medical research and higher education

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Perceptions of attitudes toward statistics among medical undergraduates: insights from a regional medical college in China

Among Chinese medical students, medical statistics is often perceived as a formidable subject. While existing research has explored the attitudes of Chinese postgraduate medical students towards statistics and...

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Comparison of the effects of apprenticeship training by sandwich feedback and traditional methods on final-semester operating room technology students’ perioperative competence and performance: a randomized, controlled trial

Effective feedback is fundamental in clinical education, as it allows trainers to constantly diagnose the trainees’ condition, determine their weaknesses, and intervene at proper times. Recently, different fee...

Effect of standardized patient simulation-based pedagogics embedded with lecture in enhancing mental status evaluation cognition among nursing students in Tanzania: A longitudinal quasi-experimental study

Nurses around the world are expected to demonstrate competence in performing mental status evaluation. However, there is a gap between what is taught in class and what is practiced for patients with mental ill...

Self-study and online interactive case-based discussion to improve knowledge of medical students in the COVID-19 era

We aimed to determine whether a new online interactive learning method for fifth-year medical students could improve their knowledge of pre- and postoperative care during the COVID-19 era.

The impact of distance education on the socialization of college students in the Covid-19 era: problems in communication and impact on mental health

The problems of students’ social interaction and psychological well-being associated with online learning dependent on self-directed learning have become an important topic of research in recent years worldwid...

Psychometric properties of the Persian version of the Engaged teachers Scale (ETS)

Teacher engagement can be defined as the teachers’ effort and attention to teaching professional tasks, adequate emotions and commitment to relationships with students and colleagues in classroom and school. T...

For the rural curious: mixed methods evaluation of a rural pharmacy practice elective

As of 2020, 20% of people residing in the United States of America (U.S.) lived in rural communities. Despite rural residents tending to be older, poorer, and having greater disease burden than their urban cou...

Development and validation of immediate self-feedback very short answer questions for medical students: practical implementation of generalizability theory to estimate reliability in formative examination designs

Very Short Answer Questions (VSAQs) reduce cueing and simulate better real-clinical practice compared with multiple-choice questions (MCQs). While integrating them into formative exams has potential, addressin...

Integration of case-based learning and three-dimensional printing for tetralogy of fallot instruction in clinical medical undergraduates: a randomized controlled trial

Case-based learning (CBL) methods have gained prominence in medical education, proving especially effective for preclinical training in undergraduate medical education. Tetralogy of Fallot (TOF) is a congenita...

Evaluation of the knowledge of and attitudes towards pharmacovigilance among healthcare students in China: a cross-sectional study

Knowledge of pharmacovigilance (PV) and adverse drug reactions (ADRs) are the core competencies that healthcare students should acquire during their studies. The objective of this study was to assess attitudes...

Question banks: credit? Or debit? A qualitative exploration of their use among medical students

Online question banks are the most widely used education resource amongst medical students. Despite this there is an absence of literature outlining how and why they are used by students. Drawing on Deci and R...

Development of the entrustable professional activity ‘medication reconciliation’ for clinical pharmacy

Entrustable professional activities (EPAs) are observable process descriptions of clinical work units. EPAs support learners and tutors in assessment within healthcare settings. For use amongst our pharmacy st...

Measuring sociocultural engagement of health professions education students: a psychometric study

Sociocultural engagement of students refers to broadening viewpoints and providing awareness of, and respect for, diverse backgrounds and perspectives. However, there are no existing validated instruments in t...

Barriers and future improvements of workplace-based learning in Korean medicine clinical clerkship: perspectives of graduates

Workplace-based learning (WPBL) has emerged as an essential practice in healthcare education. However, WPBL is rarely implemented in Korean medicine (KM) due to the passive attitude of teachers and possible vi...

Integrating the social determinants of health into graduate medical education training: a scoping review

The social determinants of health (SDH) play a key role in the health of individuals, communities, and populations. Academic institutions and clinical licensing bodies increasingly recognize the need for healt...

Providing insights into health data science education through artificial intelligence

Health Data Science (HDS) is a novel interdisciplinary field that integrates biological, clinical, and computational sciences with the aim of analysing clinical and biological data through the utilisation of c...

Interpretation of course conceptual structure and student self-efficacy: an integrated strategy of knowledge graphs with item response modeling

There is a scarcity of studies that quantitatively assess the difficulty and importance of knowledge points (KPs) depending on students’ self-efficacy for learning (SEL). This study aims to validate the practi...

Challenges of care coordination for complex patients among family medicine residents in a community ambulatory clinic: a qualitative study

Care coordination has been identified as one of five focuses of HealthierSG. Family medicine residents are expected to collaborate with other healthcare professionals for complex patients by the end of residen...

Investigating racial/ethnic differences in procedure experience in obstetrics & gynecology trainees at a single academic institution: a retrospective cohort study

Discrimination is common in medical education. Resident physicians of races and ethnicities underrepresented in medicine experience daily discrimination which has been proven to negatively impact training. The...

Evaluation of a digitally enhanced cardiac auscultation learning method in Cameroon: results of a controlled study

Cardiac auscultation is an efficient and effective diagnostic tool, especially in low-income countries where access to modern diagnostic methods remains difficult. This study aimed to evaluate the effect of a ...

Feedback practices in undergraduate clinical teaching in Sri Lanka - a qualitative study

Feedback is integral to medical education, enabling students to improve their knowledge, skills, and attitudes. Feedback practices may vary according to prevalent cultural and contextual factors. This study ai...

Enhancing clinical skills in pediatric trainees: a comparative study of ChatGPT-assisted and traditional teaching methods

As artificial intelligence (AI) increasingly integrates into medical education, its specific impact on the development of clinical skills among pediatric trainees needs detailed investigation. Pediatric traini...

Joint interprofessional education of pharmacy and dietetics undergraduates - a scoping review

Interprofessional education (IPE) is an integrative approach that enables collaboration of students of two or more different health professions in aim to acquire skills and competencies related not only to the...

The Community Primary Care Champions Fellowship: a mixed methods evaluation of an interprofessional fellowship for physician assistants and physicians

Primary care in the US faces challenges with clinician recruitment, retention, and burnout, with further workforce shortages predicted in the next decade. Team-based care can be protective against clinician bu...

The progress test as a structuring initiative for programmatic assessment

The Progress Test is an individual assessment applied to all students at the same time and on a regular basis. The test was structured in the medical undergraduate education of a conglomerate of schools to str...

