Foreword: Scholarly concentrations in the medical student curriculum.
Foreword: Scholarly concentrations in the medical student curriculum.
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前言：医学生课程的学术重点。
DOI：
10.1097/acm.0b013e3181cd4c3c
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发表时间：
2010
期刊：
影响因子：
--
通讯作者：
M. Boninger
中科院分区：
文献类型：
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作者：
M. Boninger
在过去的15年里，我的行医范围很窄，无论是在我的执业范围还是在我与病人相处的时间上。我的大部分时间都花在教医学生和博士生上。在这两个世界里，教学之间的反差再大不过了。我知道我的生物工程博士生生活的细节，我知道他们的目标，我知道他们的研究。最重要的是，我可以看到他们的进步，多年来，他们获得了对科学方法和医学研究的不完善性的理解。相比之下，与我一起工作的医学院学生就像一个伟大的开胃菜：他们消失得太快，让我想要更多。在他们和我一起工作的一个月里，我对他们有了一些了解，但在我对他们的记忆转移到我大脑皮层的长期部分之前，他们就消失了。这条规则的例外是那些来找我要求参与我的研究的医学生。关系是博士学位的一部分，因为获得博士学位需要在一个领域进行长期（通常是五年）的学习，核心是一个专注的、有指导的研究项目或博士论文。虽然为期一个学期的课程工作通常是前两年的一部分，其余的时间都花在论文上。相比之下，从医学院毕业而不完成对单一主题的深入研究不仅是可能的，而且往往是常态。医学生在四年的学校生活中经常从一门课程转到另一门课程，从一个轮换到另一个轮换，长期的学习以周而不是年计算。
For the past 15 years I have practiced medicine narrowly, both in reference to my scope of practice and the amount of time I spend with patients. The majority of my time has been spent teaching medical students and doctoral (PhD) students. The contrast between teaching in these two worlds could not be greater. I know the details of my bioengineering doctoral students’ lives, I know their goals, and I know their research. Most important, I can watch their progress as, over the years, they gain an understanding of the scientific method and the imperfection that is medical research. In contrast, the medical students I work with are like a great appetizer: They disappear too fast and leave me wanting more. During their one-month rotations with me, I learn a little about them, and before my memories of them can move to the longterm part of my cortex, they are gone. The exceptions to this rule are the medical students who come to me asking to be involved in my research.Relationships are built into a PhD because earning one involves protracted (usually five years) study in a single area, with the centerpiece being a focused, mentored research project or doctoral dissertation. Whereas semester-long course work is usually part of the first two years, the remainder of time is spent on the dissertation. In contrast, graduating from medical schools without completing in-depth study on a single topic is not only possible, it is often the norm. Medical students frequently go from course to course and from rotation to rotation during their four years in school, with protracted study counted in weeks, not years.