Impact of familiarity with the format of the exam on performance in the OSCE of undergraduate medical students - an interventional study.

BACKGROUND: Assessments, such as summative structured examinations, aim to verify whether students have acquired the necessary competencies. It is important to familiarize students with the examination format prior to the assessment to ensure that true competency is measured. However, it is unclear whether students can demonstrate their true potential or possibly perform less effectively due to the unfamiliar examination format. Hence, we questioned whether a 10-min active familiarization in the form of simulation improved medical students´ OSCE performance. Next, we wanted to elucidate whether the effect depends on whether the familiarization procedure is active or passive. METHODS: We implemented an intervention consisting of a 10-min active simulation to prepare the students for the OSCE setting. We compared the impact of this intervention on performance to no intervention in 5th-year medical students (n = 1284) from 2018 until 2022. Recently, a passive lecture, in which the OSCE setting is explained without active participation of the students, was introduced as a comparator group. Students who participated in neither the intervention nor the passive lecture group formed the control group. The OSCE performance between the groups and the impact of gender was assessed using X2, nonparametric tests and regression analysis (total n = 362). RESULTS: We found that active familiarization of students (n = 188) yields significantly better performance compared to the passive comparator (Cohen´s d = 0.857, p < 0.001, n = 52) and control group (Cohen´s d = 0.473, p < 0.001, n = 122). In multivariate regression analysis, active intervention remained the only significant variable with a 2.945-fold increase in the probability of passing the exam (p = 0.018). CONCLUSIONS: A short 10-min active intervention to familiarize students with the OSCE setting significantly improved student performance. We suggest that curricula should include simulations on the exam setting in addition to courses that increase knowledge or skills to mitigate the negative effect of nonfamiliarity with the OSCE exam setting on the students.

Evaluation of an ambulatory care elective to improve practice readiness perceptions utilizing entry-level competencies.

BACKGROUND AND PURPOSE: The objectives of this study are to (1) describe the impact of an ambulatory care elective on students' future interests in ambulatory care careers and (2) evaluate students' perception of practice readiness using entry-level competencies. EDUCATIONAL ACTIVITY AND SETTING: This study employed a mixed methods approach to provide a comprehensive evaluation of a newly designed ambulatory care elective. A pre-post survey was developed to evaluate students' career plans and perceptions of practice readiness in an ambulatory care setting. The primary outcome analyzed the change in students' career plans and pre-post changes in self-perceptions using the institutional advanced pharmacy practice experience (APPE) ambulatory care rotation assessment and key skills from the American Society of Health-System Pharmacists entry-level readiness objectives. A qualitative analysis was also conducted to analyze open-ended response questions within the post-survey as well as the overall course reflections from the students. FINDINGS: There was no significant difference in career plans; however, students' perception of practice readiness for the ambulatory care setting significantly improved following the elective course. SUMMARY: This elective course improved students' perception of practice readiness for the ambulatory care setting. Future research is required to assess the impact of student performance in APPE and post-graduate pursuits.

Curso electivo para la formación pedagógica de alumnos ayudantes en la carrera de Medicina

Introducción: El proceso de formación de alumnos ayudantes exige nuevas concepciones teóricas y metodológicas, que permitan el desarrollo integral de los futuros profesionales de la salud. Esto mediante acciones específicas que influyan educativamente en la ejecución de los planes y programas de la carrera de Medicina, desde una proyección científica y pedagógica. Objetivo: Diseñar un curso electivo para la formación pedagógica de los alumnos ayudantes en la carrera de Medicina de la Filial Universitaria de Ciencias Médicas, del municipio Cárdenas. Materiales y métodos: La investigación se sustenta desde la concepción dialéctico materialista. Los métodos teóricos fueron: histórico-lógico, análisis documental, sistematización, sistémico estructural funcional y modelación. Entre los métodos empíricos se emplearon: revisión de documentos, encuestas a alumnos ayudantes y tutores. También se realizó observación al desempeño de los alumnos ayudantes. La población fue conformada por 103 alumnos ayudantes y 38 tutores. Resultados: Las insuficientes acciones pedagógicas para la formación de alumnos ayudantes, se constatan como problema en los tres indicadores de la dimensión cognitiva y en dos de los indicadores de las dimensiones procedimental y actitudinal. En el diseño del programa del curso electivo se abordan los temas a desarrollar, para potenciar la formación pedagógica en los alumnos ayudantes. Conclusiones: Se presenta un curso electivo para la formación pedagógica de alumnos ayudantes en la carrera de Medicina.

