Subjects -> EDUCATION (Total: 2405 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (35 journals)
    - EDUCATION (2062 journals)
    - HIGHER EDUCATION (144 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (39 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (39 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2062 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 4)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
21st Century Pedagogy     Open Access   (Followers: 4)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
About Campus     Hybrid Journal   (Followers: 8)
Academic Medicine     Hybrid Journal   (Followers: 75)
Academic Psychiatry     Full-text available via subscription   (Followers: 31)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 64)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 64)
Accounting & Finance     Hybrid Journal   (Followers: 60)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 23)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 11)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 74)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 43)
Action Research     Hybrid Journal   (Followers: 51)
Active Learning in Higher Education     Hybrid Journal   (Followers: 351)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 14)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 224)
Adult Education Quarterly     Hybrid Journal   (Followers: 230)
Advanced Education     Open Access   (Followers: 15)
Advances in Building Education     Open Access   (Followers: 7)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 35)
Advances in High Energy Physics     Open Access   (Followers: 22)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 10)
Africa Education Review     Hybrid Journal   (Followers: 30)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 9)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 10)
African Journal of Teacher Education     Open Access   (Followers: 2)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 3)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Akademos     Open Access   (Followers: 1)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 3)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 2)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 3)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 1)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access   (Followers: 1)
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 17)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 16)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 222)
American Journal of Business Education     Open Access   (Followers: 15)
American Journal of Distance Education     Hybrid Journal   (Followers: 34)
American Journal of Education     Full-text available via subscription   (Followers: 262)
American Journal of Educational Research     Open Access   (Followers: 70)
American Journal of Health Education     Hybrid Journal   (Followers: 34)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access  
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 18)
Applied Measurement in Education     Hybrid Journal   (Followers: 10)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access  
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access  
Arrancada     Open Access   (Followers: 1)
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 25)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 42)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 1)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 23)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 13)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 26)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 16)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 2)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 13)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 231)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 16)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 47)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 1)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 21)
Australasian Journal of Engineering Education     Hybrid Journal  
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 7)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 31)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 4)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 42)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 9)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 11)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 4)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 473)
Australian Journal of Teacher Education     Open Access   (Followers: 28)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 5)
Australian Screen Education Online     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 330)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 9)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 9)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 6)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 48)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 12)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 241)
British Journal of Educational Studies     Hybrid Journal   (Followers: 193)
British Journal of Educational Technology     Hybrid Journal   (Followers: 191)
British Journal of Music Education     Hybrid Journal   (Followers: 24)
British Journal of Religious Education     Hybrid Journal   (Followers: 9)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 63)
British Journal of Special Education     Hybrid Journal   (Followers: 51)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 13)
Brookings Trade Forum     Full-text available via subscription   (Followers: 4)
Buabandit Journal of Educational Administration     Open Access  
Buletin Fisika     Open Access  
Bulletin De L' Association Thaïlandaise Des Professeurs de Français     Open Access  
Bulletin of the Council for Research in Music Education     Full-text available via subscription   (Followers: 6)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Academic Medicine
Journal Prestige (SJR): 2.53
Citation Impact (citeScore): 2
Number of Followers: 75  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1040-2446 - ISSN (Online) 1938-808X
Published by LWW Wolters Kluwer Homepage  [299 journals]
  • The New MCAT Exam and the Continuing Imperative of Holistic Review in the
           Selection of Medical Students
    • Authors: Roberts; Laura Weiss
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Three Themes of Sustained Humanistic Practice
    • Authors: Schattner; Ami
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • In Reply to Schattner
    • Authors: Hoffman; Daniel I.; Swendiman, Robert A.; Chou, Carol M.
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • “Recruiting for Setting'”: Proceed With Caution
    • Authors: Fyfe; Molly Virginia; Douglass, Christine
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • In Reply to Fyfe and Douglass
    • Authors: Raffoul; Melanie; Bartlett-Esquilant, Gillian; Phillips, Robert L.
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Teaching Social Determinants of Health: A Route to Nudging Practical
           Change
    • Authors: Barwise; Amelia; Liebow, Mark
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • In Reply to Barwise and Liebow
    • Authors: Sharma; Malika; Pinto, Andrew D.; Kumagai, Arno K.
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • How to Capture the Patient Voice in Clinical Feedback
    • Authors: Gondi; Keerthi
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • In Reply to Gondi
    • Authors: Abudu; Boya
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • More on Leadership Development in Postgraduate Medical Education
    • Authors: Stoller; James K.
