Contains the proceedings of 2001's Research in Medical Education Conference, including 37 papers in 12 categories. The conference addressed topics such as medical students in patient care, faculty development, and student assessment. (EV)

Evaluated data on Wake Forest University School of Medicine faculty (n=186) promoted to associate professor or professor in the academic years 1995-2000 using the criteria of the "educators' pyramid" of Sachdeva et al. Findings suggest that the educators' pyramid is generalizable to medical faculty being promoted on a teaching pathway.…

Offers brief reports of research in the following areas: assessing clinical skills, clinical medicine courses, communication skills, developing as a professional--what it means to be a doctor, pre-clinical medicine courses, and the transition to residency. (EV)

Presents 73 summaries of innovative approaches in medical education covering such topics as professionalism, culture and diversity, preclinical education, clinical education, evidence-based medicine, education in the community, longitudinal ambulatory care experiences, applications of computer technology, residents as teachers, graduate medical…

A survey of journal editors, scholarly press directors, and granting agencies examined definitions of excellence in faculty scholarship in light of Ernest Boyer's expanded definition of scholarship. Six standards of excellence were derived: clear goals, adequate preparation, appropriate methodology, outstanding results, effective communication,…

Reflects on educational theory, in particular cognitive theory, and concludes that theory is little more than metaphor, not rigorous, tested, confirmed scientific theory. Asserts that this metaphor may lead to ideas for basic and applied research, but in the meantime it cannot be trusted to determine practice in medical education. (EV)

Evaluation of effects of the W.K.Kellogg Foundation's five-year (1991-1996) primary care curricular change initiative involving 27 medical schools found 199 courses were revised or developed, involving 141 interdisciplinary faculty. There were significant increases in the number of students choosing to specialize in primary care. Results support…

Discusses the scope of the surgeon's involvement in teaching disease prevention and health promotion to medical students, enumerates possible learning objectives, and describes seven examples of programs that have used innovative methods to include prevention teaching in surgery curricula. Examples include the universities of Kentucky, South…

The article proposes a change in medical paradigm from that of curative practice to one emphasizing primary health care (PHC). Discussed are origins and dilemmas of PHC; conflicting PHC values and practices; organizational changes and PHC; health care reform examples from Latin America; and implications for medical education. (DB)

Physicians (N=71) completed a questionnaire about 33 nutrition topics. Perceived knowledge significantly increased except for nutritional biochemistry. Physicians wished to learn more only in the areas of nutrition counseling and nutrition in the life cycle. (DB)

Advantages of using non-physician consultants in postgraduate anesthesiology training programs are presented, including using their expertise in teaching, training, curriculum design, evaluation, program planning, and interpersonal communications. Successful use of a nonphysician consultant by the Department of Anesthesiology at Hahnemann…

A survey of departments of internal medicine to assess information about requirements for ambulatory clinical experiences for medical students is discussed. The survey yielded information on status, reasons for ambulatory care training, characteristics, goals, structure, ratings, problems, and difficulties for students. (Author/MLW)

Defines and examines a communication model for enhancing the provision and adoption of preventive practices in the primary care setting and discusses teaching that model in the medical school context. Methods for integrating communication skills for prevention into the medical school curriculum are discussed, using examples from Dartmouth (New…

Describes the major curriculum changes that have been implemented through Undergraduate Medical Education for the 21st Century (UME-21), a 3-year national demonstration project to encourage innovation in medical education. Discusses challenges that occurred in carrying out those changes, and outlines the strategies for evaluating the project. (EV)

Discusses the value of closer integration of the biomedical and behavioral sciences but notes that the scholarship of integration has been slow to gain acceptance as an integral activity of the professoriate. Suggestions include creating new research entities and funding mechanisms dedicated to interdisciplinary work; reinvorgating the integrative…