Introduction to the Match Presentation
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COMLEX-USA for Residency Program Directors
COMLEX-USA FOR RESIDENCY PROGRAM DIRECTORS COMLEX-USA Evidence–based assessment designed specifically for osteopathic medical students and residents that measures competencies required for the provision of safe and effective osteopathic medical care to patients. It is recommended but not required that COMLEX-USA Level 3 be taken after a minimum of six months in residency. The attestation process for COMLEX-USA Level 3 helps to fulfill the NBOME mission to DO candidates are not required to pass the United States protect the public, and adds value and entrustability to state licensing Medical Licensing Examination (USMLE®) to be eligible to boards and patients. Additionally, attestation provides COMLEX-USA apply to ACGME-accredited residency programs. The score reports to residency program directors and faculty. ACGME does not specify which licensing board exam(s) (i.e., COMLEX-USA, USMLE) applicants must take to be eligible COMPETENCY AND EVIDENCE-BASED DESIGN for appointment in ACGME-accredited residency programs. In 2019, COMLEX-USA completed a transition to a contemporary, two Frequently Asked Questions: Single Accreditation System decision-point, competency-based exam blueprint and evidence- Accreditation Council for Graduate Medical Education, 20191 based design informed by extensive research on osteopathic physician practice, expert consensus and stakeholder surveys.3 The enhanced COMLEX-USA blueprint4 assesses measurable outcomes PATHWAY TO LICENSURE of seven Fundamental Osteopathic Medical Competency Domains5 COMLEX-USA, the Comprehensive Osteopathic Medical Licensing and focuses on high-frequency, high-impact health issues and clinical Examination of the United States, is the exam series used by all presentations that affect patients. medical licensing authorities to make licensing decisions for osteopathic physicians. -
Should Osteopathic Students Applying to Allopathic Emergency Medicine Programs Take the USMLE Exam?
ORIGINAL RESEARCH Should Osteopathic Students Applying to Allopathic Emergency Medicine Programs Take the USMLE Exam? Moshe Weizberg, MD Staten Island University Hospital, Department of Emergency Medicine, Staten Island, Dara Kass, MD New York Abbas Husain, MD Jennifer Cohen Barry Hahn, MD Supervising Section Editor: Juan F. Acosta, MD Submission history: Submitted February 14, 2013; Revision received May 28, 2013; Accepted August 13, 2013 Electronically published February 1, 2014 Full text available through open access at http://escholarship.org/uc/uciem_westjem DOI: 10.5811/westjem.2013.8.16169 Introduction: Board scores are an important aspect of an emergency medicine (EM) residency application. Residency directors use these standardized tests to objectively evaluate an applicant’s potential and help decide whether to interview a candidate. While allopathic (MD) students take the United States Medical Licensing Examination (USMLE), osteopathic (DO) students take the Comprehensive Osteopathic Medical Licensing Examination (COMLEX). It is difficult to compare these scores. Previous literature proposed an equation to predict USMLE based on COMLEX. Recent analyses suggested this may no longer be accurate. DO students applying to allopathic programs frequently ask whether they should take USMLE to overcome this potential disadvantage. The objective of the study is to compare the likelihood to match of DO applicants who reported USMLE to those who did not, and to clarify how important program directors consider it is whether or not an osteopathic applicant reported a USMLE score. Methods: We conducted a review of Electronic Residency Application Service (ERAS) and National Resident Matching Program (NRMP) data for 2010-2011 in conjunction with a survey of EM residency programs. -
Lerner College of Medicine Students Celebrate Match Day
Cleveland Clinic Lerner College of Medicine InSightApril 2021 Lerner College of Medicine students celebrate Match Day On March 19, our Lerner College of CCLCM student Shadi Ahmadmehrabi, are DONE with long distance!” She is Medicine (CCLCM) students experi- who matched at the University of returning to the South with her sig- enced “Match Day,” the day all medical Michigan in otolaryngology, addressed nificant other to train at the Medical students across the nation find out her mom in her post, announcing that University of South Carolina in ob/gyn. where they are headed for residency. she’s coming home. Match Day couldn’t be held in person Sidra Speaker shared the excitement because of the ongoing pandemic, so Scott Anjewierden, who matched at about the couples match, posting that social media channels exploded with Mayo Clinic in pediatrics, posted that “The couples matched worked. Could not photos of students holding up premade he could not be more excited. “We’re be happier to finally be together again signs and t-shirts upon which they moving to Minnesota!” he wrote. after so long.” She is headed to the Uni- announced their Match results. versity of California, San Diego Medical Bethany Bruno posted, “After 1,722 Center, to train in emergency medicine. days of 466 miles between us, we continued >> Cleveland Clinic Lerner College of Medicine | 1 | InSight Lerner College of Medicine students celebrate Match Day continued All CCLCM graduating students matched. The top residency programs chosen by our students this year are internal medicine, general surgery and pediatrics. Of the program’s 31 graduating students, 10 are staying in Ohio for their residencies, six of whom will train at Cleveland Clinic. -
