Machine learning classification of multiple sclerosis in children using optical coherence tomography.

Background: In children, multiple sclerosis (MS) is the ultimate diagnosis in only 1/5 to 1/3 of cases after a first episode of central nervous system (CNS) demyelination. As the visual pathway is frequently affected in MS and other CNS demyelinating disorders (DDs), structural retinal imaging such as optical coherence tomography (OCT) can be used to differentiate MS.

Objective: This study aimed to investigate the utility of machine learning (ML) based on OCT features to identify distinct structural retinal features in children with DDs.

Teaching an experiential mind-body method to medical students to increase interpersonal skills: a pilot study.

Objective: The authors investigate whether inner relationship focusing increases self-awareness in medical students and, in the process, to give them experience with empathic listening.

Methods: Thirteen second-year medical students were randomized into experimental and control groups and surveyed pre-course and post-course about their self-awareness and perceived comfort with clinical interpersonal skills. Subjects attended a 20-h course on inner relationship focusing, followed by 5 months of weekly sessions.

Shorter psychiatry clerkship length is associated with lower NBME psychiatry shelf exam performance.

Objective: The goal of this study was to evaluate a recent medical school curriculum change at our institution 3 years ago; specifically: shortening the Psychiatry core clerkship from 4 to 3 weeks and adding an optional 6-week core/elective combination rotation in lieu of the 3-week core. The authors aimed to determine whether clerkship length was associated with lower scores on the NBME Psychiatry shelf exam (PSE), a requirement of all third-year medical students at our institution.

Method: Authors collected a convenience sample of 12 years of shelf-exam scores from all Mayo medical students and determined the length of each student's clerkship.

Assessing the integration of audience response system technology in teaching of anatomical sciences.

The goals of our study were to determine the predictive value and usability of an audience response system (ARS) as a knowledge assessment tool in an undergraduate medical curriculum. Over a three year period (2006-2008), data were collected from first year didactic blocks in Genetics/Histology and Anatomy/Radiology (n = 42-50 per class). During each block, students answered clinically oriented multiple choice questions using the ARS.