The University of Washington School of Medicine ..

Yale-New Haven Hospital (America's Best Hospitals 2007), Connecticut
Harvard University, Boston/Cambridge, Massachusetts
Brigham and Women’s Hospital (America's Best Hospitals 2007), Boston
Massachusetts General Hospital (America's Best Hospitals 2007), BostonUniversity of California Medical Center, Davis, CA
California Pacific Medical Center, San Francisco, California
Marin General Hospital, Marin County, CA Stanford Medical Center, CA
Johns Hopkins Hospital (America's Best Hospitals 2007), Baltimore
George Washington University Medical Center, Washington DC
Washington Hospital Center, Washington DC
Morgan Stanley Children's Hospital of New York
Columbia Presbyterian Medical Center, New York, NYMemorial Sloan-Kettering Cancer Center, New York, NY
Beth Israel Medical Center, New York
Bayonne Hospital, Bayonne, NJ
Englewood Hospital and Medical Center, Englewood, NJCooper University Hospital, Voorhees, New Jersey
Manhattan Eye, Ear, Nose & Throat Hospital, New York, NY
Portsmouth Regional Hospital, Portsmouth, NH
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Mercy Hospital, Cincinnati, OHWindsor Hospital, VT
Mercy Hospital, Portland, ME
Foote Hospital, Jackson, MI
Tucson Medical Center, Tucson, AZ
Willcox Hospital, Maui, HI
Hawaii Pacific Health-Wilcox Memorial Hospital, Lihue, Hawaii
Hartford Hospital, Hartford, CT
University of Michigan Hospital, Ann Arbor, MI
University of Washington, CFS/FM Research Center, Seattle, WA
Temple University, Philadelphia, PA
Albert Einstein Medical Center, Philadelphia, PA
Dartmouth Hitchcock Medical Center, Lebanon, RI
MD Anderson Medical Center, Houston, TX
Banner Health System Hospitals, Phoenix, AZ
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University of Pennsylvania Medical School, PA
Lowell General Hospital, Lowell, Massachusetts

School of Medicine - University of Washington

University of Washington Medical School 2016-17 Secondary Application Essay Tips;

Washington university medical school essays

The class of 2005 at McMaster University includes 48 students who participated in the first pilot study of the MMI prior to entry into medical school. To satisfy the first objective we propose to collect data pertaining to their performance within the medical program (prior to graduation these students will sit 8 multiple choice question examinations of medical knowledge, 4 clinical reasoning exercises, 3 OSCEs, and a series of tutorial/clinical skills evaluations) and licensure (a month subsequent to graduation these students will write Part I of the Medical Council of Canada's Licensing examination (LMCC Part I). Regression analyses will be performed. In addition, we propose to mount a mock MMI for current medical residents to allow for a comparison between (a) scores assigned to medical school applicants and more senior individuals nearing completion of their training, and (b) scores assigned within the MMI to those received on Part II of the LMCC - Part I is intended to assess primarily medical knowledge while Part II consists of an OSCE that allows for a greater opportunity to assess non-cognitive characteristics of medical trainees. Finally, we propose to utilize a pair of experimental designs to determine the impact of both interviewer training and test security breaches on the psychometric properties of the MMI and the resulting assessments.

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Global Connect is a university led curriculum program through which UCI social sciences faculty, undergraduate and graduate students bring their knowledge of international issues into high school classrooms in order to better prepare students to become informed global citizens. UCI faculty and students develop global issue-focused lesson plans on topics such as UN millennium development goals, mass media and technology, and the purpose of NGOs – areas of study in which UCI experts are known internationally, but subjects which are not part of the current California state education standards. Lessons are team-taught by UCI students and faculty alongside high school educators in Newport Mesa and Saddleback School Districts. The real-time course content, updated annually, reflects the continually changing global landscape while bringing new and updated university research directly to high school teachers - a challenge that traditional textbook publishing schedules are unable to keep up with.

Graduate Medical Education and Postdoctoral Training. The University of Washington School of Medicine offers a broad array of residency and fellowship programs.
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School-Specific Med Secondary Essay Tips

Jodi Herold, currently a master of arts degree candidate in educational measurement and evaluation, was licensed by the College of Physiotherapists of Ontario in 1991. Since June 1996, she has served as lecturer for the Department of Physical Therapy and academy associate for interprofessional education with University of Toronto’s Faculty of Medicine. In 1998, she also became a research assistant there, responsible for Objective Structured Assessment of Technical Skills (OSATS) examination for evaluation of surgical skills curriculum in the postgraduate surgery program for the Center for Research in Education, Faculty of Medicine, and served as an evaluator and statistician on other special projects within the school. She has also worked as a standardized patient trainer for the Canadian Alliance of Physiotherapy Regulatory Boards.

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The University of California, Davis School of Medicine seeks to lead a consortium of all five University of California medical schools to evaluate medical school interview outcomes. The California Longitudinal Evaluation of Admission Practices (CA-LEAP) consortium will initially study the degree to which traditional and Multiple Mini-Interview (MMI) methods predict medical student performance. CA-LEAP is uniquely positioned to explore interview methods and outcomes given the large number and diversity of applicants interviewed across the five campuses. The study will directly address the goals of the Stemmler Fund as it tackles a critical assessment issue-how to best select the next generation of successful physicians.

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Summer Experiences | Washington University in St. Louis

The University of Missouri has developed a set of key competencies for our graduates (MU2020 key characteristics) that are consistent with national and international discussions of professional competence. To our knowledge few medical schools have successfully engaged faculty in developing an approach for assessment of professional competencies. This proposed research draws on the prior work at MU to address two global questions: 1) How does the development of a set of descriptive anchors for each of the key characteristics influence the validity, reliability, reproducibility and trustworthiness of portfolio assessment? 2) How do student contributions to the portfolio influence faculty assessment of portfolios?