This book assembles research findings accumulated over the span of
half a century from the Jefferson Longitudinal Study (JLS). This
study, initiated in 1970, is the most comprehensive, extensive, and
uninterrupted longitudinal study of medical students and graduates
maintained in a single medical school. The study was based on the
conviction that medical schools have a social responsibility and
ethical obligation to monitor the quality of their educational
programs, to assess their educational outcomes, and to ensure that
their educational goals have been achieved for the purposes of
public safety. The JLS has resulted in a large number of
publications in professional peer-reviewed journals and
presentations in national and international meetings. Some medical
schools have expressed interest in learning more about the JLS,
requesting copies of the instruments we used in the study,
information about how to set up a longitudinal study of medical
education, and other needed resources. In response to a request
from Academic Medicine [2011, 86(3), p. 404], we prepared and
published in that journal a schematic snapshot of the JLS for those
interested in a model for the development of a longitudinal study
of medical students and graduates. The JLS is well-known to the
medical education research communities. A recent Google search
using keywords "Jefferson Longitudinal Study" resulted in 1,550,000
hits, an indication of its broad popularity among researchers. At
the present time, the JLS database contains academic information,
assessments, and educational and career outcomes for 13,343 medical
students and graduates of Sidney Kimmel (formerly Jefferson)
Medical College of Thomas Jefferson University. There are presently
502 variables in the JLS analytic database. This book presents a
collection of 207 abstracts of major publications from peerreviewed
journals, books, and book chapters in which data and information
from the JLS were used. In this book, we classified the abstracts,
based on their primary contents, into the following categories:
Admissions of the Applicants to Medical School (e.g., standardized
tests, academic preparation, other admission variables).
Demographic Composition (e.g., gender, age, race/ethnicity).
Performance Evaluations in Medical School (e.g., preclinical and
clinical phases). Postgraduate and Career (e.g., assessment of
clinical competence in residency training, career choice,
specialization, professional activities). Psychosocial Attributes
(e.g., personal qualities, indicators of physical and mental
well-being). Professionalism (e.g., assessment of elements of
professionalism in medicine, such as clinical empathy, attitudes
toward interprofesssional collaboration, and orientation.
General
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