Journal News

Call for Manuscripts - Interprofessional Education

noreply@blogger.com (Unknown) — Thu, 02 May 2013 20:59:00 +0000

Dear members of TGME, ASPE and IAMSE,

Medical Science Educator, the journal of the International Association of Medical Science Educators IAMSE, is planning to publish a journal supplement entirely dedicated to the topic “Interprofessional Education”. This special issue has been initiated during a panel discussion at the annual meeting of the Generalists in Medical Education in San Francisco in November 2012, where members of the three organizations discussed the issue in great detail.

We are currently soliciting article submissions on this topic and we welcome contributions in the format of Short Communication, Original Research, Monograph, Commentary or Opinion. See our website www.medicalscienceeducator.org for more detailed information on these formats. All submissions will be peer-reviewed in our regular review process. The issue will become publically available and will be published just before the 2013 Annual Meeting of the Generalists in Medical Education, Nov 1-2, 2013 in Philadelphia, PA (USA).

These are the deadlines for this call: • June 15, 2013: Deadline for submitting manuscripts to journal@iamse.org • August 16, 2013: Notification of preliminary acceptance or rejection • October 1, 2013: Final deadline for submitting revised manuscripts • October 28, 2013: Publication of the issue

Please see our journal website for Instructions for Authors! I look forward to receiving your submission.

Peter de Jong
Editor-in-Chief

Medical Science Educator 23(1S) - Now Available

noreply@blogger.com (Unknown) — Thu, 02 May 2013 15:10:00 +0000

Medical Science Educator 23(1S) - Now Available

I am happy to present to you a supplement issue of Medical Science Educator, entirely dedicated to basic science research projects for medical students. In this issue we present 14 examples of scientific training programs in medical schools from around the world. It provides us a nice overview of different situations and different approaches to address scientific training. The issue also publishes several abstracts of the 2013 Leiden International Medical Student Conference, one of the biggest student conferences in Europe on biomedical research.

To download: http://www.iamse.org/jiamse/volume23-1s/23-1s_complete.pdf

I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.

Peter de Jong
Editor-in-Chief

Call for Manuscript Ideas - Upcoming Special Issue of MedSciEdu

noreply@blogger.com (Unknown) — Mon, 12 Nov 2012 10:27:00 +0000

Dear medical educators,

Medical Science Educator, the journal of the International Association of Medical Science Educators, will publish in March 2013 a journal supplement entirely dedicated to Basic Science Research Projects for medical students. The issue will also publish the top-50 best abstracts of the 8th LIMSC International Conference on Student Research to be held in the Netherlands.

We are actively soliciting ideas for articles on the topic "(bio)medical research projects in the medical school curriculum". We like to learn more on how science research projects are incorporated into medical curricula around the world. Descriptive as well as research studies are welcome.

Please note we are looking for SUGGESTIONS for manuscripts. Just write us a short e-mail message about the situation or topic you want to write about. From all the suggestions received, we will select about 4 to 6 of which the authors will be invited to submit a full manuscripts to be reviewed by our Review Board.

These are the deadlines for this call:

November 23, 2012: Deadline for submitting your suggestions to journal@iamse.org
December 1, 2012: Selected authors will be invited to submit a manuscript
January 11, 2012: Deadline for submitting the manuscript
March 2013: Publication of the issue

Looking forward to your ideas.

Peter de Jong

Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator

MedSciEduc 22(3S) Core-Competencies in Scientific Research for Undergraduate Medical Education

noreply@blogger.com (Unknown) — Thu, 23 Aug 2012 11:27:00 +0000

MedSciEduc 22(3S) Core-Competencies in Scientific Research for Undergraduate Medical Education

Dear Colleagues -

You are receiving this special issue of Medical Science Educator on the topic of “Core-Competencies in Scientific Research for Undergraduate Medical Education” as a member of the medical education community. Normally Medical Science Educator is only available to IAMSE members, however we felt that this issue would be of special interest to the community at large.

It is IAMSE’s belief that science must continue to be the basis for the practice of modern medicine. Health science professionals must be able to combine compassion, understanding and communication skills with a readily accessible knowledge base and strong scientific research skills.

In this special issue of Medical Science Educator 7 articles are presented on the topic of teaching scientific research skills for undergraduate medical students. Authors from 4 different countries showcase for you the way in which they address the challenges of teaching research skills in core as well as elective curricula. I feel it is an impressive overview of work and hopefully an inspiration for us all.

I hope you will enjoy this issue of Medical Science Educator and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.

