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      Enriching Medical Student Learning Experiences

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          Abstract

          Objective:

          Medical students should develop skills in assessing their own learning needs and developing strategies to meet those needs. Medical curricula should be designed to provide active and enriching ways to explore medicine beyond the classroom. The program should enrich the elements of motivation, discovery, innovation, social services, cultural exploration, and personal development. The University of Kansas School of Medicine instituted a new curriculum in 2017 called ACE ( Active, Competency-based, and Excellence-driven). Eight 1-week courses of enrichment experiences are embedded within the first 2 years of the curriculum.

          Methods:

          After each of 8 medical content blocks, students are required to participate in a 1-week, nongraded enrichment experience according to their own learning needs and interests. Students choose the type of enrichment activities including clinical experiences, professional development, leadership development, research and scholarly activity, and community engagement. Students select their top enrichment choices and a computer lottery makes the assignments from their designations. Students engaged in research and scholarly activity are guided to appropriate research mentors.

          Results:

          A total of 196 enrichment activities at 3 campuses were developed for 211 students during the first 2 years of medical school. Most students selected clinical experiences with enrichments available in most medical specialties and subspecialties. Students also use enrichment weeks to conduct research/scholarly activity, particularly those students pursuing the Honors Track. A total of 2071 enrichment experiences were completed in the first 2 years.

          Conclusions:

          Most enrichments involved clinical experiences, although research/scholarly activity and professional development enrichments also were popular. Evaluations from students and antidotal data suggested enrichments are popular among students and a good change of pace from the usual rigorous activities of the curriculum. Because of the large number of experiences required to conduct the enrichment weeks, a continuous process of evaluation is required to maintain the program. Therefore, flexibility is required to administer the program.

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          Most cited references3

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          Celebrating 50 years of problem-based learning: progress, pitfalls and possibilities.

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            Establishment and implementation of a psychiatry enrichment programme for medical students.

            Zaza Lyons (2017)
            There has been a growing interest in psychiatry enrichment programmes such as summer schools and institutes for medical students in the last 10 years. Evaluation of enrichment programmes shows that they can be an effective method of increasing students' interest in psychiatry as a career. However, despite initial enthusiasm and motivation within an academic department, establishing a programme can be a daunting task. The aim of this paper is to provide a background of how to establish and implement a psychiatry summer school or institute. The steps that can be taken to establish and implement a psychiatry enrichment programme such as a summer school or institute are described and discussed. This includes how to structure a programme, content to include, costs and budget, programme promotion, selection of students and programme evaluation.
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              The Summer Enrichment Program: A Multidimensional Experiential Enriching Experience for Junior Medical Students

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                Author and article information

                Journal
                J Med Educ Curric Dev
                J Med Educ Curric Dev
                MDE
                spmde
                Journal of Medical Education and Curricular Development
                SAGE Publications (Sage UK: London, England )
                2382-1205
                23 January 2020
                Jan-Dec 2020
                : 7
                Affiliations
                [1 ]School of Medicine-Wichita, University of Kansas, Wichita, KS, USA
                [2 ]School of Medicine, University of Kansas, Kansas City, KS, USA
                [3 ]School of Medicine-Salina, University of Kansas, Salina, KS, USA
                Author notes
                [*]K James Kallail, School of Medicine-Wichita, University of Kansas, 1010 N. Kansas, Wichita, KS 67214, USA. Email: kkallail@ 123456kumc.edu
                Article
                10.1177_2382120520902160
                10.1177/2382120520902160
                6978819
                74eb25bc-0803-4e51-8704-31cd5f780a33
                © The Author(s) 2020

                This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License ( https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ( https://us.sagepub.com/en-us/nam/open-access-at-sage).

                Categories
                Methodology
                Custom metadata
                January-December 2020
                ts1

                medical students,undergraduate medical education,experiential learning,educational activities

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