A pilot study of comprehensive ultrasound education at the Wayne State University School of Medicine: a pioneer year review.

OBJECTIVE: Ultrasound is a versatile diagnostic modality used in a variety of medical fields. Wayne State University School of Medicine (WSUSOM) is one of the first medical schools in the United States to integrate an ultrasound curriculum through both basic science courses and clinical clerkships. METHODS: In 2006, 25 portable ultrasound units were donated to WSUSOM. First-year medical students were provided an ultrasound curriculum consisting of 6 organ-system sessions that addressed the basics of ultrasound techniques, anatomy, and procedural skills. After the last session, students were administered 2 anonymous and voluntary evaluations. The first assessed their overall experience with the ultrasound curriculum, and the second assessed their technical skills in applying ultrasound techniques. RESULTS: Eighty-three percent of students agreed or strongly agreed that their experience with ultrasound education was positive. On the summative evaluation, nearly 91% of students agreed or strongly agreed that they would benefit from continued ultrasound education throughout their 4 years of medical school. Student performance on the technical assessment was also very positive, with mean class performance of 87%. CONCLUSIONS: As residency programs adopt ultrasound training, medical school faculty should consider incorporating ultrasound education into their curriculum. Portable ultrasound has the potential to be used in many different settings, including rural practice sites and sporting events. The WSUSOM committee's pilot ultrasound curriculum will continue to use student feedback to enhance the ultrasound experience, helping students prepare for challenges that they will face in the future.

Developing a scoring rubric for resident research presentations: a pilot study.

BACKGROUND: A requirement for all Accreditation Council for Graduate Medical Education (ACGME) approved residencies is the provision of "an opportunity for residents to participate in research." To comply with this requirement, most training programs encourage their residents to conduct research and to report their results. Few guidelines exist, however, for assessing the efficacy of the presentations. The goal of this pilot study was to develop a valid, one-page scoring rubric to be used during oral resident research presentations. Such a scoring rubric will facilitate acceptable agreement among faculty raters. METHODS: Content validity was addressed by adhering to the Standards for Educational and Psychological Testing. A one-page, five-domain, behaviorally worded scoring rubric was developed. Inter-rater reliability was derived and three ACGME General Competencies were also addressed within the rubric. RESULTS: The initial scoring rubric was tested with 11 resident oral presentations. The inter-rater reliability was 0.56 using Cronbach's alpha. The rubric was modified and the scale restricted to a 3-point scale. It was then tested with 17 additional presentations, which were independently rated by two general surgery faculty members. Cronbach's Alpha increased to 0.61. CONCLUSIONS: An objective method to evaluate a resident's oral research presentation has been successfully piloted. This content valid rubric possesses good inter-rater reliability according to established guidelines. Clearly defined behaviors have been outlined within the rubric. Program directors will have psychometrically sound evidence for the ACGME. Future research will address generalizability and concurrent validity using other types of resident assessment data.

A survey of skin disease and skin-related issues in Arab Americans.

BACKGROUND: There is a paucity of knowledge relating to dermatologic conditions in Arab Americans. OBJECTIVE: To assess common skin diseases and concerns and to evaluate access to dermatologic care and perception of skin in Arab Americans. METHODS: Arab Americans from 3 Southeast Michigan locations (community health center [n = 207], mosque [n = 95], and church [n = 99]) completed a survey questionnaire. RESULTS: The most common self-reported skin conditions were acne, eczema/dermatitis, warts, fungal skin infections, and melasma. The most pressing skin concerns were uneven skin tone, skin discoloration, dry skin, acne, and facial hair. Significant associations exist between socioeconomic status and having seen a dermatologist. Attitudes surrounding skin perception were related to the number of years of residence in the United States. LIMITATIONS: The skin condition data were gathered from a self-reported survey. CONCLUSIONS: Skin conditions and other related issues that affect Arab Americans are similar to those which affect other skin-of-color populations.

Resident and faculty perceptions of conflict of interest in medical education.

OBJECTIVE: To determine resident and faculty perceptions of the pharmaceutical industry's influence on medical education. DESIGN, SETTING, AND PARTICIPANTS: Anonymous survey of categorical residents and faculty in the department of medicine at a large, Midwestern, urban, independent academic medical center. MAIN RESULTS: Eighty-one residents (69.2%) and 196 faculty (75.7%) responded to the survey. Residents believed that a significantly higher percentage of primary care and subspecialist faculty receives industry income or gifts compared to faculty respondents. Many faculty, and to a significantly greater degree residents, indicated that income or gifts influence the teaching of both internal attending physicians and visiting faculty in a variety of educational settings. The majority of residents (61.7%) and faculty (62.2%) believed that annual income or gifts less than $10,000 could influence an attending physician's teaching. Most residents (65.4%) and faculty (74%) preferred that lecturers report all financial relationships with industry regardless of which relationships the lecturer believes are relevant. CONCLUSIONS: Most internal medicine residents and their faculty perceive that industry influences teaching in different educational settings, and want teachers to disclose all of their financial relationships with industry. This information may guide further development of policies and curricula addressing industry relationships within graduate medical education.