The evolution of an integrated ultrasound curriculum (iUSC) for medical students: 9-year experience.

Interest in ultrasound education in medical schools has increased dramatically in recent years as reflected in a marked increase in publications on the topic and growing attendance at international meetings on ultrasound education. In 2006, the University of South Carolina School of Medicine introduced an integrated ultrasound curriculum (iUSC) across all years of medical school. That curriculum has evolved significantly over the 9 years. A review of the curriculum is presented, including curricular content, methods of delivery of the content, student assessment, and program assessment. Lessons learned in implementing and expanding an integrated ultrasound curriculum are also presented as are thoughts on future directions of undergraduate ultrasound education. Ultrasound has proven to be a valuable active learning tool that can serve as a platform for integrating the medical student curriculum across many disciplines and clinical settings. It is also well-suited for a competency-based model of medical education. Students learn ultrasound well and have embraced it as an important component of their education and future practice of medicine. An international consensus conference on ultrasound education is recommended to help define the essential elements of ultrasound education globally to ensure ultrasound is taught and ultimately practiced to its full potential. Ultrasound has the potential to fundamentally change how we teach and practice medicine to the benefit of learners and patients across the globe.

The Senior Mentor Program at the University of South Carolina School of Medicine: an innovative geriatric longitudinal curriculum.

This paper describes development, implementation, and evaluation strategies of a longitudinal geriatric curriculum, the Senior Mentor Program (SMP). The rationale for exposing undergraduate medical students to healthy, community-dwelling older adults is to use the relationship and activities as vehicles for improving knowledge of aging and providing students experience with aging as a stage and process. The University of South Carolina School of Medicine's major aim in geriatrics is to prepare students to become skilled physicians in care of older adults. The SMP is embedded into the curriculum. The program introduced medical students to healthy older adults, presented selected health care issues in this population, integrated material early in the curriculum, acquainted students with longitudinal patient care, and introduced students to older adults' living arrangements. The SMP is an effective means of infusing geriatric content into the medical school curriculum and positively affects mentors' and students' attitudes toward each other. This has implications for medical and professional schools, such as nursing, social work, and physical therapy.

Preparing medical students to care for older adults: the impact of a Senior Mentor Program.

PURPOSE: To provide alternative training experiences for medical students to improve the competencies needed to provide care for older adults. METHOD: Part of a comprehensive approach to integrating geriatric content at the University of South Carolina (USC) School of Medicine, the Senior Mentor Program (SMP) was launched in 2000. The SMP links pairs of students with older community volunteers in the spring of the first year. Students visit their mentors throughout medical school, and execute assignments that complement materials covered in the traditional curriculum. To evaluate the feasibility and efficacy of the SMP, the authors describe the program's operation and outputs, the extent to which undergraduate medical education at USC and the SMP meet the core competencies for care of older adults promulgated by the American Geriatrics Society (AGS), and analyze the coverage of geriatrics content from 2000 to 2005 at USC, as indicated by responses to the Medical School Graduation Questionnaire. RESULTS: From 2000 to 2005, 379 students enrolled in the SMP; 133 graduates of the classes of 2004 and 2005 have completed the SMP. Students and mentors indicated high acceptance and enthusiasm. The program has been maintained with minimal administrative burden. USC covered only half of AGS competencies before the SMP, but now covers 100%, with nearly a third met specifically through the SMP. USC graduates reporting inclusion of geriatrics throughout their four years of training rose from 66% in 2002 to 96% in 2004-05. CONCLUSIONS: The SMP has had a substantial impact on students' preparation for dealing with an aging patient population.

From Yoda to Sackett: the future of psychiatry medical student education.

OBJECTIVE: The authors discuss approaches to curricular goals, methods, and assessments in the education of medical students in psychiatry. METHODS: Using current educational principles and opinions on curricular reform in medical student education, an outline for a core curriculum and an individualized approach to medical student education were developed. RESULTS: A curricular outline addressing both content and organization was developed for all students as well as those specifically entering clinical psychiatry, neuroscience research, and primary care. CONCLUSIONS: In addition to a standard core curriculum there should be a tailored approach for certain subsets of students. The core curriculum should be an "ideal minimum" that recognizes the importance of evidence based medicine and is strategically planned and learner focused.

Senior mentor program: a geriatrics focused curriculum.

OBJECTIVE: To introduce medical students to a healthy elderly population and present the health care challenges in this population. DESCRIPTION: As medical education has begun to focus more on our aging population and their future health needs, the University of South Carolina School of Medicine has developed a senior mentor program. This program provides a longitudinal experience for undergraduate students with local elders. The program, currently in its second year, will provide multiple opportunities for students to follow their same senior mentors over a four-year period both in the home and in the clinical setting. In partnership with the division of geriatrics, healthy patients over 65 were recruited to serve as senior mentors. Students, mostly in pairs, were assigned either one senior mentor or a couple, whom they met for the first time at the beginning of the second semester of their first year. Using a multidisciplinary approach, modules have been developed so students can learn how their senior mentors function on a daily basis, thus assessing the whole person, their health, their medical needs, their life-styles, and their social and physical environments. During the first year, students meet with their senior mentors four times and complete modules that address the physiology of aging, medical history taking, mental status examination, and psychological issues involving growing old. The modules were designed to coordinate with other areas of the curriculum where these concepts are being taught so that the students have an opportunity to put them into practice. Students check their senior mentors' blood pressures and write up their findings and thoughts about aging during each visit. In the second year the students meet with their senior mentors six times. Modules include assessing the senior mentors' diets; developing a behavioral modification plan in the first semester; and performing an environmental safety check, physical examination, and medication evaluation. The modules are coordinated with the curriculum and involve student consultation with our nutritionist and pharmacists. As the students enter their third and fourth years they will be expected to continue to meet with their senior mentors, to discuss issues concerning death and dying and advance directives, and to accompany their mentors to a physician visit. DISCUSSION: The responses from students, senior mentors, and faculty have been overwhelmingly positive. Students have enjoyed the early clinical experience, senior mentors have enjoyed meeting and talking to the students, and the faculty are pleased with the ability to integrate classroom material into a clinical setting early in the curriculum. Difficulties have arisen as some of our senior mentors have become ill and in the coordination of schedules between senior mentors and students. The plan is to continue the program as a permanent part of the curriculum. The hope is that it will be seen as a model for increasing the focus on geriatrics and early clinical experiences in the curriculum.