Cultural Differences between American and Israeli Medical Students Regarding Their Perceptions of the Medical Profession and Satisfaction with Studies

Background: Cultural differences have been discussed as a potential factor influencing students' perception and motivation towards their studies. At the Sackler Faculty of Medicine, Tel-Aviv University, two separate programs coexist for American and Israeli medical students. Both are taught at the same sites and by the same faculty, thus enabling cultural comparisons. Our aim was to examine the differences of two medical student groups, American and Israeli, regarding their satisfaction with studies, view of the educational workload, and their perceptions of physician characteristics.  Methods: During the academic year 2007-2008 we administered an anonymous questionnaire to the two groups immediately after their first clinical clerkship in internal medicine. The response rate was 82% (90 out of 110) for the Israelis and 93% (53 out of 57) for the Americans.Results:  Americans, compared to the Israelis, are significantly more satisfied with their medical studies, consider fewer alternatives to future careers in clinical medicine, feel less of a workload, and hold a more positive opinion of physician characteristics.Conclusions:  Cultural differences affect students' perception of their studies, mentors and future careers. Medical educators should be sensitive to the effects of students' background which influence academic and professional attitudes and find ways to strengthen their commitment to the profession

When students struggle with gross anatomy and histology: A strategy for monitoring, reviewing, and promoting student academic success in an integrated preclinical medical curriculum

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/113778/1/ase1519.pd

Correlating students' educational background, study habits, and resource usage with learning success in medical histology

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/109887/1/ase1449.pd

Facharztweiterbildung Psychiatrie und Psychotherapie. Problemorientiertes Lernen - Evaluation eines Modellprojekts

Die Betonung individueller Lernbedürfnisse, der Fähigkeit zur Lösung komplexer klinischer Probleme sowie einer von interkollegialer Kommunikation geprägten professionellen Grundhaltung durch das problemorientierte Lernen (POL) spricht für dessen Eignung als didaktisches Format in der Facharztweiterbildung. Dennoch wurde es bisher selten hierfür eingesetzt. Im Rahmen dieses Modellprojektes wurde das POL in das Kurrikulum der strukturierten Facharztweiterbildung Psychiatrie und Psychotherapie aufgenommen und über einen Zeitraum von 12 Monaten mittels strukturierter Fragebögen evaluiert. Es fanden im Evaluationszeitraum 41 POL-Kurse statt, an denen insgesamt 447 Assistenzärzte teilnahmen. Die Teilnehmer und die Tutoren bewerteten 19 von 21 erfragten Aspekten der POL-Kurse als gut bis sehr gut (Mittelwert auf einer 5-stufigen Likert-Skala >4). Insgesamt wurde das POL als besonders geeignet für die Weiterbildung eingeschätzt (Teilnehmer 4,5±0,8; Tutoren 5,0±0,2). Die Ergebnisse dieses Modellprojekts sprechen für die Eignung des POL als Teil eines vielfältigen Weiterbildungsangebots, um den Praxisbezug und die Anwendbarkeit des Wissens im klinischen Alltag zu stärken. Problem-based learning (PBL) emphasizes the student’s individual needs, their ability to solve complex clinical problems, and a professional attitude that facilitates communication among colleagues. Thus, PBL appears to provide a perfectly suitable didactic format for postgraduate training of medical specialties. To date, it is only rarely used in this area though. In a pilot project, we implemented PBL into the curriculum of postgraduate training in psychiatry and psychotherapy, and evaluated the program over a period of 12 months, using structured questionnaires. A total of 41 PBL courses were held, with 447 residents participating. Participants as well as tutors assessed 19 of 21 aspects as good or very good (5-point Likert scale, mean value >4). Overall, PBL was rated as highly suitable for advanced training (participants: 4.5±0.8; tutors: 5.0±0.2). The results of this pilot project suggest that PBL might be a useful element of multifaceted advanced training programs, strengthening their practical component and the applicability of knowledge in the daily clinical routine