Introduction: The process of training assistant students requires new theoretical and methodological concepts that allow the comprehensive development of future health professionals. This by means of specific actions that educationally influence the execution of plans and programs of medicine studies, from a scientific and pedagogical projection. Objective: To design an elective course for the pedagogical training of assistant students in the medicine undergraduate studies of University Campus of Medical Sciences, in the municipality of Cardenas. Materials and methods: The research is based on the dialectical materialist conception. The theoretical methods were: historical-logical, documentary analysis, systematization, systemic structural functional and modeling. Among empirical methods used were: documentary review, surveys of the assistant students and tutors. Observation of the performance of assistant students was also carried out. The population consisted of 103 assistant students and 38 tutors. Results: Insufficient pedagogical actions for the training of assistant students are found as problems in the three indicators of the cognitive dimension and in two of the indicators of the procedural and attitudinal dimensions. In the design of the program of the elective course, the topics to be developed to enhance the pedagogical training of the assistant students are addressed. Conclusions: An elective course for the pedagogical training of assistant students in the Medicine undergraduate studies is presented.

Medical education program implementation experience in an elective course: a case study in South Korea.

PURPOSE: This study was conducted to examine the results of designing and implementing a teaching program for medical education as the elective course for 4th-year students of medical course. METHODS: In order to design the teaching program for medical education as an elective course, we conducted literature review, five medical education experts were interviewed, and the literature required in the design process was reviewed. A developing teaching program was implemented as an elective course in a medical school of Korea, and 4th-year students of medical course participated in the program. RESULTS: In the elective course, the medical education program process competencies were derived into three categories: theoretical educational knowledge, teaching competency, and research competency for education. Moreover, instructional materials were developed to help students achieve these competencies. And project-based learning strategy was selected and implemented for 4th-year students in medical course, and positive satisfaction was confirmed. CONCLUSION: As a study designed and implemented in a medical education program in a medical school in Korea, it is expected to be helpful when introducing medical education to undergraduate students or developing a medical education program to strengthen the teaching capacity of residents.

Development and curricular alignment of a pharmacy travel medicine elective.

BACKGROUND AND PURPOSE: Describe the design, implementation, and value of a travel medicine pharmacy elective. Students translated skills from rotations and practice environments addressing travel health-related needs. Content and educational outcomes align with the Center for the Advancement of Pharmacy Education, American Association of Colleges of Pharmacy, and Pharmacists' Patient Care Process core components of student learning and assessment. EDUCATIONAL ACTIVITY AND SETTING: A two-credit travel medicine elective included live and pre-recorded lectures, self-learning modules, peer critiques, and patient engagement. Students shadowed in a travel health clinic interacting with patients to prepare a formal travel care plan unique to the patient's history and travel destination. Pre- and post-course surveys, quizzes, progressive assignments, and course evaluations provided the framework for curricular enhancement. FINDINGS: A cohort of 32 third-year students provided evidence of successful curricular integration. Pre-course surveys demonstrated 87% of students self-scored low knowledge and ability to apply travel health services. Ninety percent of post-course surveys reported high levels of knowledge and ability. High perceived value was evident in course evaluations with some student intent to pursue credentialing. SUMMARY: Community practice affords increased opportunities to identify patients in need of travel medicine services. The unique approach and design supported successful integration of a travel medicine elective in the University of South Florida Taneja College of Pharmacy curriculum. Upon elective completion, students were prepared to educate internationally traveling patients to safely self-manage chronic health conditions, reduce potential health risks and harm exposures during travel, and monitor health changes upon return.

Evaluating the integration of body donor imaging into anatomical dissection using augmented reality.