Health profession education hackathons: a scoping review of current trends and best practices

While the concept of hacking in education has gained traction in recent years, there is still much uncertainty surrounding this approach. As such, this scoping review seeks to provide a detailed overview of th...

Effectively teaching cultural competence in a pre-professional healthcare curriculum

There has been research documenting the rising numbers of racial and ethnic minority groups in the United States. With this rise, there is increasing concern over the health disparities that often affect these...

From Slow Shifts to Fast Flips: Unraveling problem-based learning group function dynamics

Problem-Based Learning (PBL) relies on self-directed learning in small groups in the presence of a tutor. While the effectiveness of PBL is often attributed to the dynamics of group function, change in group f...

Differences between resident self-assessments and faculty- assessments on Anesthesiology Milestones and associated factors: a cross-sectional study

Accurate self-assessment is crucial for the professional development of physicians. There has been sparse data on the accuracy of self-assessments on Anesthesiology Milestones. The aim of this study was to inv...

Towards inclusive learning environments in post-graduate medical education: stakeholder-driven strategies in Dutch GP-specialty training

A recent study found that ethnic minority General Practice (GP)-trainees receive more negative assessments than their majority peers. Previous qualitative research suggested that learning climate-related facto...

Co-designing Entrustable Professional Activities in General Practitioner’s training: a participatory research study

In medical education, Entrustable Professional Activities (EPAs) have been gaining momentum for the last decade. Such novel educational interventions necessitate accommodating competing needs, those of curricu...

Self-regulated learning of anatomy during the COVID-19 lockdown period in a low-income setting

In March 2020, universities in Zimbabwe temporarily closed and switched to remote learning to contain the spread of SARS Cov2 infections. The sudden change to distance learning gave autonomy to students to dir...

Non-technical skills training for Nigerian interprofessional surgical teams: a cross-sectional survey

Non-technical skills (NTS) including communication, teamwork, leadership, situational awareness, and decision making, are essential for enhancing surgical safety. Often perceived as tangential soft skills, NTS...

Competency gap among graduating nursing students: what they have achieved and what is expected of them

Nurses’ professional competencies play a significant role in providing safe care to patients. Identifying the acquired and expected competencies in nursing education and the gaps between them can be a good gui...

Effectiveness of a flipped classroom for undergraduate in implant dentistry hands-on course

The purpose of this study was to compare the learning in the implant dentistry hands-on course to that of the flipped classroom (FC) and the traditional lecture cohorts (control).

Developing emotional preparedness and mental resilience through high-fidelity simulation: a ‘bridge too far’ for institutions teaching major trauma management and mass-casualty medicine?

Clinical acumen represents only part of being adequately equipped to attend a major incident. The emotive sights, sounds and smells of these dynamic environments are all-encompassing experiences, and responder...

Exploring the usage of learning resources by medical students in the basic science stage and their effect on academic performance

The United States Medical Licensing Examination (USMLE) step 1 is one of the two examinations written after completion of the first two years (basic science stage) of medical school to be eligible to apply for...

Effectiveness of simulation-based clinical research curriculum for undergraduate medical students  - a pre-post intervention study with external control

Simulation is widely utilized in medical education. Exploring the effectiveness of high-fidelity simulation of clinical research within medical education may inform its integration into clinical research train...

Reflect to interact – fostering medical students’ communication through reflection-focused e-learning

Previous research indicates that reflection can foster medical communication competence. However, best practices for embedding reflection in online medical education are missing. This study examined how reflec...

The effects of language proficiency and awareness of time limit in animated vs. text-based situational judgment tests

Situational Judgment Tests (SJTs) are commonly used in medical school admissions. However, it has been consistently found that native speakers tend to score higher on SJTs than non-native speakers, which can b...

Navigating the complex dynamics of anesthesiologists’ professional identity formation in the context of their specialty training program: a phenomenographic perspective

A specialty training program is crucial for shaping future specialist doctors, imparting clinical knowledge and skills, and fostering a robust professional identity. This study investigates how anesthesiologis...

Assessment of knowledge on emergency contraceptives and factors associated with utilization among female students in Bonga College of Education, Southwest Region, Ethiopia: cross-sectional study

Unintended pregnancy is a major public health problem in sexually active female students in Ethiopia. In higher education, female students are exposed to unprotected sex and are at risk of pregnancy, abortion,...

The effect of spaced E-Learning on knowledge of basic life support and satisfaction of nursing students: a quasi-experimental study

Cardiopulmonary resuscitation (CPR) training is essential for all students, especially nursing students. One of the educational approaches to creating long-term learning in inclusive is spaced learning. Spaced...

Expert assessment of ChatGPT’s ability to generate illness scripts: an evaluative study

An illness script is a specific script format geared to represent patient-oriented clinical knowledge organized around enabling conditions, faults (i.e., pathophysiological process), and consequences. Generati...

Simulated subacromial injection instruction improves accuracy and skill level: a model for musculoskeletal procedural training

Musculoskeletal (MSK) complaints often present initially to primary care physicians; however, physicians may lack appropriate instruction in MSK procedures. Diagnostic and therapeutic injections are useful ort...

Evaluation of the feasibility of a midwifery educator continuous professional development (CPD) programme in Kenya and Nigeria: a mixed methods study

Midwifery education is under-invested in developing countries with limited opportunities for midwifery educators to improve/maintain their core professional competencies. To improve the quality of midwifery ed...

Situational simulation teaching effectively improves dental students’ non-operational clinical competency and objective structured clinical examination performance

Appropriate communication with dental patients enhances treatment outcomes and patient satisfaction. Implementing simulated patient interviews courses can improve patient-centered care and reduce conflict duri...

Designing for student autonomy combining theory and clinical practice – a qualitative study with a faculty perspective

Although extensive research exists about students’ clinical learning, there is a lack of translation and integration of this knowledge into clinical educational practice. As a result, improvements may not be i...

Comparative analysis of GoPro and digital cameras in head and neck flap harvesting surgery video documentation: an innovative and efficient method for surgical education

An urgent need exists for innovative surgical video recording techniques in head and neck reconstructive surgeries, particularly in low- and middle-income countries where a surge in surgical procedures necessi...

Optimizing a mentorship program from the perspective of academic medicine leadership – a qualitative study

Effective mentorship is an important contributor to academic success. Given the critical role of leadership in fostering mentorship, this study sought to explore the perspectives of departmental leadership reg...

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Building The ‘Bridge’ Between Research and Practice

• Posted May 20, 2024
• By Ryan Nagelhout

The way Doug Mosher tells the story, he didn't really come to the Harvard Graduate School of Education. HGSE came to him.

