abstract: This research explores the socialization and culture of naturopathic students. Naturopathic physicians are a rapidly growing group of health care providers with a different ideology than conventional physicians. At present they work on the margins of the division of labor in health care. Only 15 U.S. states explicitly recognize, regulate, and license their practice, although the number is increasing. Therefore, the professional socialization of naturopathic students is framed within a context of a changing division of labor in health care. The recent growth of naturopathic physicians reflects the American public's increased interest and use of complementary and alternative medicine (CAM). However, these practitioners are not yet accepted as legitimate physicians by most conventional physicians. This research investigates how the professional socialization of students at a naturopathic medical school prepares them to assume their role as CAM providers in a division of labor that is dominated by conventional physicians. The research examines their choice to attend a naturopathic school, formal and informal socialization at the school, and the student culture. The main research site is a four-year, accredited naturopathic medical school where participant observation, intensive interviews, and a survey were used to collect data. Additional data are presented from observations at a national conference of the American Association of Naturopathic Physicians. Results indicate that the student culture and socialization process at the naturopathic medical school differ in some important ways from the previously documented socialization process at conventional medical schools. The average age of naturopathic students is much older than conventional medical students, and a much larger percentage are women. Unlike conventional medical students, who rely heavily on role models and previous knowledge of what it takes to become a medical doctor, naturopathic students select a career path based on values and beliefs that are more aligned with their own than conventional medicine. The formal and informal training and culture of naturopathic students prepares them to work alongside, rather than within, mainstream medicine. The documentation of how a group of CAM practitioners is created contributes to a better understanding of the ever-changing ideology and division of labor in health care. / Dissertation/Thesis / Ph.D. Sociology 2011

Em 1964, ao menos três IPMs foram instaurados em unidades da Universidade de São Paulo, com o objetivo de apurar atividades subversivas. O único deles a ter efeitos jurídicos no âmbito do Ato Institucional de 9 de abril de 1964 foi o IPM da Faculdade de Medicina, com base no qual o governador demitiu sete professores de vários departamentos (Erney Camargo, Luiz Hildebrando Pereira da Silva, Thomas Maack, Luiz Rey, Pedro Henrique Saldanha, Julio Pudles, Reynaldo Chiaverini). O trabalho pretende mostrar a contribuição da doutrina da Guerra Revolucionária, adotada pelos oficiais superiores das Forças Armadas, para a instauração de IPMs e seu papel no conflito de correntes internas a essas mesmas Forças Armadas, que se manifestou com intensidade nos primeiros meses do governo Castelo Branco. Em particular, o IPM da Medicina demonstra a convergência entre o impulso geral proveniente da doutrina da Guerra Revolucionária e interesses dos que detinham o poder de administrar a Universidade de São Paulo buscando evitar mudanças. / In 1964 at least three Military Police Investigations (IPM in the Portuguese language acronym) were launched in schools of the University of São Paulo, with the stated objective of assessing and curtailing subversive activities. Only one of these had juridical effects, derived from the Institutional Act of April 9, 1964, which was the IPM on the Medical School. Based on it, the State Governor fired seven professors from several departments (Erney Camargo, Luiz Hildebrando Pereira da Silva, Thomas Maack, Luiz Rey, Pedro Henrique Saldanha, Julio Pudles, Reynaldo Chiaverini). This work aims at demonstrating the contribution of the Revolutionary War doctrine, which was at the time adopted by the Brazilian military, for the conduction of the IPM investigation, as well as its role in internal dissensions existing in the Brazilian Armed Forces which manifested itself intensely during the first months of the Castelo Branco government. Particularly, the Medical School IPM can be seen as demonstrating convergence between the momentum given by the Revolutionary War doctrine to the investigation, and the special interests of those who had the power and authority to manage the University of São Paulo with the objective of precluding change.

