Articles related toMedical Education

This article aims to analyze the clinical use of point-of-care ultrasound in acute settings and how training early in medical school may strengthen clinician confidence and utilization.

This study aims to understand the relative effect of a virtual anatomy course implemented during the pandemic (2019–2020) on the confidence, skills, and perspectives of first-year medical students compared to medical students who had traditional in-person anatomy at Rowan University School of Osteopathic Medicine.

The authors describe how the format, frequency, and environment of osteopathic manipulative medicine training have changed in residency programs from prior to February 2020 to the “lockdown” period of February 2020 to June 2020, and then to the “recovery” period of July 2020 to February 2021.

The authors conducted a survey to see whether specific training in osteopathic manipulative medicine after osteopathic medical school was an influence in changing behavior, attitudes, and knowledge around OMT in osteopathic residents.

The goal of this study is to determine whether a summer premedical rural enrichment program held at an osteopathic medical school located in a medically underserved area will foster greater prioritization of cultural competency in medicine, enhance interest in practicing in rural or underserved areas, and increase familiarity with osteopathic medicine.

To date, there is very little evidence describing how residents in emergency medicine understand and incorporate evidence-based medicine (EBM) into practice. The aim of this study was to determine EBM theoretical and quantitative knowledge in emergency medicine residents in community hospital-based training programs.

The Coalition for Physician Accountability’s Undergraduate Medical Education-Graduate Medical Education (UME-GME) Review Committee (UGRC): Recommendations for Comprehensive Improvement of the UME-GME Transition final report includes a total of 34 recommendations and outlines opportunities to transform the current processes of learner transition from a US-based MD- or DO-granting medical school or international medical education pathway into residency training in the United States. This review provides a reflection on the recommendations from the authors, all members of the UGRC, describing the pros and cons and the opportunities and limitations, in the hopes that they might inspire readers to dig deeper into the report and contribute to meaningful improvements to the current transition.

Race-based medicine perpetuates biases and diverts attention and resources from the social determinants of health that cause racial health inequities. Minimal research has examined medical students’ understanding of race-based medicine. The purpose of this study was to assess osteopathic medical students’ knowledge, beliefs, and experiences with race-based medicine.

In this article, the authors outline how various tools may be utilized to review and update medical school curricula to include more diverse patient populations and encourage student discussion on health equity, social determinants of health, and cultural competency.

The United States Medical Licensing Examination (USMLE) is not required for osteopathic students to match into postgraduate programs; however, it is unknown if taking the test improves their chances of matching. The objective of this study was to determine the association between taking the USMLE Step 1 and matching into the applicant’s preferred specialty for senior osteopathic students applying to the 10 specialties to which students applied most in 2020.