Mosher, Ph.D.’24, was working as a first-grade teacher at an underperforming elementary school in Nashville when a consultant came to introduce what he describes as “an awesome vocabulary intervention.”

The consultant, Claire White, Ed.M.’99, Ed.D.’05, was an Ed School alum whose goal was to help third- and fourth-grade students improve their language skills and reading vocabulary by discussing “controversial topics that are engaging,” says Mosher. White had worked with HGSE Professor Catherine Snow on the project and was now applying it in the field.

At first, his colleagues were reluctant to try something new, but Mosher was intrigued, and worked with White to modify the word generation lessons for his younger students. It was a “chance” brush with putting academic research into practice that changed the trajectory of his entire life.

“I feel so lucky to have been in that position,” says Mosher, a Ph.D. marshal for the HGSE class of 2024. “It just seemed fun, and I was at a point where I was looking for some new ideas to try in the classroom and this just seemed awesome.”

Mosher dove into the project for the next three years, helping White track student performance, collect data, and build lesson plans that he used in his own classroom. The program saw positive results, and soon the vocabulary intervention was implemented in other classrooms in the school. Mosher said he learned a lot, first and foremost that he really enjoyed doing academic research. And so when White told Mosher he could earn his doctorate doing this kind of work at HGSE – and maybe even get paid to do it – he was intrigued.

“I was just so excited about research. Having questions and designing things and then testing them out,” says Mosher. “I thought I was going to be a teacher forever. But I was starting to burn out. I was working really long hours. It’s a lot of pressure at an underperforming school to turn it around, and a lot of excitement. But at the same time, I was thinking I have to go back to school eventually.”

Teaching wasn’t exactly Mosher’s first love. A professional saxophonist, Mosher started substitute teaching when he moved to Nashville in the early 2000s. He learned to love the classroom, though, finding that same rush of energy and excitement he’d also experienced performing on stage.

Mosher applied to HGSE, particularly interested in the vocabulary research being done by Professor James Kim at the READS Lab, where he now conducts his own research. The three-part dissertation he defended this spring is a capstone of sorts, what Mosher describes as a shifting of his purpose in life.

“It’s been fun to see my true passion shift more toward research and working with schools and districts,” says Mosher. “Music will always be a part of my life, but I feel like this is my purpose now.”

That shift has changed how he views teachers, too. The learning environment at HGSE, he explains, is a big departure from the stereotypical music teacher myth that a “cold” and “suffering” teacher gets the most out of their students. Mosher called the faculty “a warm safety blanket” that created a welcoming learning environment over the last six years.

“It’s kind of what we try to do in intervention research,” says Mosher. “Create lessons that are engaging, build interest, build knowledge, make connections. That’s what all the faculty do.”

With Kim and the READS Lab, Mosher has worked on projects to improve reading comprehension in elementary school students using its Model of Reading Engagement (MORE) program. The project recently received a grant from the U.S. Department of Education to scale that model for use in new school districts. Mosher, always looking for chances to connect back with the classroom, describes the work as building “the bridge over the gap” that often exists between research and practice.

“Doug's exceptional research program shows how small improvements in the quality of teachers’ talk can have a big impact on students’ ability to read challenging science and social texts with greater understanding and engagement,” says Kim.

The work has certainly been noticed by the members of his cohort as well. Mosher calls his nomination to be a Ph.D. marshal “out of the blue.” He recalls the initial anxiety of joining a group of talented educators with experience working in so many impressive fields before arriving at HGSE. To be recognized by them, he says, reflects the support he’s felt from the community.

“I’m just very honored and touched that they voted me as a marshal,” says Mosher. “The cohort I’m in is full of really awesome, interesting, passionate people who are really dedicated to their areas of study. I was very surprised, but touched and honored.”

Mosher noted the difficulties his cohort experienced over the last six years, including a pandemic that disrupted research and entire ways of life. While some classmates moved away for good, Mosher doesn’t see himself leaving anytime soon.

“It feels like home,” says Mosher, whose father grew up in New England and has seen more family move to the area in recent years as well. “It's a really exciting thing to live in a place where I’ve always wanted to be. I finally ended up here and I don’t really want to leave.”

Mosher’s former school in Nashville, by the way, is now thriving. And here in Cambridge, so is he.

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

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With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

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Alums will be honored for their educational contributions at HGSE Convocation

Exploring the Effects of Desegregation

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Infected blood: how academics both caused and exposed tragedy

Report into scandal highlights danger of relying on singular sources of knowledge, in contrast to inquiry itself, which utilised vast range of expertise to get to the bottom of what happened.

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Concluding his lengthy seven-volume report on the UK’s infected blood scandal, former High Court judge Sir Brian Langstaff said that what was the “worst treatment disaster” in the history of the NHS “could largely, though not entirely, have been avoided”.

In the 1970s and 1980s, more than 30,000 people were infected with diseases such as HIV and hepatitis C after being treated with contaminated blood products – leading to nearly 3,000 deaths – and the experts who advised the government at the time should shoulder some of the blame for what happened, the inquiry made clear.

It also shone a light on the research practices of the past, highlighting that patients were unaware that they were participating in medical trials and had not consented to be the subjects of research, which often did not lead to safer treatments.

But while the mammoth six-year process – the biggest inquiry ever held in the UK – exposed the failings of the academy in preventing the tragedy, it also demonstrated its power in obtaining justice for those involved, with dozens of academics working for years to get to the bottom of what happened.

Given the complexities of the issues at hand, the unusual model Sir Brian developed – setting up seven expert groups to investigate aspects of the events under instruction from those affected – meant that a vast array of multidisciplinary expertise fed into the investigation, said Stephen Evans, emeritus professor of pharmacoepidemiology at the London School of Hygiene and Tropical Medicine , who was the convener of the statistics expert group for the inquiry that modelled the impact of the crisis.

This stood in contrast to the practices of the period under investigation, with the report highlighting how singular scholarly voices had been able to dominate the debate.

Particularly criticised was Arthur Bloom, a professor in haematology at what was then the University of Wales College of Medicine, now part of Cardiff University , whose views were said to have been “overly influential”.

Professor Bloom, who died in 1992, was a leading expert in his field. The inquiry showed that he had consistently downplayed the risks despite mounting evidence and that there had been “an uncritical acceptance of his line of thinking and a failure to probe his advice”.

The inquiry report finds that had Professor Bloom, who was often the only academic at key meetings, “been faithful to the facts” then “it is not difficult to see that the events that followed might have taken a different turn”.

