Traci A. Wolbrink, MD, MPH and Jeffrey P. Burns, MD, MPH
Given the limited opportunities for experience in most pediatrics training programs, computer-based learning and simulation should be used to teach procedures before real patient encounters.
The Texas Tech University Health Sciences Center School of Medicine Family Medicine Accelerated Track reduces costs while encouraging medical students to pursue family medicine.
The Wisconsin Academy for Rural Medicine seeks candidates with an increased probability of practicing in rural Wisconsin, delivers the curriculum in collaboration with rural partners, and encourages students' interest in rural practice and living.
Reflective learning during and after challenging experiences can be used to foster medical students’ moral development and professional identity formation.
AMA J Ethics. 2017;19(4):349-356. doi:
10.1001/journalofethics.2017.19.4.medu1-1704.
Michael Hawking, MD, MSc, Farr A. Curlin, MD, and John D. Yoon, MD
Applying a virtue ethics approach—and especially the virtues of courage and compassion—enables clinicians to care appropriately for “difficult” patients.
AMA J Ethics. 2017;19(4):357-363. doi:
10.1001/journalofethics.2017.19.4.medu2-1704.
Residents can be better prepared to treat patients who are obese by understanding that care as an expression of the core principles of professionalism: responsibility, self-regulation, patient-centered care, and teamwork.
Asymmetry in knowledge and power between (1) physicians and patients and (2) physician educators and their students creates a climate for possible abuse in both sets of relationships.
The UCLA curriculum model educates students about intimate partner violence by integrating the topic into existing preclinical and clinical course work and offering elective experiences for interested students.