College-level Baccalaureate-MD Student Perceptions of Research and Research-Oriented Careers.

Purpose: Concern about the decline in physician scientists has generated interest in promoting research participation among medical students. This study aimed to examine perceptions of research and research-oriented careers among college-level baccalaureate-MD (BA/MD) students at one institution in the United States.

Methods: A cross-sectional survey was distributed to a sample of 241 BA/MD students.

Engaging College-Level Baccalaureate-MD Students in Clinical Research.

College students in baccalaureate-MD (BA/MD) programs are well situated to get involved with clinical research as a component of their scholarly enrichment. The authors review the educational and professional development benefits of BA/MD college research in the United States (US), the lack of evidence-based strategies to guide program innovation, lessons from non-US medical school research enrichment efforts, and teaching models that can help boost BA/MD research engagement at the college level. Collaboration on part of program directors, faculty and students can help strengthen the quality and accessibility of research opportunities with a focus on longitudinal skills building and professional mentorship.

The Association Between Premedical Curricular and Admission Requirements and Medical School Performance and Residency Placement: A Study of Two Admission Routes.

Purpose: The curricular elements of undergraduate premedical education are the subject of an ongoing debate. The Warren Alpert Medical School of Brown University (AMS) matriculates students via the traditional premedical route (TPM) and an eight-year baccalaureate/MD program-the Program in Liberal Medical Education (PLME)-which provides students with a broad and liberal education. Using the juxtaposition of these two admission routes, the authors aimed to determine whether there is an association between highly distinct premedical curricular and admission requirements and medical school performance and residency placement.

Teaching history taking to medical students: a systematic review.

Background: This paper is an up-to-date systematic review on educational interventions addressing history taking. The authors noted that despite the plethora of specialized training programs designed to enhance students' interviewing skills there had not been a review of the literature to assess the quality of each published method of teaching history taking in undergraduate medical education based on the evidence of the program's efficacy.

Methods: The databases PubMed, PsycINFO, Google Scholar, opengrey, opendoar and SSRN were searched using key words related to medical education and history taking.