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ABSTRACT: Connectedness, Sense of Community, and Academic Satisfaction in a Novel Community Campus Medical Education Model.

PURPOSE: Developing a sense of community and establishing connectivity are important in enhancing learners' success and preventing their sense of isolation. The A.T. Still University School of Osteopathic Medicine in Arizona (SOMA) has implemented a novel approach to medical education in which, beginning in the second year, students are geographically dispersed
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ABSTRACT: How Do You Deliver a Good Obstetrician? Outcome-Based Evaluation of Medical Education

he goal of medical education is the production of a workforce capable of improving the health and health care of patients and populations, but it is hard to use a goal that lofty, that broad, and that distant as a standard against which to judge the success of schools or
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MANUSCRIPT: Audio podcasts in practical courses in biochemistry – cost-efficient e-learning in a well-proven format from radio broadcasting

Introduction: Audio podcasts are an e-learning format that may help to motivate students to deal with the contents of medical education more intensely. We adopted a well-proven format from radio broadcasting, the radio documentary, to direct the listeners' attention to information about practical courses in biochemistry over a period of
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MANUSCRIPT: Training of leadership skills in medical education

Background: Effective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable. Objective:
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ABSTRACT: The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30.

Background: Team-Based Learning (TBL) is a student-centred active learning method, requiring less faculty time than other active learning methods. While TBL may have pedagogical value, individual studies present inconsistent findings. The aim of this systematic review was to assess the effectiveness of TBL on improving learning outcomes in health professions
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