To download: http://www.iamse.org/jiamse/volume22-3s/22-3s_complete.pdf

Peter G.M. de Jong, PhD
Editor-in-Chief
Medical Science Educator

Short Communications

Assessing Research Competency in a Medical School Environment
Linda R. Adkison & Alan G. Glaros

Teaching Science through Biomedical Research in an Elective Curriculum
Ingrid Bahner, Charurut Somboonwit, Susan Pross, Roberta J. Collins & Samuel Saporta

Reading Strategies used by Undergraduate Medical Students to Comprehend Scientific Publications Marcela Bitran, Denisse Zúñiga & Isabel Leiva

Original Research A Psychometric Analysis of Research Perceptions in Osteopathic Medical Education Grace D. Brannan, Godwin Y. Dogbey & Corie L. McCament

Monograph Practitioner Research Literacy Skills in Undergraduate Medical Education: Thinking Globally, Acting Locally des Anges Cruser, Sarah K. Brown, Jessica R. Ingram, Frank Papa, Alan L. Podawiltz, David Lee & Vesna Knox

Commentary

“The Graduate as Scientist and Scholar”: Building a Curriculum Suitable for All Shelby S. Webster, Kevin P. Shotliff & Lisa Burton

Scientific Research Competencies for Undergraduate Medical Education: The Case from Turkey Sevgi Turan & İskender Sayek

22(3) issue of Medical Science Educator Now Available

noreply@blogger.com (Unknown) — Fri, 17 Aug 2012 12:18:00 +0000

Dear IAMSE members, Welcome to the 22(3) issue of Medical Science Educator. The issue reports on a variety of topics of great importance to the medical educator. We present to you several Short Communications, Research Articles and Commentaries in the field of basic sciences as well as clinical education. I think it is important to learn about medical education in both fields, as after all we all deal with the education for health care professionals across the continuum. To download please log into the IAMSE Members Only area of the website. Peter G.M. de Jong, PhD Editor-in-Chief Medical Science Educator

Review of 21st Century Learning in Medicine: Traditional Teaching versus Team-based Learning

noreply@blogger.com (Unknown) — Thu, 19 Jul 2012 19:31:00 +0000

Published in the Medical Science Educator (2012) 22(2) 57-64 by Robert K. Kamei, Sandy Cook, Janil Puthucheary and C. Frank Starmer

Review by Lynn C. Yeoman - July 18, 2012

Recognizing that learning by modern students has adapted to take greater advantage of digital resources the authors acknowledge that there is a disparity between the lecture-based teaching style that persists in too many medical school classrooms and the learning style of current medical students. While there has been some progress in moving away from discipline-based memorization, most medical school curricula still do not include enough problem-solving in their educational programs. Furthermore, the practice of medicine has move away from the competitive soloist to a role that is more likely to be a team member or team leader.

To address this disparity a learning strategy was developed by Duke-NUS educators, called TeamLEAD, incorporating Team-Based Learning principles. Lectures, readings and e-learning on a given topic are completed before class; in-class activity focuses on understanding, applying principles, and solving problems. Key to this approach are the elements of individual self-directed learning, small-group activity followed by combined group faculty facilitation. The advantages of this approach include: rewards for self-directed learning, more efficient use of faculty than other small group methods, but retention of the engagement and enjoyment found in many small group learning methods.

At the same time changes were made to the format of the overall curriculum. The first year was devoted entirely to TeamLEAD learning. The basic sciences were wrapped around Larry Michaelsen’s Team-based learning method, which has rarely been used throughout a preclinical curriculum. The emphasis of the first year was shifted from memorization to critical and creative thinking and in-class problem solving. The second year was composed of clerkships. The third year was devoted to research. The fourth year was built around various activities designed to round out an individual’s medical education.

TeamLEAD was implemented on 130 medical students at Duke-NUS and their performance on national standardized examinations was compared to pooled data collected from 18, 390 students in the United States. A comparison of demographic data suggests that the two populations were comparable, but not identical, i.e., the average MCAT performance and GPA data for DUKE-NUS students was not quite as high as that for aggregated US medical school data.

What is remarkable are the results obtained when Duke-NUS student performance on CBSE and USMLE Step 1 exams are compared with those achieved by US medical students. Duke-NUS students, at the end of their first year, perform comparably on the CBSE to second year US medical students. At the end of their second year the Duke-NUS students scored significantly higher than the US students (66.5±7.8 vs. 61.0±11.0) (p<.0.05; 95% CI [65.1 to 67.9]). The first two years of Duke-NUS students also scored significantly higher than US students on the USMLE Step 1 (228.4±20.7 vs. 222±24) (p<.028; 95% CI [223.5 to 233.3]). While one would certainly like to see the size of the Duke-NUS cohort increase, as well as comparisons that include controls for other potential population variables, these data suggest that the TeamLEAD method for learning the preclinical curriculum may outperform lecture-based and other forms of small group instruction.

