as i read this article..
i should have faith in what i'm doing..
i have to find my own way to make this choice is the best and and interesting..
have fun in study medicine is the important thing i should think when i pursue my study..
well i have something to share with all my friends...
this article helo me to think positive and become optimistic...
i hope it can help you too...
NOT SURE THAT MEDICINE IS RIGHT FOR YOU?
The path to becoming a physician is nothing if not long. And once you set upon that path, your life seems to have been decided. There are exceptions, of course. Dr. Robert Jarvik invented the first artificial heart used in a human without ever having practiced medicine. Sir Arthur Conan Doyle and Michael Crichton were both physicians who pursued literary careers. And one physician even became Pope. In general, a degree in medicine opens a smaller variety of doors than many other advanced degrees do, such as those in law or business.
That may explain why Dr. Joseph Kim has such an interest in nonclinical opportunities for clinicians -- physicians, nurses, pharmacists, and other healthcare professionals. He uses his blog, Medicine and Technology, to explore careers in consulting, entrepreneurship, medical education, the pharmaceutical industry, and more. He encourages clinicians who are no longer interested in the traditional practice of medicine to consider other careers:
First, ask yourself what you enjoy. After all, if you don't enjoy clinical medicine, you don't want to end up doing something else you're not going to enjoy. Then, start networking like crazy. Leverage all the online social networking sites (like LinkedIn, Facebook, Plaxo, etc.) and get reconnected with old colleagues, classmates, and friends. Find out what people are doing. They may help you get connected to some key people. You may find some of the best opportunities this way. If you're a woman, you may want to check out MomMD (www.mommd.com) and join a community of women who are seeking non-clinical opportunities ranging from part-time to full-time work.
Medicine and Technology hosts Grand Rounds
July 14, 2009
In that same post, Dr. Kim describes opportunities within the healthcare system but outside traditional practice, such as programs developed in managed care:
Managed care organizations are always looking for better disease management programs for their plans. Some MCOs develop their own DM plans and others outsource them to external companies. These companies create and deliver various services to managed care organizations, including DM, wellness programs, personal health record (PHR) services, etc. Do you ever get educational pamphlets from your own health plan? Who puts them together? Who designs and develops these wellness and preventive health programs?
Dr. Kim even has advice for medical students who are thinking about forgoing residency:
Are you absolutely certain that you don't enjoy clinical medicine? It may be much more difficult to go back to a residency later in your life. Have you explored Preventive Medicine/Public Health? Have you considered part-time work? To get to some of the best opportunities, you may need to start in a clinical career, get some experience, and then transition out of clinical medicine.
The topic of what to do with a medical degree might have once raised eyebrows: You took care of patients, period. But Dr. Kim represents a new way of thinking about the delivery of healthcare.
This week, Dr. Kim turns his innovative mind to Grand Rounds, the blog carnival that features highlights from other medical bloggers, including clinicians and patients. Stop by to sample the blogosphere, and pick up a little career advice in the process.
this article does not belong to me..
you can read directly at medscape webpage.
i'm really thankful to the author for having this article at this time..
hopefully i can put this in mind..
i should cherish what i have now..
Wednesday, July 22, 2009
Wednesday, July 8, 2009
new face
setelah sekian lama..hari ini dia berwajah baru..
takdelah baru sgt..masih gunakan template yg ada...
huhu..semoga tuannya juga berwajah baru..lebih semangat menempuhi kehidupan yg sedia ada...
yosh!!!gambate~
haaaiiitttt~
takdelah baru sgt..masih gunakan template yg ada...
huhu..semoga tuannya juga berwajah baru..lebih semangat menempuhi kehidupan yg sedia ada...
yosh!!!gambate~
haaaiiitttt~
pass/fail in medical school
i just read an article from medscape..
the system we use here is pass/fail system with grade which are good,very good and excellent..
i just want to share the impact of this system in our life later..
A Change to Pass/Fail Grading in the First Two Years at One Medical School Results in Improved Psychological Well-Being
Abstract
Purpose: To measure the impact of a change in grading system in the first two years of medical school, from graded (A, B, C, D, F) to pass/fail, on medical students' academic performance, attendance, residency match, satisfaction, and psychological well-being.
