Browsing by Subject "Medical education"
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Item The Development of Medical Education and Research in Minnesota: The Building and Endowment Funds, February 1925(University of Minnesota, 1925) University of Minnesota. Committee of the Medical School on Endowment and Building Funds; Beard, Richard OldingItem Health Science Programs and Plans Presented to 'U' Regents(University of Minnesota, 1967-04-14) University of MinnesotaPress release detailing proposed plans to increase the number of students in the health sciences during the next ten to twenty years.Item Interview with Frank Cerra(University of Minnesota, 1999-08-03) Pflaum, Ann M.; Cerra, Frank B.Ann Pflaum interviews Dr. Frank Cerra, Senior vice-President for the Health Sciences.Item Interview with John Westerman(University of Minnesota, 1998-05-24) Westerman, John H.; Pflaum, Ann M.Ann Pflaum interviews John Westerman, former general director of the University Hospitals and Clinics.Item Medical Socialization & Its Discontents: Heteronormativity in US Medical Schools & Its Impact on Student Psychological Distress(2019-05) Przedworski, JuliaEvery year, over twenty thousand individuals enter US medical schools, beginning their transformation from laypeople to medical doctors. As part of this transformation, alongside acquiring the clinical knowledge and skills necessary to the practice of medicine, medical students are socialized into the culture of medicine, i.e., the values and norms of the profession. While this professional culture is often construed as neutral or even beneficent, in actuality it is permeated by normative cultural standards that reproduce broader social systems of oppression. A number of scholars have acknowledged and problematized these normative standards that pervade medical education in the US, however, much of the cultural reproduction implicit within medical socialization has yet to be uncovered and destabilized. In this dissertation, I set out to make visible and critically evaluate medical socialization’s reproduction of heteronormativity, a dominant cultural standard that privileges those who conform to the heterosexual norm, while marginalizing those who depart from it by virtue of their identities, behaviors, or characteristics. To accomplish this, I conducted three studies designed to assess the prevalence of heteronormativity in US medical schools, along with its concomitant impact on medical students and their well-being. In the first, previously published baseline study, I evaluated the psychological distress of first year medical students who enrolled in a national sample of US medical schools. I found that sexual minority students commenced their medical education while contending with a higher burden of depression and anxiety than their heterosexual peers. The second study reexamined these students four years later, as they were completing medical school. In it, I evaluated students’ exposure to heteronormative socialization, as well as the impact of such exposures on students’ psychological distress. I found that fully three-quarters of heterosexual students and nearly all sexual minority students were exposed to some level of heteronormative socialization while pursuing their medical education. Moreover, being exposed to heteronormative socialization predicted greater psychological distress among all students, regardless of their sexual minority status. In the third, mixed-method study, I triangulated quantitative and qualitative methods to conduct an in-depth investigation of the extent of heteronormativity within medical education. Centering the voices of sexual minority students enabled a deeper understanding of the marginalization they experienced as a result of their socialization to a heteronormative cultural standard. I found that sexual minority students were exposed to heteronormativity across the formal, informal, and hidden curricula of medical school, effectively precluding them from participating fully and authentically in their medical education. My findings paint a distressing picture of medical education that is pervaded by a heteronormative cultural standard that not only marginalizes sexual minority students, but is detrimental to the psychological well-being of all students, regardless of their sexual identity. If medical schools are sincere in their efforts to prepare diverse and culturally competent physicians who can meet the evolving health needs of all patients, they must do the hard work of confronting and destabilizing the heteronormative cultural standard that is currently characteristic of medical education.Item Presentation by the University of Minnesota, October 26, 1967 to Special Committees of the House and Senate of the Minnesota Legislature to Study the Feasibility of Establishing a Second Medical School(University of Minnesota, 1967-10-26) University of MinnesotaPresentation by the University of Minnesota. Testimony presented by President Malcolm Moos to House and Senate Interim Committees on the Study of the Feasibility of a Second Medical School in the State of Minnesota. Proposed position of the University of Minnesota on the question of expanding facilities for education in the health sciences.Item Producing "science/fictions" about the rural and urban poor: community-based learning at a medical college in South India(2014-08) Arur, Aditi AshokThis dissertation is an ethnographic case study of a community-based teaching program (CBTP) in public health at a medical college in South India that explored how the CBTP produced particular ways of seeing and understanding rural and urban poor communities. Drawing from critical, feminist, and postcolonial scholars, I suggest that the knowledge produced in the CBTP can be understood as "science/fictions", that is, as cultural texts shaped by transnational development discourses as well as medical teachers' and students' sociospatial imaginations of the rural and urban poor. I explored how these science/fictions mediated medical students' performative actions and interactions with a rural and an urban poor community in the context of the CBTP. At the same time, I also examined how knowledge produced in students' encounters with these communities disrupted their naturalized understandings about these communities, and how it was taken up to renarrativize science/fictions anew.Data collection and analyses procedures were informed by critical ethnographic and critical discourse analysis approaches. Data sources includes field notes constructed from observations of the CBTP, interviews with medical teachers and students, and curricular texts including the standardized national textbook of public health.The findings of this study illustrate how the CBTP staged the government and technology as central actors in the production of healthy