To view the original article in its entirety - http://www.medicalscienceeducator.org

22(2) of Medical Science Educator is Now Available

noreply@blogger.com (Unknown) — Fri, 04 May 2012 13:26:00 +0000

Dear IAMSE members,

I am happy to present to you issue 22(2) of Medical Science Educator, the Journal of IAMSE. The issue reports on a variety of topics of great importance to the medical educator, from anatomy teaching to international politics. I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.

To download please log into your IAMSE Member account

Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator



Medical Students as Teaching Assistants in an Undergraduate Anatomy Course	50
Anuja Jain, Monica Michelotti, Jennifer McDonald, Dennis Lee, Michael Bohl, James Fitzgerald & Ameed Raoof

Comparison of the Effectiveness and Enthusiasm toward the Audience Response System between a Medical School in the United States and the Caribbean	53
Jamie Shutter

Teaching Gastrointestinal Anatomy from the Inside Out	56
Marjorie Johnson, Siddhartha Bhattacharyya & Matthew Johnson

21^st Century Learning in Medicine: Traditional Teaching versus Team-based Learning	57
Robert K. Kamei, Sandy Cook, Janil Puthucheary & C. Frank Starmer

The Challenges of Developing a Patient Safety Curriculum for Medical School	65
Dennis Tsilimingras, Eric I. Rosenberg & Leslie M. Beitsch

International Politics - Effects on the Training of International Medical Graduates	73
Fahad Saeed, Nadia Kousar & Jean L. Holley

Meeting report: The Second Flexnerian Report: Implications, Applications and Expectations	75

Meeting report: Innovative Teaching Methods for Pathology in American Medical Schools	77

Call for Manuscripts - Core-Competencies in Scientific Research for Undergraduate Medical Education

noreply@blogger.com (Unknown) — Tue, 06 Dec 2011 14:45:00 +0000

Dear medical educators,

Medical Science Educator, the journal of the International Association of Medical Science Educators IAMSE, is planning to publish a journal supplement entirely dedicated to the topic “Core-Competencies in Scientific Research for Undergraduate Medical Education”. IAMSE is exploring what the role of basic science research skills should be in the medical curriculum, and therefore we would like to learn more on how the academic society thinks about this issue.

We are currently soliciting article submissions on this topic and we welcome contributions in the format of Short Communication, Original Research, Monograph, Commentary or Opinion. See our website www.medicalscienceeducator.org for more detailed information on these formats. All submissions will be peer-reviewed in our regular review process.

These are the deadlines for this call:

February 15, 2012: Deadline for submitting manuscripts to journal@iamse.org
May 15, 2012: Notification of preliminary acceptance or rejection
August 2012: Publication of the issue.

I look forward to receiving your submission.

Peter de Jong
Editor-in-Chief

Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator

Medical Science Educator 21(4) is Now Available

noreply@blogger.com (Unknown) — Sat, 19 Nov 2011 15:12:00 +0000

Dear IAMSE members,

I am happy to present to you issue 21(4) of Medical Science Educator, the Journal of IAMSE. This forth regular issue of this volume concludes the first year of the 'new' journal and shows us again a variety of topics being reported on. I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.

To download please login to the IAMSE Members only Website - http://iamse.org/member_logon.htm

Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator

Evaluating the Utility of Peer-Assisted Learning in Pediatric
Pradip D. Patel, Dan B. Kischnick, Scott G. Bickel, Craig H. Ziegler & Karen Hughes Miller

Pre-clerkship Preparation from Live Patient Practice Pelvic Examination
Linda E. May & Amber Lievens-Widenski

Correlation between Clicker Scores and Examination Performance
in Dental Biochemistry
Alan E. Levine

A-PEX: A Case-Based Integrated Physical Diagnosis/Anatomy Program for
First Year Medical Students
Gurpreet Sodhi, Claudia Ranniger, Frank Slaby & Benjamin Blatt

Training Medical Students to Teach Suicide Prevention
Julianne C. Pupa & Norma Susswein Saks

Engaging Students with Clickers in a Distributed Environment – Lessons Learned
Kalyani Premkumar, Cyril Coupal, Krista Trinder & Shiva Shayani Majd

Barriers to Incorporating NICE Clinical Practice Guidelines in Medical Education:
The Medical Student’s Perspective
Logan Manikam, Jaydip Banerjee, Nicholas Blackwell & Monica Lakhanpaul

Family Medicine Residents’ Perspectives on “Worldview Thinking in Patient Care”
Dilip Nair

