The Evolution of the United States Medical Licensing Examination (USMLE)

Haist, Steven A.; Katsufrakis, Peter J.; Dillon, Gerard F.

doi:10.1001/jama.2013.282328

Cited by 41 publications

(28 citation statements)

References 7 publications

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“…Internships, in their senior, senior five to the various teaching bases during the internship, they can rely on their own SSP engagement to participate in OSCE, practitioner phased examination and graduate clinical skills assessment to continue to serve as SP, better clinical skills at all stages of assessment. With regard to the application of SP in skill assessment, its main function is to possess the necessary medical knowledge and concepts as well as the ability to provide patient-centered medical services, aiming at screening medical practitioners who can provide safe and effective patient services [1] . After our training, SSP who have been employed for two years can be competent.…”

Section: Application Of Inquirymentioning

confidence: 99%

Training and application of SSP in Clinical Medicine Students

Ma¹,

Liu²

2018

Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018)

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Objective] Training freshman as SSP (student Standardized patient) to improve the medical skill and job competency of medical students in diagnostic learning.[Methods] selecting the junior (freshmen and sophomores) medical students as SSP, which are recruited by student associations, trained and assessed by teachers in diagnostics departments, used for the role of senior students (juniors) in physical examination and inquiry.[Results] After participating in the teaching of physical examination and inquiry, SSP has mastered the two skills of inquiry and physical examination. [Conclusion] Training and application of SSP in Clinical Medicine Students achieved double win in diagnostics teaching.

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Section: Application Of Inquirymentioning

confidence: 99%

Training and application of SSP in Clinical Medicine Students

Ma¹,

Liu²

2018

Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018)

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“…Det tar dessuten lang tid å besvare slike oppgaver, noe som gjør at kun en relativt liten del av pensum testes (6). Med unntak av Canada benytter ingen av de mest kjente etablerte nasjonale eksamenene slike oppgaver (5,7,8).…”

Section: Oppgaveformatunclassified

Mot en nasjonal delprøve i medisinstudiet

Valestrand¹,

Slørdahl²,

Bærheim³

et al. 2016

Tidsskriftet

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“…47,51 Similar critiques may be made of the United States Medical Licensing Examination (USMLE), which also has been claimed to encourage the "binge and purge" mentality of students who do not recognize the importance of the basic sciences in medical practice, and hence tend to memorize basic science information for short-term retention only. 51,[130][131][132][133] At time of writing, several significant changes have occurred to the format of both the MCAT and the USMLE. In an effort to "focus on skills and concepts that tomorrow's doctors will need", it may be noted that the updated version of the MCAT (April 2015) now tests .…”

Section: Testing and Assessmentmentioning

confidence: 99%

Nanomedicine concepts in the general medical curriculum: initiating a discussion

Sweeney

2015

IJN

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Various applications of nanoscale science to the field of medicine have resulted in the ongoing development of the subfield of nanomedicine. Within the past several years, there has been a concurrent proliferation of academic journals, textbooks, and other professional literature addressing fundamental basic science research and seminal clinical developments in nanomedicine. Additionally, there is now broad consensus among medical researchers and practitioners that along with personalized medicine and regenerative medicine, nanomedicine is likely to revolutionize our definitions of what constitutes human disease and its treatment. In light of these developments, incorporation of key nanomedicine concepts into the general medical curriculum ought to be considered. Here, I offer for consideration five key nanomedicine concepts, along with suggestions regarding the manner in which they might be incorporated effectively into the general medical curriculum. Related curricular issues and implications for medical education also are presented.

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The Evolution of the United States Medical Licensing Examination (USMLE)

Cited by 41 publications

References 7 publications

Training and application of SSP in Clinical Medicine Students

Training and application of SSP in Clinical Medicine Students

Mot en nasjonal delprøve i medisinstudiet

Nanomedicine concepts in the general medical curriculum: initiating a discussion

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