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Educational programs in US medical schools, 1999-2000.

B Barzansky1, H S Jonas, S I Etzel

  • 1Division of Undergraduate Medical Education, American Medical Association, 515 N State St, Chicago, IL 60610, USA.

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|September 7, 2000
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This summary is machine-generated.

Medical school faculty grew in 1999-2000, but applicant numbers decreased. More schools now require US Medical Licensing Examination (USMLE) Steps 1 and 2 for graduation, with varied use of clinical assessments.

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Area of Science:

  • Medical Education
  • Health Workforce Analysis

Background:

  • The Liaison Committee on Medical Education (LCME) Annual Medical School Questionnaire provides comprehensive data on US medical schools.
  • Understanding trends in faculty, student demographics, curriculum, and assessment is crucial for medical education quality.

Purpose of the Study:

  • To present the status of medical education programs in the United States for the 1999-2000 academic year.
  • To analyze changes in faculty numbers, student applicant pool, diversity, curriculum, and assessment methods.

Main Methods:

  • Analysis of 1999-2000 LCME Annual Medical School Questionnaire data (100% response rate).
  • Inclusion of data from other relevant sources for a comprehensive overview.
  • Comparison of 1999-2000 data with previous years (1998-1999) to identify trends.

Main Results:

  • Total full-time faculty increased by 4.3% to 102,446; clinical faculty grew by 5%, while basic science faculty grew by <0.5%.
  • Medical school applicants decreased by 6% to 38,529. The first-year class comprised 45.8% women and 12.1% underrepresented minorities.
  • Seventy schools (56%) required passing US Medical Licensing Examination (USMLE) Steps 1 and 2 for advancement/graduation, an increase from 50% in 1998-1999. Use of objective structured clinical examinations (OSCEs) varied significantly.

Conclusions:

  • Medical education programs are incorporating new content (e.g., alternative medicine) and instructional methods (e.g., computer-based learning).
  • There is a growing trend towards requiring USMLE Steps 1 and 2 for medical student progression.
  • Standardized clinical performance assessment methods remain inconsistently implemented across institutions.