The Cost of Education: Medical Student Stress during Clerkships
Teresa Tseng, Ana-Maria Iosif & Andreea L. Seritan

The Funding of Graduate Medical Education in the American Healthcare System
Tyler Cymet & R. Dobbin Chow

A Proposal for Tenure
William E. Seifert, Jr. & Henry W. Strobel

Medical Student Wellness: An Essential Role for Mentors
Paula J. Adams Hillard, Preetha Basaviah & Lars Osterberg

Meeting report: Team-Based Learning Collaborative

MSE 21(3S) is Now Available

noreply@blogger.com (Unknown) — Thu, 29 Sep 2011 20:38:00 +0000

Dear IAMSE members,

I am happy to present to you the 21(3S) supplement issue of Medical Science Educator, the Journal of IAMSE. This issue is entirely dedicated to the 15th Annual Meeting of the International Association of Medical Science Educators in St Petersburg, FL, USA, held from June 18-21, 2011. As tradition, we present all the abstracts of the posters that were actually presented at the meeting. In addition, some of the keynote speakers prepared a short article on the topic of their plenary lecture and the two Outstanding Poster Award winners of this years meeting present to you their work.

To view, please log into the Members Only area of the website.

I hope you will enjoy this issue and that you and your colleagues will consider to attend the 2012 IAMSE meeting yourself.

Peter de Jong
Editor-in-Chief

Fostering Scientific Curiosity and Professional Behaviors in a Basic Science Curriculum	254
Aviad Haramati

Science Education in Medical Curriculum: Teaching Science or Training Scientists?	258
Friedo W. Dekker

Use of Simulation to Assess Competence and Improve Healthcare	261
William C. McGaghie

Creation of a Video-Based Learning Module of Extraocular Muscles’ Structure and Function	264
Jonathan J. Wisco, Sam Payne, Sara Kim & M. Elena Stark

Student Usage of Streaming Video/DVD Electronic Media in a Basic Science Curriculum	266
Jinping Li, Shi-Wen Jiang & Edward C. Klatt

2011 IAMSE Master Teacher and Master Scholar Awards	267

Building Healthcare Professionals in a Medical Science Curriculum	268
Poster Abstracts, 15^th Annual Meeting of the International Association of Medical Science Educators, St Petersburg, FL, USA, June 18-21, 2011

Medical Science Educator 21-3 Now Available

noreply@blogger.com (Unknown) — Mon, 25 Jul 2011 17:55:00 +0000

Dear IAMSE members,

I am happy to present to you issue 21(3) of Medical Science Educator, the Journal of IAMSE. This third regular issue of 2011 shows again a variety of topics being reported, including 3 meeting reports. I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.

To download: http://www.iamse.org/jiamse/volume21-3/21-3_complete.pdf

Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator

Table of Contents

Introducing Evidence-Based Physical Examination to Internal Medicine Clerkship Students
Somnath Mookherjee, Michelle Mourad, Michelle Milic & Calvin Chou

Changes in Personality and Learning Styles for First Year Medical Students
Nicole J. Borges & Dean X. Parmelee

Virtual PBL: Online Student Interaction to Enhance Learning, Interest, and Peer Feedback
Aaron Danielson & Frazier T. Stevenson

Conversion of an Imaged-Based Lecture to a Virtual Microscopic Tutorial; a Practical Approach Including Student Feedback for Consecutive Classes
Jamie Shutter & Frazier T. Stevenson

Factors that Impact Teaching Evaluations: a Case Study
Shi-Hao Wen, Xiu-Qiang Ma, Jan D. Carline, Wei-Min Ren, Xin-Wen Yan & Yue Wang

The Oncology Education Initiative: Successful Incorporation of Multidisciplinary Oncology Education into the Core Radiology Clerkship
Pauline Mulleady Bishop, Priscilla J. Slanetz & Ariel E. Hirsch

Medical Student Use of Online Lectures: Exam Performance, Learning Styles, Achievement Motivation and Gende
Gary L. Nieder, Nicole J. Borges & John C. Pearson

Introducing the Testimonial-Commentator Format to the Musculoskeletal Curriculum of Medical Student
James D. Katz, Mandana Hashefi, Maryam Hasan, H. David Reines, Samantha McIntosh, Laura Abate, Jennifer Halvaksz & Ellen Goldman

Toward a Culture of Humanism: A Proposal for the Future of Bioethics Education in Medicine
Ashley K. Fernandes

Meeting Report: Medical Education – 2011

Meeting Report: The Use of E-Learning in Medical Education

Meeting Report: Teaching Biochemistry to Students of Medicine, Dentistry & Pharmacy

Medical Science Educator - 21(2) Now Available

noreply@blogger.com (Unknown) — Mon, 02 May 2011 16:01:00 +0000

Dear Colleagues,

Please note that Medical Science Educator, the Journal of the International Association of Medical Science Educators (IAMSE), has published issue 21(2). For the table of contents see below this email.

