At the University of Missouri-Kansas City pathology and anatomy are combined and it is possible to use the autopsy as the anatomical resource, which is superior to the embalmed and desiccated cadaver. Advantages of the course include the small class size, emphasis on gross structure, and use of histologic slides taken from the lesions examined…

An individualized course in clinical psychiatry is described from a philosophical and operational standpoint. Features of the course include programed instruction, behavioral objectives, criterion-referenced mastery level evaluations, contracting for grades, and utilization of small-group discussions. Attention is on advantages and problems of new…

Modifications of a course in epidemiology and biostatistics, designed to facilitate the presentation of difficult material in a clinically relevant manner, are described. Key strategies include seminar sessions devoted to methods of epidemiology and the critique of pairs of published studies, and the use of a course-specific syllabus. (JMD)

Describes a course required for Mayo Medical School students that includes a self-instructional test on 15 common writing faults, a minithesis, and a clinical laboratory research project prepared as a paper submissible to a scientific journal and critiqued by professional editors. (JT)

Principal features of Baylor's course are annually-revised lecture handouts, medically-oriented laboratory sessions with a manual written especially for the course, and clinical demonstrations of infectious disease. Improvement in student performance seems to be related to the course format, increased teaching proficiency, and allocations of hours…

The Keller Method requires abolishing lectures as a vehicle of information transfer in favor of a study guide and breaking the biochemistry course into a number of units each to be mastered at the student's own pace. (Editor)

To remedy problems with a weekly lecture format, a course in the behavioral sciences for preclinical medical students was restructured and presented as a full-time, five-week block at the end of the first year. Morning lectures are followed by afternoon clinical sessions. Academic performance, attitude change, and feedback are evaluated. (LBH)

A structured course for teaching interviewing is described which focuses on the interaction between the patient and the practitioner. The course focuses on relationship, communication, and feelings, and theoretical material is described behaviorally in checklist form. Different methods are used to help students apply skills in clinical situations.…

Psychiatry instruction was divided into three components: basic information taught in a self-instructional format; experiential content (e.g., counseling and interviewing skills) taught with instructor feedback; and training in psychiatric data collection and diagnosis integrated in the self-instructional unit. Course use at Utah and student…

As part of the Introduction to Patient Evaluation course at the University of Texas Medical Branch, freshmen medical students visit a local elementary school to: observe variations of cognitive, physical, and social development; note variations through interactions; and interact with small groups of children. (LBH)

On an experimental basis the University of Colorado School of Medicine offered two concurrent anatomy courses: a traditional course emphasizing total dissection and a shorter one requiring some dissection but relying heavily on peer group interaction and audiovisual technology. Results of the experiment are presented with reasons for continuing…

McMaster University School of Medicine admits students who may not have had an extensive education in physics, chemistry, and biology. The objectives and teaching methods of a preliminary course once offered to those students and now incorporated into the M.D. program are described. (Editor/LBH)

The goal of student competence in performing and understanding physical examination earlier in their medical education seems to be working in a restructured course replacing lectures with physical diagnosis, videotapes and slide-tapes of physical findings, and with tutorial "hands-on" examining-practice sessions taught by internal medicine…

A method of organization of self-instructional units into tiers corresponding to different levels of advancement is described. This arrangement offers greatly increased flexibility in course design, determination of rate and depth of study by both student and teacher, and a resource for continuing education. (Editor)