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2494 Selectives: Implementing self-directed collaborative selectives as part of a curriculum for pre-health care professional students
- Leonor Corsino, Stephanie A. Freel, Melanie Bonner, Joan Wilson, Christie McCray, Maureen Cullins, Linda S. Lee, Kathryn M. Andolsek
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- Journal:
- Journal of Clinical and Translational Science / Volume 2 / Issue S1 / June 2018
- Published online by Cambridge University Press:
- 21 November 2018, p. 60
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OBJECTIVES/SPECIFIC AIMS: To provide students an opportunity to select health care-oriented course work that reflects both their interests and the increasingly diverse spectrum of health professions education and health care careers. To increase the opportunity for students to enter professional schools and health care professions with enhanced engagement and experience. METHODS/STUDY POPULATION: The 4-credit elective (Selective) curriculum is a component of the 38 credit Duke School of Medicine Master of Science in Biomedical Sciences (MBS) program which is completed over 10.5 months. Students work closely with their advisors to choose activities that reflect their interests. Selectives are offered by an array of schools, institutes, and programs within Duke University, including: the School of Medicine, School of Law, Global Health Institute, Bioethics and Science Policy Master Program, Clinical Research Training Program, Center for Documentary Studies, and Medical Informatics. Students may also pursue directed studies in areas such as health policy, or an inter-professional trip to Honduras. In addition to the course-based Selectives, three research practicum options are offered: Community Engagement, Clinical Research (Duke Office of Clinical Research), and a self-selected mentored research experience. Finally, the MBS program offers 2 in-house specific Selectives: Fundamentals of Learning: Theory and Practice, and Planning for Health Professions Education. RESULTS/ANTICIPATED RESULTS: The MBS program accepted its first cohort of students in June 2015. Two cohorts have graduated and the third has begun (n=30, 2016; n=42, 2017; n=43 enrolled, 2018). Our students come from diverse background with a third from populations historically underrepresented in STEM due to race/ethnicity, and another third underrepresented due to other factors such as low socioeconomic status, first generation to college, LGBQT, and those from rural and immigrant communities. Thus far, Selective distribution has been: Clinical research practicum (7, 2016; 14, 2017; 9, 2018); Mentored research practicum (2, 2016; 1, 2017); Community engagement practicum (7, 2016; 4, 2017; 5, 2018); Planning for health professions educations (14, 2016; 32, 2017; 33, 2018), Fundamentals of learning: Theory and Practice (7, 2016; 17, 2017; 18, 2018); documentary film (1, 2016); inter-professional trip to Honduras (2, 2016, 2, 2017). Since the implementation of the curriculum, at least 53 of 70 students who have applied (76%) were admitted to health professions or other graduate schools despite having lower initial MCAT and undergraduate GPAs in aggregate than the average of students who matriculate to allopathic medical school programs: 41 to medical schools, 3 to dental school, 2 each to osteopathic and physician assistant schools and 1 each to physical therapy, business school and law school. Eighteen of the 2016 graduates, and 21 of the 2017 graduates work in research for their gap year following graduation, the majority being employed in our institution’s research programs providing a pipeline of trained research assistants and coordinators. DISCUSSION/SIGNIFICANCE OF IMPACT: Lessons learned by implementing our curriculum include the following: (1) students are eager to explore different areas of health care; (2) collaboration across schools, centers, departments, institutes, and offices increases our ability to identify common areas of interest; (3) implementing a diverse curriculum can be challenging due to the need for significant organization and planning; (4) the diversity of courses can be a source of confusion when there is a lack of standardization in learner expectations; (5) continued collaboration across, schools, centers, institutes programs, health professions and sections requires a significant amount of time and expertise. However, our programs demonstrate significant positive impacts both on students and at the institutional level. Our program shows that a diverse curriculum leads to a high number of students engaged in pursuing and successfully continuing a health profession education. Institutional benefits include a robust pipeline for a diverse research workforce.
Chapter 7 - Contraception
- from Section 2 - Sexuality
- Edited by Jo Ann Rosenfeld, The Johns Hopkins University School of Medicine
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- Book:
- Handbook of Women's Health
- Published online:
- 26 December 2009
- Print publication:
- 22 October 2009, pp 75-100
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Summary
Contraception is an inherent part of good health care for women. Emergency contraception (EC) is birth control used to prevent pregnancy after known or suspected failure of contraception or unprotected intercourse, including sexual assault. Women who use EC should be given additional opportunities to consider whether a more permanent or better method of contraception is warranted. Once adolescents have had a sexual experience, they may be even more open to reconsidering abstinence and should be encouraged to consider abstinence as a potential choice. Certain types of condoms provide some protection against sexually transmitted infections. Oral contraceptive pills (OCPs) are hormonal methods of birth control. For most women, pregnancy and/or abortion are associated with a greater risk of mortality and morbidity than oral contraceptives. Male sterilization is the most cost-effective contraceptive method, with a failure rate of 0.1 to 4%. Many circumstances affect a woman's access to contraception.
Contributors
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- By Kathryn Andolsek, Barbara S. Apgar, Deborah Bostock, Kay Bauman, Abenaa Brewster, Sandra K. Burge, Nancy Davidson, Mary-Anne Enoch, Margaret Gradison, Cathrine Hoyo, William J. Hueston, Victoria S. Kaprielian, Connie Marsh, Diana McNeill, Phillippa J. Miranda, Tanya A. Miszko, Cathleen Morrow, Gwendolyn Murphy, Jo Ann Rosenfeld, Ellen L. Sakornbut, Jeannette E. South-Paul, Valerie Ulstad, Meghan Walsh, Cheryl E. Woodson
- Edited by Jo Ann Rosenfeld, The Johns Hopkins University School of Medicine
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- Book:
- Handbook of Women's Health
- Published online:
- 26 December 2009
- Print publication:
- 22 October 2009, pp ix-x
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10 - Contraception
- Edited by Jo Ann Rosenfeld, The Johns Hopkins University
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- Book:
- Handbook of Women's Health
- Published online:
- 28 October 2009
- Print publication:
- 01 November 2001, pp 153-183
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Summary
Contraception is an inherent part of good health care and good preventive care for women. Fertility is not a disease, and therefore, contraception is not a purely medical concern but an area for collaborative care in which the woman asks for information and help in planning her pregnancies.
Introduction
The “modern” birth control era began in the USA in 1912 with Margaret Sanger's programs. Table 10.1 provides a historical timeline of contraception in the USA.
The proportion of reproductive age women using contraception and the percentage of women using contraception at “first intercourse” continue to increase. The percentage of sexually active women not using contraception has declined among most major ethnic groups including African-Americans, Hispanics, and whites.
Despite these successes, nearly half of the over six million pregnancies in the USA each year are “unintended”. Half of the unintended pregnancies occur in the three million women who do not use contraception. The remaining halfof unintended pregnancies occurs in the 39 million women who use contraception but experience a method failure.
Women who do not use contraception and have an unintended pregnancy are equally as likely to have a therapeutic abortion as to continue the pregnancy and have a live birth. Effective contraception for more women would help to reduce the number of abortions.
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