IAMSE is an association of health professions educators who are interested in advancing their curriculum design and teaching skills. If you are not a member of IAMSE and would like to access our Journal, consider applying for membership (visit http://www.iamse.org ) or consider an individual Journal subscription (visit to apply http://www.MedicalScienceEducator.org/subscription.html )

Peter G.M. de Jong, PhD
Editor-in-Chief Medical Science Educator

Table of Contents of issue 21(2)

Patient Safety Education in Medical Education
Anne J. Gunderson, Ara Tekian & Kelly Smith

Motivation to Learn, Quality of Life and Estimated Academic Achievement: Medical Students Studying in New Zealand
Marcus A. Henning, Christian U. Krägeloh, Susan J. Hawken, Iain Doherty, Yipin Zhao & Boaz Shulruf

Millennial Students’ Perspectives on the Medical School Learning Environment: A Pilot Study from Two Institutions
Carol L. Elam, Nicole J. Borges & R. Stephen Manuel

Does Critical Reflection by Biochemistry Learning Teams Foster Patient-centered Beliefs among Medical Students?
Lon J. Van Winkle, Nalini Chandar, Jacalyn M. Green, Sean M. Lynch, Susan M. Viselli & Paulette Burdick

Preparation Time for Preclinical Pathology Educational Activities in Medical Schools: a Survey of Pathology Educators
Geoffrey Talmon, Lynette Smith & S. James Booth

Biomedical Animations and Video Clips as Educational Tools
Robert Lavine

Evolution of Student Assessment Following Implementation of an Integrated Medical Curriculum: Contribution to Improved Educational Outcomes
Gregory K. Asimakis, Michael A. Ainsworth, Judith F. Aronson, Ann W. Frye, Steven A. Lieberman & Jeffrey P. Rabek

Meeting Report: Promoting Engaged Learning and Scholarship across the Medical Education Continuum

Meeting Report: New Places, New Opportunities, New Ideas in Medical Education

Medical Science Educator 21-1s Is Now Available

noreply@blogger.com (Unknown) — Wed, 16 Mar 2011 18:33:00 +0000

Dear IAMSE members,

I am happy to present to you the first supplement issue of Medical Science Educator, the Journal of IAMSE. This issue is entirely dedicated to basic science research projects for medical students and is published in coordination with the LIMSC conference, one of the largest student conferences in Europe on biomedical research. In this issue we present 10 examples of scientific training programs in medical schools from around the world. It provides us a nice overview of different situations and different approaches to address scientific training. I hope you will enjoy this issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.

To download please log into the members only section of the IAMSE website.

Peter de Jong Editor-in-Chief

MSE Article Review

noreply@blogger.com (Unknown) — Thu, 10 Mar 2011 15:56:00 +0000

To all IAMSE members -

In the inaugural issue of the Medical Science Educator, the new journal of the International Association of Medical Science Educators (IAMSE), there are several interesting articles that focus on new approaches to medical education. One article that specifically caught my eye was “Use of Lecture Recordings in Medical Education” by 5 educators from Tulane School of Medicine. I was particularly interested in the paper because our medical school began recording lectures coupled to the PowerPoint presentations several years ago as described in this paper but I had not seen any studies on outcomes measured. This study provided some interesting conclusions. First it was reported that greater than 80% of the students used the lecture recordings to replace or supplement their lecture notes. The authors observed that after instituting the audiovisual lecture material online it was reported that there was less than 9% decrease in lecture attendance for those students responding to the questionnaire. Interestingly, the impression of the students was that the introduction of the audiovisual material online increased their performance on exams but in most cases the Tulane study could not observe an increase in grades for the students whether they used the online resources or not. But the perception for the students was overwhelmingly positive.

This article appears in Medical Sciences Educator Volume 21-1:21-26 and this volume is available at the IAMSE web page http://www.MedicalScienceEducator.org. Your IAMSE member ID / Password will be required to access subsequent issues of the journal.

Please remember the Medical Science Educator is a benefit of membership in IAMSE. You are encouraged to submit reports of your medical education scholarship (for example, research or innovations).

Take a look and contribute your ideas.