Augmented reality (AR) has recently been utilized as an integrative teaching tool in medical curricula given its ability to view virtual objects while interacting with the physical environment. The evidence for AR in medical training, however, is limited. For this reason, the purpose of this mixed method study was to evaluate the implementation of overlaying donor-specific diagnostic imaging (DSDI) onto corresponding body donors in a fourth-year, dissection-based, medical elective course entitled anatomy for surgeons (AFS). Students registered in AFS course were separated into groups, receiving either DSDI displayed on Microsoft HoloLens AR head-mounted display (n = 12) or DSDI displayed on iPad (n = 15). To test for the change in spatial ability, students completed an anatomical mental rotation test (AMRT) prior to and following the AFS course. Students also participated in a focus group discussion and completed a survey at the end of AFS, analyzed through thematic triangulation and an unpaired, Mann Whitney U test respectively, both addressing dissection experience, DSDI relevancy to dissection, and use of AR in anatomical education. Although statistically significant differences were not found when comparing student group AMRT scores, survey and discussion data suggest that the HoloLens had improved the students' understanding of, and their spatial orientation of, anatomical relationships. Trunk dissection quality grades were significantly higher with students using the HoloLens. Although students mentioned difficulties with HoloLens software, with faculty assistance, training, and enhanced software development, there is potential for this AR tool to contribute to improved dissection quality and an immersive learning experience.

Perceptions of US Medical Students on Artificial Intelligence in Medicine: Mixed Methods Survey Study.

BACKGROUND: Given the rapidity with which artificial intelligence is gaining momentum in clinical medicine, current physician leaders have called for more incorporation of artificial intelligence topics into undergraduate medical education. This is to prepare future physicians to better work together with artificial intelligence technology. However, the first step in curriculum development is to survey the needs of end users. There has not been a study to determine which media and which topics are most preferred by US medical students to learn about the topic of artificial intelligence in medicine. OBJECTIVE: We aimed to survey US medical students on the need to incorporate artificial intelligence in undergraduate medical education and their preferred means to do so to assist with future education initiatives. METHODS: A mixed methods survey comprising both specific questions and a write-in response section was sent through Qualtrics to US medical students in May 2021. Likert scale questions were used to first assess various perceptions of artificial intelligence in medicine. Specific questions were posed regarding learning format and topics in artificial intelligence. RESULTS: We surveyed 390 US medical students with an average age of 26 (SD 3) years from 17 different medical programs (the estimated response rate was 3.5%). A majority (355/388, 91.5%) of respondents agreed that training in artificial intelligence concepts during medical school would be useful for their future. While 79.4% (308/388) were excited to use artificial intelligence technologies, 91.2% (353/387) either reported that their medical schools did not offer resources or were unsure if they did so. Short lectures (264/378, 69.8%), formal electives (180/378, 47.6%), and Q and A panels (167/378, 44.2%) were identified as preferred formats, while fundamental concepts of artificial intelligence (247/379, 65.2%), when to use artificial intelligence in medicine (227/379, 59.9%), and pros and cons of using artificial intelligence (224/379, 59.1%) were the most preferred topics for enhancing their training. CONCLUSIONS: The results of this study indicate that current US medical students recognize the importance of artificial intelligence in medicine and acknowledge that current formal education and resources to study artificial intelligence-related topics are limited in most US medical schools. Respondents also indicated that a hybrid formal/flexible format would be most appropriate for incorporating artificial intelligence as a topic in US medical schools. Based on these data, we conclude that there is a definitive knowledge gap in artificial intelligence education within current medical education in the US. Further, the results suggest there is a disparity in opinions on the specific format and topics to be introduced.

