The assortment of plastic toys on the Library front desk were printed with our XYZ da Vinci 3D printer. Models for these toys were downloaded from thingiverse.com and printed in ABS plastic. In addition to fun objects, we have printed heart and spine sections, clamps, and other medically related items. We have also printed models from the NIH 3D Print Exchange and are looking for more objects to print! If you have a printable model (as an .stl file) that you would like us to print, contact: reference@siumed.edu . More information at http://libguides.siumed.edu/3Dprinting . Developed resources

The winter issue of the Library Newsletter is now available on our newsletter page.

The faculty in the Department of Medical Education provide many opportunities for collaborative research for those interested. We also provide consultation and training in a number of medical education related topics. Please see the Department of Medical Education website to further explore our faculty’s interests and expertise.

The faculty in the Department of Medical Education provide many opportunities for collaborative research for those interested. We also provide consultation and training in a number of medical education related topics. Please see the Department of Medical Education website to further explore our faculty’s interests and expertise.

The CCC curriculum has been designed and developed through a collaborative work of the CCC committee, consisting of faculty and students at SIUSOM developing it since 2012. The CCC committee was initially formed from a Year 3 Innovation committee, where they reevaluated the Year 3 clerkship curriculum effectiveness and devised innovative ways to improve the curriculum. As the idea of CCC project was introduced and elaborated, leading members of the Year 3 Innovation committee constituted the CCC committee to embark on the CCC development work. Under the program leadership of Dr. Debra Klamen

The CCC curriculum has been designed and developed through a collaborative work of the CCC committee, consisting of faculty and students at SIUSOM developing it since 2012. The CCC committee was initially formed from a Year 3 Innovation committee, where they reevaluated the Year 3 clerkship curriculum effectiveness and devised innovative ways to improve the curriculum. As the idea of CCC project was introduced and elaborated, leading members of the Year 3 Innovation committee constituted the CCC committee to embark on the CCC development work. Under the program leadership of Dr. Debra Klamen

A CCC committee was formed, consisting of physicians, nurse educators, and medical education experts. A list of 12 critical chief complaints was developed out of the work of this group. From there, a blueprint of chief complaints and corresponding diagnoses was developed for Year 1 through Year 3 of medical school, resulting in a grid of 144 diagnoses. Students work through the same chief complaints each year in a spiral manner, with different diagnoses each year. With a generous grant through the Josiah Macy Foundation , the committee’s vision for deliberate clinical reasoning practice using

A CCC committee was formed, consisting of physicians, nurse educators, and medical education experts. A list of 12 critical chief complaints was developed out of the work of this group. From there, a blueprint of chief complaints and corresponding diagnoses was developed for Year 1 through Year 3 of medical school, resulting in a grid of 144 diagnoses. Students work through the same chief complaints each year in a spiral manner, with different diagnoses each year. With a generous grant through the Josiah Macy Foundation , the committee’s vision for deliberate clinical reasoning practice using

In 2015, Dr. Debra L. Klamen proposed an entirely new model for third-year clerkships in response to the many calls for improvement in the education of medical students ( 1 ). The envisioned clerkship leaned heavily on the theory of deliberate practice ( 2 ). The definition of deliberate practice is “a special type of practice that is purposeful and systematic. Deliberate practice requires focused attention and is conducted with the specific goal of improving performance.” The new model w as created to address some of the deficiencies that were found from research into the clinical year

In 2015, Dr. Debra L. Klamen proposed an entirely new model for third-year clerkships in response to the many calls for improvement in the education of medical students ( 1 ). The envisioned clerkship leaned heavily on the theory of deliberate practice ( 2 ). The definition of deliberate practice is “a special type of practice that is purposeful and systematic. Deliberate practice requires focused attention and is conducted with the specific goal of improving performance.” The new model w as created to address some of the deficiencies that were found from research into the clinical year