BIOMEDICAL RESEARCH POLICY COMMITTEE REPORT WAS PUBLISHED AS A SUPPLEMENT TO THE AUGUSTJOURNAL OF MEDICAL EDUCATION. A REPRINT IS ENCLOSED. REQUESTS FOR ADDITIONAL COPIES SHOULD BE ADDRESSED TO THISOFFICE. -COPIES ARE BEING SENT TO MEMBERS OF CONGRESS AND THE KEY MEMBERS OF THE ADMINISTRATION. CALLING UPON-YOUR SENATORSAND CONGRESSMEN TO TELL THE STORY OF THE ROLE. OF MEDICAL SCHOOLS IN BIOMEDICAL RESEARCH AND HEALTH CARE IS IMPORTANT.I STRONGLY URGE THAT YOU MAKE AN 411 APPOINTMENT TO SEE YOUR CONGRESSIONAL REPRESENTATIVES WHILE YOU ARE IN WASHINGTON FOR THE COUNCIL MEETINGON OCTOBER 29. UPON REQUEST WE CAN SUPPLY THE NAMES OF APPOINTMENT SECRETARIES AND PHONE NUMBERS OF YOUR SENATORS AND CONGRESSMEN. APPROPRIATIONS COMMITTEE ACTED WITH EXTRAORDINARY ALACRITY THIS YEAR. THE-NIH APPROPRIATION WAS INCREASED BY 242 MILLION DOLLARSOVER 1971, REPRESENTING A 142 MILLION DOLLAR INCREASE OVER. THE ADMINISTRATION BUDGET, THE BLUE SHEET ASCRIBES APPROPRIATIONS OUTCOME TO THE EFFECTIVENESS OF THE COALITION FOR HEALTH FUNDING UNDER THE LEADERSHIP OF JOHN A. D. COOPER.

The Association of American Medical Colleges

У статті визначено ефективність впливу розробленої авторської програми корекції фізичної підготовленості учнів старшого шкільного віку засобами фізичної реабілітації під час захворювань серцево-судинної системи. Efficiency estimation of the developed author’s programme for high school students’ with diseases of the cardiovascular system physical fitness correction by means of physical rehabilitation is made in the article

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Фізична реабілітація під час захворювань серцево-судинної системи в учнів 17 років

This literature review is being funded through a grant from the Heising-Simons Foundation under Grant Number 2013-30. Dissemination of MDRC publications is supported by the following funders that help finance MDRC's public policy outreach and expanding efforts to communicate the results and implications of our work to policymakers, practitioners, and others: The Annie E. The findings and conclusions in this report do not necessarily represent the official positions or policies of the funders. For information about MDRC and copies of our publications, see our Web site: www.mdrc.org. Overview This report summarizes research conducted primarily over the past 10 years on how families' involvement in children's learning and development through activities at home and at school affects the literacy, mathematics, and social-emotional skills of children ages 3 to 8. A total of 95 studies of family involvement are reviewed. These include both descriptive, nonintervention studies of the actions families take at home and at school and intervention studies of practices that guide families to conduct activities that strengthen young children's literacy and math learning. The family involvement research studies are divided into four categories: • Learning activities at home, including those that parents engage in to promote their child's literacy and/or math skills outside school • Family involvement at school, including the actions and interactions that families have while in the school building • School outreach to engage families, including the strategies that schools and teachers use to engage families and make them feel welcome • Supportive parenting activities, including the nature and quality of the parent-child relationship and home environment, rule-setting, and caring behaviors Key Findings • Family involvement is important for young children's literacy and math skills. The majority of studies, including some randomized control trials (RCTs), demonstrate this positive link. A few studies show positive relations with social-emotional skills. The weakest association was between family involvement at school and children's outcomes. • Parents from diverse backgrounds, when given direction, can become more engaged with their children. And when parents are more engaged, children tend to do better. • This review also provides recommendations for additional lines of inquiry and implications to guide next steps in both research and practice. While there is still more to learn about how to connect with and support caretakers' efforts to promote children's learning, what we already know from extant research can help guide this process. More children attend preschool and all-day kindergarten …

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The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills.