Curso optativo sobre ataxia espinocerebelosa tipo 2 en la Universidad de Ciencias Médicas de Holguín

Introducción: Recientemente inició la formación de profesionales en una nueva modalidad de Programas Técnico Superior de Ciclo Corto en la especialidad Neurofisiología Clínica, en la Universidad de Ciencias Médicas de Holguín, atendiendo a la alta incidencia de enfermedades neurológicas, como la ataxia espinocerebelosa tipo 2, que constituye un serio problema de salud en Cuba. Un programa de curso optativo que aborde esta temática, contribuye al conocimiento de esta enfermedad para su investigación y posibles tratamientos. Objetivo: Diseñar un programa de curso optativo sobre diagnóstico e intervención físico-terapéutica en la fase prodrómica de la ataxia espinocerebelosa tipo 2 para estudiantes de Neurofisiología Clínica Primer Año en la Facultad de Enfermería ¨Arides Estévez Sánchez¨ de Holguín. Método: Se realizó una investigación didáctica metodológica utilizando los métodos empíricos: observación; teóricos: histórico-lógico, estudio documental, dialéctico; análisis-síntesis e inducción-deducción. Resultados: Se propuso un programa para curso optativo basado en la búsqueda de información científica y métodos empíricos, el cual fue estructurado en cuatro temas, con carácter presencial y duración de 24 horas. Se presentaron los contenidos por temas, objetivos, conocimientos esenciales a adquirir, habilidades principales a dominar y sistema de evaluación. Conclusiones: La aplicación de este programa contribuye a desarrollar habilidades en los profesionales en formación, en el conocimiento de la fase prodrómica de esta enfermedad.

Introduction: It recently began the training of professionals in a new modality of Programas Técnico Superior de Ciclo Corto (Short Cycle Superior Technical Programs) in the Clinical Neurophysiology specialty, at the Universidad de Ciencias Médicas de Holguín, attending to the high incidence of neurological diseases, such as spinocerebellar ataxia type 2, which constitutes a serious health problem in Cuba. This is an elective course program that addresses this topic and contributes to the knowledge of this disease, in order to improve research and possible treatments. Objective: To design an elective course program on diagnosis and physical-therapeutic intervention in the prodromal phase of spinocerebellar ataxia type 2 for first year Clinical Neurophysiology students at the ¨Arides Estévez Sánchez¨ School of Nursing in Holguín. Method: A methodological didactic research was carried out using the empirical methods: observation; theoretical: historical-logical, documentary study, dialectical; analysis-synthesis and induction-deduction. Results: A program was proposed for an optional course, based on the search for scientific information and empirical methods, which was structured in four themes, in face-to-face modality and with a duration of 24 hours. The contents were presented by themes, objectives, essential knowledge to acquire, main skills to master and evaluation system. Conclusions: The application of this program contributes to developing skills in training professionals, in the knowledge of the prodromal phase of this disease.

Introdução: Iniciou-se recentemente a formação de profissionais em uma nova modalidade de Programas Técnicos Superiores de Ciclo Curto na especialidade de Neurofisiologia Clínica, na Universidad de Ciencias Médicas de Holguín, atendendo à alta incidência de doenças neurológicas, como a ataxia espinocerebelar tipo 2, que constitui um grave problema de saúde em Cuba. Um programa de disciplina eletiva que aborde esse tema contribui para o conhecimento dessa doença para sua investigação e possíveis tratamentos. Objetivo: Elaborar um programa de disciplina eletiva sobre diagnóstico e intervenção fisioterapêutica na fase prodrômica da ataxia espinocerebelar tipo 2 para alunos do primeiro ano de Neurofisiologia Clínica da Escola de Enfermagem ¨Arides Estévez Sánchez¨ de Holguín. Método: Foi realizada uma pesquisa didática metodológica utilizando os métodos empíricos: observação; teórico: histórico-lógico, estudo documental, dialético; análise-síntese e indução-dedução. Resultados: Foi proposto um programa para um curso opcional baseado na busca de informações científicas e métodos empíricos, o qual foi estruturado em quatro temas, com caráter presencial e duração de 24 horas. Os conteúdos foram apresentados por temas, objetivos, conhecimentos essenciais a adquirir, principais competências a dominar e sistema de avaliação. Conclusões: A aplicação deste programa contribui para o desenvolvimento de competências nos profissionais em formação, no conhecimento da fase prodrómica desta doença.