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • In Reply to Stoller
    • Authors: Haddara; Wael; Torti, Jacqueline; Inayat, Ali; Sultan, Nabil
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Teaching “Primum Non Nocere” in Conflict Regions
    • Authors: Saniotis; Arthur
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • What’s in a Name' The Implications of Naming Medical Schools
           After Donors
    • Authors: Schnitter; Joseph; Birnbaum, Aaron; Fox, Conner; Sanky, Charles
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Leveraging the Medical School Admissions Process to Foster a Smart,
           Humanistic, and Diverse Physician Workforce
    • Authors: Schwartzstein; Richard M.
      Abstract: An excellent physician has a range of talents, including the knowledge and critical thinking abilities to work with the rapidly changing biomedical and social science content of the profession as well as the interpersonal and communication skills to build meaningful relationships with patients and families. The Medical College Admission Test (MCAT) was revised in 2015 to focus more on analytical reasoning skills and behavioral and social sciences knowledge to ensure that future physicians have the capabilities needed to care for patients in the 21st century and to allow admissions committees to identify applicants who have demonstrated proficiency in these areas. With these changes, scores continue to be predictive of student performance in the preclerkship curriculum.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • We Must Graduate Physicians, Not Doctors
    • Authors: Dewan; Mantosh J.; Norcini, John J.
      Abstract: Today, medical schools graduate doctors, not physicians. Thousands of doctors who are U.S. citizens and graduates of U.S. and international medical schools will never become physicians because they do not obtain a residency position. Doctors need at least one year of residency to become a licensed physician. However, 4,099 applicants in 2018 and 4,170 in 2019 failed to get a position through the National Resident Matching Program Main Match; about 1,000 students get positions after the Main Match each year. The personal and societal cost is enormous: each year, approximately 3,000 nonphysician doctors cannot use 12,000 education years and three-quarters of a billion dollars they invested in medical education and cannot mitigate the shortfall of 112,000 physicians expected in 2030.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • The Development of New MD-Granting Medical Schools in the United States in
           the 21st Century
    • Authors: Whitcomb; Michael E.
      Abstract: imageNo new MD-granting medical schools were established during the 1980s and 1990s due to concerns that existed within the academic and policymaking communities that the United States was going to experience a major oversupply of physicians in the coming decades due to the increase that had occurred in medical school enrollment in the 1960s and 1970s. However, the results of studies conducted in the 1990s suggested that the country was actually going to experience a major shortage of physicians in the coming decades. As a result, new medical schools began to be established in the country after the turn of the 21st century. Since then, 29 new MD-granting medical schools have been established in the United States. This Invited Commentary examines some of the characteristics of the new schools and provides an overview of various factors that contributed to their development, including financial resources and geographic location.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • The Diversity and Success of Medical School Applicants With Scores in the
           Middle Third of the MCAT Score Scale
    • Authors: Terregino; Carol A.; Saguil, Aaron; Price-Johnson, Tanisha; Anachebe, Ngozi F.; Goodell, Kristen
      Abstract: imageAdmissions officers assemble classes of medical students with different backgrounds and experiences who can contribute to their institutions’ service, leadership, and research goals. While schools’ local interests vary, they share a common goal: meeting the health needs of an increasingly diverse population. Despite the well-known benefits of diversity, the physician workforce does not yet reflect the nation’s diversity by socioeconomic status, race/ethnicity, or other background characteristics.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • The Consequences of Structural Racism on MCAT Scores and Medical School
           Admissions: The Past Is Prologue
    • Authors: Lucey; Catherine Reinis; Saguil, Aaron
      Abstract: Those in medical education have a responsibility to prepare a physician workforce that can serve increasingly diverse communities, encourage healthy changes in patients, and advocate for the social changes needed to advance the health of all. The authors of this Perspective discuss many of the likely causes of the observed differences in mean Medical College Admission Test (MCAT) scores between students from groups well represented in medicine and those from groups underrepresented in medicine. The lower mean MCAT scores of underrepresented groups can present challenges to diversifying the physician workforce if medical schools only admit those applicants with the highest MCAT scores. The authors review the psychometric literature, which showed no evidence of bias in the exam, and note that the differences in mean MCAT scores between racial and ethnic groups are similar to those in other measures of academic achievement and performance on high-stakes tests.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Mission Drift: Are Medical School Admissions Committees Missing the Mark
           on Diversity'
    • Authors: Poole; Kenneth G. Jr; Jordan, Barbara L.; Bostwick, J. Michael