Although error avoidance during learning appears to be the rule in American classrooms, laboratory studies suggest that it may be a counterproductive strategy, at least for neurologically typical students. Experimental investigations indicate that errorful learning followed by corrective feedback is beneficial to learning. Interestingly, the beneficial effects are particularly salient when individuals strongly believe that their error is correct: Errors committed with high confidence are corrected more readily than low-confidence errors. Corrective feedback, including analysis of the reasoning leading up to the mistake, is crucial. Aside from the direct benefit to learners, teachers gain valuable information from errors, and error tolerance encourages students’ active, exploratory, generative engagement. If the goal is optimal performance in high-stakes situations, it may be worthwhile to allow and even encourage students to commit and correct errors while they are in low-stakes learning situations rather...

Learning from Errors.

Post-Traumatic Stress Disorder: Basic Science and Clinical Practice

Programmatic assessment supports the evolution from assessment of learning to fostering assessment for learning and as learning practices. A well-designed programmatic assessment system aligns educational objectives, learning opportunities, and assessments with the goals of supporting student learning, making decisions about student competence and promotion decisions, and supporting curriculum evaluation. We present evidence-based guidance for implementing assessment for and as learning practices in the pre-clinical knowledge assessment system to help students learn, synthesize, master and retain content for the long-term so that they can apply knowledge to patient care. Practical tips are in the domains of culture and motivation of assessment, including how an honour code and competency-based grading system can support an assessment system to develop student self-regulated learning and professional identity, curricular assessment structure, such as how and when to utilize low-stakes and cumulative assessment to drive learning, exam and question structure, including what authentic question and exam types can best facilitate learning, and assessment follow-up and review considerations, such exam retake processes to support learning, and academic success structures. A culture change is likely necessary for administrators, faculty members, and students to embrace assessment as most importantly a learning tool for students and programs.

Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system.

Adults find themselves needing or wanting to learn mathematics for many different purposes. Often, these adults want to learn mathematics in order to fulfill job requirements, to earn a GED or pursue higher education, or to better cope with the mathematical demands of daily life. But for some, the impetus to learn mathematics is grounded in their family lives, particularly in their desire to support their children's learning and progress in school. Many adults with weak mathematics skills fear encountering topics such as long division, fractions and percents, but they are even more profoundly challenged when their children bring home math homework that does not even resemble the mathematics they remember from their own schooling. Over the last decade, many school districts in the United States have implemented mathematics curricula in kindergarten through fifth grade that were developed in response to cognitive science research on how children learn mathematics. These curricula, known as "reform" curricula, emphasize the importance of developing a conceptual understanding of mathematics, reasoning, and problem-solving, as well as developing proficient computational procedures (Senk & Thompson, 2003). Many of the learning activities and procedures used in the classroom and in the accompanying homework assignments are designed to support this particular vision of children's mathematics learning. For some parents, the primary difficulty emerging from children's homework has to do with the fact that the reform curricula often use conventions that look different from those they remember from their own schooling (Bartlo & Sitomer, 2008; Peressini, 1998; Remillard & Jackson, 2006). Some of these adults may feel confident in their own math knowledge, but have to learn a new "system," including new ways of doing addition, multiplication, and division. Many other adults, however, did not come away from their own schooling experience with the numeracy skills, understanding and confidence that they need to make sense of their children's work as it arrives at home in the form of homework. In seeking to understand how parent/child homework activity may provide a learning opportunity for parents as well as for children, we examined three bodies of literature: research on parent involvement in homework, research on parent reengagement with mathematics learning, and research on the nature of parent/ child math talk during mathematics activities. Hoover-Dempsey, Battiato, Walker, Reed, DeJong, & Jones (2001) identified the types of activities in which parents engage as they work with their children on homework and Cai, Moyer, & Wang (1999) identified five roles that parents take on with respect to math homework in particular: motivator, resource provider, monitor, content advisor and learning counselor. Additional work has examined the impact of providing parents with training interventions designed to help them help their children with the math content or instructional approach encountered in school (Hyde, Else-Quest, Alibali, Knuth, & Romberg, 2006; Shumow, 1997). The goal in each of these studies was to help parents understand and use instructional strategies that were being practiced by the teachers in school. These parents were well educated, and little or no attention was paid to any parent learning that may have been occurring simultaneously. Parents were simply positioned to facilitate, in various ways, children's completion of and benefit from homework. The second body of research examined parents' reengagement with math learning in educational settings. Parents with gaps in their mathematics education are motivated by their desire to help their children and choose to participate in "math for parents" classes (Civil, 2001; Jackson & Ginsburg, 2008) or in more formal education (Brew, 2001). Once there, the parents continue to believe they are enhancing their ability to help their children, but powerfully find that they enjoy learning the math for themselves, especially as part of a learning community. …

Parents Learning Mathematics: For Their Children, From Their Children, With Their Children:

This Conversation Starters article presents a selected research abstract from the 2016 Association of American Medical Colleges Northeast Region Group on Educational Affairs annual spring meeting. The abstract is paired with the integrative commentary of three experts who shared their thoughts stimulated by the pilot study. These thoughts explore the metacognitive, social, and environmental mechanisms whereby advice plays a role in self-regulated learning.

