My Personal Philosophy for Academic Medicine

AMSPDC: An overview of its history and evolving mission

As clinical academic medical departments strive to improve the quality of their research, clinicians and scientists are forced into closer liaison. In many cases, clinical departments now have research laboratories directed by "basic scientists" but often staffed, in part at least, by doctors. To someone who has not worked in one, these laboratories may seem uncompromising and forbidding work environments. This article presents a "case report" written from the viewpoints of the doctor, the scientist, and the professor.

In this issue of AJDC , we publish an interesting survey by Leuschen et al 1 and an editorial comment by Grant Morrow, 2 who is currently chair of the department of pediatrics at Ohio State University, Columbus. Both deal with the vexing problem of the appointment of PhD faculty in clinical departments, in this instance, departments of pediatrics. I would like to add a dean's viewpoint, as this issue is encountered repeatedly in colleges of medicine, both in concept and in practice. Colleges of medicine are confronted today with issues that never arose before, conditioned by the rapidly changing medical and research milieu, and complicated by the basic requirement that teaching of medical students, graduate students, resident physicians, and fellows underlies all of the college's activities. The immediate issue is the blurring of disciplinary lines and titles in assigning faculty positions to departments and

Objective To explore the impact on medical students' comprehensive quality with early exposure to clinical auxiliary department, thus prove suggestions to support social practice of students. Methods Totally 82 students joined social practice in the third Affiliated Hospital of Guangzhou Medical University as the research object from 2015 to 2017, including 38 who exposed to clinical assistant department as experimental group, another 50 who just function as medical volunteer as the control group, and then compare the score of Readiness for Interprofessional Learning Scale and Comprehensive examination chievement of basic medicine in two groups. Results The cross major learning scale scores and the based comprehensive medical exam scores in the experimental group (76.05±5.28, 91.08±9.20)were higher than those of control group (72.57±4.48, 86.34±7.11), the differences were statistically significant (all P 0.05). The control group before and after the social practice showed teamwork factor score (34.84±2.81, 36.07±2.67), professional identity (27.89±2.03, 26.50±2.22) and role identity (9.09±1.34, 10.00±1.74), the differences were statistically significant(all P 0.05). Conclusions Early exposure to clinical assistant departments as social practice helps students to improve the enthusiasm in cross-specialty learning and the results of comprehensive examination of basic medicine, to cultivate the team cooperation spirit of medical students, and to enhance their professional identity. Key words: Early contact; Social practice; Clinical medicine major; Medical students; Comprehensive quality and ability

Although issues related to patenting by faculty at academic medical centers have been the source of much controversy, there is little systematic evidence of the growth of these activities, their distribution among academic departments, and their relationship to faculty research efforts. We pooled data on medical school faculty, National Institutes of Health (NIH) grant activity, and patenting to examine changes in the propensity to apply for a patent during the period from 1981 through 2000 that was subsequently granted, the distribution of these activities among departments, and the relationships between patenting and variables associated with individual faculty members. These variables included sex, academic degree, years since the last academic degree was earned, patenting by departmental peers, and NIH funding history. In addition to basic descriptive statistics, we estimated Poisson regression models based on the number of patents a faculty member applied for as a function of these variables. Applications for patents that were subsequently granted per medical school faculty increased dramatically during the period from 1981 through 2000. Although most patenting activity was carried out by faculty members in clinical departments, their rate of patents was low relative to that of faculty members in basic science departments. Regression results showed that persons were more likely to patent if they had recent NIH funding, were male, had Ph.D. degrees, were more experienced faculty members, and worked in departments with higher patenting rates. Although the number of patents granted to medical school faculty increased dramatically during this period, patent activity was concentrated among a small number of departments and faculty members. Moreover, persons who had recently received NIH funding were more likely to apply for a patent than those who had not received such funding.