      Abstract: imageDiversity initiatives in U.S. medical education, following the passage of the Civil Rights Act of 1964, were geared toward increasing the representation of African Americans—blacks born in the United States whose ancestors suffered under slavery and Jim Crow laws. Over time, blacks and, subsequently, underrepresented minorities in medicine (URMs), became a proxy for African Americans, Puerto Ricans, Mexican Americans, and Native Americans, thus obscuring efforts to identify and recruit specifically African Americans. Moreover, demographic shifts resulting from the recent immigration of black people from Africa and the Caribbean have both expanded the definition of “African American medical students” and shifted the emphasis from those with a history of suffering under U.S. oppression and poverty to anyone who meets a black phenotype.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Foucault on the Wards: Rediscovering Reflection as a Social Pediatrician
           in Training
    • Authors: Maynard; Kevin
      Abstract: imageThe author states that as a second-year medical student with a liberal arts degree, it was often difficult for him to reconcile his former liberal arts education with the current demands of his training. Although the medical curriculum increasingly acknowledges the importance of a biopsychosocial model, the prioritization of knowledge remains the same: know your biological, pharmacological, and anatomical facts. However, the author’s experience with a social pediatrics research summer studentship moved him beyond this basic sciences mindset and provided a practical framework for the application of his liberal arts training. The experience was twofold: he worked on a research project while simultaneously shadowing a pediatrician twice a week. His project applied a Foucauldian critical discourse analysis (CDA) to an archive of texts that sought to better characterize the term social pediatrics. The author concludes that the thought-changing reflection, mentorship, and concrete clinical experiences made possible by the summer studentship expanded his worldview.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Investigating Group Differences in Examinees’ Preparation for and
           Performance on the New MCAT Exam
    • Authors: Girotti; Jorge A.; Chanatry, Julie A.; Clinchot, Daniel M.; McClure, Stephanie C.; Swan Sein, Aubrie; Walker, Ian W.; Searcy, Cynthia A.
      Abstract: imageIn 2015, the Medical College Admission Test (MCAT) was redesigned to better assess the concepts and reasoning skills students need to be ready for the medical school curriculum. During the new exam’s design and rollout, careful attention was paid to the opportunities examinees had to learn the new content and their access to free and low-cost preparation resources. The design committee aimed to mitigate possible unintended effects of the redesign, specifically increasing historical mean group differences in MCAT scores for examinees from lower socioeconomic status (SES) backgrounds and races/ethnicities underrepresented in medicine compared with those from higher SES backgrounds and races/ethnicities not underrepresented in medicine.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Artist’s Statement: Sign-out
    • Authors: EL-Amin; Suliman
      Abstract: imageNo abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Aequanimitas, Shaken
    • Authors: Foote; Michael Bonner
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • On Marriage: [Excerpt]
    • Authors: Gibran; Kahlil
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Commentary on an Excerpt From “On Marriage”
    • Authors: Sunde; Kiri E.
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • The Homeless Hospital Liaison Program: An Interprofessional Program to
           Improve Students’ Skills at Facilitating Transitions of Care for
           Patients Experiencing Homelessness
    • Authors: Gill; Frances; Appley, Maya; Nix, Linda; Green, Georgiana; Gribbon, Madeline; Divagaran, Adhira; Huo, Samantha; Avegno, Jennifer; Jones, Catherine
      Abstract: imageProblem Traditional medical school curricula lack specific training on caring for individuals experiencing homelessness, and the literature suggests that medical students’ attitudes toward these individuals become increasingly negative during medical school.Approach To increase discharge planning support for individuals experiencing homelessness, the Homeless Hospital Liaison (HHL) program was developed at the University Medical Center New Orleans in January 2017–May 2017. Student liaisons are recruited from all 4 years of medical school and a graduate-level social work program. Liaisons administer a social needs questionnaire to assess patients’ connections to services and identify gaps in care, coordinate with hospital social workers to avoid duplicating work, coordinate with the medical team, help patients complete any needed documentation or applications for social benefits, provide patients with referrals to outpatient resources, and provide patients assistance with a variety of basic needs.Outcomes As of December 2017, HHL has trained 70 students (65 medical students and 5 social work students) to serve as liaisons and has enrolled 99 patients. For the majority of these patients, student liaisons were able to facilitate successful referrals to community-based services.Next Steps Future directions of the HHL program include developing a formal, staffed consult service at the hospital (e.g., the HHL program was awarded hospital funding for 2 full-time staff in the summer of 2019, which will increase the HHL’s capacity); assessing the program’s effect on student knowledge, attitudes, and proficiency related to individuals experiencing homelessness and/or interprofessional collaboration; and assessing the impact of the program on patients’ experiences.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Teaching Evidence-Based Medicine to Medical Students Using Wikipedia as a
           Platform
    • Authors: Murray; Heather; Walker, Melanie; Dawson, Jennifer; Simper, Natalie; Maggio, Lauren A.