Dan Schulze
Publication Committee
________________________________________

Medical Science Educator 21-1 Now Available

noreply@blogger.com (Unknown) — Thu, 27 Jan 2011 17:57:00 +0000

Dear Colleagues,

I hereby present to you the first issue of Medical Science Educator, The Journal of the International Association of Medical Science Educators IAMSE. The journal is the successor of JIAMSE, our highly appreciated peer-reviewed journal for health science educators to publish their scholarly work helping to move medical science education forward.

In this issue you will find several regular articles on innovative teaching methods, as well as two meeting reports on educational meetings from within the last few months.

To download the issue - Medical Science Educator

To celebrate this first issue of Medical Science Educator, it is freely available for all who are interested in Health Science Education. I hope you will enjoy this first issue and that you and your colleagues will consider publishing your own scholarly work in our Journal for the benefit of all our readers.

Peter G.M. de Jong
Editor-in-Chief

IAMSE is an association of health professions educators who are interested in advancing their curriculum design and teaching skills. If you are not a member of IAMSE yet and would like to follow our Journal in the future, consider applying for membership (visit www.iamse.org ) or consider an individual Journal subscription(visit to apply www.MedicalScienceEducator.org/subscription.html )

Announcing the Lauch of "Medical Science Educator"

noreply@blogger.com (Unknown) — Tue, 11 Jan 2011 19:59:00 +0000

Dear IAMSE members,

Starting January 1st, 2011, IAMSE’s online peer reviewed journal JIAMSE changed its name to Medical Science Educator. The scope is still the same: offering all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. The layout and charisma of Medical Science Educator will be a little different however, but we hope you like the newly improved look of the Journal.

The very first issue of Medical Science Educator will be published within the upcoming weeks, so pay attention to our mailings. Looking forward to welcoming you as a reader!

Peter de Jong
Editor-in-Chief

JIAMSE 20-3 is now Available

noreply@blogger.com (Unknown) — Tue, 14 Dec 2010 03:46:00 +0000

Dear readers of JIAMSE,

I hereby present to you issue 20-3 of JIAMSE, the Journal of the International Association of Medical Science Educators (IAMSE). Every article in this issue focuses on the role of the basic sciences in modern medical education. In 2006, IAMSE initiated the Flexner Revisited project to celebrate and recognize Abraham Flexner’s contributions to medical education by examining his findings for the basic sciences in the context of medical education for the 21st century. This year marks the centennial anniversary of the Flexner report and this issue of JIAMSE provides the culmination of several studies from this IAMSE project, brought together by Guest Editor Pat Finnerty.

Issue 20-3 is also the last issue of the IAMSE journal that will be published under the name of JIAMSE. Starting January 2011, the peer reviewed journal of the association will be called Medical Science Educator.

Issue 20-3 is available at http://iamse.org/jiamse/public.htm

I hope you will enjoy this special and last issue of JIAMSE and I look forward welcoming you back in Medical Science Educator next year!

Peter G.M. de Jong, Ph.D.
Editor-in-Chief

If you are not a member of IAMSE yet and would like to follow our Journal in the future, consider applying for membership (visit www.iamse.org) or consider an individual Journal subscription (visit to apply www.MedicalScienceEducator.org/subscription.html)

JIAMSE Highlights - 20-2s "Preparing Healthcare Faculty for the Millennial Gneration"

noreply@blogger.com (Unknown) — Fri, 26 Nov 2010 14:37:00 +0000

Dear IAMSE Members,

I write to provide highlights from the Journal and last regular meeting of the Association in New Orleans. It was interesting to note at the IAMSE 2010 meeting that Dr. James B. McGee, University of Pittsburgh Medical Center, delivered a unique keynote lecture entitled “Preparing Healthcare Faculty for the Millennial Generation.” His lecture has recently been published in JIAMSE, 20(2s):166-169. Dr. McGee writes about those born between the years 1984 and 2000, better known as the Millennial Generation, Generation Y or Echo Boomers. He observes that learning and teaching healthcare is different due to the contributing factors of technology and resultant impact on both learners and educators. The ‘millennials’ know life as a set of technological features, including the Internet, email, text messaging and other advanced forms of communication like teleconferencing via iChat, Skype, Google Wave, Adobe Connect, FreeConference or uStream. Their connections also include social networking on Facebook, MySpace, Orkut, Twitter, Ning, Syndicaster, LinkedIn, Six Apart, hi5 and other websites. In short, these changes impact the classroom, requiring faculty educators to better hone their skill set(s) to those that lend credence to the use of digitized knowledge and problem solving methods. It is not enough to provide students with lecture handouts and a set of literature citations. . .better, of course, in today’s curriculum to ‘teach’ students where to find information and how to use it in deciphering complex healthcare problems. Millennial learners now have the expectation that all lectures be synchronized to slides “via the Internet within minutes of every lecture” and provided in multiple digital formats and varied languages so instant playback can be effected on laptops, iPods, iPads, iPhones and other handheld devices, including a plethora of smart phones. Dr. McGee concludes that “By understanding the unique characteristics and needs of millennial learners and embracing the valuable aspects of the technologies they know so well, modern [medical] educators can help them become the next great generation of healthcare professionals.”

