A program using medical students to teach high school students about AIDS

In the spring of 1987, 20 medical students from the Eastern Virginia Medical School of the Medical College of Hampton Roads were involved in a pilot program to teach about the acquired immune deficiency syndrome (AIDS) to high school senior students in Norfolk, Virginia. The medical students received instruction about AIDS from basic science and clinical faculty members at the medical school in preparation for the project. All participating high school seniors completed a 15-item knowledge test about AIDS prior to the intervention and an equivalent posttest one week after the program was completed. T-test analysis revealed a significant increase in knowledge by students at all five high schools. Responses to 10 subjective posttest questions indicated that the high school students were interested in learning about AIDS and having medical students as their teachers. This program provides an example of how medical institutions can develop a collaborative community education project that contributes to the education of medical students.     

Evaluation of a preentrance enrichment program for minority students admitted to medical school

The authors report on an enrichment program for minority students and its effect on those students' performance in the first year of medical school. The six-week preentrance enrichment program (PEP) offers a curriculum of basic science courses, study skills training, and a seminar on special topics, typically on sociomedical issues. From 1973 through 1984, 115 students who had been admitted to Boston University School of Medicine participated in the PEP prior to matriculation. The PEP participants had lower scores on the Medical College Admission Test than minority nonparticipants admitted to the medical school. Analysis of the first-year performance of PEP participants, however, indicated that the participants had significantly higher proportions of pass and honors grades than minority nonparticipants in two courses and slightly higher (though not significant) proportions of pass and honors grades in six other courses of the nine courses in the first-year curriculum. In a related study, preliminary analysis showed that participation in the PEP was one of the consistent predictors of overall academic performance during the first year. Questionnaires completed by participants before and after the program and their responses to a survey at the end of their first year of medical school indicated the participants felt they had gained benefits from the program that enhanced their academic adjustment.     

BioPrep. A premedical program for rural high school students

To address physician maldistribution in Alabama and the Southeast region. The University of Alabama established the Biomedical Sciences Preparation Program (BioPrep) in five rural high schools. Its purpose is to help rural, disadvantaged high school students develop academically and socially so that they will be motivated and able to enroll in and progress successfully through college, specifically in pre-health professional curricula. It aims to develop their desire to return eventually to rural areas of Alabama as professionals. Project students are compared with two control groups. Performance on the American College Testing Program college entrance examination revealed significantly higher achievement by the project students. The project students also chose professional careers earlier and more frequently than matched high school students not receiving this special program, but similar to medical students and premedical students. The implications of the project for increasing the size of the rural, disadvantaged student applicant pool are discussed.     

The University of Oklahoma College of Medicine summer medical program for high school students

To enhance diversity of applicants to University of Oklahoma College of Medicine, a Summer Medical Program for High School Students was started in 2009. This comprehensive pipeline program included sessions on applying to medical school, interaction with a panel of minority physicians and health care professionals role models, clinically oriented didactics taught by physician faculty, shadowing experiences in clinics and hospitals, and presentation of student research reports. Students' assessments in 2009 showed increased understanding of the medical school application process, the medical curriculum and the medical field, and an increase in students'likeliness to choose a medical career. Importance of long-term mentoring and follow-up with students to sustain their medical interests is discussed.     

Summer research program for medical students

The decrease in the number of physician investigators is a serious national problem. Direct participation in research by medical students is widely regarded as a valuable component of medical education and as a stimulus to a career in research. A voluntary summer research program was implemented at the Medical College of Ohio at Toledo with student participation exceeding 20 percent for the classes entering in 1980 and 1981 and reaching 40 percent for the freshman class that entered in 1982. The research program was planned along with implementation of a new four-year curriculum. First-year students were encouraged to participate in research projects during the summer between their first and second year. Interested students were matched with faculty members by mutual agreement. An evaluation of the program based on publications and presentations by medical students and on responses of students and faculty members to a questionnaire was made.     

A follow-up evaluation of a summer health career program for minority students.

In an effort to attract minority students to health careers, a special summer education health career experience was developed. A matched comparison group design was utilized to determine the value of this program. Data were collected on both the participants and a matched comparison group three months before and six months after the program. Differences on most of the measures were not significant; however, there was a significant difference on stability of first career choice, indicating that a special summer program can and does have an effect on the participants. The study makes it clear that program effects cannot be assumed unless a follow-up evaluation is undertaken.     

Clinical oncology assistantship program for medical students

The Clinical Oncology Assistantship Program has been offered to approximately 16 sophomore medical students each year at the University of Arkansas for Medical Sciences since 1975. This is an elective, 10-week program given during the summer recess. In the first week of the program, core lectures are given by a multidisciplinary team of cancer educators affiliated with the University of Arkansas. Following this, students spend nine weeks rotating through medical, surgical, and pediatric oncology services of the University of Arkansas for Medical Sciences. In addition, they spend several hours during the program participating in self-directed learning activities at the university's Cancer Teaching Center. The program has been well received by the students, and each year all of the available positions have been filled. Responses on a follow-up questionnaire sent in July 1983 to past participants showed that they continued to rate the program highly. Moreover, 78 percent of the respondents felt the program had influenced positively their attitude toward cancer patients.     