Government advisory committees today draw expertise from a much wider range of sources , but there is still a danger that a “very strong personality” could exert undue influence and prevent dissenting voices from emerging, said Professor Evans.

Given the inquiry’s focus on the impact of lone voices, it was “pertinent” that it was run in a way that pulled together groups of experts, said Emma Cave, professor of healthcare law at Durham University , who co-chaired the medical ethics group.

“I think it shows it is a useful way forward because it is so transparent and enables there to be other perspectives and viewpoints that come in. Perhaps that would have been something that would have been useful then. But comparing the two is like chalk and cheese; they are entirely different situations,” she said.

Bobbie Farsides, professor of clinical and biomedical ethics at the Brighton and Sussex Medical School and another co-chair of the ethics group, said she saw part of their role as helping to explain to those affected the medical context of the time. It was important, she continued, not to “demonise” people while not excusing their mistakes.

In medicine, “very often some of the best advances have come through passionate individuals building up teams or expert centres, and pioneering work that in the early stages is risky, is difficult”. However, the researchers working with the inquiry had “felt increasingly uncomfortable with how things had been done”, she said.

Modern-day medicine had become much more aware that doctors cannot be left alone to make decisions that are important to society as a whole, Professor Farsides added, and multidisciplinary input was now regularly sought.

“If you go to a modern medical school, the people working there are medically qualified, but they are also sociologists, ethicists, anthropologists, geographers, economists,” she said.

“There is much more discussion between people who work in medical schools and broader academic communities. They are not as insular as they used to be.

“The medical profession has also had to become much more used to criticism and judgement of what they do, both at a societal level but also academically. They aren’t shut away doing their own thing; they are subject to the gaze of a number of different disciplines.”

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McLaren Health Care Graduate Medical Education Achievements: Spring 2023

Awards, recognitions, and overall successes of mclaren health care graduate medical education programs., mclaren bay region adds im residency program.

“Primary care is a resource that guides our overall health and wellbeing,” said Dr. Kenneth Parsons, McLaren Bay Region Chief Medical Officer. “With the addition of this training program, we will increase patient access to this vital service along with opportunity to add additional attending physicians to the Great Lakes Bay Region upon completion of their residency program. This is a great achievement made possible by the vision and dedication of a great team. McLaren Bay Region is proud to have positioned our organization to offer this service to the community.”

Internist Dr. Parul Sud will serve as program director of internal medicine. Additional GME core faculty include Dr. Hira Iftikhar (Associate Program Director), Dr. Rajesh Dandamudi, Dr. Elizabeth Pionk, Dr. Amanda Gomes, and Dr. Tazeen Ahmad.

McLaren Port Huron Expands Newly Established GME Program with FM Residency

Four family medicine residents will join the six internal medicine residents as part of the department’s inaugural program year, which begins July 1.

“The role of primary care is critical for patients’ overall care management, and what our team has done is increase access to this vital service while also bringing future attending physicians to our community,” said Dr. John Brooks, McLaren Port Huron Chief Medical Officer. “We are incredibly grateful to the members of our team who made this achievement possible, and we are excited at the benefits this asset brings our region.”

Dr. Gary James will serve as the program’s director. Additional GME core faculty include Dr. Reid Stromberg, Dr. Hira Khan, and Dr. Myuren Gunaratnam, with Ellen Hoover serving as program administrator.

Pair of McLaren Oakland Otolaryngology Residents Take First and Third at AOCOO-HNS

Dr. Lofgren topped with his research paper, “Olfactory-related adverse events: An Analysis of the Food and Drug Administration Adverse Events Reporting System (FAERS).”

Dr. Lenkeit placed with his presentation of his “Qualifying the impact of should size on operation duration: An Analysis of stapes surgery outcomes.”

Congratulations to both!

McLaren Represented at AHME National Meeting

Poster title: developing a just culture algorithm for graduate medical education, poster title: teaming with tinkertoys™, poster title: initial 3-year experience with the determinants of a healthy learning and learning environment program, poster title: breaking down film: using pivot tables to analyze in-training exam scores, poster title: bhante mode: make the resident physician the ceo of their training, poster title: a recipe for change – a menu approach for health equity education for residents, related blogs/news.

McLaren Caro Region Foundation Awards Scholarships to High School Seniors

McLaren Central Michigan Awards Louise Williams Volunteer Scholarship

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Integrating Research into Undergraduate Medical Education Curriculum: A 20-year Experience from a Medical School in Coastal South India

Bhaskaran unnikrishnan.

Department of Community Medicine, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, Karnataka, India

Animesh Jain

Prasanna mithra, nithin kumar, ramesh holla.

Research is the key to advancement in medical science. Medical school can nurture the skill of research right from the under graduation. Research forms an integral part of the medical curriculum in western countries. We attempted the same in our medical school in India. We developed a structured research methodology program, which was implemented in the undergraduate (UG) curriculum in two phases. Phase I focuses on research methodology and Phase II on manuscript writing. With the implementation of a competency-based medical education curriculum (CBME), we have extended the research methodology program with manuscript writing and introduction to systematic reviews, which is being offered as electives to UG medical students in the third professional year. Our experience in training students at an UG level has been immensely satisfying. We hope that this article will help other medical schools to adopt a similar method of training UG medical students in research methodology and scientific medical writing.

I NTRODUCTION

Research is the cornerstone of progress in any field, more so in medical sciences.[ 1 ] Developing countries, including India, report a high incidence and prevalence of many infectious and chronic diseases, which serves as an excellent source of information and resources for medical research. Research plays an integral role in patient management and disease prevention by identifying the knowledge gaps, and developing tools for the diagnosis, treatment, and prevention of diseases. However, there is a dearth of physician-scientists, especially in developing countries.[ 2 ] Medical schools can play a major role in inculcating a research-oriented mindset among undergraduates (UGs) by incorporating research into the curriculum.[ 3 , 4 ]

Medical graduates across the world are expected to apply evidence-based medicine (EBM) in their clinical decision-making. The ‘Standards for Quality Improvement in Medical Education’ by World Federation for Medical Education suggests that the medical undergraduate (UG) curriculum must reflect an amalgamation of research and education. It also recommends training UGs in research to encourage them to conduct research and practice EBM.[ 5 ] However, not many medical colleges have adopted formal research training in the UG course curriculum.