Curso optativo para el trabajo preventivo de los estudiantes de Estomatología desde los medios de comunicación masiva

RESUMEN Introducción: La educación para la salud en la carrera de Estomatología contribuye de manera favorable a la formación profesional del estudiante universitario de Ciencias Médicas, ya que refuerza sus conocimientos sobre salud bucal, los ayuda a comprender la realidad del individuo, la familia, la comunidad y así desarrollar actitudes de comunicación para llegar a los demás, que le permitan alcanzar con ello, las competencias que todo estomatólogo debe tener. Objetivo: Diseñar un curso optativo sobre el trabajo preventivo de los estudiantes de Estomatología desde los medios de comunicación masiva. Métodos: Se realizó una investigación de desarrollo, de carácter educativo, entre los meses de enero y julio del año 2021. Se emplearon métodos teóricos y empíricos en función de la revisión bibliográfica y documental; se realizó análisis, síntesis y contrastación de criterios a partir de los materiales revisados y los criterios de los autores; y se estimaron aportes de especialistas en Estomatología General Integral y de los medios de comunicación. Resultados: Se diseñó un curso dirigido a estudiantes de Estomatología, integrado por cuatro temas, con un enfoque activo y participativo, a través de diferentes formas de enseñanza-aprendizaje, donde el trabajo con los medios estimuló una actitud reflexiva y crítica en los profesionales de la salud. Discusión: El curso contribuyó a la formación de los estudiantes de Estomatología sobre la prevención de las enfermedades odontológicas y enriqueció la propaganda desde los medios de comunicación para la prevención de la salud bucal, lo que proporcionó un mejor desempeño en la confección de materiales educativos en función de la formación de los recursos humanos en ciencias médicas.

ABSTRACT Introduction: Health education in the Stomatology career contributes favorably to the professional training of the Medical Sciences university student, since it reinforces their knowledge about oral health, helps them understand the reality of the individual, the family, the community and thus develop communication attitudes to reach others, which allow them to achieve with it, the skills that every stomatologist should have. Objective: To design an elective course on the preventive work of Stomatology students from the mass media. Methods: An educational development research was carried out between the months of January and July of the year 2021. Theoretical and empirical methods were used based on the bibliographic and documentary review; An analysis, synthesis and comparison of criteria was carried out based on the reviewed materials and the authors' criteria; and contributions from specialists in Comprehensive General Stomatology and the media were estimated. Results: A course aimed at Stomatology students was suggested, composed of four themes, with an active and participatory approach, through different forms of teaching-learning, where working with the media stimulated a reflective and critical attitude in health professionals. Discussion: The course contributed to the training of Stomatology students on the prevention of dental diseases and enriched the propaganda from the media for the prevention of oral health, which provided a better performance in the preparation of educational materials in function of training human resources in medical sciences.

Impact of a third-year post-graduation preparation elective course.

Background Limited literature is available evaluating retrospective student perceptions of the utility of a postgraduate preparation elective at graduation and career onset and its impact on residency match rates. This project sought to explore the perceived usefulness of a third-year elective course from 2016 to 2019 on post-graduation preparation and to compare the match rate of students enrolled vs. not enrolled in the elective. Impact The majority of students pursuing residency programs (94%) perceived the elective course as helpful in navigating the postgraduate training process. Of the students pursuing other employment, 77.8% found the elective to be helpful in navigating the employment process. The top five activities identified as most useful included: cover letters, letters of intent, and thank you cards overview; curriculum vitae workshop; interviewing tips; mock interviews; and overview of postgraduate training opportunities. The match rate was not statistically different between those who completed the elective (60.7%) vs. all school graduates (64.7%) (P =.70). Recommendations Consideration should be given to the topics to be included in this type of elective course depending on the targeted audience. Additionally, it may be more beneficial to introduce these types of topics and activities to students earlier in their didactic career and integrate them into different parts of the curriculum. Discussion The post-graduation preparation elective course was perceived positively by students in terms of preparing for their postgraduate plans. Limitations and confounders make it difficult to determine the true impact of this type of elective on successful residency match rates.