To the Editor.—In response to the editorial by Timothy Craig Allen, MD, JD,1 on the state of pathology residency, including the need for graduated responsibility, I believe that responsibility extends to the effective supervision of medical students. This is an acquired skill that should not be neglected in our mentorship of residents. On many clinical services, medical students are part of the team in a meaningful way, with responsibilities commensurate with their level of experience. I well remember darting up and down back stairs carrying the “scut bucket” on my surgery rotation, diligently retracting and applying suction in the operating room, interviewing and examining patients by myself in clinic, and performing blood draws to help my supervising interns. The rewards over time were increased teaching, participation in more complex patient care, and recognition during attending rounds. Of course, I had to supplement this with plenty of independent study and the willingness to be available as needed to the team of residents responsible for daily patient management. The role of a medical student is not well defined on most pathology electives, and the fact that these are electives rather than required rotations has the following 2 adverse effects: (1) lack of exposure to the field for most students, leading to incomplete information at the time of critical career decisions, and (2) lack of understanding about a pathologist's specialized skills, diagnostic role, and basic work flow by many of our colleagues involved in face-to-face patient care in their daily practice. With the new American College of Graduate Medical Education emphasis on Entrustable Professional Activities (daily activities integral to a particular medical specialty), this is an opportune time for academic pathology departments, ideally in concert with surgical and medical colleagues, to solidify the role of the medical student and the training and evaluation of residents as teachers. I remain optimistic about the state of pathology education both at the undergraduate and postgraduate levels and strongly believe that residents should take an active hand in guiding medical students as they learn about our field.

Introduction: Elective courses are important in undergraduate medical education worldwide. Nevertheless, there hasn't been enough research done on the role that optional courses play, especially regarding the vertical integration of basic science courses like physiology with clinical courses. Thus, more investigation is required to assess the significance and advantages of elective courses in the physiology basic science department. The study aims to assess the perception of students for the conduct of integrative elective modules within the Department of Physiology. Methods: Final-year medical students participated in a 60-hour, ten-day module focused on respiratory rehabilitation. The module included interactive lectures, case-based discussions, and clinical discussions on patients with skills related to Lung anatomy, Chest X-rays, pulmonary function tests, flow volume loops, arterial blood gas analysis, and yogic breathing techniques. The feedback was provided for assessment and taken for the module. Results: The final grades for the pupils varied from 74% to 90%. Interest and motivation for elective, Perceived Clinical, teaching, patient care benefits, enhanced learning, teamwork, collaboration, revisiting curriculum, and teaching were the themes identified in the thematic analysis of the student's perceptions of the elective module. Conclusion: The study revealed improved clinical interpretation for chest X-rays, pulmonary function tests, and critical care, as well as a rise in pre-clinical and clinical departments' interest in working together to address respiratory system topics. Though it will be too soon to determine the optional program's end conclusion, it is still a smart idea to move forward with. KEYWORDS: Medical Education, Undergraduate Students, Elective Courses, Vertical Integration, Physiology Education.

As interns, new doctors care for the dying or others who have palliative care (PC) needs.1 Undergraduate medical students need to learn about PC.2 Up to half of newly qualified...

We assessed the impact of resident teaching in medical students' overall assessment of an obstetrics and gynecology clerkship. Between September 2007 and March 2010, third-year medical students completed a questionnaire at the end of their clerkship. Questions covered the number of topics they recalled learning about from residents, perceptions of the quality of education received from residents, perceptions of the experience with the residents as teachers, and overall rating of the obstetrics and gynecology clerkship. Questionnaires were completed by all medical students (N = 74), with 63 students returning complete surveys. There was a small correlation between the number of topics students recalled learning about from residents and ratings of quality of education (r = 0.249, P = .03), a small correlation between the number of topics students recalled learning about from residents and level of satisfaction with the clerkship (r = 0.262, P = .04), and a larger correlation between assessment of the overall experience with residents as teachers and ratings of quality of education received from residents (r = 0.687, P < .001). Overall experience with residents as teachers and perceived quality of education from residents were both associated with satisfaction with the clerkship (r = 0.756, P < .001 and r = 0.603, P < .001, respectively). A regression model with these variables accounted for 58% of the variability in students' ratings of the clerkship (F = 27.103, P < .001, R = .761, R(2) = .579). The only significant independent variable was assessment of the overall experience with residents as teachers (t = 5.350, P < .001). Quality of interactions between residents and medical students is a key factor in medical students' assessment of their clerkship.

