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Undergraduates Interest in Psychiatry? (Alasdair Forrest, 20 August 2014)

Dear... read full comment

Comment on: Cleland et al. BMC Medical Education, 14:151

Acknowledgement:   this study has been partially supported financially by Dr Hamza Alkholi Chair for Developing Medical Education in KSA. (abdulaziz alkaabba, 08 May 2014)

Acknowledgement: this study has been partially supported financially by Dr Hamza Alkholi Chair for Developing Medical Education in KSA. read full comment

Comment on: AlKabba et al. BMC Medical Education, 13:122

Educating to helping relationships and emotional experience: the method developed by Eugenio Torre (Patrizia Zeppegno, 04 February 2014)

In this paper we mention the method developed by Eugenio Torre. A more in depth examination of Torre’s method is... read full comment

Comment on: Gramaglia et al. BMC Medical Education, 13:90

Does association mean causality? (George Somers, 26 April 2013)

Thank you for this paper. Unfortunatley, only the abstract is available at this stage, the full paper, when it becomes available, might explain my question.... read full comment

Comment on: Forster et al. BMC Medical Education, 13:37

The true costs of simulation equipment (Kieran Walsh, 15 February 2013)

Dear Editor... read full comment

Comment on: Tran et al. BMC Medical Education, 12:98

CREATE Slide for public use (Julie K. Tilson, 18 September 2012)

Use this link to access a slide of the CREATE framework from this paper: read full comment

Comment on: Tilson et al. BMC Medical Education, 11:78

A bigger study is required to confirm the hypothesis (Suvash Shrestha, 16 May 2012)

I read the article with great interest and felt it addressed very important and relevant topic. However, I would like to point out few things about the study that I believe have reduced the credibility of the findings.... read full comment

Comment on: Ofoma et al. BMC Medical Education, 11:5

Comment on: BMC Med Educ. 2011 Oct 3;11(1):76. [Epub ahead of print] The effect of an intercalated BSc on subsequent academic performance. Mahesan N, Crichton S, Sewell H, Howell S. (Martin Ho Yin Wong, 08 November 2011)

To the editor:

I read the recent paper by Mahesan et al1 with great interest, and wondered if the authors had considered several possible confounders to their study. Indeed, it is logical that there may be an association between the two variables in the title of this article, but one has to be cautious whether there is causation.

For example, at King’s College London where this study is based, doing an intercalated BSc (iBSc) is optional for all medical students, and so one may think that those who choose to do one are already more academically-oriented, determined and motivated than those who do not, and so may score higher in subsequent exams and be positioned in a higher academic quartile because of this principle rather than the BSc itself leading to... read full comment

Comment on: Mahesan et al. BMC Medical Education, 11:76

Correction to Table 3 (Michael Fetters, 11 January 2011)

Michael, I found your recently published article in BMC Medical Education (2010, 10:50) very interesting. I have started using Second Life, an online virtual world, for crime scene simulations in my forensic science class.

I am writing because I am having a little difficulty interpreting table 3 in your article. I printed your article from Even though it is not clear, it looks like the first three columns are those
students who agreed, and the next three columns are for those who disagreed. I think some data for the fourth survey question, "I feel that video games can have educational value" are transposed. The totals
for males and females do not add up to 100%, e.g., 89% (for males that agree) + 27% (for males that disagree).

In the... read full comment

Comment on: Kron et al. BMC Medical Education, 10:50

Comments and Questions (Anees Sindi, 23 January 2009)

Dear Dr. Bajammal and Colleagues,Thank you for publishing this well written article. I have some comments and questions:1. Page 14:“Given the comprehensiveness and standardization in the planning, writing and conduct of these rigorous examinations, these licensing examinations can eventually replace the multiple exams required currently from medical students which include the final year examinations, the SCHS’ “Acceptance Test”, and the specialty-specific screening exams.”Do you think replacing the final year examination is something doable given that the grading system is different in each university? If yes, how?Should it just replace the SLE and the specialty-specific exams instead?2. Page 15“The established medical schools are at a disadvantage due to... read full comment

Comment on: Bajammal et al. BMC Medical Education, 8:53

Congratulation and a comment (Abdulwahab Telmesani, 22 January 2009)

Good job for Dr Sohail Bajammal and the group. A well written article in the sense that the idea was discussed from different angles and a semi SWOT analysis was conducted.<br>I totally agree with the idea of having a licensing examination in Saudi Arabia. I can give one more reason that is very difficult to argue against. Few days back, one of the local news papers reported the discovery of many health care workers ,from doctors to nurses, who were holding fake certificates and practicing medicine for sometime i.e. fake doctors and nurses?!!. A licensing exam would have identified and checked such a crime.<br>The proposed format of the exam is excellent, but we need to take in consideration the contest of the governing bodies of the heath care and practice i.e., choosing the... read full comment

