Medical Education and Societal Needs A Planning Report for Health Professions (1983) / Chapter Skim
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Appendix D: Reports on Visits to Medical Schools
Appendix D: Reports on Visits to Medical Schools
Pages 309-330
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From page 309... ...
Background Information Meharry Medical College, a private school establishes in 1876, has trained 40 percent of the black physicians (and dentists) in this country.
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From page 310... ...
1. Most predominantly white medical schools do not have a strong commitment to train black physicians.
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From page 311... ...
4. In majority institutions, blacks are more likely to be assimilated than integrated; the black graduates of these schools are lees likely than graduates of predominantly black schools to make career choices that reflect black community needs (e.g., service to medically underse rved areas ~ .
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From page 312... ...
There was some concern that MCAT scores (and their correlates ~ tend to drive the system rather than the needs and goals of Meharry. The Liaison Committee on Medical Education (LCME)
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From page 313... ...
Apart from potentially barring some students from starting or completing their medical education, the f inancing also inf luences subsequent career decisions . Graduates tend to select three-year residency training programs rather than longer ones, ant they seek out residencies that lend themselves to moonlighting arrangements.
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From page 314... ...
David Satcher President, Meharry Medical College, describes special financial pressure on minority medical schools (Attachment 3~.
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From page 315... ...
Charles W Johnson, Vice President for Academic Af fairs Execut ive Management Commi t tee Academic Council Dr.
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From page 316... ...
6. What is your approach to teaching the basic sciences ant clinical knowledge?
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From page 317... ...
3. What are the problems your students face in financing their medical education?
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From page 318... ...
To a great extent, Meharry ' s f inancial ~ truggle has been inherent in the mission of the institution. Meharry was founded to respond to the unmet needs of former slaves and their offspring for medical education and medical care .
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From page 319... ...
By the same token, the availability of capitation for medical schools with an emphasis OF primary care ant minority enrollment was of great benefit to Meharry. Then, of course, the coming of the National Health Service Corps Scholarships in 1972 was quite significant for Meharry-~where at one time 80 percent of the medical students were on National Health Service Corps Scholarships.
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From page 320... ...
Meharry and other predominantly minority institutions desperately need some legislation or initiative in this country that is specif ically responsive to the unique contribution and the unique needs of these institutions. Among other things Meharry needs the availability of student support in the form of scholarships ant loans that is responsive to the backgrounds of our students and their commitment for service in underserved communities.
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From page 321... ...
About 65 percent of the medical school graduates do their graduate training in Indiana. About 75 percent of the physicians who have their graduate medical education in the state establish their practice within a 50 mile radius of that hospital .
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From page 322... ...
The two year program statewide ts responsible for Beaching1st year: biochemistry, microbiology, gross anatomy, histology, physiology, behavioral science, neurobiology , introduction to emergency medicine, and electives. 2nd year: pharmacology, general pathology, medical genetics, systemic pathology, history taking, ant physical diagnosis.
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From page 323... ...
Estimates are that as many as 5,500 of the 6,600 physicians in the state actually take advantage of the universities' continuing medical education program (which prominently features the TV network, but is not limited to it)
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From page 324... ...
Dr. Lukemeyer salt he would like to see a "real" premedical college program, including humanism and ethics.
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From page 325... ...
RION UNIVERSITY CENTER FOR HEALTH SCIENCES AND HAr) ASSAH MEDICAL SCHOOL On December 6 and 7, 1982, Elena Nightinale, vice-chair of the committee, visited the Ben Gurion University Center for Health Sciences in Beer Sheva, Israel; on the 8th ant 9th, she met with several people at the Hadas~ah Medical School of Hebrew University in Jerusalem.
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From page 326... ...
The Center for Medical Education was establishes to provide an organizational framework for a scientific study of methods, techniques, and tactics in medical education, particularly in the selection of students, in curriculum development, in program= evaluation, in student evaluation, teacher training, and profeselonal socialization of medical and paramedical students. The Center brings together members from Ben Gurion, as well as from other medical schools in Israel who are interested in its activities and wish to be a part of the Center.
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From page 327... ...
This is an important point in that both at Hatassah ant at Ben Gurion, the faculty interviewed were convinced that the tine spent in military service was crucial in developing maturity ant crystallizing what the young people wanted to to with their futures, and in providing an opportunity for them to relate to people and to provide service and act as members of teams, sometimes as leaders, sometimes as followers, and assume responsibility for themselves and for others. This enables faculty to have a better idea of the personal qualities of the applicants to medical school, and the students are more mature when they enter.
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From page 328... ...
The curriculum is called the "spiral" curriculum; the four components of this spiral, basic sciences, behavioral sciences, clinical medicine, and public health, f ore one integrated system' and all four parts are present at the outset ant continue together until the last year. The inter-tepartmental cooperation that is required seems to be obtainable at Ben Gurion as is the large amount of time spent in teaching by the faculty.
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From page 329... ...
Lectures are minimized as teaching devices, and small group discuselons are emphasized. In the words of Moshe Prywes, the key to medical education at Ben Gurion in relevancy and responsibility .
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From page 330... ...
The selection of medical students pays strong attention to academic achievement and interviews are important, but less so than at Ben Gurion. There is a lot of competition for spaces in the Hadassah biedical School.
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