Telfer B. Reynolds, M.D. (1921-2004)†

Objective: Education is a critical component of global pediatric neurosurgery with increasing attention being placed on the role of medical students in global neurosurgery. We provide a background of education for medical students interested in global pediatric neurosurgery, present existing pediatric neurosurgery resources with a focus on virtual modalities, and describe the need to create accessible resources for medical students.&#x0D; &#x0D; Methods: A narrative and anecdotal review was performed.&#x0D; &#x0D; Results: Education of medical students regarding pediatric neurosurgery is particularly important due to multidisciplinary collaboration and advocacy. Benefits of virtual education include accessibility across the world, convenience, easily updatable nature, incorporation of multimedia, minimal cost, and personalization. Existing online resources include courses focused on medical webinars, general courses, on-demand content, journals, online simulation, and social media. Few resources focused exclusively on medical students exist in pediatric neurosurgery, and none address the intersection of pediatric neurosurgery and global neurosurgery. Additional educational resources that incorporate neurosurgical knowledge with special applicability to the medical student population will capture the interest of medical students, while those incorporating global health elements will develop a commitment to global neurosurgery.&#x0D; &#x0D; Conclusion: Education of medical students is important for the sustainability of global pediatric neurosurgery. The development of educational resources for medical students interested in global pediatric neurosurgery should be encouraged.

Radiology Medical Student Education 2020: Surveys of the Alliance of Medical Student Educators in Radiology and Medical Students

To increase the number of independent National Institutes of Health (NIH)-funded neurosurgeons and to enhance neurosurgery research, the National Institute of Neurological Disorders and Stroke (NINDS) developed two national comprehensive programs (R25 [established 2009] for residents/fellows and K12 [2013] for early-career neurosurgical faculty) in consultation with neurosurgical leaders and academic departments to support in-training and early-career neurosurgeons. The authors assessed the effectiveness of these NINDS-initiated programs to increase the number of independent NIH-funded neurosurgeon-scientists and grow NIH neurosurgery research funding. NIH funding data for faculty and clinical department funding were derived from the NIH, academic departments, and Blue Ridge Institute of Medical Research databases from 2006 to 2019. Between 2009 and 2019, the NINDS R25 funded 87 neurosurgical residents. Fifty-three (61%) have completed the award and training, and 39 (74%) are in academic practice. Compared to neurosurgeons who did not receive R25 funding, R25 awardees were twice as successful (64% vs 31%) in obtaining K-series awards and received the K-series award in a significantly shorter period of time after training (25.2 ± 10.1 months vs 53.9 ± 23.0 months; p < 0.004). Between 2013 and 2019, the NINDS K12 has supported 19 neurosurgeons. Thirteen (68%) have finished their K12 support and all (100%) have applied for federal funding. Eleven (85%) have obtained major individual NIH grant support. Since the establishment of these two programs, the number of unique neurosurgeons supported by either individual (R01 or DP-series) or collaborative (U- or P-series) NIH grants increased from 36 to 82 (a 2.3-fold increase). Overall, NIH funding to clinical neurological surgery departments between 2006 and 2019 increased from $66.9 million to $157.3 million (a 2.2-fold increase). Targeted research education and career development programs initiated by the NINDS led to a rapid and dramatic increase in the number of NIH-funded neurosurgeon-scientists and total NIH neurosurgery department funding.

Impact of a 1-Day Ophthalmology Experience on Medical Students

The purpose of this study is to identify how does grit effect in the medical education professional student program or medical internship during the medical internship phase. This research is a qualitative study using a case study approach. Data collection is obtained through in-depth interviewing methods for professional education students who have undergone a clinical process for at least one year. Data analysis in research after the process of collecting data is by data reduction which includes data presentation and made a conclusion. The results of the study illustrate how professional medical education students maintain their consistency of interest while undergoing professional education. Medical education students also show perseverance of effort in dealing with any problems or difficulties experienced during professional education. Both problems originating from within themselves such as personal problems and sourced from the learning environment such as handling cases, complaints from patients, relationships with colleagues and counselors, as well as how the clinical students do time management. Confidence and effort within oneself can increase grit for medical professional education students. In addition, students also need support or motivation from counseling doctors, colleagues, and families so that they can diligently undergo each stage in the doctor's education process.