      Abstract: imageProblem While ideal curricular structures for effective teaching of evidence-based medicine (EBM) have not been definitively determined, optimal strategies ensure that EBM teaching is interactive and clinically based, aligns with major trends in education and health care, and uses longitudinally integrated, whole-task activities.Approach The authors developed a longitudinal, semester-long project, embedded in a first-year medicine course, through which they taught EBM using Wikipedia as a platform. Students worked individually and in small groups to choose a medicine-related Wikipedia article, identify information gaps, search for high-quality resources, appraise the sources, and incorporate the new information into the article (i.e., by editing Wikipedia). Students also applied their new appraisal skills to critique a second article. The authors used an online tool to track and record student editing, and they obtained qualitative data on student perceptions of the project via survey. Duplicate marking of a sample of assignments was performed using the Valid Assessment of Learning in Undergraduate Education critical thinking rubric developed by Finley and Rhodes.Outcomes In fall 2017, 101 students made over 1,000 unique edits to 16 online Wikipedia articles, adding over 10,000 words. Through thematic analysis of qualitative data, the authors highlighted several aspects of the project that students appreciated, as well as barriers related to completing their projects. Correlation of the 17 consenting students’ final assignments with the critical thinking rubric supports the assignment structure as a tool for assessing critical thinking.Next Steps This authentic task adheres to the principles of high-quality EBM instruction and could be implemented by a variety of health care educational programs. Modifications to the delivery model are underway to address challenges identified.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Correction: Do Mindfulness and Self-Compassion Predict Burnout in
           Pediatric Residents'
    • Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • The Validity of Scores From the New MCAT Exam in Predicting Student
           Performance: Results From a Multisite Study
    • Authors: Busche; Kevin; Elks, Martha L.; Hanson, Joshua T.; Jackson-Williams, Loretta; Manuel, R. Stephen; Parsons, Wanda L.; Wofsy, David; Yuan, Kun
      Abstract: imagePurpose The new Medical College Admission Test (MCAT) was introduced in April 2015. This report presents findings from the first study of the validity of scores from the new MCAT exam in predicting student performance in the first year of medical school (M1).Method The authors analyzed data from the national population of 2016 matriculants with scores from the new MCAT exam (N = 7,970) and the sample of 2016 matriculants (N = 955) from 16 medical schools who volunteered to participate in the validity research. They examined correlations of students’ MCAT total scores and total undergraduate grade point averages (UGPAs), alone and together, with their summative performance in M1, and the success rate of students with different MCAT scores in their on-time progression to the second year of medical school (M2). They assessed whether MCAT scores provided comparable prediction of performance in M1 by students’ race/ethnicity, socioeconomic background, and gender.Results Correlations of MCAT scores with summative performance in M1 ranged from medium to large. Although MCAT scores and UGPAs provided similar prediction of performance in M1, using both metrics provided better prediction than either alone. Additionally, students with a wide range of MCAT scores progressed to M2 on time. Finally, MCAT scores provided comparable prediction of performance in M1 for students from different sociodemographic backgrounds.Conclusions This study provides early evidence that scores from the new MCAT exam predict student performance in M1. Future research will examine the validity of MCAT scores in predicting performance in later years.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • A Study of the Validity of the New MCAT Exam
    • Authors: Violato; Claudio; Gauer, Jacqueline L.; Violato, Efrem M.; Patel, Dimple
      Abstract: imagePurpose To conduct a study of the validity of the new Medical College Admission Test (MCAT).Method Deidentified data for first- and second-year medical students (185 women, 54.3%; 156 men, 45.7%) who matriculated in 2016 and 2017 to the University of Minnesota Medical School–Twin Cities were included. Of those students, 220 (64.5%) had taken the new MCAT exam and 182 (53.4%) had taken the old MCAT exam (61 [17.9%] had taken both). The authors calculated descriptive statistics and Pearson product moment correlations (r) between new and old MCAT section scores. They conducteda regression analysis of MCAT section scores with Step 1 scores and with preclerkship course performance. They also conducted an exploratory factor analysis (principal component analysis with varimax rotation) of MCAT scores, undergraduate grade point average, Step 1 scores, and course performance.Results The new MCAT exam section mean score percentiles ranged from 72 to 78 (mean composite score percentile of 80). The old MCAT exam section mean score percentiles ranged from 84 to 88 (mean composite score percentile of 83). The pattern of correlations among and between new and old MCAT exam section scores (range of r: 0.03–0.67; P < .01) provided evidence of both divergent and convergent validities. Backward multiple regression of new MCAT exam section scores and Step 1 scores resulted in a multiple R of .440; the same analysis with Human Behavior course performance as the dependent variable provided a similar solution with the expected sections of the new MCAT exam (multiple R = .502). The factor analysis resulted in 4 cohesive, theoretically meaningful factors: biomedical knowledge, basic science concepts, cognitive reasoning, and general achievement.Conclusions This study provided empirical evidence of multiple types of validity for the new MCAT exam.