Undergraduate medical education

The number of applicants to US medical schools continued to decline, while the number of accepted applicants increased slightly. From 1987-1988 to 1988-1989 academic years, the number of first-year medical students (including repeaters) who were white non-Hispanic males decreased 2.5%, the number of black non-Hispanic males decreased 6.3%, and the number of Asians or Pacific Islander males increased 10.3%. During the same period, the number of first-year students who were white non-Hispanic females decreased 0.8%, the number of black non-Hispanic females decreased 4.8%, and the number of Asians or Pacific Islander females increased 13.7%. Women constituted one third of the entering class in the 1988-1989 academic year. During the past 5 years, the ratio of full-time medical school faculty to medical students increased from 0.88 to 1.08. About 4.8% of budgeted full-time faculty positions were unfilled, down from 5% in the 1987-1988 academic year. However, in the 1988-1989 academic year, more than 5% of positions were unfilled in microbiology, anesthesiology, dermatology, family medicine, neurology, obstetrics-gynecology, ophthalmology, orthopedics, pediatrics, and surgery. Many schools are showing signs of adopting new curricular approaches. A majority of medical schools have implemented many recommendations of the GPEP Report, at least at some level. Problem-based learning is present in the curriculum of 82% of schools, mainly as an experience in one or a few courses. In about two-thirds of schools, computer-based instruction is a formal part of one or more courses or laboratories. Thus, the medical schools appear to be addressing the challenges presented by the changing environment of medical education.     

Undergraduate medical education

The number of applicants to US medical schools, which declined steadily between 1985 and 1988, increased slightly for the class entering in 1989. The profile of entering students showed a small decline from last year in the percentage of students with grade point averages categorized as "A" (3.5 or above on a 4-point scale) and slight declines in four of the six MCAT subtest scores. The percentage of both women and minority students in the entering class increased from the previous year. An interesting observation is the large percentage increase this year in students transferring to LCME medical schools from graduate and professional degree programs and from osteopathic medical schools. While the number of full-time faculty members in medical schools continues to increase, significant vacancy rates exist in some departments. More than 5% of full-time faculty positions are vacant in genetics, pathology, dermatology, family medicine, neurology, obstetrics-gynecology, orthopedics, otolaryngology, pediatrics, and surgery departments. Along with faculty vacancies, there has been a considerable turnover of medical school deans. The curriculum in most medical schools includes some innovative instructional formats, such as problem-based learning and computer-assisted instruction. However, current data do not allow a generalization about the extent to which these are being utilized. It seems that, at least in some institutions, multiple methods are being used to assess the clinical competence of medical students (observation by faculty members and residents, written and oral examinations, and multiple station examinations), including the use of standardized patients. About half of the medical schools require students to pass the NBME Part I examination and about one third require passage of Part II. The subject examinations provided by the NBME seem to be used widely, at least in the clinical disciplines. Within the past year, about 14% of medical schools have reported the presence of students or residents who have been diagnosed with human immunodeficiency virus infection, and 12% have had students or residents diagnosed with hepatitis B virus infection. It is critical that medical schools teach students how to prevent occupational exposure to these infections, as well as ensuring that adequate health insurance coverage be provided for these conditions.     

Undergraduate medical education

There were 28,123 applicants to US medical schools for the 1987-1988 academic year, a 10% decrease from the 1986-1987 year. Of this number, 17,027 applicants were accepted by at least one school. First-year enrollment equaled 16,686 students, of whom 639 students were repeating the first year. Thus, the number of first-time enrolled students was 16,047. This represents a decrease of 159 new-entry students from the previous year. Over 46% of the students entering medical school in the 1987-1988 academic year had a premedical GPA of 3.50 or higher (on a four-point scale). Eighty-seven percent of US medical schools academically qualified candidates on the basis of noncognitive criteria. In the past five years the number of first-year white male students has decreased by 13.2%, while the number of black male students has decreased by 1% [corrected]. In the same period, the number of white female students increased by less than one tenth of 1%, while the number of black female students has increased by 31.7%. The number of Asians or Pacific Islanders entering US medical schools has more than doubled: the percentage of male students increased by 106.5% and that of female students by 128.4%. The total number of students enrolled in 127 US medical schools in the 1987-1988 year was 65,742; of this number, 22,539 (34.3%) were women. The estimated number of graduates in the 1987-1988 year was 15,947. The total enrollment of students from underrepresented ethnic/racial groups was 6955 (10.6%), of which 4086 (6.2%) were blacks of non-Hispanic origin. The number of new-entry first-year students from underrepresented groups was 1776 (11.1%), of which 1063 (6.6%) were blacks. The number of full-time medical school faculty members was 66,798; another 130,437 were part-time and volunteer faculty members. The average time needed to complete the curriculum requirements leading to the MD degree is 152 weeks. Twenty-two medical schools offered a combined college-medical school program. The length of these combined programs averaged 256 weeks. The number of schools offering a Fifth Pathway program has decreased, and the number of applicants for these programs has also declined. The net attrition rate, which excludes students who withdrew temporarily to pursue advanced study or research, has remained at about 2%. Students dismissed because of poor academic standing represent 16% of the total student attrition.(ABSTRACT TRUNCATED AT 400 WORDS)     