Investigation and analysis of the current situation of public elective courses for medical college students / 中华医学教育探索杂志

Objective:To investigate the importance, satisfaction and influencing factors of college students in a medical university, and to provide reference for the teaching reform of public elective courses.Methods:A questionnaire survey was conducted in this study among Batch 2018 students of Southern Medical University. A total of 691 questionnaires were distributed and 674 valid ones were recovered. The data were analyzed descriptively, and one-way ANOVA analysis and multiple linear regression analysis were carried out by using SPSS 20.0.Results:There were statistical differences between students' objective of elective course, evaluation of teachers, evaluation of courses and harvest of courses and students' satisfaction and attention to public elective courses ( P<0.05). Students who chose courses for improving their comprehensive quality paid more attention to public courses [(4.3±0.73) points] and had higher satisfaction [(4.34±0.69) points] than other options. Students with good evaluation on teachers' teaching paid more attention to public elective courses [(4.32±0.71) points] and their satisfaction [(4.45±0.62) points] was higher than other options. Students with good evaluation on the courses had the highest degree of attention [(4.35±0.71) points] and satisfaction [(4.47±0.63) points]. Students paid the highest attention [(4.75±0.53)points] to and had the highest satisfaction [(4.85±0.36) points] with the public elective courses with more course harvest. The multiple linear regression analysis found that the 5 variables, gender, teaching forms, teaching evaluation, course quality and course harvest had significant differences in the scores of public elective course satisfaction ( P<0.05). Conclusion:The male students, in inquiry teaching form, the higher evaluation on the teacher, the higher the course quality, and the more the course harvest, the higher the students' satisfaction with the public elective courses.

Impact of a pilot elective course to address student pharmacist well-being.

INTRODUCTION: Survey results from 2016 and 2018 at the University of Michigan College of Pharmacy highlighted mental health concerns for the student population, including struggles with depression, anxiety, and academic distress. This led to creation of a pilot well-being elective course for first year doctor of pharmacy students. This article describes how this course was assessed and adapted for the future. METHODS: The well-being elective course used a course-specific survey and the Brief Inventory of Thriving to assess student outcomes. The course-specific survey was based upon the course objectives and the University of Michigan Common Agenda for Well-Being. Both surveys were given pre- and post-course to identify change. RESULTS: Course survey results illustrated an improvement in student well-being over a single semester. Compared with pre-course responses, students who completed the course were significantly more likely to agree with statements indicating they had strong time management skills, resilience to manage the fluctuations of life, were able to make thoughtful choices to reduce harm and promote well-being, and overall rated their well-being as excellent. Additionally, nearly all students felt a sense of strengthened community with peers and faculty within the course, better able to recognize or refer a peer for help, and felt the course contributed to their overall well-being. CONCLUSIONS: Implementation of this well-being elective pilot course provided students the tools and resources to improve upon their overall well-being in an effort to address anxiety, depression, and academic distress.

Pharmacy Students' Perception of an Elective Course on Evidence-based Learning Strategies.

Objective. To examine pharmacy students' perceptions of an elective course on evidence-based learning strategies.Methods. Pre- and post-course survey questionnaires were administered to students who enrolled in an elective course, to determine the learning strategies they used prior to course attendance, track their use of evidence-based learning strategies and observance of healthy lifestyle habits, and assess their perception of the course. A written assignment was given that required students to reflect on the learning outcomes that resulted from their application of evidence-based learning strategies. Mean scores on the pre- and post-course survey were analyzed using a general linear model repeated measures test.Results. The 59 students in this study predominantly used less-effective strategies (eg, re-reading and re-writing of notes) prior to taking the course. They reported increased use of evidence-based learning strategies, particularly retrieval practice and elaboration, and practice of healthy lifestyle habits (ie, enough sleep, exercise, good nutrition) after course completion. Students believed that using the above learning strategies improved their learning and memory and performance on graded assessments, among other benefits. Students had a positive perception of the course.Conclusion. The elective course was associated with increased use of effective learning strategies, adoption of healthy lifestyle practices that aid learning, and increased appreciation for evidence-based learning strategies by the students. Future studies are needed to examine actual learning outcomes and barriers to implementation of evidence-based learning techniques.