The Indian Council of Medical Research (ICMR) initiated the short-term studentship (STS) in 1979 to promote interest and proclivity for research among medical UGs. The regulatory bodies for medicine in India have also emphasized the need for including research in MBBS courses as electives.[ 6 ]

The curriculum formulated by the Medical Council of India (MCI) exposed medical students to the basics of biostatistics and epidemiology during their training in community medicine at the Indian Medical School. It is only if a graduate shows further interest, or elects for ICMR or other projects then he/she is introduced to research methodology.[ 7 ] The competency-based medical education (CBME) curriculum under the National Medical Council (NMC) has incorporated the formulation of research questions as a required competency for UG students in the curriculum.[ 8 ]

The Department of Community Medicine at Kasturba Medical College, Mangalore, Manipal Academy of Higher Education (MAHE), Manipal had incorporated formal research methodology training for UG students since 2002. This paper describes our experience in introducing research into the mainstream UG curriculum.

M ATERIALS AND M ETHODS

Our institution started formal training of UGs in research as a part of the community medicine curriculum in 2002.

The MBBS students undergo training in community medicine during their 1 st -year MBBS (1 st and 2 nd semesters), 2 nd -year MBBS (3 rd and 4 th semesters), and 3 rd -year MBBS (6 th and 7 th semesters). The students undergo the mandatory research methodology posting in 2 nd -year MBBS during their clinical postings in community medicine in the 4 th semester. The posting is designed in a manner that along with compulsory academic content, the students are also trained in various aspects of research methodology. The students are also encouraged to present their research projects at national and international scientific conferences.

Evolution of research methodology program

The very first instance of UG research in Kasturba Medical College, Mangalore was during the 1990s in the form of an elective during the internship in community medicine. A group of five to six interns was allotted a faculty, under whom the interns carried out a research project. Completion of the project, its presentation, and submission of the report were mandatory for securing completion from the department. In early 2000, the UG research was shifted to 3 rd -year MBBS due to the hectic nature of the internship. The students carried out research projects in groups, under a faculty guide during their clinical postings. In both instances, no formal research methodology classes were taken and students were merely involved in data collection and presentation.

However, due to the academic importance of clinical postings in 3 rd -year MBBS with students appearing for exams in community medicine, the UG research activity was shifted to 2 nd -year MBBS in 2002. This paved the way for designing a structured research methodology program covering the basics of research, ethical issues, the conduct of a research project, and the submission of the report.

In 2010, two major changes were introduced to the structured program. First, a subcommittee of the Institutional Ethics Committee (IEC) was constituted exclusively for the 4 th -semester research methodology postings in community medicine to expedite the IEC approval. This resulted in an increase in the period for data collection and subsequent completion of the project within the duration of the postings, that is, 1 month.

The second change was the introduction of phase 2 of research methodology postings in the form of scientific manuscript writing in 3 rd year MBBS (6 th semester). Both these changes contributed to not only making the research methodology posting, a one of its kind comprehensive program for UG students but also increasing the UG research output in the college. At the end of each phase, a formative assessment is done in the form of viva-voce and project activities.

Structure of the program

The UG medical students are trained in research methodology in two phases.

Phase 1 (4 th semester/2 nd professional year)

The students are trained in all aspects of research methodology for 4 weeks. The first week of the posting involves classes by faculty of the department on topics ranging from study designs, protocol writing, review of literature, sample size calculation, development of study tool, and its validation and reference writing, to ethical issues in research. The students are grouped into a batch of five and allotted a faculty mentor from the department, under whom the students conduct a research project. The faculty mentor guides the group through various stages of medical research. All groups present their protocol in the department for critical comments and suggestions from the faculty and peers. The modified protocol is submitted to the IEC for approval. The data collection is done for 10 days, followed by data entry, analysis, and tabulation of results. All groups present the findings of their study to the department. The students are required to submit a copy of the project report to the department. A formative assessment is conducted at the end of the posting in the form of viva-voce.

Phase 2 (6 th semester)

This phase introduces the students of the 6 th semester to various aspects of scientific manuscript writing and provides an opportunity to convert their research projects into publication. The faculty briefs the students on topics ranging from the selection of journals and peer review process to plagiarism and submission to quality journals. The students (group), under the supervision of their faculty guides for the project, prepare the manuscript for publication. Submission to a journal is one of the criteria for formative assessment in this phase.

Competency-based medical education (CBME)

With the introduction of CBME, the research methodology program has been extended to manuscript writing and introduction to systematic reviews being offered as electives to UG medical students in the 3 rd professional year [ Figure 1 ].

Conceptual framework for incorporating research in undergraduate medical education curriculum

Apart from formal training within the curriculum, students are also encouraged to write for extramural grants, the most common being ICMR STS. The university also provides intramural grants for UGs. The University also encourages UG presentations at national and international conferences and provides financial support for attending the conferences.

D ISCUSSION

Traditionally, research is mandatory during post-graduation training in the form of a dissertation as per the MCI.[ 9 ] Research experience gained during UG years allows them to determine an area of interest. From an academic point of view, research postings help students to understand the concepts behind various study designs, formulation of hypotheses, and test them. Studies have shown that research training during under graduation enhances awareness and positive perception toward research.[ 10 , 11 ] NMC also mandates faculty publications in quality journals for promotions in medical schools.[ 12 ] Many countries in the west have research training as an integrated part of the medical curriculum. Undergraduates in medical schools are one of the richest resources for young fertile minds, where the seeds of research can be cultivated. Research is integral for the practice of EBM and clinical problem-solving.[ 13 , 14 ]

C ONCLUSION AND R ECOMMENDATION

Exposure of medical students to research methodology early in medical school can inculcate analytical thinking in them and drive them toward practicing EBM in the later part of their career. Also, UG research projects and publications will help in boosting the research output of the medical college. We recommend the regulatory body make research methodology mandatory not only in postgraduate medical education but also in UG medical education and incorporate it in the curriculum early, to encourage them to develop critical thinking and use evidence for decision-making.

Financial support and sponsorship

Conflicts of interest.

There are no conflicts of interest.

Acknowledgments

We thank the Department of Community Medicine, Kasturba Medical College, Mangalore, and the Manipal Academy of Higher Education for their support of this research and its publication.

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IHL Board approves two new MSU-Meridian healthcare schools

Contact: Sid Salter

MERIDIAN, Miss.—In a bold move toward addressing Mississippi’s critical healthcare personnel shortages by expanding healthcare education, the Board of Trustees of State Institutions of Higher Learning on Thursday [May 16] approved Mississippi State University’s proposal to establish two new schools in downtown Meridian.

Located on the MSU-Meridian Riley Campus where the Master of Physician Assistant Studies degree program is already housed, the College Board approved the School of Health Professions and the School of Nursing.