Meeting Schedule
Track Theme B Bones/Muscle/Connective Tissue C Cardiovascular CB Cell Biology DB Developmental Biology/Morphology ED Education & Teaching EV Evolution/Anthropology I Imaging N Neuroscience PD Career and Professional Development RM Regenerative Medicine (Stem Cells, Tissue Regeneration) V Vertebrate Paleontology All sessions are scheduled eastern time (EDT) ON-DEMAND Career Central On-Demand Short Talks Co-sponsored by AAA’s Profesional Development Committee These on demand talks can be seen at anytime. Establishing Yourself as a Science Educator Darren Hoffman (University of Iowa Carver College of Medicine) In this presentation, you’ll learn strategies for launching a career in science teaching. We’ll explore key elements of the CV that will stand out in your job search, ways to acquire teaching experience when opportunities in your department are scarce, and how to develop your personal identity as a teacher. Negotiate like a Pro Carrie Elzie (Eastern Virginia Medical School) Creating a conducive work environment requires successful negotiation at many levels, with different individuals and unique situations. Thus, negotiation skills are important, not only for salaries, but many other aspects of a career including schedules, resources, and opportunities. In this session, you will learn some brief tips of how to negotiate like a professional including what to do and more importantly, what not to do. #SocialMedia: Personal Branding & Professionalism Mikaela Stiver (University of Toronto) Long gone are the days when social media platforms were just for socializing! Whether you use social media regularly in your professional life or are just getting started, this microlearning talk has something for everyone. We will cover the fundamentals of personal branding, explore a few examples on social media, and discuss the importance of professionalism with an emphasis on anatomical sciences. -
Healthy Weight the Science of Countering Childhood Obesity
REWIRING THE BODY RECONDITIONED LUNGS THE FUTURE OF HEALTH OUTLOOK.WUSTL.EDU SUMMER 2016 Healthy weight The science of countering childhood obesity outlook.wustl.edu Outlook 3 161741_OBC-OFC_CC15.indd 3 5/6/16 6:40 PM AUTHORHOUSE FROM ESPER DWAIN BY: ILLUSTRATED Easing kids’ fears Outlook Summer 2016 outlook.wustl.edu Mini Tandon, DO (left), assistant professor Published by Washington University School of Medicine, of child psychiatry, wrote a children’s book Office of Medical Public Affairs, Campus Box 8508, 4444 Forest Park Ave., St. Louis, MO 63108 ©2016 to help kids feel comfortable visiting mental PHONE (314 ) 286-0100 EMAIL [email protected] health experts. “Dr. Mini Mental Health Meets Willie Wannaknow” focuses on a boy MANAGING EDITOR DEB PARKER ASSISTANT EDITOR, DESIGNER ERIC YOUNG who is having problems at school because EDITORIAL/DESIGN SUPPORT GAIA REMEROWSKI, SARA MOSER of attention-deficit hyperactivity disorder EXECUTIVE EDITOR DONNA HEROUX and uncontrolled movements and sounds PHOTOGRAPHER ROBERT BOSTON (tics). Tandon, who provides readings at area CIRCULATION KATHI LAW elementary schools, plans to write other facebook.com/WUSTLmedicine.health books on conditions affecting children and @WUSTLmed adolescents — from autism to substance use. 161741_IFC-IBC_CC15.indd 1 5/6/16 6:37 PM JERRY NAUNHEIM Washington University School of Medicine OUTLOOK.WUSTL.EDU SUMMER 2016 18 Empowering families Enhancing the donor pool In a clinical trial, surgeons are evaluating 9 whether a sophisticated device can recondition subpar donor lungs, making them suitable for transplant. Restoring life and limbs Innovative nerve procedures are rerouting 12 the body’s “electrical wiring” and giving new hope to people with paralysis. -
UCSF Ophthalmology Advice Guide Authors: Seanna Grob, MD, MAS
UCSF Ophthalmology Advice Guide Authors: Seanna Grob, MD, MAS and Neeti Parikh, MD Hello! We are excited that you are interested in ophthalmology! It is truly a special field in medicine. From saving someone’s vision after severe eye trauma, to restoring vision with cataract, retina, or cornea surgery, to preserving someone’s vision with glaucoma management and surgery, to reconstructing someone’s periocular area after trauma, burns, or tumor removal, amazing things can happen in ophthalmology. Ophthalmologists love their job and the majority say they would pick this specialty again if they had the choice. An incredible amount of job satisfaction comes from saving someone’s vision! We are here for you in the UCSF Department of Ophthalmology! We have put together this guide to help you through the process. This guide is meant to be very comprehensive. We want to make sure you are aware of all the opportunities and resources you have so that you can plan accordingly. You do not have to do everything we mention! Please feel free to reach out with questions about the specialty, how to get involved, and how to become a great ophthalmology applicant! 1 Medical School A well-rounded application is important for a successful match and any way you can prove to ophthalmology programs that you are dedicated to the field will be helpful to you. As more objective data (such as grades and board scores become less prevalent) other parts of your application will become more important. Various experiences you seek out are not only fun and educational, but will offer exposure to this wonderful field. -