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Exploring the Socialization Experiences of Medical Students From Social
           Science and Humanities Backgrounds
    • Authors: Lam; Justin T.H.; Hanson, Mark D.; Martimianakis, Maria Athina (Tina
      Abstract: imagePurpose To explore the structural, cultural, and interpersonal issues that may contribute to the inadvertent marginalization of medical students with social science and humanities (SSH) backgrounds.Method Using the hidden curriculum as an analytic construct, the lead author interviewed 14 medical students with SSH backgrounds at the University of Toronto Faculty of Medicine from February to October 2015. The authors analyzed the interview transcripts for common themes around positive and negative cultural, structural, and interpersonal dimensions of the socialization process.Results Participants reported barriers to applying to medical school: needing to complete prerequisite courses and to do well on an exam geared toward those with a strong science background (the Medical College Admission Test) and lacking an application cohort. Some participants felt they were not ideal candidates for medical school. Participants appreciated how their SSH backgrounds and associated skill sets shaped both their perspectives on patient care and their developing professional identities. However, they perceived that others largely deemed their previous training as irrelevant, and they felt marginalized in medical school by peers, instructors, and the curriculum. These experiences led both to self-censorship, which enabled them to seem to conform to normative behaviors, and to the pursuit of reaffirming elective experiences.Conclusions The existing hidden curriculum inadvertently marginalizes SSH medical students; their experiences likely reflect the socialization experiences of other students from underrepresented backgrounds. Curricular and institutional reforms are imperative to shift the hidden curriculum toward one of epistemological inclusion that better supports students from nontraditional backgrounds.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Same but Different: Exploring Mechanisms of Learning in a Longitudinal
           Integrated Clerkship
    • Authors: Mylopoulos; Maria; Kulasegaram, Kulamakan (Mahan; Weyman, Karen; Bernstein, Stacey; Martimianakis, Maria Athina (Tina
      Abstract: Purpose Longitudinal integrated clerkships (LICs) are a widely used method of delivering clerkship curricula. Although there is evidence that LICs work and core components of LIC training have been identified, there is insufficient understanding of which components are integral to why they work. To address this question, this research explored how students experienced the first year of an LIC program. The aim was to use participants’ understanding of their learning experiences to identify potential mechanisms of the LIC curriculum model.Method Thirty-two interviews were conducted with 13 University of Toronto students, 7 LIC and 6 block rotation students from the same site, from October 2014 to September 2015. A thematic analysis was performed iteratively to explore participants’ understanding of their key learning experiences and outcomes.Results Participants in both cohorts described their key learning outcome as integration and application of knowledge during patient care. Experiences supporting this outcome were articulated as longitudinal variable practice and continuity of relationships with preceptors and patients. Critically, these experiences manifested differently for the 2 cohorts. For block students, these learning experiences appeared to reflect the informal curriculum, whereas for LIC students, learning experiences were better supported by the LIC formal curriculum.Conclusions The results illustrate the importance of learning experiences that support longitudinality and continuity. By also emphasizing variability and knowledge integration, they align with literature on expert development. Notably, many of the learning experiences identified resulted from informal learning and thus support going beyond the formal curriculum when evaluating the effectiveness of curricula.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Patient Satisfaction With Medical Student Participation in a Longitudinal
           Integrated Clerkship: A Controlled Trial
    • Authors: Beard; Albertine S.; Candy, Amy E.; Anderson, Travis J.; Derrico, Nicholas P.; Ishani, Khalid A.; Gravely, Amy A.; Englander, Robert; Ercan-Fang, Nacide G.