Application of "blended learning + flipped classroom" in medical public elective courses / 中华医学教育探索杂志

Objective:To explore the application effect of "blended learning + flipped classroom" in public elective courses for medical students, and provide reference for the blended construction of related courses.Methods:Totally 229 medical students were selected as research participants, who were taught by "blended learning + flipped classroom". After the courses, the curriculum evaluation questionnaires and focus group interview were used to collect students' evaluation of this course. SPSS 22.0 statistical software was used to make descriptive statistics on the questionnaire data.Results:Totally 98.5% students preferred "blended learning + flipped classroom" teaching mode, and more than 93% students thought this teaching method could improve their learning interest, empathy, understanding and application of knowledge. The results of the qualitative survey extracted two themes, namely "improving learning autonomy" and "expanding comprehensive quality".Conclusion:Perfecting the "blended learning + flipped classroom" teaching mode of the medical public elective courses plays a positive role in improving the learning autonomy and comprehensive quality of medical students and optimizing the learning effect.

The Ophthalmology Mini-Elective Gives Vision to Preclinical Medical Students.

Introduction: Ophthalmology education during medical school is often very limited. To provide exposure to areas beyond its standard curriculum, the University of Pittsburgh School of Medicine offers mini-elective courses in various disciplines. We developed such a course to provide instruction in the basics of clinical ophthalmology to interested preclinical medical students. Methods: First- and second-year medical students electively enrolled in our course (mean number of students per year = 12), which included four sessions combining didactics and hands-on learning. Additionally, each student individually spent time with an ophthalmologist in the operating room. Our course was held each year from 2015 to 2019. Results: Participants completed pre- (n = 25) and postsurveys (n = 20), reflecting increased comfort with the ophthalmologic history and physical examination. In 2019, participants also completed pre- and posttests, demonstrating increased knowledge of ophthalmology. Discussion: The Ophthalmology Mini-Elective is a unique educational tool that introduces the principles of ophthalmology to preclinical medical students, addressing an area of medicine that is generally minimally included in the required curriculum.

Residency preparation elective courses (and other factors) as predictors of pharmacy residency match rates.

INTRODUCTION: The current demand for pharmacy residencies far exceeds supply. The primary purpose of this study was to determine if presence of a pharmacy residency elective course has an effect on the American Society of Health System Pharmacists Residency Matching Program ("the Match") rates. METHODS: Data from the 2018 residency match were collected. Independent variables such as presence of a residency preparation elective course, residency track availability, school's affiliation with a residency program, interest in residency (as measured by the number of students enrolled in the Match divided by the number of degrees conferred), age of pharmacy school, first-time 2018 North American Pharmacist Licensure Examination pass rates, number of degrees conferred in 2018, funding status, and geographic region were analyzed to determine factors that could affect or had an association with match rates. RESULTS: From 139 accredited pharmacy schools, data from 135 schools of pharmacy were included in this study. The match rate for schools with a residency preparation elective course compared to those without was 61% and 62%, respectively. Following univariate linear regression analysis, availability of a residency course did not significantly affect residency match rates. The covariates of geographic region and funding source were significantly predictive of residency match success. CONCLUSIONS: The presence of a residency preparation elective course in the curriculum did not have a significant effect on 2018 match rates when accounting for various variables. It is uncertain whether enrollment in such an elective would have an effect on match rates.

Preparing pharmacy students for postgraduate training through a residency preparedness elective course.

OBJECTIVE: To determine the benefit of a residency preparedness elective course and assess the ability of the course to provide students with the knowledge and experiences needed to competitively apply for residency programmes. METHODS: A pre-/postsurvey study on a 2-credit hour elective course for third-year pharmacy students. This course was designed to provide them with the knowledge and experiences needed to competitively apply for pharmacy residency programmes. KEY FINDINGS: Students' perceptions of the elective course were captured through pre- and postcourse evaluations utilizing a 15-item survey. The main reasons students participated in this course was to gain a better understanding of the residency application process (median Likert score = 5; 1 = strongly disagree and 5 = strongly agree), develop interviewing techniques (5) and enhance clinical competency (5). By the end of the course, students felt more confident with their understanding of pharmacy residency programmes (4 versus 5, P = 0.002) and of the residency application process (2 versus 5, P = 0.001). CONCLUSION: Upon completion of a pharmacy residency preparedness elective course, students felt more confident in their understanding and ability to apply for a residency programme.