Undergraduate medical education

There were 35,944 applicants for the 1984-1985 year in US medical schools. Of this number, 17,194 were accepted by at least one school. First-year enrollment equaled 16,992. Be-accepted by at least one school. First-year enrollment equaled 16,992. Because some students were repeating the first year, the number of first-time enrolled students was 16,459. This represents a decrease of 113 from the previous year. The number of students enrolled in 127 US medical schools in 1984-1985 was 67,090; of this number, 21,287 (31.7%) were women. The estimated number of graduates in 1984-1985 was 16,347. The total enrollment of students of minority groups was 10,552 (15.7%), of which 3,663 (5.5%) were black not of Hispanic origin. The number of full-time medical school faculty was 58,767, another 123,002 were part-time or volunteer faculty. Medical school faculties also have teaching responsibility for a variety of other students, in addition to patient care and research responsibility. The average time needed to complete the curriculum requirements leading to the MD degree is 153 weeks. Twenty-one medical schools offered a combined college-medical school program. The length of these combined programs averaged 262 weeks. Ninety-six percent of students entering medical school in 1984-1985 had completed at least four years of college. More than two fifths of students had a premedical GPA of 3.6 or higher.     

Undergraduate medical education

There were 31,323 applicants to US medical schools for the 1986-1987 academic year. Of this number, 17,092 were accepted by at least one school. First-year enrollment equaled 16,779. Because some students were repeating the first year, the number of first-time enrolled students was 16,206. This represents a decrease of 131 from the previous year. The number of students enrolled in 127 US medical schools in 1986-1987 was 66,142; of this number 22,082 (33.4%) were women. The estimated number of graduates in 1986-1987 was 15,872. The total enrollment of students from underrepresented ethnic/racial groups was 6650 (10.1%), of which 3853 (5.8%) were blacks not of Hispanic origin. The number of new entry first-year students from underrepresented groups was 1679 (10.4%), of which 987 (6.1%) were blacks. The number of full-time medical school faculty was 63,991; another 130,379 were part-time and volunteer faculty. Medical school faculties also have teaching responsibility for a variety of other students, in addition to patient care and research responsibility. The average time needed to complete the curriculum requirements leading to the MD degree is 152 weeks. Twenty-two medical schools offered a combined college-medical school program. The length of these combined programs averaged 254 weeks. More than 93% of students entering medical school in 1986-1987 had completed at least four years of college. More than two fifths of students had a premedical grade point average of 3.50 or higher. The number of schools offering a Fifth Pathway Program has decreased and the number of applicants for these programs has also declined. The net attrition rate, which excludes students who withdraw temporarily to pursue advanced study or research, has remained at about 2%. Only half of 1% of students were dismissed because of poor academic standing.     

Undergraduate and postgraduate medical education in Canada

An overview of medical education at both the undergraduate and postgraduate levels in Canadian faculties of medicine is provided. Particular attention is focused on changes that have occurred in the 1990s and their effect on medical students and on educational programs. Also considered are the effects of reductions in the number of entry-level positions for residency training and the changes in educational requirements for licensure on senior medical students.     

开展全科医学本科教育的实践与探讨

采用自填式问卷调查方法,调查我校89名本科生对本校全科医学教育课程的意见,90％以上的学生对教学过程表示满意,但在课程设置、教学方法及社区实践方面仍需要改进。全科医学本科教育需要结合其特点进行教学模式的改革。     

开展全科医学本科教育的实践与探讨

采用自填式问卷调查方法,调查我校89名本科生对本校全科医学教育课程的意见,90%以上的学生对教学过程表示满意,但在课程设置、教学方法及社区实践方面仍需要改进.全科医学本科教育需要结合其特点进行教学模式的改革.     

英国本科医学教育及对我国的启示

英国本科医学教育课程分为临床前阶段和临床阶段两个部分,鼓励医学生攻读第二学位并注重个性化培养。在对课程进行高度整合的基础上采取多种教学方法按照器官系统或人体生理功能进行授课,开始重视健康促进的教学。借鉴英国经验,我国应该进一步加强本科医学教育阶段规范性文件的制订与监督执行,积极推进教学模式改革以促进基础医学教育与临床实践的衔接与融合,注重医学复合型人才的培养和医学生的个性化培养,进一步完善制度以提高临床实习效果。