The Correlation Between USMLE and COMLEX Testing Scores in Applicants to Emergency Medicine Residencies
Lehigh Valley Health Network LVHN Scholarly Works Research Scholars Poster Presentation The orC relation Between USMLE and COMLEX Testing Scores Jay Patel University of Pittsburgh - Johnstown Kathleen Kane MD Lehigh Valley Health Network, [email protected] Follow this and additional works at: http://scholarlyworks.lvhn.org/research-scholars-posters Published In/Presented At Patel, J., Kane, K. (2014, July, 25) The Correlation between USMLE and COMLEX Testing Scores in Applicants to Emergency Medicine Residencies. Poster presented at LVHN Research Scholar Program Poster Session, Lehigh Valley Health Network, Allentown, PA. This Poster is brought to you for free and open access by LVHN Scholarly Works. It has been accepted for inclusion in LVHN Scholarly Works by an authorized administrator. For more information, please contact [email protected]. The Correlation between USMLE and COMLEX Testing Scores in Applicants to Emergency Medicine Residencies Jay Patel and Kathleen E. Kane, MD Lehigh Valley Health Network, Allentown, Pennsylvania Background Primary Question Sample Size • The Comprehensive Osteopathic Medical Licensing What is the correlation factor between • The sample is comprised of 556 eligible applicants Examination of the United States (COMLEX-USA) and the COMLEX-USA and USMLE scores of • Of those applicants, 359 or 64.6% were male and 197 or United States Medical Licensing Examination (USMLE) are a osteopathic emergency medicine residency 35.4% were female series of standardized medical licensing examinations used -
MD/Phd Programs
MD/PhD Programs The typical program of study includes the first two years of the medical school basic sciences curriculum, followed by three or more years of graduate school and thesis research, and then the final two years of clinical clerkships. However, M.D./Ph.D. program length varies considerably between schools. The current average time to graduation from start to finish in MSTPs is 7-8 years. M.D./Ph.D. admissions The fraction of M.D./Ph.D. applicants is typically very small relative to those not pursuing a combined degree. At most schools, M.D./Ph.D. applicants must go through the normal medical application process. Applicants must also complete a separate M.D./Ph.D. application, which consists of MCAT scores, GPA, undergraduate institution, one or more essays, and additional letters of recommendation from those who can assess the applicant’s potential for a career in research. Interview arrangements vary between programs, with some providing airfare, hotel accommodations, meals, and planned activities. M.D./Ph.D. applicants typically have many more interviews at each school than those pursuing the standard M.D. pathway. In addition, many unique factors come into play when making a decision on which program to attend. There is considerable variation among programs in virtually all aspects of the application process, MSTP Programs Medical Scientist Training Programs (MSTP) are M.D./Ph.D. programs offered by a small number of United States medical schools with funding from the National Institutes of Health (NIH), to train physician scientists for biomedical research, particularly “translational” or “ bench and bedside” research. -
Scientific Program 81S T Annual M Ee T in G
P A C I F I C C O A S T S U R G I C A L A SSOCIATION Scientific Program 81S T ANNUAL M EE T IN G FEBRUARY 13–16, 2010 RITZ-CARLTON, KAPALUA HOTEL MAUI, HI Jointly Sponsored by the American College of Surgeons and the Pacific Coast Surgical Association TABLE OF CONTENTS P A C I F I C C O A S T S U R G I C A L A SSOCIATION 8 1 S T A N N U A L M E E T I N G Scientific Program FEBRUARY 13–16, 2010 Ritz-CaRlton, Kapalua Hotel • Maui, Hi Ta BLE OF CONTENTS Arrangements/Program Committee .....................................................................2 Council officers, Members, and Representatives ................................................3 General Information ..................................................................................................4 Program Information ................................................................................................5 Scientific Program .....................................................................................................6 industry Support Displays .......................................................................................7 evening activities ......................................................................................................8 optional activities .....................................................................................................9 program agenda ......................................................................................................11 Scientific Session agenda .......................................................................................13 -