Exploring the Role of Peer Advice in Self-Regulated Learning: Metacognitive, Social, and Environmental Factors

Theory The perceived value of study material may have implications on learning and long-term retention. This study compares the perceived value of basic science of medical students from schools with a traditional "2+2" curriculum and the USMLE Step 1 placed before core clerkships to those from medical schools that have undergone curricular revisions, resulting in shortened pre-clerkship curricula and administration of the USMLE Step 1 after core clerkships. Hypothesis We hypothesize that differences in curricula, particularly duration of pre-clerkship curriculum and timing of the USMLE Step 1, affect medical students' perceived value of basic science. Methods A twenty item anonymous questionnaire using a 5-point Likert scale was developed to assess medical students' perceptions of basic science. The questionnaire was distributed to third-year medical students across four medical schools. Generalized linear models and p-values were calculated comparing the perceived value and use of basic science between medical schools with the USMLE Step 1 before clerkships and 2-years of basic science (BC) and medical schools with the USMLE Step 1 after core clerkships and 1.5-years of basic science (AC). Results The questionnaire was distributed to 695 eligible students and completed by 287 students. Students at BC schools tended to view basic science as more essential for clinical practice than students at AC schools across both outcomes (rating independence of basic science and clinical practice, AC school mean = 2.97, BC school mean = 2.73, p = 0.0017; rating importance of basic science to clinical practice, AC school mean = 3.30, BC schools mean = 3.50, p = 0.0135). Conclusions Our study suggests that students who have a longer basic science curriculum tend to value basic science greater than students with a shorter basic science curriculum. The timing of the USMLE Step 1 may also influence this relationship. Curricular decisions, such as reductions in pre-clerkship curricula and administration of the USMLE Step 1 after clerkships, may impact medical students' perceptions of the value of basic science to clinical practice. This can have implications on their future engagement with basic science and should be considered when modifying curriculum.

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How curricular changes influence medical students' perceptions of basic science: A pilot study.

Purpose To conduct a scoping review of the timing, scope, and purpose of literature related to the United States Medical Licensing Examination (USMLE) given the recent impetus to revise USMLE scoring. Method The authors searched PubMed, PsycInfo, and ERIC for relevant articles published from 1990 to 2019. Articles selected for review were labeled as research or commentaries and coded by USMLE Step level, sample characteristics (e.g., year(s), single/multiple institutions), how scores were used (e.g., predictor/outcome/descriptor), and purpose (e.g., clarification/justification/description). Results Of the 741 articles meeting inclusion criteria, 636 were research and 105 were commentaries. Publication totals in the past 5 years exceeded those of the first 20 years.Step 1 was the sole focus of 38%, and included in 84%, of all publications. Approximately half of all research articles used scores as a predictor or outcome measure related to other curricular/assessment efforts, with a marked increase in the use of scores as predictors in the past 10 years. The overwhelming majority of studies were classified as descriptive in purpose. Conclusions Nearly 30 years after the inception of the USMLE, aspirations for its predictive utility are rising faster than evidence supporting the manner in which the scores are used. A closer look is warranted to systematically review and analyze the contexts and purposes for which USMLE scores can productively be used. Future research should explore cognitive and noncognitive factors that can be used in conjunction with constrained use of USMLE results to inform evaluation of medical students and schools and to support the residency selection process.

Hanin Rashid

Papers

Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system.

Parents Learning Mathematics: For Their Children, From Their Children, With Their Children:

Exploring the Role of Peer Advice in Self-Regulated Learning: Metacognitive, Social, and Environmental Factors

How curricular changes influence medical students' perceptions of basic science: A pilot study.

Three Decades Later: A Scoping Review of the Literature Related to the United States Medical Licensing Examination.