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While factors before, during, and after an assessment affected students' use of information, the relationship between the student and the assessor had impact throughout.

Although students reported varying use of the supervision ratings, their perspectives about how assessors and students interact and/or partner before, during, and after assessments provide insights into the importance of an educational alliance in making a program of assessment meaningful and acceptable to learners.

Although students reported varying use of the supervision ratings, their perspectives about how assessors and students interact and/or partner before, during, and after assessments provide insights into the importance of an educational alliance in making a program of assessment meaningful and acceptable to learners.

Electronic flashcards allow repeated information exposure over time along with active recall. It is increasingly used for self-study by medical students but remains poorly implemented for graduate medical education. The primary goal of this study was to determine whether a flashcard system enhances preparation for the in-training examination in obstetrics and gynecology (ob-gyn) conducted by the Council on Resident Education in Obstetrics and Gynecology (CREOG).

Ob-gyn residents at Duke University were included in this study. A total of 883 electronic flashcards were created and distributed. CREOG scores and flashcard usage statistics, generated internally by interacting with the electronic flashcard system, were collected after the 2019 exam. The primary outcome was study aid usage and satisfaction. The secondary outcome was the impact of flashcard usage on CREOG exam scores.

Of the 32 residents, 31 (97%) participated in this study. Eighteen (58%) residents used the study's flashcards with a median of 276 flashcards studied over a median of 3.7h. All of the flashcard users found the study aid helpful, and all would recommend them to another ob-gyn resident. Using the flashcards to study for the 2019 CREOG exam appeared to correlate with improvement in scores from 2018 to 2019, but did not achieve statistical significance after adjusting for post-graduate year (beta coefficient = 10.5; 95% confidence interval =  - 0.60,21.7;

 = 0.06).

This flashcard resource was well received by ob-gyn residents for in-training examination preparation, though it was not significantly correlated with improvement in CREOG scores after adjusting for post-graduate year.

This flashcard resource was well received by ob-gyn residents for in-training examination preparation, though it was not significantly correlated with improvement in CREOG scores after adjusting for post-graduate year.

Medical schools increasingly require students to complete scholarly projects. Scholarly project programs that are required and longitudinal require considerable resources to implement. It is necessary to understand medical students' perspectives on the impact of such programs. Students at the University of Pittsburgh School of Medicine participate in a required, longitudinal research program (LRP) throughout all years of medical school training. Authors studied students' perceptions of this program.

Fourth-year medical students submit a written report in which they reflect on their experience with the LRP. Qualitative analysis of students' written reflections was performed on 120 reports submitted 2012-2017. Content analysis was performed using an inductive approach in which investigators coded information and searched for emerging themes.

Four themes were identified. First, students described engaging in many steps of the research process, with many participating in projects from conception to completis40670-021-01319-6.

To determine if structured worksheets can aid resident teaching on the obstetrics and gynecology (OB/GYN) clerkship.

We developed structured worksheets to aid residents in teaching medical students. In this pilot study, we measured the impact of the material by conducting end of clerkship focus groups between October 2017 to June 2018 and administering surveys to medical students who had recently completed the clerkship. We performed analyses of the focus group transcriptions for positive and negative themes and analyzed questionnaire data utilizing unpaired t-test and chi-square test to determine whether resident use of structured worksheets influenced student perception of resident teaching quality.

Medical students rotated at either an academically affiliated public safety-net hospital or tertiary maternity care hospital.

Medical students completing the OB/GYN clerkship volunteered to participate.

A total of 37 students participated in focus groups and completed the survey. Focus group comments revealed a generally positive attitude towards the structured worksheets. The survey data revealed that this material helped to facilitate student's clinical reasoning skills and assisted residents in using questions to effectively teach.

Structured worksheets can aid resident teaching on the OB/GYN clerkship. Students perceived the teaching material most favorably when residents utilized the material in a purposeful and timely manner. Effective resident use of structured worksheets on the OB/GYN clerkship can strengthen a culture that promotes student learning.

The online version contains supplementary material available at 10.1007/s40670-021-01318-7.

The online version contains supplementary material available at 10.1007/s40670-021-01318-7.

Team-based learning (TBL) is a flipped-classroom approach requiring students to study before class. Selleckchem AZD9291 Fully flipped curricula usually have fewer in-class hours. However, for practical reasons, several programs implement a few weeks of TBL without adjusting the semester timetable. Students fear that they will be overloaded by the individual and collaborative study hours needed to prepare for TBL.