“I am grateful to the Board of Trustees for recognizing the vital partnership between MSU, the regional medical community and the civic and governmental leadership in Meridian and Lauderdale County that will transform healthcare opportunities and the quality of life throughout our state,” said MSU President Mark E. Keenum. “This is the realization of a vision for this community that will endure and grow.”

The School of Nursing is led by Dean of Nursing Mary Stewart, who has overseen the university’s accelerated Master of Science in Nursing program since last spring.

“The significant step of becoming a School of Nursing aligns Mississippi State University with our colleagues at other IHL institutions in Mississippi,” Stewart said. “A school provides the infrastructure for faculty, student and program growth, leading to better health care for Mississippi.”

The MSN program is the state’s first accelerated, direct-entry nursing program. It received IHL Board approval earlier this year to begin admitting students this August. The program allows college graduates holding non-nursing degrees to enter the nursing profession as candidates for registered nurse licensure. The next steps in approval and national accreditation are scheduled for this fall. The process is pending Southern Association of Colleges and Schools Commission on Colleges approval.

The larger effort to create a thriving health professions campus is essential to growth in the region, said Interim Dean of Health Sciences Harold Jones.

Jones, who recently was appointed to also serve as interim associate vice provost for Health Sciences, is dean emeritus of the School of Health Professions at the University of Alabama at Birmingham.

Jones served as an MSU consultant in drafting the university’s feasibility study and plan to identify and launch its MSN and Health Care Administration programs.

“This is an integrative move that will provide an administrative structure for these programs and future planned programs that will significantly contribute to the number and quality of health care professionals in our state and region,” Jones said. “These are essential, meaningful programs that will have a profound impact on our state.”

MSU-Meridian Administrative Head of Campus Terry Dale Cruse said: “I’m deeply appreciative for the IHL Board’s unwavering support and belief in the vital work our dedicated faculty and staff are undertaking to tackle health care disparities throughout the State of Mississippi. This comprehensive structure builds upon the groundwork we have begun, contributing to future expansion, and ensuring that our efforts will have a profound and lasting impact on our state’s most vulnerable populations.”

For more information on MSU-Meridian’s accelerated Master of Science in Nursing degree program, call 601-696-2277. Visit MSU-Meridian online at  www.meridian.msstate.edu .

Mississippi State University is taking care of what matters. Learn more at  www.msstate.edu .

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Family planning: Get the facts about pregnancy spacing

Pregnancy spacing is an essential part of family planning. Understand the importance of pregnancy spacing and what factors to consider before you conceive again.

Considering having another child? Pregnancy spacing is an essential part of family planning. It can affect more than how close your children are in age. Here's what you need to know.

Why is family planning important?

Knowing whether you do or don't want to have children in the next few years can help you and your partner prepare for conception or choose appropriate contraception.

If you're already parents, family planning takes on new meaning. Having another child will change your family's lives. Are you and your partner ready to take care of a newborn again? How will your other child or children react to sharing your attention with a new baby?

The timing of your pregnancies is important, too. While you and your partner might have preferences about how close in age you'd like your children to be, some research shows that how you space your pregnancies can affect mother and baby.

What are the risks of spacing pregnancies too close together?

Research suggests that beginning a pregnancy within six months of a live birth is associated with an increased risk of:

• Premature birth
• The placenta partially or completely peeling away from the inner wall of the uterus before delivery (placental abruption)
• Low birth weight
• Congenital disorders
• Schizophrenia
• Maternal anemia

In addition, recent research suggests that closely spaced pregnancies might be associated with an increased risk of autism in second-born children. The risk is highest for pregnancies spaced less than 12 months apart.

Closely spaced pregnancies might not give a mother enough time to recover from pregnancy before moving on to the next. For example, pregnancy and breastfeeding can deplete your stores of nutrients, particularly folate. If you become pregnant before replacing those stores, it could affect your health or your baby's health. Inflammation of the genital tract that develops during pregnancy and doesn't completely heal before the next pregnancy could also play a role.

Are there risks associated with spacing pregnancies too far apart?

Some research also suggests that long intervals between pregnancies pose concerns for mothers and babies, such as an increased risk of preeclampsia in people with no history of the condition.

It's not clear why long pregnancy intervals might cause health problems. It's possible that pregnancy improves uterine capacity to promote fetal growth and support, but that over time these beneficial physiological changes disappear.

What's the best interval between pregnancies?

To reduce the risk of pregnancy complications and other health problems, research suggests waiting 18 to 24 months but less than five years after a live birth before attempting your next pregnancy. Balancing concerns about infertility, people older than 35 might consider waiting 12 months before becoming pregnant again.

The risks and recommendations don't apply to couples who have had a miscarriage. If you're healthy and feel ready, there's no need to wait to conceive after a miscarriage.

Choosing when to have another baby is a personal decision. When planning your next pregnancy, you and your partner might consider various factors in addition to the health risks and benefits. Until you make a decision about when to have another child, use a reliable method of birth control.

What else do I need to know about pregnancy spacing?

There's no perfect time to have another baby. Even with careful planning, you can't always control when conception happens. However, discussing reliable birth control options until you are ready to conceive and understanding the possible risks associated with the timing of your pregnancies can help you make an informed decision about when to grow your family.

• Schummers L, et al. Association of short interpregnancy interval with pregnancy outcomes according to maternal age. JAMA Internal Medicine. 2018: doi: 10.1001/jamainternmed.2018.4696.
• Zerbo O, et al. Interpregnancy interval and risk of autism spectrum disorders. Pediatrics. 2015; doi:10.1542/peds.2015-1099.
• Shachar BZ, et al. Interpregnancy interval and obstetrical complications. https://www.uptodate.com/content/search. Accessed Sept. 24, 2019.
• DeFranco EA, et al. Influence of interpregnancy interval on neonatal morbidity. American Journal of Obstetrics & Gynecology. 2015; doi:10.1016/j.ajog.2014.11.017.

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Education Rankings by Country 2024

There is a correlation between a country's educational system quality and its economic status, with developed nations offering higher quality education.

The U.S., despite ranking high in educational system surveys, falls behind in math and science scores compared to many other countries.

Educational system adequacy varies globally, with some countries struggling due to internal conflicts, economic challenges, or underfunded programs.

While education levels vary from country to country, there is a clear correlation between the quality of a country's educational system and its general economic status and overall well-being. In general, developing nations tend to offer their citizens a higher quality of education than the least developed nations do, and fully developed nations offer the best quality of education of all. Education is clearly a vital contributor to any country's overall health.