The United States is a nation of peoples with highly stratified degrees of healthcare access and coverage, including many individuals with none at all. Exacerbating the problem of widespread health disparities is a persistent shortage of physicians over recent decades. Of most urgency is the need for doctors within already underserved minority communities. Extant research demonstrates that a more racially diverse student body can effectively address the nation's physician shortage and gross health disparities. Yet, the pool of future physicians of color relative to the increasingly racially diverse U.S. population remains incongruent. For medical school admissions committees, this is a formidable challenge, made ever more difficult by legal affronts to affirmative action in postsecondary admissions. Accordingly, the "disadvantaged status" prompt was inserted into the U.S. medical school application as a race-neutral mechanism with potential to help cull a more racially diverse medical student body. This project addresses the interface of minorities with the "disadvantaged status" essay, as there is a relative paucity of literature on the point of entry to medical school, particularly exploring the voices of applicants of color. Utilizing a Critical Race Theory (CRT) framework, this study expands the existing literature involving: (a) the history of minorities in U.S. medical school and the medical community's response to the stark and persistent absence of diversity among medical students and practitioners; (b) affirmative action in higher education and the race-neutral admissions trend; and (c) the enduring construct of "disadvantage" in regard to minorities within the U.S. education system.

The major purpose of this study was to determine if pre-clinical medical school course examinations reflect critical thinking skills. The entire second year class from a medical school in the southwest made up the population. Student examination results from the first two years as well as scores on the Watson-Glaser Critical Thinking Appraisal were used in this study.

abstract: Healthy lifestyle behaviors including quality nutrition have been shown to successfully prevent chronic disease or minimize symptoms. However, many physicians lack the knowledge and skills to provide adequate nutrition counseling and education for their patients. A major component of this problem is that medical schools are not required to teach nutrition education. The purpose of this feasibility study was to compare the changes in the perceived importance of nutrition in the medical field in medical students before and after participating in a week-long interactive nutrition course in order to determine if a week-long course can positively influence students’ perceptions of nutrition. Ultimately by changing these perceptions, medical students may be able to better help patients prevent chronic disease. The participants were first year medical students at the Mayo Clinic School of Medicine (Scottsdale, AZ) who chose to participate in this medical school “Selective”. The study included a five-day curriculum of case-studies, lectures from specialized health professionals, and a cooking class led by a chef who trained in France. An anonymous pre- and post-study questionnaire with five-point Likert scale questions was used to measure changes in attitudes. The data suggest that students’ perceptions regarding the importance and relevance of nutrition in the medical shifted slightly more positive after attending this Selective, although these shifts in attitude were not statistically significant. Limitations of this study include a small sample size and selection bias, which may have decreased the potential of having significant results. Both of these factors also make the results of this study less generalizable to all medical students. This study supports the need for a larger experimental study of a similar design to verify that an interactive, evidence-based nutrition class and culinary experience increases medical students’ positive perceptions of nutrition in the medical field. / Dissertation/Thesis / Masters Thesis Nutrition 2020

The Child Abuse Committee in the University of Oregon Medical School was formed in 1966 to help the staff recognize child abuse cases and do something about them. This research report is an evaluation of their effectiveness as I an agency attempting to prevent further injury to the children involved. Indications are that timely intervention and subsequent "follow through" have been helpful to the families and improved the situation substantially. A study of the abuse cases seen through the hospital for the calendar years of 1969 and 1970 revealed that almost all of the children from these study years who were seriously injured came from two parent homes with their natural parents. Comparisons between the two study years indicate a more comprehensive handling of suspected abuse cases in 1970 with corresponding improvement in outcome.

This study was conducted at the University of Oregon Medical School located in Portland, Oregon. This school has performed many abortions since Oregon liberalized its abortion law in 1969. In Oregon in 1968 before the abortion law was changed there were 238 abortions performed, 35% of these were for women under the age of 19. During 1971 there were 6,997 abortions of these 2,625 were for girls of age 19 and younger.

