, preceptors derived many benefits.

You may see yourself as an altruistic volunteer for the health of your community, but the people you're serving have a very different view of you. Consumer focus groups reveal that most people think of hospitals as big businesses more interested in profits than patients.