bodies, communities, and environments, and implicitly positioned medical teachers and students as productive citizens of a modern nation while rural and urban poor communities were characterized sometimes as empowered, and at other times as not-yet-modern and in need of reform.However, the community also constituted an alternate pedagogical site of engagement in that students' encounters with community members disrupted students' assumptions about these communities to an extent. Nevertheless, institutionalized practices of assessment, and epistemological and ontological understandings of the nature of science tended to privilege the standardized curriculum and popular cultural stereotypes as scientific knowledge thereby excluding the place-based narratives of local communities, medical students, and teachers. This study, therefore, argues that interactions with local communities in community-based education and development programs cannot democratize knowledge production in medical education without a simultaneous engagement with post-foundational epistemologies in the social sciences and humanities.Item Prospectus: Expansion of the University of Minnesota Medical School Programs in Undergraduate and Graduate Medical Education(1968) University of Minnesota. Medical SchoolThis proposal submitted by the University of Minnesota Medical School constitutes a portion of the University of Minnesota's Program for Expanding and Advancing Education for the Health Sciences in the State of Minnesota, a comprehensive, long term plan for the development of additional opportunities for education for all of the health science professions and vocations.Item Recommendations for the Health Science Training Program by the University of Minnesota to the Special Subcommittee of the House Appropriations Committee(University of Minnesota, 1966-07-15) University of MinnesotaItem Reconstructing research: exploring the intersections of race, gender and socioeconomic status in medical education(2014-01) Hardeman, Rachel ReneeThis dissertation is based on the notion that understanding the early years of medical training is vital to gaining perspective on the socialization of future physicians. I find that the medical school socialization process is a complex and multidimensional one. Studies of this process over the years have failed to explore how the role of diverse social positions fits into the process. It is the premise of this dissertation that the medical school socialization process is likely one in which certain students (e.g. White, male, upper-middle class) will thrive while its effect on non-whites, women and lower income groups may be less beneficial. This, combined with the fact that members of marginalized social positions may begin their medical training with different resources and vulnerabilities than their counterparts who are part of the majority suggests that medical school socialization processes has the potential to be harmful to certain groups. In this dissertation, I use social position (race, gender, SES) to explore and understand three aspects of the medical school socialization process--psychological well-being, identity and attitudes towards patient care. I believe that these are three important elements that can have a profound impact on the experience of medical trainees and ultimately the type of physicians they will become. All analyses come from the Medical Student CHANGES Study. The first manuscript assesses whether there are race and gender disparities in mental and physical health in a national sample of first-year medical students; if there are race and gender differences in factors known to increase resiliency to stress (e.g. coping, mastery, social support, self esteem); and how race and gender intersect to impact depression and anxiety. The second manuscript examines if racial identity is a protective factor for depression and anxiety among African American first year medical students. It also explores the interaction between gender and racial identity and SES and racial identity and their impact on depressive and anxiety symptoms. The third manuscript explores the relationship between socio-demographic characteristics (gender, race and SES) and attitudes towards patient-centered care among African American and White first year medical students.In manuscript one, African American and female students were found to be at greater risk for depression and anxiety. African American students were also at greater risk of lacking psychosocial resources such as social support. In manuscript two, findings suggested that a high racial identity is not protective of depression and anxiety. Instead, I found that students with high racial identity were at greater risk for depression and anxiety. In manuscript three, I found that female gender and SES (low-middle income) were significant predictors of positive attitudes towards patient-centered care. Conclusions:This dissertation provides insight into the potential impact of the medical socialization process on students from marginalized social positions, more specifically; how the process impacts their psychological well-being, identity and attitudes towards patient care of students. The findings of this dissertation have practical implications for medical education, clinical care and health disparities.Item Report to the Higher Education Coordinating Commission(University of Minnesota, 1971-02) University of Minnesota. Health Sciences CenterItem The Role of the Federal Government in Graduate Medical Education(1998-07-13) Cerra, Frank B.Academic Health Centers (AHCs) are vital to the nation’s health delivery system, research and education enterprise, and economy, but their survival is being threatened by forces in the health care marketplace, major reductions in public and private funding, and the information/communication revolution. The University of Minnesota and other AHCs across the country are responding to these challenges, but federal help is critical to assure high quality education for health care professionals and to enhance the vitality of AHCs for the future. These initiatives include a national trust fund for graduate medical education, demonstration projects, centers of excellence, investments in information systems and databases, access to capital funding, work force benchmarking, and increased accountability.Item Senate Subcommittee Report on Medical Education(1968) Minnesota. LegislatureItem A Strategic Plan for the Health Sciences(University of Minnesota, 1985-08) University of Minnesota. Health Sciences CenterItem University of Minnesota Health Sciences Cost Construction Study: Medical School October 1983(1983) University of Minnesota. Medical SchoolThis report is a result of a cost construction study of undergraduate medical education, patterned after similar studies in Nursing and Pharmacy.