      Abstract: imagePurpose To determine whether longitudinal student involvement improves patient satisfaction with care.Method The authors conducted a satisfaction survey of patients followed by 10 University of Minnesota Medical School students enrolled in 2016–2017 in the Veterans Affairs Longitudinal Undergraduate Medical Education (VALUE) program, a longitudinal integrated clerkship at the Minneapolis Veterans Health Care System. Students were embedded in an ambulatory practice with primary preceptors who assigned students a panel of 14 to 32 patients to follow longitudinally in inpatient and outpatient settings. Control patients, matched on disease severity, were chosen from the preceptor’s panel. Two to five months after the students completed the VALUE program, the authors conducted a phone survey of the VALUE and control patients using a validated, customized questionnaire.Results Results are reported from 97 VALUE patients (63% response rate) and 72 controls (47% response rate) who had similar baseline characteristics. Compared with control patients, VALUE patients reported greater satisfaction with explanations provided by their health care provider, their provider’s knowledge of their personal history, and their provider’s looking out for their best interests (P < .05). Patients in the VALUE panel selected the top category more often than control patients for overall satisfaction with their health care (65% vs 43%, P < .05).Conclusions The results of this controlled trial demonstrate that VALUE student longitudinal participation in patient care improves patient satisfaction and patient-perceived quality of health care for VALUE patients compared with controls matched by primary care provider and disease severity. These findings may have implications outside the Veterans Administration population.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Continuity With Patients, Preceptors, and Peers Improves Primary Care
           Training: A Randomized Medical Education Trial
    • Authors: Henschen; Bruce L.; Liss, David T.; Golden, Blair P.; Cameron, Kenzie A.; Bierman, Jennifer A.; Ryan, Elizabeth R.; Gard, Lauren A.; Neilson, Eric G.; Wayne, Diane B.; Evans, Daniel B.
      Abstract: imagePurpose Infusing continuity of care into medical student clerkships may accelerate professional development, preserve patient-centered attitudes, and improve primary care training. However, prospective, randomized studies of longitudinal curricula are lacking.Method All entering Northwestern University Feinberg School of Medicine students in 2015 and 2016 were randomized to the Education Centered Medical Home (ECMH), a 4-year, team-based primary care clerkship; or a mentored individual preceptorship (IP) for 2 years followed by a traditional 4-week primary care clerkship. Students were surveyed 4 times (baseline, M1, M2, and M3 year [through 2018]); surveys included the Maslach Burnout Inventory (MBI); the Communication, Curriculum, and Culture (C3) survey assessing the hidden curriculum; and the Attitudes Toward Health Care Teams (ATHCT) scale. The authors analyzed results using an intent-to-treat approach.Results Three hundred twenty-nine students were randomized; 316 (96%) participated in surveys. Seventy percent of all respondents would recommend the ECMH to incoming first-year students. ECMH students reported a more positive learning environment (overall quality, 4.4 ECMH vs 4.0 IP, P < .001), greater team-centered attitudes (ATHCT scale, 3.2 vs 3.0, P = .007), less exposure to negative aspects of the hidden curriculum (C3 scale, 4.6 vs 4.3, P < .001), and comparable medical knowledge acquisition. ECMH students established more continuity relationships with patients (2.2 vs 0.3, P < .001) and reported significantly higher professional efficacy (MBI-PE, 4.1 vs 3.9, P = .02).Conclusions In this randomized medical education trial, the ECMH provided superior primary care training across multiple outcomes compared with a traditional clerkship-based model, including improved professional efficacy.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Outcomes Associated With Insertion of Indwelling Urinary Catheters by
           Medical Students in the Operating Room Following Implementation of a
           Simulation-Based Curriculum
    • Authors: Barnum; Trevor; Tatebe, Leah C.; Halverson, Amy L.; Helenowski, Irene B.; Yang, Anthony D.; Odell, David D.