Method: For both the graded and pass/fail classes, objective data were collected on academic performance in the first- and second-year courses, the clerkships, United States Medical Licensing Examination (USMLE) Steps 1 and 2 Clinical Knowledge (CK), and residency placement. Self-report data were collected using a Web survey (which included the Dupuy General Well-Being Schedule) administered each of the first four semesters of medical school. The study was conducted from 2002 to 2007 at the University of Virginia School of Medicine.
Results: The pass/fail class exhibited a significant increase in well-being during each of the first three semesters of medical school relative to the graded class, greater satisfaction with the quality of their medical education during the first four semesters of medical school, and greater satisfaction with their personal lives during the first three semesters of medical school. The graded and pass/fail classes showed no significant differences in performance in first- and second-year courses, grades in clerkships, scores on USMLE Step 1 and Step 2CK, success in residency placement, and attendance at academic activities.
Conclusions: A change in grading from letter grades to pass/fail in the first two years of medical school conferred distinct advantages to medical students, in terms of improved psychological well-being and satisfaction, without any reduction in performance in courses or clerkships, USMLE test scores, success in residency placement, or level of attendance.
Introduction
In recent years, U.S. medical schools have used a variety of grading systems, particularly in the first two years of medical school. The most recent data available from the Association of American Medical Colleges Web site (http://services.aamc.org/currdir/section1/grading1.cfm) show the following breakdown of the grading systems used by medical schools for the required basic sciences portion of the curriculum: two intervals (usually pass/fail) = 40 schools, three intervals (usually pass/fail/honors) = 35 schools, four intervals (usually pass/fail/honors/high honors) = 32 schools, and five intervals (usually A, B, C, D, F) = 26 schools. These data suggest that there is currently no consensus on the most appropriate grading system in the early years of medical school. In addition, there are few useful data available to guide decision making in this area.[1-5]
Medical school is inherently stressful.[6-8] The principal attraction in moving toward a pass/fail grading system lies in the expectation that it will improve students' psychological well-being (reduce stress and anxiety), decrease competitiveness, and promote cooperative learning. However, for medical schools contemplating a change from a traditional graded (A, B, C, D, F) system to a pass/fail system, concerns may include (1) a decline in attendance at scheduled educational activities, (2) a decline in academic performance, (3) a decline in United States Medical Licensing Examination (USMLE) Step 1 scores, and (4) reduced success in residency placement.
A University of Virginia School of Medicine faculty committee examined the literature on medical student grading systems (and its relationship to academic performance), medical student well-being, and residency placement. The committee surveyed current medical students and faculty regarding their preferences for grading systems and gathered data on grading policies at other medical schools. Based on these preliminary measures, in the spring of 2002, the decision was made to switch from a five-interval (A, B, C, D, F) to a two-interval (pass/fail) grading system for each individual course in the first two years of medical school. The change in grading system was introduced with the class of 2007 (the class entering medical school in the fall of 2003).
The faculty committee that recommended the switch to pass/fail grading hypothesized that the change from a graded to a pass/fail system would result in no change in attendance at scheduled academic activities, no change in academic performance in courses and clerkships, no change in performance on USMLE Step 1 and Step 2 Clinical Knowledge (CK) exams, and no change in residency placement success. However, it was predicted that this change in grading system would improve students' well-being, increase satisfaction with their medical education, and affect their time utilization (e.g., allow more risk taking in terms of time allocation to activities not directly related to the medical curriculum). A comprehensive assessment of the impact of the change in the grading system at the University of Virginia School of Medicine has been conducted, the results of which we report here. R.A.B. cochaired the grading study committee, designed the study, collected the data, and wrote the paper. J.G.S. was a member of the grading study committee and assisted in study design and data analysis. J.M.J. designed the online survey tool and assisted in data collection and processing. J.R.M. did all of the statistical analysis of the data.
by:Robert A. Bloodgood, PhD; Jerry G. Short, PhD; John M. Jackson, MS; James R. Martindale, PhD
Published: 06/29/2009
the system we use here is pass/fail system with grade which are good,very good and excellent..
i just want to share the impact of this system in our life later..