大学生参与对中学生艾滋病健康教育的探索

目的探索大学生参与对中学生艾滋病防治知识宣传的有效方式,从而为大学生参与社会实践进行针对中学生的艾滋病健康教育提供参考。方法以“防艾大讲堂”社会实践为平台,采用播放《爱在阳光下》、建立有效后备力量、同伴宣传等寓教于乐的方法,使中学生在轻松的气氛中掌握艾滋病的相关预防知识。结果大多数中学生反映愿意再参加这样的活动,对艾滋病相关知识的知晓率也有所提高。结论本文所介绍的方法在艾滋病宣传中具有良好的效果,具有一定的实用性和可推广性。     

Effectiveness of University of California postbaccalaureate premedical programs in increasing medical school matriculation for minority and disadvantaged students

Context  Many medical schools administer postbaccalaureate premedical programs targeting underrepresented minority and disadvantaged students, with the goal of increasing the number of these students matriculating into medical school. Objective  To determine whether University of California (UC) postbaccalaureate programs are effective in increasing medical school matriculation rates for program participants. Design, Setting, and Participants  Retrospective cohort study assessing 5 UC medical school postbaccalaureate programs. The cohort comprised 265 participants in the postbaccalaureate programs in the 1999 through 2002 academic years and a control group of 396 college graduates who applied to the programs but did not participate. Of the participants, 66% were underrepresented minorities, and for 50% neither parent had attended college. Main Outcome Measure  Matriculation by 2005 into a US medical school accredited by the Liaison Committee on Medical Education. Results  By 2005, 67.6% of participants and 22.5% of controls had matriculated into medical school (P<.001). After adjusting for baseline student characteristics, students who participated in postbaccalaureate programs had a higher probability of matriculating into medical school in a regression model controlling for grade point average and demographic characteristics (odds ratio, 6.30; 95% confidence interval, 4.08-9.72) and in a model further controlling for preparticipation Medical College Admissions Test score (odds ratio, 8.06; 95% confidence interval, 4.65-13.97). Conclusion  Postbaccalaureate premedical programs appear to be an effective intervention to increase the number of medical school matriculants from disadvantaged and underrepresented groups.      

少数民族卫校学生睡眠质量与焦虑抑郁情绪的相关分析

目的了解少数民族青年学生的焦虑抑郁状况、睡眠质量及其之间的关系.方法采用匹兹堡睡眠质量指数(PSQI),焦虑自评量表(SAS),抑郁自评量表(SDS),对170名藏、羌、回、满等少数民族卫校学生进行测评.结果 170名少数民族卫校学生PSQI总分为5.62±2.04,睡眠质量问题检出率为14.9%.SAS标准分为43.02±6.99,焦虑症状检出率为19.41%.SDS标准分为46.25±9.08,抑郁症状检出率为37.6%.三个量表得分均高于国内常模,且有显著性差异(P<0.01).相关分析结果表明,PSQI中的睡眠质量、睡眠障碍、日间功能、PSQI总分与SAS、SDS标准分呈显著正相关关系.结论少数民族卫校学生的睡眠质量、焦虑抑郁问题相对突出,应予以重视并加强干预.     

少数民族卫校学生睡眠质量与焦虑抑郁情绪的相关分析

目的 了解少数民族青年学生的焦虑抑郁状况、睡眠质量及其之间的关系。方法 采用匹兹堡睡眠质量指数(PSQI),焦虑自评量表(SAS),抑郁自评量表 (SDS),对 170名藏、羌、回、满等少数民族卫校学生进行测评。结果 170名少数民族卫校学生PSQI总分为 5. 62±2. 04,睡眠质量问题检出率为14. 9%。SAS标准分为 43. 02±6. 99,焦虑症状检出率为 19. 41%。SDS标准分为 46. 25±9. 08,抑郁症状检出率为 37. 6%。三个量表得分均高于国内常模,且有显著性差异 (P<0. 01 )。相关分析结果表明,PSQI中的睡眠质量、睡眠障碍、日间功能、PSQI总分与SAS、SDS标准分呈显著正相关关系。结论 少数民族卫校学生的睡眠质量、焦虑抑郁问题相对突出,应予以重视并加强干预。     

A community outreach training program for pediatric residents and medical students

In 1982 the Division of Community Pediatrics of the University of North Carolina at Chapel Hill began a new training program for all first-year pediatrics residents and fourth-year medical students taking an ambulatory pediatrics elective. The program was designed to introduce the trainees to community resources for children and increase their knowledge of the factors affecting children's development. During their regular hospital clinic rotations, the trainees spend approximately one-third of their time in program activities that involve 25 community agencies. Educational packets (consisting of books, journal articles, films, slides, videotapes, self-instruction materials, manuals for developmental tests, and/or agency materials) are provided for each program component. At the end of each one-month rotation of program activities, the trainees meet individually with the program director and coordinator to discuss the trainee's experiences and reactions and to identify strengths and weaknesses of the program components.