      Abstract: imagePurpose Catheter-associated urinary tract infection (CAUTI) is a priority quality metric for hospitals. The impact of placement of indwelling urinary catheter (IUC) by medical students on CAUTI rates is not well known. This study examined the impact of a simulation-based medical student education curriculum on CAUTI rates at an academic medical center.Method Patient characteristics, procedural data, and outcome data from all operating room IUC insertions from June 2011 through December 2016 at the Northwestern University Feinberg School of Medicine were analyzed using a multivariable model to evaluate associations between CAUTI and inserting provider. Infection data before and after implementation of a simulation-based IUC competency course for medical students were compared.Results A total of 57,328 IUC insertions were recorded during the study period. Medical students inserted 12.6% (7,239) of IUCs. Medical students had the lowest overall rate of CAUTI among all providers during the study period (medical students: 0.05%, resident/fellows: 0.2%, attending physicians: 0.3%, advanced practice clinicians: 0.1%, nurses: 0.2%; P = .003). Further, medical student IUC placement was not associated with increased odds of CAUTI in multivariable analysis (odds ratio, 0.411; 95% confidence interval: 0.122, 1.382; P = .15). Implementation of a simulation-based curriculum for IUC insertion resulted in complete elimination of CAUTI in patients catheterized by medical students (0 in 3,471).Conclusions IUC insertion can be safely performed by medical students in the operating room. Simulation-based skills curricula for medical students can be effectively implemented and achieve clinically relevant improvements in patient outcomes.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • The Impact of Title VII Dental Workforce Programs on Dentists’ Practice
           Location: A Difference-in-Differences Analysis
    • Authors: Chou; Chiu-Fang; Holtzman, Jennifer S.; Rogers, Shane; Chen, Candice
      Abstract: imagePurpose To examine the potential impact of Health Resources and Services Administration (HRSA) funding (predoctoral [PD] and postdoctoral [PDD] programs) on dentists’ practice location in the United States.Method The authors linked 2011–2015 data from HRSA’s Electronic Handbooks to 2015 data from the American Dental Association Masterfile, dental health professional shortage areas, and rural–urban commuting area codes. They examined the associations between PD and PDD funding and dentists’ practice location between 2004 and 2015 using a difference-in-differences analysis and multiple logistic regressions, adjusting for covariates.Results From 2004 to 2015, 21.2% (1,588/7,506) of dentists graduated from institutions receiving PD funding and 26.8% (2,014/7,506) graduated from institutions receiving PDD funding. Among dentists graduating from institutions receiving PDD funding, after adjusting for covariates, those graduating between 2011 and 2015 were more likely to practice in a rural area than those graduating between 2004 and 2010 (odds ratio [OR] = 1.98; 95% confidence interval [CI] = 1.04–3.76). The difference-in-differences approach showed that PD and PDD funding significantly increased the odds that a dentist would practice in a rural area (respectively, OR = 2.70; 95% CI = 1.31–5.79/OR = 2.84; 95% CI = 1.40–5.77).Conclusions HRSA oral health training program funding had a positive effect on dentists choosing to practice in a rural area. By increasing the number of dentists practicing in rural communities, HRSA is improving access to, and the delivery of, oral health care services to underserved and vulnerable rural populations.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Common Types of Gender-Based Microaggressions in Medicine
    • Authors: Periyakoil; Vyjeyanthi S.; Chaudron, Linda; Hill, Emorcia V.; Pellegrini, Vincent; Neri, Eric; Kraemer, Helena C.
      Abstract: imagePurpose Microaggressions are subtle verbal or nonverbal everyday behaviors that arise from unconscious bias, covert prejudice, or hostility. They may contribute to the persistent disparities faced by women in medicine. In this study, the authors sought to identify common microaggressions experienced by women faculty in medicine and to determine if specific demographic characteristics affect the reported frequencies of these microaggressions.Method The authors used chain referral sampling to collect real-life anecdotes about microaggressions from women faculty across the nation. Thirty-four unique experiences from those reported were identified and scripted then reenacted using professional actors to create 34 videos of the real-life microaggressions and 34 corresponding fictional “control” versions of the same situations. The videos, presented in a random order, were evaluated by faculty from 4 academic medical centers from 2016 to 2018.Results A total of 124 faculty (79 women, 45 men) participated. Women reported higher frequencies of microaggressions than men in 33 of the 34 videos depicting microaggressions (P value range: < .001 to .042, area under the curve range: 0.60–0.69). No such differences were seen with the control videos. Women identified 21 microaggressions as occurring frequently. No significant differences were found with respect to participants’ age, race/ethnicity, academic rank, or years in medicine. Post hoc analyses showed that the microaggressions fell into 6 themes: encountering sexism, encountering pregnancy- and child care–related bias, having abilities underestimated, encountering sexually inappropriate comments, being relegated to mundane tasks, and feeling excluded/marginalized.Conclusions Privilege is often invisible to those who have it, whereas bias and discrimination are readily apparent to those who experience it. Knowledge of common microaggressions will allow for targeted individual, interpersonal, and institutional solutions to mitigate disparities in medicine.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Teaching Motivational Interviewing to Medical Students: A Systematic
