Commentary: Analysis of examination questions expose low faculty expectations

Invited Commentary: OPEN Questions

The papers by Subar et al. (1) and Kipnis et al. (2) in this issue of the Journal provide a unique set of data and a useful contribution to nutritional epidemiology. The Observing Protein and Energy Nutrition (OPEN) Study they report on was based on a reasonable sample of participants, had a remarkably high completion rate, and is the largest known study to use doubly labeled water as the stand...

Medical Examination Questions, 1909

Examples of Comprehensive Examination Questions

Explain the "color of wealth" in the United States and its relationship to education. Describe how the racialized economic wealth divide is structured into the fabric of U.S. institutions, including educational ones. Describe the societal practices that flow from U.S. institutions, especially educational ones, that systemically reproduce inequities and inequalities at the intersection of race a...

The Expectations for Faculty in Latin America

Faculty load in the US varies from 40-40-10 (research-teaching-service) in research oriented institutions to 25-50-25 in teaching oriented institutions. Consulting is normally not part of the formula and case writing is generally not considered as part of the research load. Latin America is quite different. A 25-25-25-25 load (that includes consulting as a separate area) is not atypical and res...

Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework

Introduction: Despite the importance of curriculum analysisfor internal refinement of a programme, the approach for sucha step in under-described in the literature. This article describesthe analysis of the medical curriculum at the Faculty of Medicine,University of Gezira (FMUG). This analysis is crucial in the eraof innovative medical education since introducing new curriculaand curricular ch...