We implemented three consecutive weeks of TBL in a 15-week lecture-based course on the renal system. In-class time and assessments were unchanged for all courses. Four hundred fifty-nine first-year undergraduate medical students (229 in 2018; 230 in 2019) were invited to complete weekly logs of their individual and collaborative study hours during lectures and TBL, along with questionnaires on cognitive load and perception of the course. Our program changed from

grading in 2018 to

grading in 2019.

Participants (

 = 324) spent a similar number of hours studying for TBL vs. lectures with a mean of 3.1h/week. Collaborative study was minimal outside class (median 0.1h/week). Results remained similar with

grading. If in-class time were reduced, 18% of participants said they would have used freed-up time to study for TBL. Studying for TBL generated similar extraneous cognitive load and lower intrinsic load compared to studying for lectures; students were less stressed, and maintained high levels of motivation and self-perceived learning.

Three weeks of lectures were replaced by TBL without reducing in-class time. Students did not report overload in study hours or in cognitive load.

The online version contains supplementary material available at 10.1007/s40670-021-01314-x.

The online version contains supplementary material available at 10.1007/s40670-021-01314-x.The implementation of competency-based medical education in Canada has presented both unique opportunities and challenges for improving undergraduate procedural skills curricula. Despite the recognized importance of procedural skills, there remains a lack of national congruency in procedural training across medical schools that must be addressed. When undertaking such curricular development, obtaining learner feedback is a crucial step that can facilitate practical changes and address disparities. The purpose of the current study is to explore the perspectives and insights of recent medical graduates surrounding the clerkship procedural skills curriculum at a Canadian medical school. Six residents from a variety of program specialties participated in a semi-structured focus group interview discussing key aspects of procedural skill training. The focus group was later transcribed and qualitatively analyzed for themes. The results highlight barriers to competency-based procedural skill training involving time constraints and obtaining required evaluations, and the ability of students to self-advocate for learning opportunities. Participants note few opportunities to practice nasogastric tube insertion and casting in particular. Recommendations for curricular improvement are discussed, including options for curricular remediation and resident perspectives on which procedural skills undergraduate trainees should achieve competency in by graduation.

Choosing a medical specialty is one of the most crucial and difficult decisions made during medical school. Given that specialty exposure is among the most important factors in decision-making, the Careers in Medicine (CiM) multi-specialty elective was designed to provide clerkship students an avenue to explore three or more specialties of interest during a single elective.

A cross-sectional study was conducted at Vanderbilt University School of Medicine using anonymous surveys and de-identified written reflections submitted by students enrolled in the CiM course between August 2015 and June 2018. Data were analyzed using a mixed-methods approach.

The majority of students reported the elective guided them in ruling out (80%) and ruling in (65%) specialties. About half (51%) of students decided between the procedural versus critical-thinking dichotomy. Finally, 80% of students reported that they would take the course again rather than a focused elective. Major themes identified from student reflections included course attributes, specialty impacts, and student values.

Implementation of a multi-specialty elective during the clerkship year was an effective way to help students understand their career values, gain early exposure to specialties not featured in core clinical curriculums, and determine future fields of interest.

The online version contains supplementary material available at 10.1007/s40670-021-01311-0.

The online version contains supplementary material available at 10.1007/s40670-021-01311-0.

The purpose of this study is to describe our culinary medicine elective course with a lifestyle modification focus and to evaluate the students' perceived knowledge and attitudes in lifestyle medicine.

Pre- and post-surveys including quantitative assessment, Likert-type questions, and one open-ended response question to assess students' perceived knowledge of nutrition and lifestyle medicine were distributed to osteopathic medical students who participated in the culinary medicine elective course. The Mann-Whitney

test and dependent

test were used where appropriate based on normality.

Compared to the pre-course survey, students who responded "strongly agree" in questions related to nutrition counseling in the post-course survey were 26.5 to 31.3% higher (

 < 0.05). Based on the post-course survey (

 = 34), 33 students responded either "strongly agree" (

 = 25, 73.5%) or "agree" (

 = 8, 23.5%) to the question of "increased my knowledge of nutrition."

Culinary medicine courses with a lifestyle medicine focus may be effective in increasing medical students' confidence and perceived knowledge of nutrition and lifestyle medicine.