The official stance of the Association America of Medical Colleges (AAMC) regarding the undergraduate major of applicants for admission to medical school is that there are no required or preferred majors. While the AAMC is the body that governs admission to allopathic medical schools in the United States, this statement does not provide clarity to prospective medical school applicants as to what undergraduate major to select; it only encourages students from a variety of educational backgrounds to apply. Furthermore, a broad statement about undergraduate major flexibility does not indicate how choice of major will eventually impact admission to medical school. While the AAMC encourages applicants to choose any undergraduate major they wish, there is minimal peer-reviewed research or empirical evidence of the relationship between applicants' undergraduate major and their likelihood of admission to medical school. Through the lens of the student-choice construct, this dissertation sought to determine if applicants' undergraduate major is a statistically significant predictor of successful admission to medical school. This model accommodates decisions such as the intent to pursue post-secondary education, which institution to attend, what major to choose, and whether to persist to degree completion. The student-choice construct also contends that these decisions are influenced by the amount of human, financial, social, and cultural capital available to the student throughout the decision-making process. To study how choice of major impacts admission to medical school, I conducted a quantitative study using a hierarchical binary logistic regression. Secondary data were collected using the formal data request procedure outlined by the AAMC. Application-level data were received from the AAMC, and personally identifiable information including applicants’ names, identification numbers, and addresses were removed by the AAMC before the data were delivered. Additionally, given that the study involves the analysis of de-identified extant data, this study received exemption from the Institutional Review Board at Temple University. The dataset included 53,371 applicants to allopathic medical school for the 2019 application cycle. These applicants attended undergraduate institutions primarily located in the United States and Canada. The study revealed that undergraduate major does not serve as a statistically significant predictor of admission to medical school over and above applicants' demographic characteristics, MCAT scores, and undergraduate grade point average. Applicants who chose a Biology, Chemistry, Physics, or Mathematics (BCPM) major did not have a greater chance of being admitted to medical school than an applicant who chose a non-BCPM major. These findings are consistent with previous studies that sought to predict variables that contribute to medical school admission. Future research should investigate the predictive ability of admissions variables such as applicant characteristics captured from medical school interviews; letters of recommendation; personal statements and community service, leadership, and healthcare experiences. A combined or comparative study similarly analyzing applicants to different health profession programs might also be useful. In addition, a non-binary categorization of specific undergraduate majors would provide an even more nuanced analysis of how different majors predict admission to medical school. / Educational Administration

The purpose of this thesis is to examine the patriarchal undertones and overt sexism that informs and takes place within undergraduate medical education (medical school). Using a feminist analysis, I will expose some of the ways in which sexism occurs. This includes at the levels of who is given authority to teach medical students, the biomedical research we are using as our primary knowledge source, what material is chosen to be prioritized vs what is left out of the curriculum, how this material is taught and interpreted, and what the larger cultural and value system is that medical education is embedded in. I will demonstrate how the patriarchal values of masculinity, objectivity, heroism, competition, technicality/procedurality, objectivity, rationality, and so on pervade each of these levels, devalue femininity and non-biomedical sources of knowledge, exclude women, and cause harm to all trainees and future patients. / Urban Bioethics

Many medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to medical school admission compared to those students who complete the medical school prerequisite courses at a four-year institution. In an effort to analyze these perceptions, this study examined factors pertaining to the enrollment of premedical students in the medical school prerequisite courses at two-year colleges. This research study examined the enrollment statuses and grades of matriculants to medical school from the University of Central Florida between 2007 and 2011. Specifically, the type of student enrollment of the matriculants who completed any of the medical school prerequisite courses at a two-year college was examined, and both their type of institutional enrollment and grades in the organic chemistry courses were also examined. The results indicated that there were significant differences in types of student enrollment in most medical school prerequisite courses at two-year colleges, and based on these differences, the researcher identified whether completing certain prerequisite courses as certain types of enrollment were either “more acceptable” or “less acceptable” for premedical students. In addition, the results indicated that there were not significant differences in organic chemistry grades based on the type of institution where the courses iv were taken. Based on these results, the researcher could not categorize the courses at either type of institution as “more rigorous” or “less rigorous” than the other, but the researcher also recommends that these results should be perceived cautiously until additional, more in-depth research can be conducted on this topic. Finally, recommendations and implications for premedical students, pre-health advisors, medical school admissions personnel, two-year colleges, and four-year institutions were discussed.