Fifty Years of Findings from the Jefferson Longitudinal Study of Medical Education
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Beschreibung
This book assembles research findings accumulated over the span of half a century from the Jefferson Longitudinal Study (JLS). This study, initiated in 1970, is the most comprehensive, extensive, and uninterrupted longitudinal study of medical students and graduates maintained in a single medical school. The study was based on the conviction that medical schools have a social responsibility and ethical obligation to monitor the quality of their educational programs, to assess their educational outcomes, and to ensure that their educational goals have been achieved for the purposes of public safety. The JLS has resulted in a large number of publications in professional peer-reviewed journals and presentations in national and international meetings. A recent Google search using keywords “Jefferson Longitudinal Study” resulted in 2,140,000 hits (as of September 2021), an indication of its broad popularity among researchers. Some medical schools have expressed interest in learning more about the JLS, requesting copies of the instruments used in the study, information about how to set up a longitudinal study of medical education, and other needed resources. A schematic snapshot of the JLS was published in Academic Medicine [2011, 84(3), p. 404] for those interested in a heuristic model for the development of a longitudinal study of medical students and graduates.
Potential readers of the book include medical education researchers, faculty of medical schools and of other health professions academic centers, postgraduate medical education institutions (e.g., residency training programs, training hospitals and institutions), medical students, and readers of medical education journals (e.g., Academic Medicine, Advances in Health Sciences Education, Evaluation and the Health Professions, International Journal of Medical Education, The Journal of the American Medical Association, Medical Education, Medical Teacher, The New England Journal of Medicine, Teaching and Learning in Medicine, in which findings from the JLS have been published).
This book assembles research findings accumulated over the span of half a century from the Jefferson Longitudinal Study (JLS). This study, initiated in 1970, is the most comprehensive, extensive, and uninterrupted longitudinal study of medical students and graduates maintained in a single medical school. The study was based on the conviction that medical schools have a social responsibility and ethical obligation to monitor the quality of their educational programs, to assess their educational outcomes, and to ensure that their educational goals have been achieved for the purposes of public safety. The JLS has resulted in a large number of publications in professional peer-reviewed journals and presentations in national and international meetings. Some medical schools have expressed interest in learning more about the JLS, requesting copies of the instruments we used in the study, information about how to set up a longitudinal study of medical education, and other needed resources. In response to a request from Academic Medicine [2011, 86(3), p. 404], we prepared and published in that journal a schematic snapshot of the JLS for those interested in a model for the development of a longitudinal study of medical students and graduates.
The JLS is well-known to the medical education research communities. A recent Google search using keywords “Jefferson Longitudinal Study” resulted in 1,550,000 hits, an indication of its broad popularity among researchers. At the present time, the JLS database contains academic information, assessments, and educational and career outcomes for 13,343 medical students and graduates of Sidney Kimmel (formerly Jefferson) Medical College of Thomas Jefferson University. There are presently 502 variables in the JLS analytic database. This book presents a collection of 207 abstracts of major publications from peerreviewed journals, books, and book chapters in which data and information from the JLS were used.In this book, we classified the abstracts, based on their primary contents, into the following categories:
- Admissions of the Applicants to Medical School (e.g., standardized tests, academic preparation, other admission variables).
- Demographic Composition (e.g., gender, age, race/ethnicity).
- Performance Evaluations in Medical School (e.g., preclinical and clinical phases).
- Postgraduate and Career (e.g., assessment of clinical competence in residency training, career choice, specialization, professional activities).
- Psychosocial Attributes (e.g., personal qualities, indicators of physical and mental well-being).
- Professionalism (e.g., assessment of elements of professionalism in medicine, such as clinical empathy, attitudes toward interprofesssional collaboration, and orientation.
This book presents information/data from 207 peer-reviewed publications addressing issues of interest to national and international medical educators, leaders in medicine, medical school faculty, medical residents, and physicians-in-training and in-practice This book uses data from a longitudinal study design to examine changes, assess educational and patient outcomes, and propose solutions to issues related to the training of competent and caring physicians This book benefits from empirical findings and approximately 200 combined years of experience of its authors in research and teaching in medicine and medical education, using the database of the well-known Jefferson Longitudinal Study
Autor*in
Joseph S. Gonnella
Themen in »Fifty Years of Findings from the Jefferson Longitudinal Study of Medical Education«
Jefferson Longitudinal Study Medical Education Outcomes Medical School Admission Measures Performance in Medical School Performance on Medical Licensing Examinations