           Review
    • Authors: Kaltman; Stacey; Tankersley, Amelia
      Abstract: imagePurpose Medical students must be prepared to work with patients with maladaptive health behaviors and chronic health conditions. Motivational interviewing (MI) is an evidence-based, patient-centered, directive communication style designed to help patients address behaviors that are detrimental to their health (e.g., substance abuse, poor diet). In this study, the authors systematically reviewed the evidence pertaining to MI curricula in medical schools. Their aims were to describe the pedagogical and content-related features of MI curricular interventions and to assess the effectiveness of the interventions and the quality of the research evidence.Method In March 2019, the authors searched databases, seeking studies on MI in medical schools. They manually extracted descriptive information, used the Medical Education Research Study Quality Instrument to assess the quality of the included studies, and synthesized the included studies’ results.Results Sixteen studies met inclusion criteria. The majority of included studies were pre-post evaluation designs; the most rigorous were randomized controlled trials. MI curricula were heterogeneous, varying in timing, content, pedagogical approaches, and outcomes measured.Conclusions The results of this review suggest that the implementation of MI curricula in medical schools can be feasible and effective and that students can achieve beginning levels of proficiency. The results support the inclusion of MI in undergraduate medical education curricula and highlight next steps to advance this area of medical education research: achieving consensus around essential early MI skills that should be taught in medical schools and identifying the most effective scaffolding strategies to teach this complex mode of communication.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • Interprofessional Substance Use Disorder Education in Health Professions
           Education Programs: A Scoping Review
    • Authors: Muzyk; Andrew; Smothers, Zachary P.W.; Andolsek, Kathryn M.; Bradner, Melissa; Bratberg, Jeffrey P.; Clark, Seth A.; Collins, Kathryn; Greskovic, Gerard A.; Gruppen, Larry; MacEachern, Mark; Ramsey, Susan E.; Ruiz Veve, Jennifer; Tetrault, Jeanette M.
      Abstract: imagePurpose The authors conducted this scoping review to (1) provide a comprehensive evaluation and summation of published literature reporting on interprofessional substance use disorder (SUD) education for students in health professions education programs and (2) appraise the research quality and outcomes of interprofessional SUD education studies. Their goals were to inform health professions educators of interventions that may be useful to consider as they create their own interprofessional SUD courses and to identify areas of improvement for education and research.Method The authors searched 3 Ovid MEDLINE databases (MEDLINE, In-Process & Other Non-Indexed Citations, and Epub Ahead of Print), Embase.com, ERIC via FirstSearch, and Clarivate Analytics Web of Science from inception through December 7, 2018. The authors used the Medical Education Research Study Quality Instrument (MERSQI) to assess included studies’ quality.Results The authors screened 1,402 unique articles, and 14 met inclusion criteria. Publications dated from 2014 to 2018. Ten (71%) included students from at least 3 health professions education programs. The mean MERSQI score was 10.64 (SD = 1.73) (range, 7.5–15). Interventions varied by study, and topics included general substance use (n = 4, 29%), tobacco (n = 4, 29%), alcohol (n = 3, 21%), and opioids (n = 3, 21%). Two studies (14%) used a nonrandomized 2-group design. Four (29%) included patients in a clinical setting or panel discussion. Ten (72%) used an assessment tool with validity evidence. Studies reported interventions improved students’ educational outcomes related to SUDs and/or interprofessionalism.Conclusions Interprofessional SUD educational interventions improved health professions students’ knowledge, skills, and attitudes toward SUDs and interprofessional collaboration. Future SUD curriculum design should emphasize assessment and measure changes in students’ behaviors and patient or health care outcomes. Interprofessional SUD education can be instrumental in preparing the future workforce to manage this pressing and complex public health threat.
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • A Lump in My Throat
    • Authors: Gaffley; Michaela
      Abstract: No abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
  • How to Help Students Strategically Prepare for the MCAT Exam and Learn
           Foundational Knowledge Needed for Medical School
    • Authors: Sein; Aubrie Swan; Cuffney, Francie; Clinchot, Daniel
      Abstract: imageNo abstract available
      PubDate: Sun, 01 Mar 2020 00:00:00 GMT-
       
 
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