Medical Education

To compare the Problem-based learning (PBL) with the traditional lecture-based curricula. The single best answer Multiple Choice Questions (MCQ) and the Objective Structured Clinical Examination (OSCE) were used to compare performance of the lecture-based curriculum with the PBL medical student groups. The reliability for the MCQs and OSCE was calculated with Kuder-Richardson formula and Cronbach's alpha, respectively. The content validity of the MCQs and OSCE were tested by the Independent Subject Experts (ISE). The Student's t-test for independent samples was used to compare the item difficulty of the MCQs and OSCE's, and the Chi-square test was used to compare the grades between the two student groups. The PBL students outperformed the old curriculum students in overall grades, theoretical knowledge base (tested with K2 type MCQs) and OSCE. The number of the PBL students with scores between 80-90% (grade B) was significantly (p=0.035) higher while their number with sc...

The general framework for approaching residents in difficulty that we present here includes (1) explicit criteria that separate suggestions for improvement from formal remedial action, (2) categorization of the problem into three areas with different approaches (competence, laws and professional standards, and performance and disability), and (3) a method for clarifying faculty roles in the remediation efforts. This framework, along with clear written policies and procedures, helps to organize and streamline a response to residents with difficulties.

Pelvic three-dimensional (3-D) anatomy is complex and can be difficult to visualize. We have developed an alpha-version virtual anatomic model that will facilitate a) student learning of anatomy b) resident preparedness for operation, c) surgical planning for complex, multidisciplinary procedures. This educational module is composed of the virtual anorectum, an anatomically accurate, interactive model of the anorectum and pelvic viscera based on co-registered human computed tomographic (CT) and magnetic resonance (MR) images. It also consists of a physical model fabricated from the same data-set using stereolithography. Usability and functionality was assessed in a sample of surgical trainees. Feedback demonstrated that the module is an efficient adjunct to medical education and surgical planning. Ultimately, we envision a deformable virtual model that allows residents and surgeons to rehearse complex surgical procedures by performing virtual surgery, thereby improving preparedness for real operations. Such a model will be integrated into a colorectal surgery educational curriculum, and in the future may represent a unique method of competency testing.