According to the Global Partnership for Education , education is considered to be a human right and plays a crucial role in human, social, and economic development . Education promotes gender equality, fosters peace, and increases a person's chances of having more and better life and career opportunities.

"Education is the most powerful weapon which you can use to change the world." — Nelson Mandela

The annual Best Countries Report , conducted by US News and World Report, BAV Group, and the Wharton School of the University of Pennsylvania , reserves an entire section for education. The report surveys thousands of people across 78 countries, then ranks those countries based upon the survey's responses. The education portion of the survey compiles scores from three equally-weighted attributes: a well-developed public education system, would consider attending university there, and provides top-quality education. As of 2023, the top ten countries based on education rankings are:

Countries with the Best Educational Systems - 2021 Best Countries Report*

Ironically, despite the United States having the best-surveyed education system on the globe, U.S students consistently score lower in math and science than students from many other countries. According to a Business Insider report in 2018, the U.S. ranked 38th in math scores and 24th in science. Discussions about why the United States' education rankings have fallen by international standards over the past three decades frequently point out that government spending on education has failed to keep up with inflation.

It's also worthwhile to note that while the Best Countries study is certainly respectable, other studies use different methodologies or emphasize different criteria, which often leads to different results. For example, the Global Citizens for Human Rights' annual study measures ten levels of education from early childhood enrollment rates to adult literacy. Its final 2020 rankings look a bit different:

Education Rates of Children Around the World

Most findings and ranking regarding education worldwide involve adult literacy rates and levels of education completed. However, some studies look at current students and their abilities in different subjects.

One of the most-reviewed studies regarding education around the world involved 470,000 fifteen-year-old students. Each student was administered tests in math, science, and reading similar to the SAT or ACT exams (standardized tests used for college admissions in the U.S.) These exam scores were later compiled to determine each country's average score for each of the three subjects. Based on this study, China received the highest scores , followed by Korea, Finland , Hong Kong , Singapore , Canada , New Zealand , Japan , Australia and the Netherlands .

On the down side, there are many nations whose educational systems are considered inadequate. This could be due to internal conflict, economic problems, or underfunded programs. The United Nations Educational, Scientific, and Cultural Organization's Education for All Global Monitoring Report ranks the following countries as having the world's worst educational systems:

Countries with the Lowest Adult Literacy Rates

• Education rankings are sourced from both the annual UN News Best Countries report and the nonprofit organization World Top 20

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Which country ranks first in education?

Which country ranks last in education, frequently asked questions.

• Best Countries for Education - 2023 - US News
• Literacy rate, adult total (% of people ages 15 and above) - World Bank
• World Best Education Systems - Global Citizens for Human Rights
• UNESCO - Global Education Monitoring Reports
• World’s 10 Worst Countries for Education - Global Citizen
• International Education Database - World Top 20

Tyumen State Medical University Russia 2024-25: Admission Process, Courses, Fees, Eligibility, Ranking etc.

Tyumen State Medical University Russia founded in 1963 as Tyumen State Medical Institute had its first rector, Dr. E.A. Zhukov leading from 1963 to 1970. It is located in Tyumen, the administrative center of Tyumen Oblast, Russia. The university offers General Medicine, Pediatrics, Dentistry, Pharmacy, and Higher Nursing Education programs. Additionally, it provides various residency, postgraduate, and vocational education programs. Indian candidates often aspire to pursue an MBBS at Tyumen State Medical University in Russia.

This article provides information about Tyumen State Medical University , Mainly for Indian students, such as faculties, courses offered, admission process, eligibility criteria, Fee structure, ranking etc.

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College Summary

Let us look at the essential details of Tyumen State Medical University Russia .

Affiliation and Recognition

The Tyumen State Medical University Russia is one of the biggest medical universities in Russia, and it is affiliated with and recognized by various Medical Councils such as:

• National Medical Commission of India (NMC).
• World Health Organization (WHO).
• Ministry of Science & Higher Education of the Russian Federation.

Tyumen State Medical University has five faculties on campus. The faculty details are given below.

• General Medicine Faculty
• Pediatric Faculty
• Pharmaceutical Faculty
• Stomatological Faculty
• Nursing Faculty

Courses Offered

Tyumen State Medical University Russia Courses offer quality medical programs under highly qualified faculty and state-of-the-art infrastructure. Tyumen State Medical University is famous for its undergraduate medical programs. If you want more details about the MBBS course .

Why study MBBS at Tyumen State Medical University Russia?

• The Tyumen State Medical University maintains successful relationships with many educational and research institutions in the USA, Germany, Kazakhstan and France, as well as with leading Russian scientific institutes and medical schools.
• Tyumen State University has first-rate and experienced professors providing clinical training in Tyumen.
• There are 60 departments at the Tyumen State Medical University.
• Opportunity for practical experience and exposure to cutting-edge medical technologies.
• Global perspectives gained from experiencing a different healthcare system and culture.
• Affordable tuition fees compared to many other medical universities abroad.
• Access to modern facilities, laboratories, and clinical training centers.
• Tyumen State University works with great professionals, doctors and researchers. That’s why Indian students will be admitted to Russia.

Admission Procedure

If you want admission to Tyumen State Medical University Russia, you must qualify for the National Eligibility Entrance Exam (NEET).

Eligibility Criteria

In this section, all the students check the eligibility criteria of Tyumen State Medical University Russia.

Documents Required

Before taking admission at Tyumen State Medical University Russia, please do not forget to carry all these related documents.

• Passport (Minimum 18 months validity).
• 10th Certificate & Mark sheet.
• 12th Certificate & Mark sheet.
• Birth Certificate.
• 10 passport-size Photographs
• Official Invitation letter from the Medical University of Russia.
• Authorization of all documents from the Ministry of External Affairs, New Delhi.
• Legalization of all documents from the Russian Embassy.
• Bank receipt of 1st Year Tyumen State Medical University tuition fees (required for some universities).
• HIV test documents.

Fee Structure 20024-25

In this section, all the MBBS students get information about the Tyumen State Medical University Fee Structure 2024.

Ranking 2024-25

According to EduRank, the Pacific State Medical University ranking in Russia and all over the world:

About Tyumen City

• Tyumen City is a city in Russia, which is the capital of the Tyumen region. It is the first Russian city in Siberia.
• Tyumen city is located in Western Siberia on the Tura River flowing into the Tobol River.
• The distance of this city from Moscow is 2,081 km. The population of Tyumen city is about 6,97,600, according to the 2015 census, within an area of 235 sq. km.
• Tyumen city is the administrative centre of the Tyumen Region, and it divides Russia into the European and Asian parts.
• Tyumen city is the oil and gas capital of Russia. The city has a variety of religions. The city hosts Orthodox and Catholic mosques, churches, a synagogue, and other religious facilities.
• Tyumen city lies 85m above sea level. The climate in Tyumen city is cold and temperate.

