The Liaison Committee on Medical Education now expects all allopathic medical schools to develop and adhere to a documentable continuous quality improvement (CQI) process. Medical schools must consider how to establish a defensible process that monitors compliance with accreditation standards between site visits. The purpose of this descriptive study is to detail how ten schools in the Association of American Medical Colleges' (AAMC) Southern Group on Educational Affairs (SGEA) CQI Special Interest Group (SIG) are tackling practical issues of CQI development including establishing a CQI office, designating faculty and staff, charging a CQI committee, choosing software for data management, if schools are choosing formalized CQI models, and other considerations. The information presented is not meant to certify that any way is the correct way to manage CQI, but simply present some schools' models. Future research should include defining commonalities of CQI models as well as seeking differences. Furthermore, what are components of CQI models that may affect accreditation compliance negatively? Are there Bworst practices^to avoid? What LCME elements are most commonly identified for CQI, and what are the successes and struggles for addressing those elements? What are identifiable challenges relating to use of standard spreadsheet software and engaging information technology for support? How can students be more engaged and involved in the CQI process? Finally, how do these major shifts to a formalized CQI process impact the educational experience?
This study investigated motivations for Appalachian medical students to stay or leave the region weighing postgraduation options. Semi‐structured interviews were employed with final year medical students. Transcripts were open‐coded and analyzed using the theoretical concept of Gemeinschaft/Gesellschaft. Participants were in continuous negotiation between notions of Gemeinschaft and Gesellschaft in their decisions to stay or leave rural Appalachian communities. Students navigated multiple tensions in their decisions to stay or leave, including: (1) geographic isolation versus place identity and (2) community responsibility versus individual opportunity. Utilization of Gemeinschaft/Gesellschaft provides a novel contribution to the literature on decisions to stay or leave as the majority of participants hedged in their decision‐making regarding future practice location. These students tended to employ a Gesellschaft rationale to stay and a Gemeinschaft rationale to leave, expressing complicated ideas about community and individual opportunity.
INTRODUCTION There is an expectation that medical students will be exposed to and gain cultural competence prior to graduation. It is prudent to ensure that cultural competence education starts early in the medical school curriculum. METHODS A 90-minute educational session ("Appalachian Culture and History") was created at the West Virginia University School of Medicine as a part of the cultural competency curriculum to better introduce and orient new medical school matriculates to the culture and history of both the state and Appalachia. Students anonymously completed on-line evaluations at the conclusion of the session to rate the quality of the presentation on a five-point scale which ranged from 1 (" very dissatisfied ") to S ("extremely satisfied "). RESULTS Students rated the session at a mean of 4.52, 4.37, and 4,53 in 2018, 2019, and 2020 respectively. Positive comments were generated by in-state and out-of-state students. DISCUSSION Matriculating students have been overwhelmingly satisfied with the Appalachian Culture and History educational session based upon anonymous evaluations. CONCLUSIONS As the majority of medical students have positively appraised the Appalachian Culture and History educational session, there is reason to believe they will be better prepared to learn from and care for patients from Appalachia.
A probationary history reported on students' Medical Student Performance Evaluations (MSPE) may have implications on whether medical students match with a residency program in the National Residency Matching Program (NRMP) in the United States (US). Students who fail to follow academic advisors' advice and apply a considered residency application plan may be in jeopardy of needing to enter the Supplemental Offer Acceptance Program (SOAP). The SOAP is a much less desirable means to securing a position in a US residency program. The purpose of this study was to examine how a probationary history reported on the MSPE and failing to follow academic advice may put students at risk for entering the SOAP. Methods: The NRMP results for 3 graduating classes (N=380) at West Virginia University School of Medicine (2013-2016) and 2 graduating classes (N= 378) at Michigan State University College of Human Medicine (2015-2016) in the US were examined. A Pearson's chi-square was calculated to determine whether students with a probationary history were more likely to enter the SOAP. The numbers and percentages of students in the SOAP who failed to engage a backup specialty plan or interview at an appropriate number of programs were also identified. Results: There was a statistically significant association between a probationary history and whether a student was required to enter the SOAP at both West Virginia University (X2(1) = 11.15,p < .001) and Michigan State University (X2(1) = 32.91, p < .001). The majority of students who entered the SOAP at both schools also failed to follow advice.
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