Relationship of Medical Student Lecture Attendance with Course, Clerkship, and Licensing Exam Scores.

Objective: We sought to determine whether viewing versus attending lecture impacted medical student course and licensing examination performance, grades on clinical rotations, perceptions of school-life balance, and comfort with clinical skills.

Methods: Optional anonymous questionnaires were emailed to all first-year medical students (class of 2020) at Boston University School of Medicine at the end of their first academic year and again to this same class after their first clinical rotation. A separate questionnaire was emailed to fourth-year medical students (class of 2019) midway through their final year.

Dermatology and anatomy laboratory: comparing three formats of integration.

Background: Medical schools rarely offer exposure to clinical dermatology in the first-year curriculum.

Objective: We describe and report student satisfaction results of three novel teaching methods for integrating basic dermatology concepts into gross anatomy laboratory.

Methods: During the first year of the intervention, 180 students attended an hour-long anatomy laboratory session during which skin lesions were examined.

Comparing clinical acne vulgaris severity to adolescent and parent perceptions of acne severity and impact on quality of life.

Background/objectives: Little research has compared clinician acne severity assessment with either adolescent- or parent-rated scales of acne severity or impact on quality of life (QOL). We sought to assess how adolescents and their parents perceive the severity and impact of acne on the adolescent's QOL and correlate this with clinical severity.

Methods: Each adolescent and a parent completed a validated QOL survey regarding the adolescent's acne and rated the adolescent's acne severity and QOL impact using a Likert scale.

Dermatology and anatomy laboratory: comparing three formats of integration.

Background: Medical schools rarely offer exposure to clinical dermatology in the first-year curriculum.

Objective: We describe and report student satisfaction results of three novel teaching methods for integrating basic dermatology concepts into gross anatomy laboratory.

Methods: During the first year of the intervention, 180 students attended an hour-long anatomy laboratory session during which skin lesions were examined.