Contact Details

Tyumen State Medical University Russia (TSMU Russia) Address: Ulitsa Odesskaya, 54, Tyumen, Tyumen Oblast, Russia, 625023 Official Website: https://www.tyumsmu.ru/

Frequently Asked Questions (FAQs)

How are the practical facilities at tyumen state medical university russia.

Tyumen State Medical University comprises the Central Research, the Academic Multidisciplinary Clinic, the Research Library, the Practical Skills Center, the Remote Technologies and the Phantom Rooms Center, the Development Laboratory, the Simulation Center, and the Museum of Anatomy, etc.

Can I get a WiFi facility on the hostel campus of the university?

Yes, the hostel campus is fully entitled to WiFi, and students can avail of the internet facility 24×7.

Can students cook their food at the hostel?

Yes, students can prepare their food as each floor has a separate kitchen intended for students to prepare their meals.

What are the facilities provided at the hostels?

The facilities provided at the hostels are accommodation, kitchen and Centralized Room heating, Bedding, Furniture, etc.

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Tyumen State Medical University Russia 2024-25: Admission, Courses, Fees, Eligibility, Ranking etc.

Tyumen State Medical University was founded in the year of 1963 as the Tyumen State Medical Institute. Tyumen State Medical University Russia is located in Tyumen, the largest city in the Tyumen Oblast region of Russia. Tyumen is a vibrant and modern city with a rich cultural heritage. Tyumen State Medical University Russia is Affiliated by the Ministry of Health of the Russian Federation. Many Indian students have a strong desire to pursue an MBBS in Russia.

Tyumen State Medical University of the Ministry of Health of Russia is a highly advanced scientific and educational center that brings together six institutes and two clinics. Tyumen State Medical University has a diverse student body, with over 6,700 students coming from various regions of Russia and 40 different countries. Additionally, the university hosts more than 1,000 foreign students every year.

[Page Index]

College summary.

Let us look at the major details of Tyumen State Medical University Russia .

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Affiliation and Recognition

These are the renowned bodies who’ve given a reputation to the Tyumen State Medical University Russia.

• National Medical Commission of India (NMC).
• World Health Organization (WHO).
• Ministry of Science & Higher Education of the Russian Federation.

The faculties at Tyumen State Medical University Russia differ from one department to another, encompassing various disciplines and specialities.

• General Medicine Faculty
• Pediatric Faculty
• Pharmaceutical Faculty
• Stomatological Faculty
• Nursing Faculty

Courses Offered

Tyumen State Medical University Russia Courses offer quality medical programs under highly qualified faculty and state-of-the-art infrastructure. Tyumen State University is famous for its undergraduate medical programs if you want more details about the MBBS course .

Why study MBBS at Tyumen State Medical University Russia?

• The Tyumen State Medical University maintains successful relationships with many educational and research institutions in the USA, Germany, Kazakhstan and France, as well as with leading Russian scientific institutes and medical schools.
• Tyumen State University has first-rate and experienced professors providing clinical training in Tyumen.
• There are 60 departments at the Tyumen State Medical University.
• The university has an affordable fee structure. Students do not have to take any entrance exams.
• Students also receive hostel facilities and Indian food.

Admission Procedure

If you want admission to Tyumen State Medical University in 2024, you must qualify for the National Eligibility Entrance Exam (NEET) for Indian students.

Eligibility Criteria

In this section, all the students check the eligibility criteria of Tyumen State Medical University Russia.

Graphical Representation of Eligibility Criteria

Documents Required

Before taking admission at Tyumen State Medical University Russia, please do not forget to carry all these related documents.

• Passport (minimum 18-month validity).
• 10th Certificate & Mark sheet.
• 12th Certificate & Mark sheet.
• Birth Certificate.
• Ten passport-size Photographs
• Official Invitation letter from the Medical University of Russia.
• Authorization of all documents from the Ministry of External Affairs, New Delhi.
• Legalization of all documents from the Russian Embassy.
• Bank receipt of 1st-year Tyumen State Medical University tuition fees (required for some universities).
• HIV test documents.

Fee Structure 2024-25

In this section, all the MBBS students get information about the Tyumen State Medical University Fee Structure 2024. Check all the relevant queries regarding fees following this page:  Low fees for MBBS Colleges in Russia .

Ranking 2024-25

According to EduRank, the Tyumen State Medical University ranking in Russia and all over the world:

Advantages of MBBS in Russia

About Tyumen City

• Tyumen City is a city in Russia, which is the capital of the Tyumen region. It is the first Russian city in Siberia.
• Tyumen city is located in Western Siberia on the Tura River, flowing into the Tobol River.
• The distance of this city from Moscow is 2,081 km. The population of Tyumen City is about 6,97,600, according to the 2015 census, within an area of 235 sq. km.
• Tyumen city is the administrative centre of the Tyumen Region, and it divides Russia into the European and Asian parts.
• Tyumen city is the oil and gas capital of Russia. The city has a variety of religions. The city hosts Orthodox and Catholic mosques, churches, a synagogue, and other religious facilities.
• Tyumen city lies 85m above sea level. The climate in Tyumen city is cold and temperate.
• Tyumen is a city that has significant rainfall. The average annual temperature in Tyumen city is 0.9 °C.

Temperature

Contact Details

Tyumen State Medical University Russia (TSMU Russia) Address: Ulitsa Odesskaya, 54, Tyumen, Tyumen Oblast, Russia, 625023 Official Website: https://www.tyumsmu.ru/

Frequently Asked Questions (FAQs)

How are the practical facilities at tyumen state medical university russia.

Tyumen State Medical University comprises the Central Research, the Academic Multidisciplinary Clinic, the Research Library, the Practical Skills Center, the Remote Technologies and the Phantom Rooms Center, the Development Laboratory, the Simulation Center, and the Museum of Anatomy etc.

Can I get a WiFi facility on the hostel campus of the university?

Yes, the hostel campus is fully entitled to WiFi, and students can avail of the internet facility 24/7.

Can students cook their food at the hostel?

Yes, students can prepare their food as each floor has a separate kitchen intended for students to prepare their meals.

What are the facilities provided at the hostels?

The facilities provided at the hostels are accommodation, Kitchen and Centralized Room heating, Bedding, Furniture, etc.

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