Analyses of the relative contribution of age, gender, verbal reasoning ability, and mathematical reasoning ability as predictors of success in fast-paced science courses are reported in this study. SAT-V and SAT-M were used as indicators of verbal and mathematical reasoning ability respectively and success was indicated by a standardized posttest score. Verbal reasoning ability was found to be a stronger predictor than any of the other individual variables. The amount of required reading varies for biology, chemistry, and physics courses. That difference was reflected in the analyses. A composite of mathematical and verbal reasoning ability was found to be a more powerful predictor of success in fast-paced science courses than any of the variables considered separately.

An intensive skills training curriculum significantly improved medical student comfort and knowledge with regard to basic genitourinary skills including testicular examination, rectal examination, and Foley catheter placement in the male and female patient. Further followup will be performed to determine the application of these skills during clinical clerkship rotations.

Third- through sixth-grade mathematically talented students (n = 306) enrolled in a flexibly paced mathematics course made achievement gains far beyond the normative gains expected over a one-year period. When compared to students several grade levels higher, these highly able students gained as much as 46 percentile points from pre- to posttesting. Above-grade-level testing revealed that the students possessed a wide range of mathematics knowledge prior to entering the course with some students scoring at exceptionally high levels. With an individualized learning pace, some students as young as fourth grade completed the arithmetic/prealgebra sequence in their first year and returned the second year to successfully complete the beginning algebra sequence. Restricting such students to a rigid instructional pace and a “grade-appropriate” curriculum may place them at risk for declines in motivation and achievement.

Many opinion leaders of the academic internal medicine community have expressed concern about the adequacy of internal medicine (IM) residency training to prepare residents for their careers and to attract medical students to IM residency programs. In response to those concerns, several core organizations have prepared reports and issued significant recommendations suggesting comprehensive reform and restructuring of IM training programs.The authors discuss their approach, strategy, and efforts to restructure the first year in the IM residency training program at the University of California, Irvine. They point out that educators have often viewed the internship as a rite of passage, heavy with inpatient service commitment. However, in the authors' view, the current trend to residents' early subspecialty commitment has made it imperative that the first year of IM residency be more focused, standardized, meaningful, and effective in order to achieve core educational goals before each resident's career focus has become too narrowed and while the big picture is more apparent. The authors describe in detail their review of their first-year curriculum based on consensus goals and objectives. This process led to a restructuring of the first year that places emphasis on a defined educational model and a central core curriculum. The authors conclude that residency program leaders can restructure the first year to provide a model of education that includes appropriate educational experiences as well as meaningful time for reflection and professional growth.