A Change to Pass/Fail Grading in the First Two Years at One Medical School Results in Improved Psychological Well-Being
Abstract
Purpose: To measure the impact of a change in grading system in the first two years of medical school, from graded (A, B, C, D, F) to pass/fail, on medical students' academic performance, attendance, residency match, satisfaction, and psychological well-being.
Method: For both the graded and pass/fail classes, objective data were collected on academic performance in the first- and second-year courses, the clerkships, United States Medical Licensing Examination (USMLE) Steps 1 and 2 Clinical Knowledge (CK), and residency placement. Self-report data were collected using a Web survey (which included the Dupuy General Well-Being Schedule) administered each of the first four semesters of medical school. The study was conducted from 2002 to 2007 at the University of Virginia School of Medicine.
Results: The pass/fail class exhibited a significant increase in well-being during each of the first three semesters of medical school relative to the graded class, greater satisfaction with the quality of their medical education during the first four semesters of medical school, and greater satisfaction with their personal lives during the first three semesters of medical school. The graded and pass/fail classes showed no significant differences in performance in first- and second-year courses, grades in clerkships, scores on USMLE Step 1 and Step 2CK, success in residency placement, and attendance at academic activities.
Conclusions: A change in grading from letter grades to pass/fail in the first two years of medical school conferred distinct advantages to medical students, in terms of improved psychological well-being and satisfaction, without any reduction in performance in courses or clerkships, USMLE test scores, success in residency placement, or level of attendance.
Introduction
In recent years, U.S. medical schools have used a variety of grading systems, particularly in the first two years of medical school. The most recent data available from the Association of American Medical Colleges Web site (http://services.aamc.org/currdir/section1/grading1.cfm) show the following breakdown of the grading systems used by medical schools for the required basic sciences portion of the curriculum: two intervals (usually pass/fail) = 40 schools, three intervals (usually pass/fail/honors) = 35 schools, four intervals (usually pass/fail/honors/high honors) = 32 schools, and five intervals (usually A, B, C, D, F) = 26 schools. These data suggest that there is currently no consensus on the most appropriate grading system in the early years of medical school. In addition, there are few useful data available to guide decision making in this area.[1-5]
Medical school is inherently stressful.[6-8] The principal attraction in moving toward a pass/fail grading system lies in the expectation that it will improve students' psychological well-being (reduce stress and anxiety), decrease competitiveness, and promote cooperative learning. However, for medical schools contemplating a change from a traditional graded (A, B, C, D, F) system to a pass/fail system, concerns may include (1) a decline in attendance at scheduled educational activities, (2) a decline in academic performance, (3) a decline in United States Medical Licensing Examination (USMLE) Step 1 scores, and (4) reduced success in residency placement.
A University of Virginia School of Medicine faculty committee examined the literature on medical student grading systems (and its relationship to academic performance), medical student well-being, and residency placement. The committee surveyed current medical students and faculty regarding their preferences for grading systems and gathered data on grading policies at other medical schools. Based on these preliminary measures, in the spring of 2002, the decision was made to switch from a five-interval (A, B, C, D, F) to a two-interval (pass/fail) grading system for each individual course in the first two years of medical school. The change in grading system was introduced with the class of 2007 (the class entering medical school in the fall of 2003).
The faculty committee that recommended the switch to pass/fail grading hypothesized that the change from a graded to a pass/fail system would result in no change in attendance at scheduled academic activities, no change in academic performance in courses and clerkships, no change in performance on USMLE Step 1 and Step 2 Clinical Knowledge (CK) exams, and no change in residency placement success. However, it was predicted that this change in grading system would improve students' well-being, increase satisfaction with their medical education, and affect their time utilization (e.g., allow more risk taking in terms of time allocation to activities not directly related to the medical curriculum). A comprehensive assessment of the impact of the change in the grading system at the University of Virginia School of Medicine has been conducted, the results of which we report here. R.A.B. cochaired the grading study committee, designed the study, collected the data, and wrote the paper. J.G.S. was a member of the grading study committee and assisted in study design and data analysis. J.M.J. designed the online survey tool and assisted in data collection and processing. J.R.M. did all of the statistical analysis of the data.
by:Robert A. Bloodgood, PhD; Jerry G. Short, PhD; John M. Jackson, MS; James R. Martindale, PhD
Published: 06/29/2009
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