Floyd C. Knoop, Ph.D.
Creighton University School of Medicine
Member, IAMSE Publication Committee
IAMSE Editorial Board

Highlights from JIAMSE 19-2

noreply@blogger.com (Unknown) — Mon, 01 Nov 2010 14:24:00 +0000

Dear IAMSE members and JIAMSE readers,

In the most recent regular issue of JIAMSE, 19:2 there are lots of good reading. For example there are 2 articles about students’ use of technology. One by Peter de Jong and Jan Bolk looks at the use of laptops over 4 years while another, by Anthony Paolo and colleagues looks at attitudinal changes of use of technology by a medical school. There is a piece by James Booth and colleagues about developing national core objective guidelines for Microbiology and Immunology. 2 articles focus on teaching specific topics. One by Darshana Shah and Betts Carpenter looks at use a mock malpractice trial and Bart Holland and Marian Passannnate report about effective teaching techniques for obniostatictics and epidemiology.

All this and more can be found in JIAMSE!

Good Reading!

Kitty McMahon
IAMSE Publication Committee member

JIAMSE 20-2s is Now Available - Special Annual Conference Issue

noreply@blogger.com (Unknown) — Sat, 09 Oct 2010 13:02:00 +0000

Dear IAMSE members,

I am proud to present to you JIAMSE supplement 20-2s on the scientific program of the IAMSE 2010 meeting. In addition to the abstracts of all poster presentations, we have also included the invited contributions of all three keynote presenters from the meeting: Dr. Mennin, Dr. McGee and Dr. Schuwirth. Furthermore, we have two Innovations by the two Outstanding Poster Award winners of this year, Dr. Carnegie and Dr. Thompson. Their work was rated as the best and most promising presented at this year's meeting and I am therefore very honored to present their work to you.

To access the Journal

I hope this issue of JIAMSE will give you a nice overview of the work presented at the IAMSE meeting in New Orleans.

Peter de Jong
Editor-in-Chief

Call for Manuscripts - Special Issue of MedSciEdu

noreply@blogger.com (Unknown) — Thu, 16 Sep 2010 16:14:00 +0000

Dear medical educators,

Medical Science Educator, the journal of the International Association of Medical Science Educators (IAMSE), will publish in March 2011 a journal supplement entirely dedicated to basic science research projects for medical students. The issue will also publish the top-50 best abstracts of the 7th LIMSC International Conference on Student Research to be held in the Netherlands.

We are actively soliciting articles on the topic "(bio)medical research projects in the medical school curriculum". We like to learn more on how science research projects are incorporated into medical curricula around the world. Descriptive as well as research studies are welcome.

Please note that at this moment we are looking for IDEAS that you would like to personally prepare a manuscript for. From all the ideas received, we will select about 4 to 6 of which the submitter will be invited to submit a manuscripts to be reviewed.

These are the deadlines for this call:

October 1, 2010: Deadline for submitting ideas to journal@iamse.org
October 15, 2010: Selected authors will be invited to submit a manuscript
December 3, 2010: Deadline for submitting the manuscript
March 2011: Publication of the issue

Looking forward to your ideas.

Peter de Jong
Medical Science Educator
Editor-in-Chief

New Editor-in-Chief of JIAMSE

noreply@blogger.com (Unknown) — Sun, 29 Aug 2010 13:03:00 +0000

Peter de Jong, PhD, Named New Editor-in-Chief of JIAMSE

Effective July 1, 2010, the International Association of Medical Science Educators (IAMSE) has named Peter de Jong, PhD, advisor at the Center for Innovation in Medical Education at the Leiden University Medical Center, The Netherlands, as the new Editor-in-Chief of JIAMSE. Dr de Jong succeeds Dr Uldis Streips, who did lead the journal for the last 4 years.

Dr de Jong is 45 years old and from the Netherlands. He has been trained in medical technologies and basics sciences (PhD in Biophysics/Physiology) at the universities of Eindhoven and Maastricht. Currently he is appointed at the Leiden University Medical Center in the field of using technology in education. In the past, Dr de Jong has been a member of the Board of Directors and the Executive Committee of the Netherlands Association for Medical Education NVMO and has been chairing several major (inter)national educational meetings. Also, he chaired for many years the NVMO Special Interest Groep on E-learning working on collaboration between all 8 medical schools in the country. Currently he is a member of the Board of Directors of IAMSE, which he will step down from as of July 1st when he takes office as Editor.

