Curricular changes continue at United States medical schools and directors of gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses continue to adjust and modify their offerings. Developing and supplying data related to current trends in anatomical sciences education is important if informed decisions are going to…

Objective: The goal of this study was to evaluate a recent medical school curriculum change at our institution 3 years ago; specifically: shortening the Psychiatry core clerkship from 4 to 3 weeks and adding an optional 6-week core/elective combination rotation in lieu of the 3-week core. The authors aimed to determine whether clerkship length was…

The Association of American Medical Colleges has encouraged educators to investigate proper linkage of simulation experiences with medical curricula. The authors aimed to determine if student knowledge and satisfaction differ between participation in web-based and manikin simulations for learning shock physiology and treatment and to determine if…

Objective: Educational program evaluation and program improvement are processes that can be enhanced by involving multiple stakeholders and measurement tools. The purpose of this study was to compare faculty and resident physician perceptions of both teaching quality and resident competence for 13 core psychiatric skills and the six Accreditation…

For decades, debates over medical curriculum reform have centred on the role of science in medical education, but the meaning of "science" in this domain is vague and the persistence of the debate has not been explained. Following Bourdieu, this paper examines struggles over legitimate knowledge and the forms of capital associated with…

The differences between graduates who were in different curricula at Loyola University of Chicago Stritch School of Medicine were identified. Physicians who combined the basic and clinical sciences throughout the program, chose specialties in family practice and psychiatry more than the regular track students. (Author/MLW)

The effects of completing a nutrition counseling curriculum at the University of Manitoba were investigated by sending a questionnaire to two groups of physicians--one group who had completed the nutrition curriculum and a group that had not. The two groups reported counseling practices that were not significantly different. (Author/MLW)

A 1984 survey of dental schools was compared with a 1979 survey showing an increase in the teaching of geriatric dentistry. Factors associated with the establishment of a course were that the school was located in a state with a large geriatric population and financial assistance for patients was available. (Author/MLW)

Bedside teaching was compared with teaching in small-group sessions with required readings. By creating a curriculum that emphasized reading assignments, the designers expected that student performance on a standardized examination would improve. This did not prove to be the case. (MLW)

The use of patient encounter recordkeeping systems in four medical programs at three universities (Case Western Reserve University, Ohio; University of Colorado; and University of Rochester, New York) is described and compared. Uses for curriculum evaluation and development, psychometric uses, and administrative issues are discussed. (MSE)

The impact of a major curriculum revision on students' perceptions of the quality of the medical school learning environment, social supports, and their own mental and social well-being was examined. (Author/MLW)

A 1986-1987 survey of the physiology curricula in U.S. medical schools revealed that physiology departments must give a high priority to reorganizing and revitalizing teaching. There is a need to reevaluate course content, decide the fate of the student laboratory, and develop new, innovative teaching techniques. (Author/MLW)

The Josiah Macy Jr. Foundation sponsored a conference to consider designs for evaluation studies and the potential distinctive outcomes of the innovative medical curricula that might be foci of these studies. Differences between graduates of innovative and traditional curricula which might be expected were identified. (Author/MLW)

A comparison of curricula for the two kinds of postdoctoral dental education programs examines clinical curriculum, program design, hospital-based and non-hospital-based programs, patient population, needs for such specialization, program length, and suggested changes and additions. (MSE)

In 1985 and 1986, two randomly selected groups of Harvard Medical School students entered either the traditional program or the New Pathway, a redesigned medical curriculum with a 3-year longitudinal course structure involving the same small group of students and teachers. The program features the interweaving of material from other disciplines;…