Medical student interest in academic medical careers: a multi-institutional study.

Little is known about how medical students view academic medicine. This multi-institutional study explored student perceptions of this career path. During 2009-2010, third- and fourth-year students at three United States medical schools completed a 30-item online survey. In total, 239 students completed the questionnaire (37 % response rate). Significant predictors of students' desires for academic medical careers included interest in teaching (γ = 0.74), research (γ = 0.53), interprofessional practice (γ = 0.34), administration (γ = 0.27), and community service opportunities (γ = 0.16). A positive correlation existed between accumulated debt and interest in academic medicine (γ = 0.20). Student descriptions of the least and most appealing aspects of academic medicine were classified into five categories: professional, research, personal, teaching and mentoring, and patients/patient care. Students are more likely to be interested in a career in academic medicine if they have participated in research or were influenced by a mentor. Factors that may also influence a medical student's decision to pursue a career in academic medicine include age and debt accumulated prior to medical school. Professional aspects of academic medicine (cutting edge environment, resources) and the opportunity to teach were the most appealing aspects.

Acute gastric dilatation resulting in gastric emphysema following postpartum hemorrhage.

Acute gastric dilatation is a rare entity, with varying aetiologies the majority of which are benign. Delay in diagnosis and treatment could result in sequelae such as gastric emphysema (pneumatosis), emphysematous gastritis, gangrene, and perforation. Gastric emphysema as a result of a benign nongangrenous condition such as gastroparesis, adynamic ileus can be successfully managed conservatively. Here, we present an interesting case of acute gastric dilatation resulting in gastric emphysema following massive postpartum hemorrhage.

Buzzwords in medical education: what they are, what they mean, and what we are doing about them at the University of Kentucky College of Medicine.

This article defines common buzzwords used to describe innovations in teaching medical students. As background for outlining the innovative educational programs in place at the University of Kentucky College of Medicine, the dual, or bimodal, missions of the College and their historical antecedents are presented. Definitions of important educational outcomes, or standards of achievement expected from University of Kentucky College of Medicine graduates, including professionalism, active learning, evidence-based medicine, and cultural diversity are given. In addition, their relevance to the development of medical professionals is outlined, and examples of where and how these standards are introduced in the Kentucky Medical Curriculum are presented. Similarly, definitions and examples of educational methods or pedagogies used to teach our medical students are discussed including the use of problem-based learning, computer-based instruction, standardized patients, and performance-based assessment.