ABSTRACT
The Liaison Committee on Medical Education (LCME) accreditation standards affirm that the medical school curriculum should include elective courses to supplement the required courses and provide opportunities for students to pursue individual academic interests. The breadth of opportunities in preventive medicine and population health is extensive as students seek rotations at health departments, rural and urban community health centers, community agencies, occupational health sites, schools, and abroad. A growing number of students choose to participate in MD/MPH dual-degree programs. This article describes four prototypes that foster student learning in preventive medicine: population health, international health, American Medical Student Association opportunities, and public health degree programs. These four types of electives enable students to participate in the front lines of preventive services through experiential learning in: community and population health both at home and abroad, continuous quality improvement, organization and behavioral change, interprofessional teamwork, and health care policy. For those with particular interests in population health and preventive medicine, an increasing number of medical schools offer dual MD/MPH programs, either in conjunction with schools of public health or in graduate programs in public health.
Subject(s)
Curriculum , Education, Medical, Undergraduate , Preventive Medicine/education , Teaching/methods , Community Health Centers , Health Behavior , Health Policy , Humans , International Educational Exchange , Interprofessional Relations , Learning , Occupational Health Services , Organizational Innovation , Preventive Medicine/organization & administration , Public Health/education , Quality Assurance, Health Care , Rural Health Services , School Health Services , Students, Medical , Urban Health Services , Voluntary Health AgenciesABSTRACT
Tradition has restricted the range of members on medical school admissions committees to medical school faculties. To test whether diversity among members of admissions committees may be as desirable as diversity among students, the University of Massachusetts Medical School (UMMS) sponsored a simulated admissions conference. The conference offered nonmedical professionals opportunities to critique the admissions process, to suggest new approaches, and to participate a simulated admissions procedure. The conferees identified and rank-ordered the 12 characteristics they considered desirable in medical school applicants. These were compared with the rankings of these characteristics by the UMMS Admissions Committee. The simulated admissions committee declared that undergraduate college grades and scores on the Medical College Admission Test were of subordinate significance to humanistic and philosophic values. However, when actually selecting from facsimile applications, the conferees placed greater emphasis on quantifiable data than they had expected. The conference emphasized the desirability of the cross-fertilization of ideas between nontraditional members and the actual admissions committee.
