Strategies for Academic Advisors and Mentors to Support Medical Students Entering Clinical Rotations.

Medical school offers comprehensive education and career development both in the classroom and clinical spaces. Much of the literature surrounding optimizing and navigating clinical rotations is directed towards faculty, such as clerkship directors. However, as advisors for medical students, we notice a large gap exists in peer-reviewed content focused on teaching medical students concrete skills of navigating clinical years.

The "Medical Education Roadshow:" Delivering Faculty Development to Busy Clinician Educators When They Least Expect It.

Introduction: Designing impactful faculty development for busy clinicians is challenging. Many may not recognize their impact on the learning environment or prioritize their development as educators. Our objective was to evaluate the feasibility and acceptability of a faculty development approach, the "Medical Education Roadshow," which delivered succinct, actionable faculty development at regularly scheduled, departmental clinical business meetings.

Faculty perspectives on the use of standardized versus non-standardized oral examinations to assess medical students.

Objectives: To determine if faculty perceive standardized oral examinations to be more objective and useful than the non-standardized format in assessing third-year medical students' learning on the obstetrics and gynecology rotation.

Methods: Obstetrics and gynecology faculty at three teaching hospitals were sampled to complete a survey retrospectively comparing the standardized oral examination (SOE) and non-standardized or traditional oral examinations (TOE).  A Likert scale (0-5) was used to assess satisfaction, objectivity, and usefulness of SOE and TOE.