"Bridging The Gap" Medical Degree Preparatory Program (EMDP2) Military Students Provide Leadership and Mentorship to Classmates.

Introduction: The lack of adequate diverse representation (racially, socioeconomically, gender, second career applicants, student parents, etc.) within secondary education in the United States has proven to be a challenging and complex, multifaceted problem, and despite ongoing efforts, one that continues to remain unsolved. These disparities are well known and documented at all levels of education.

The Romance of the Republic: Class Conflict and the Problem of Progress in Thomas Arnold's (1838-42).

This article repositions Thomas Arnold as a major nineteenth-century historian through an analysis of his most important work, the History of Rome (1838-42). While scholars have focused primarily on Arnold's role as headmaster of Rugby School and Liberal Anglican theologian, I examine his historical contribution in the context of the Romantic movement. Building on the work of B.

Medical Student Experiences in Operation Bushmaster 2019: "I Now See Myself as Equal Parts Physician and Leader.".

Introduction: Operation Bushmaster, a 5-day high-fidelity medical practicum bringing together fourth-year medical students, graduate nursing students, international students, and physicians and other medical professionals in emergency and operational medicine from across the world, is the capstone event of the Uniformed Services University of the Health Sciences's Military Unique Curriculum. It is designed to simultaneously test students' medical knowledge, leadership skills, and grace under fire. For many students, this experience represents one of the first times that they concurrently inhabit the dual roles of military officer and (soon-to-be) physician.

Learning Beyond the Basics of Cadaveric Dissection: a Qualitative Analysis of Non-academic Learning in Anatomy Education.

Rapidly advancing technologies have undeniably altered how medical education is taught; the anatomy lab is no exception. With a recent shift away from traditional cadaveric dissection and towards technology-based learning methods, medical educators are left wondering what students learn beyond the basics of anatomy during their course of human dissection. Especially considering the recent dramatic changes to the way medical education is conducted in the new era of a global pandemic, we must ensure students are not missing learning experiences that are critical to their development as future physicians.