Medical Scientist Training Program
The University of Michigan MEDICAL SCIENTIST TRAINING PROGRAM General Information and Guidelines A Handbook for Fellows https://www.medicine.umich.edu/medschool/education/md-phd- program/current students/ August 2018 CONTENTS 1. MSTP Office 2. Communication 3. Academic Advising 4. I.D. and Computer Access 5. Course of Study 6. Biological Chemistry Requirement 7. Medical School Registration 8. Medical and Graduate School Grading Systems 9. Graduate School Registration 10. Research Rotations 11. Selecting a Doctoral Field and the Thesis Research Mentor 12. Graduate School Residency Requirements 13. Research Responsibility and Ethics Requirements 14. Research Phase: External Funding Sources 15. Advancement to Candidacy 16. Precandidate Year to Candidacy Transition: Funding and Insurance Issues 17. Research Phase to M3 Transition 18. M4 Year 19. Transition to Post Graduate Training, Residency 20. Dean’s Letters 21. Simultaneous Awarding of Dual Degrees 22. United States Medical Licensure Examination Step 1 and Step 2 (Clinical Knowledge and Clinical Skills) 23. Rackham Graduate School Policies 24. Medical School Policies and Procedures 25. The Fellowship Award and the Stipend Level 26. Monthly Stipend Check 27. Taxability of NRSA Stipends 28. NIH Funding Trainee Appointment Forms and Trainee Termination Notice Forms 29. Tuition Payment, Billing Procedures, and Registration 30. Travel Funds and Expense Forms 31. Health Care Insurance 32. Health Service 33. CV and Publication File 34. Individual Development Pan (IDP) 35. Vacations and Other Absences 36. MSTP Scientific Retreat 37. MSTP Seminars 38. Citizenship 39. MSTP Committees: Operating Committee (OC) and Program Activities Committee (PAC) A Handbook for MSTP Fellows MEDICAL SCIENTIST TRAINING PROGRAM General Information and Guidelines for Fellows 1. -
SAP Crystal Reports
Results of the 2016 NRMP Program Director Survey Specialties Matching Service October 2016 www.nrmp.org Requests for permission to use these data as well as questions about the content of this publication or the National Resident Matching Program data and reports may be directed to Mei Liang, Director of Research, NRMP, at [email protected]. Questions about the NRMP should be directed to Mona M. Signer, President and CEO, NRMP, at [email protected]. Suggested Citation National Resident Matching Program, Data Release and Research Committee: Results of the 2016 NRMP Program Director Survey, Specialties Matching Service. National Resident Matching Program, Washington, DC. 2016. Copyright © 2016 National Resident Matching Program. All rights reserved. Permission to use, copy and/or distribute any documentation and/or related images from this publication shall be expressly obtained from the NRMP. Table of Contents Introduction .................................................................................................................................................... 1 Response rates ................................................................................................................................................. 2 All Specialties................................................................................................................................................. 3 Charts for Individual Specialties Abdominal Transplant Surgery .................................................................................................................... -
2020-2021 Canadian Residency Match
Match Book 2020-2021 A guide to prepare you for the Canadian Residency Match Produced and distributed by: Canadian Federation of Medical Students Matchbook Leads: Chloe Lim, Adree Khondker MatchBook File, Education Committee, Canadian Federation of Medical Students. Special thanks to CaRMS, whose website provided important content for this publication. Special thanks also to Rishi Sharma (Director of Education), Avrilynn Ding (Ontario Regional Director and Education Attaché) and Alexandra Cohen (National Officer of Education) for their work in editing. Also, special thanks to Corinne Cécyre-Chartrand (Quebec Regional Director), Yseult Gibert (Bilingualism Committee Lead), and the rest of the Bilingualism Committee for creating the French version of the Match Book. Lastly, thanks to Lucas King and Nathon Baron for putting together the Unmatched section of the CFMS Matchbook. 2020 Edition, © 2020 CFMS Matchbook All Rights Reserved The Matchbook is provided for the sole use of the recipient. No part of this publication may be used or reproduced in any form or by any means without the prior written permission of the publisher. DISCLAIMER The views presented within are those of the CFMS and do not necessarily represent those of the AFMC, CaRMS, or any other organization, unless otherwise specified. The CFMS has made every attempt to ensure the accuracy of data presented herein; however, absolute accuracy cannot be guaranteed. The tips from residents presented in this publication were not collected systematically. They re- flect personal opinions and do not represent the views of any organization. Readers should use their judgment in this regard. The CFMS is not responsible for any consequence resulting from readers’ actions based on these tips.