Design, implementation, and outcomes of an elective course on preliminary structural biology for undergraduate students majoring in biotechnology.

Biotechnological pharmaceuticals is a key course offered to third-year undergraduates majoring in biotechnology in our university. However, students often experience difficulties in understanding the principles of related technologies. In this study, we developed and implemented an elective course on preliminary structural biology for biotechnology undergraduates, aiming at reinforcing the principles of these technologies by experimental practice. The course was composed of three phases and lasted for 15 weeks, 18 students were randomly divided into six teams and were encouraged to design, prepare, carry out, and conclude a project on their own. The main contents of their project were cloning, expression, purification, and crystal screening of HpaA, a lipoprotein from the gastric pathogen Helicobacter pylori. Examination scores of biotechnology pharmaceuticals were used to assess learning outcomes. The results showed that students who participated in this course gained higher scores in the final examination, and they performed better on the questions specifically related to the elective course. These results demonstrated that the course enhanced students' understanding of the technologies involved in this course by practical applications. Thus, this elective course was effective in helping biotechnology undergraduates to learn the theory and application of biological technologies, and the experience gained in this course may be useful for other technology-based courses.

Impact of geriatrics elective courses at three colleges of pharmacy: Attitudes toward aging and eldercare.

INTRODUCTION: One in five Americans will be 65 years and older by 2030. Training student pharmacists to provide quality eldercare as healthcare professionals is essential. The objective of the study was to assess pharmacy students' attitudes toward aging and eldercare before and after a geriatrics-focused elective course. METHODS: The University of Arizona Aging and Health Care (UA AHC) survey was modified for pharmacy and administered pre and post to students enrolled in a geriatrics elective course at three United States (US) colleges of pharmacy. Pre and post means were calculated to examine attitudinal changes after course participation. Factor analysis was performed to examine construct validity by identifying the dimensions being measured. RESULTS: Sixteen of 37 questions differed significantly from pre-course to post-course demonstrating improved attitudes after course participation. Students also reported an awareness of how older adults are viewed and treated. Factor analysis identified seven factors with a range of behaviors, skills, training, and attitudes perceived to be important in geriatric care. Two factors, importance of learning about geriatric care and experience/comfort with older adults, showed significant changes confirming positive impact of the course. CONCLUSIONS: Geriatrics-focused elective courses in three colleges of pharmacy had a positive impact on students' perceived importance of learning about geriatric care and experience/comfort with elders. Further research to adapt and validate the UA AHC survey to pharmacy education is needed. The identification of the skills and attitudes necessary to meet the growing needs of older adults is necessary for pharmacy curriculum implementation and practice.

Using debates as the primary pedagogy to teach critical care in a PharmD curriculum elective course.

BACKGROUND AND PURPOSE: Debate is a pedagogy that incorporates deeper learning and has been used in many areas of healthcare and higher education. Debates have primarily been described within a course, but not as the predominant pedagogy for a course, particularly in pharmacy education or critical care instruction. EDUCATIONAL ACTIVITY AND SETTING: Debating the Evidence was a two-credit hour course taught by debate-style pedagogy on an extended campus to third year pharmacy students in a four-year curricular program. The class met weekly for two hours over 15 weeks, and students came prepared to debate preselected topics. Focus groups for students enrolled over two years were conducted to gauge students' perceptions of this course structure. FINDINGS: The debate-dominant course structure seemed to increase accountability of learning, pre-class preparation, and in-class engagement. Students had difficulty debating with lower quality evidence, but were able to use physiologic reason and adverse effect profiles when robust literature was lacking. All students enrolled over two course offerings consented and participated in the focus groups. Themes identified across both semesters included: 1) efficiency with accessing and evaluating drug literature, 2) increased understanding of an individualized patient-centered approach, and 3) an appreciation for patient care in the acute setting. SUMMARY: An entirely debate-style critical care elective course was perceived to be beneficial to students. Scalability and impact on student learning requires further assessment.