JIAMSE is the official peer-reviewed online journal of the International Association of Medical Science Educators and has been published since 1991. It is designed to present scholarly activities, opinions, and resources in basic medical science education for all who teach the sciences fundamental to medical practice. The journal presents opportunities to enhance excellence and innovations in teaching, student and program assessment, computer technology, human simulation, learner-centered education, and in many other areas. The journal is published four times a year with additional supplements. As of January 1, 2011 JIAMSE will be renamed and become Medical Science Educator: The Journal of the International Association of Medical Science Educators.

JIAMSE 20-1 Now Available

noreply@blogger.com (Unknown) — Wed, 31 Mar 2010 11:55:00 +0000

Hello to all JIAMSE readers. Volume 20-1 has been published. Good articles, good information, happy reading!

All best,
Uldis N. Streips, Ph.D.
Editor-in-Chief

Review of JIAMSE Issue 1 of Volume 20

noreply@blogger.com (Unknown) — Wed, 24 Feb 2010 13:21:00 +0000

To all IAMSE members,

With issue 1 of Volume 20 of our journal, JIAMSE www.jiamse.org about to be published, on the behalf of the Publications Committee I would like to bring your attention to Volume 19-4 by briefly reviewing a couple of the articles.

The first is an interesting Short Communication from Dekker and de Craen from Leiden University Medical Center, The Netherlands (p. 142-144). The authors report on a teaching experiment to assess the effect of promotional incentives on second-year medical student judgments regarding the credibility of information presented to them. In this short study, students in a second year class on scientific reasoning were randomly divided into two groups, one that received a promotional gift from the University and the other that did not. They were then presented information on nine slides regarding the evolutionary development of the nose. Four of the nine slides were fictional. Following the presentation, students were asked to assess the authenticity of the information. After analyzing the student answers, the authors found that students that received the promotional gift were four times more likely to believe the fictional slides that those who had not received the promotional gift. The authors conclude that even small promotional gifts can influence judgments of the credibility of information presented to them, and thus, promotional incentives are not harmless.

The second paper is from Wenger et al. at West Virginia University School of Medicine in Morgantown, WV. In this IRB approved study, students near the end of their second year were asked to rank study resources they used to prepare for their pathology exams. These study resources included lecture attendance, viewing recorded lectures, textbook, practice with USMLE-type study questions, etc. The responses were linked with student’s cumulative score, and a bivariate fit analysis was used to compare the cumulative score with the utilization of study sources after anonymization. In this study, the authors found that those who utilized clinical vignette-type questions to practice performed on average 5 points higher than the class average, which was statistically significant. They also found that students who utilized recorded lectures over other resources scored on average 2.9 points lower than the class average, although this was not statistically significant.

The Publications Committee would like to encourage you not only to read JIAMSE, but also to submit your papers to JIAMSE for publication. In addition to Research Articles and Short Communications, other paths to publication in JIAMSE include short reviews of websites that may assist the medical educator (Medical Educators Resource Guide), Commentaries, Letters to the Editor, and publication of preliminary results of a novel approach to medical education as an Innovation.

William E. Seifert, Jr., Ph.D.
The University of Texas Medical School at Houston

A Reminder from the IAMSE Publications Committee

noreply@blogger.com (Unknown) — Tue, 14 Apr 2009 15:53:00 +0000

Dear IAMSE member,

Have you read the recent article in IAMSE entitled “Student Utilization of Digital Versions of classroom Lectures” by Kathryn Lovell and Geraud Plantegenest? It is an interesting study of how 1st and 2nd year medical students use streaming video of lectures. This study is helpful to identify students’ perceptions of the usefulness of having access to recordings of lectures. This article appears in Volume 19, issue 1 of the JIAMSE and is available to you within the IAMSE web page http://www.JIAMSE.org Your IAMSE member ID / Password will be required to view. If you have forgotten your login - click on the Forgotten Password button.

JIAMSE is a benefit of membership to IAMSE and comes out 4 times a year electronically. You are encouraged to submit reports of your medical education scholarship (for example research or innovations). Another regular feature to the journal that you are invited to contribute is the Medical Education Case Study series. If you have an educational dilemma or problem that you would like to submit as a case study send it to me at kathryn.mcmahon@ttuhsc.edu. We will collect comments and reactions from your IAMSE colleagues as part of the case study.

Happy reading!
Kitty McMahon
Publication Committee member