Comment on: Bajammal et al. BMC Medical Education, 8:53

Computer adaptive testing (Mohammed saqr, 22 January 2009)

The adaptive mastery testing (AMT) procedure developed by Kingsbury and Weiss (1979) is designed to make high-precision classifications concerning students’ mastery of specific content areas within a course of instruction. The procedure is also intended to minimize the number of test questions needed to make these classifications in order to increase the amount of class time available for actual instruction. The AMT procedure makes use of item response theory (IRT; Lord, 1980; Lord & Novick, 1968) to adapt the test items administered to suit each student. <br>That has not become practical until computers became more prevalent with time. And generated what is known as computer adaptive testing.<br>IRTs probability-based estimation strategy is what makes CAT possible. A... read full comment

Comment on: Bajammal et al. BMC Medical Education, 8:53

The references don't show that CFS "affects at least 4 million adults in the United States" (Tom Kindlon, 15 January 2009)

This is not necessarily a major point to do with the methodology. However given the paper involves CFS medical education, and gives few facts about CFS, one would think that the statements that are made are at least reasonably accurate.However, this statement clearly isn't: "CFS affects at least 4 million adults in the United States [2-4]."The references given are the first three references below. The second study found a prevalence of 422 per 100,000 adults and the third study found a prevalence of 235 per 100,000 adults. These aren't even close to 4 million adults - the second one suggests a figure of at least 400,000 adults. This study involved one of the authors (William C Reeves). The other study[1], also involved Reeves, did find a prevalence of 2540 per 100,000 adults, which... read full comment

Comment on: Brimmer et al. BMC Medical Education, 8:49

Personal illness experiences: trauma or integration in 'post-medical' curriculum (kostas papilas, 14 December 2007)

Being an anesthesiologist, I have been under extreme time pressure and validated the usefulness of screening questionnaires to discern between patients whom I have to see preoperatively myself, from those that internists or residents may adequately give preoperative instructions. Personal experiences on the patient side, taught me that care is delivered from persons-physicians to persons-patients, no matter if a generalized system approach may view doctors as interchangeable. I still use the questionnaires, but nevertheless see ALL my patients preoperatively, even just to convey the message that I am cognizant of their medical problems and to offer them the chance to express in person their concerns to the doctor who is actually going to give the anesthetic. This a purely ethical and humane... read full comment

Comment on: Woolf et al. BMC Medical Education, 7:50

Reliability of the CARE Measure (Stewart Mercer, 03 September 2007)

The authors state in this paper that the Consultation and Relational Empathy(CARE) Measure has a test-retest correlation at 3 months of 0.572. In fact the study they quote did not examine test-retest, it examined the correlation between CARE score at initial consultation and patients perceptions of therapist empathy at the end of the 3 month period. In unpublished work on test-retest reliability of the CARE Measure at patient level in the primary care setting I have found a correlation of 0.7 at 1 month follow-up.Stewart Mercer read full comment

Comment on: Hemmerdinger et al. BMC Medical Education, 7:24

Efficacy of EBM teaching (Annalisa Jourdan, 07 March 2007)

I read this article with much interest and I would like to bring to your attention a paper about assessing the efficacy of EBM teaching in a clinical setting - at the Pediatrics and Gynecology Departments of Turin University (Italy). reference:Author: Gardois P. Grillo G. Lingua C. Jourdan A. Piga A. Fronteddu S.Institution: Dept of Pediatrics -- University of Turin.Title: Assessing the efficacy of EBM teaching in a clinical setting.Source: Hypothesis. 2005 Spring; 19(1): 1, 8-9.Abbreviated Source: HYPOTHESIS. 2005 Spring; 19(1): 1, 8-9. Journal Subset: Computer/Information Science Journals. Online/Print. USA Journals.Special Interest Category: Evidence-Based Practice.CINAHL Subject Headings :*Competency AssessmentDescriptive... read full comment

Comment on: Dinkevich et al. BMC Medical Education, 6:1

Collaborations (Stephen Moorman, 11 December 2006)

If you are interested in collaborating on the use or further development of the Prof-in-a-Box system, contact the corresponding author. read full comment

Comment on: Moorman BMC Medical Education, 6:55

Rushing Medical EMS Educational Methods? (Brother Chuck, 12 February 2005)

One of the things that should be studied closely is the quickly advanced EMS Paramedic education. Many within the National Certification agree that the standard time of education for an Advanced EMS individual is only 2 years to the level of paramedic. The Medical extent of this education is very indepth from Trauma,Pharmacology,BTLS,ACLS,OBGYN,RSI, and all other medical education with the exception of major surgery. There is an admitted rush by most state health officials to get as many thru this education as possible. The need is tremendous and doctors have grown to depend on the Paramedic to keep the patient alive and deliever the most infinitive care possible, always using the important medical assessements that the paramedic delievers to them on every patient that is cared for... read full comment

Comment on: Gurpinar et al. BMC Medical Education, 5:7