Instructor Methods and Curricular Effects on Students' Value of Lectures.

Background: Lectures remain a common instructional method in medical education. Instructor methods, curricular factors, and technology affect students' use of scheduled live lectures that may impact faculty job satisfaction.

Aim: This study identified instructor methods and curriculum issues that influenced preclinical medical students' use of scheduled lectures as well as faculty perceptions of lectures and students' attendance.

Medical students' perceptions of medical education research and their roles as participants.

Purpose: To better understand whether medical students perceive medical education research as important to their medical training and whether published opinions about why medical students participate in research are accurate.

Method: In 2003-04, 896 first- through fourth-year medical students at Kansas City University of Medicine and Biosciences College of Osteopathic Medicine were asked to complete an online eight-item questionnaire by responding Yes or No to each question. Responses were tallied by year of medical training and converted into numbers and percentages.

Effects of four supplemental instruction programs on students' learning of gross anatomy.

Many researchers have reported that supplemental instruction programs improve medical students' performance in various basic sciences. This study was conducted to evaluate the summative effects of four supplemental instruction programs (i.e.

Effects of an alternate dissection schedule on gross anatomy laboratory practical performance.

The current medical curricula reform that is taking place in many medical schools throughout the world has resulted in less time for gross anatomy laboratory instruction. In response, anatomists are using a variety of approaches (e.g.

The relationship between premedical coursework in gross anatomy and histology and medical school performance in gross anatomy and histology.

Many premedical students enroll in courses whose content will be encountered again during their medical education. Presumably, students believe this practice will lead to improved academic performance in corresponding medical school courses. Therefore, this study was undertaken to determine whether a premedical gross anatomy and/or histology course resulted in increased performance in corresponding medical school courses.

Health Professions Scholarship Program: are the armed forces getting quality osteopathic physicians?

To compare the medical knowledge and reasoning of osteopathic medical students in the Health Professions Scholarship Program (HPSP) with corresponding civilian students, we analyzed their performance on the Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA) levels 1 and 2. The results from this study showed no significant difference between that HPSP medical students (COMLEX-USA level 1, N = 37; COMLEX-USA level 2, N = 34) and civilian students (COMLEX-USA level 1, N = 507; COMLEX-USA level 2, N = 492) on COMLEX-USA level 1 (p = 0.24) and COMLEX-USA level 2 (p = 0.