One of the goals of evidence-based medical education is to familiarize future health care practitioners with the scientific method so they can interpret scholarly literature and communicate appropriately with patients. However, many students lack the skills necessary to conduct research themselves. We describe a preclinical elective course designed to equip students with these skills through workshops, mentorship, and research experience.
 
  Through an application process, we selected first-year medical (M1) students who expressed interest in conducting basic, translational, or clinical research. Throughout the yearlong curriculum, students attended a series of 10 1-hour workshops to learn the skills necessary to engage in research. Additionally, each student was paired with a peer mentor. As their final project, students completed a specific aims page based on their projected research study.
 
  Over the course of 3 years, 96% of students secured a research position for the summer following M1, and 36% secured positions at external institutions with nationally competitive funding, compared to 10% of their peers who did not participate in the elective. Of students, 80% indicated that this elective helped them find and secure these research positions, and 75% of students reported that they learned valuable skills not taught in their medical curriculum.
 
  Participation in a preclinical research elective can provide immediate value in the form of research skills with the prospect of stimulating a lifelong interest in scientific inquiry. Our curriculum was delivered in a medical school setting, however it is applicable to any health care professional school.
 Participation in a preclinical research elective can provide immediate value in the form of research skills with the prospect of stimulating a lifelong interest in scientific inquiry. Our curriculum was delivered in a medical school setting, however it is applicable to any health care professional school.
  Tuberculosis (TB) remains a major public health concern worldwide. It is important to provide high-quality instructional sessions to students about the pathogenesis and risk factors of TB, as medical students are likely to encounter TB infections in clinical practice.
 
  We describe an interactive instructional session integrating immunology and microbiology concepts of 
  infection that was presented to first-year medical students in their respiratory organ systems course. The session included a pretest primer followed by a brief review of mucosal immunity with an emphasis on the respiratory system. Using an online collaborative application, learners created a study guide on a shared spreadsheet while faculty provided real-time feedback. Following the cloud-based portion, faculty presented interactive lectures using student-created content. The session concluded with a formative posttest. We evaluated the session with responses to an optional student survey.
 
  One hundred fourteen students (37% male and 63% female) completed the survey across 4 years from 2016 to 2019. The session received high student satisfaction ratings across five questions, with 83% of students indicating they were slightly satisfied to strongly satisfied. The students had an absolute increase in their scores of 31% on the posttest as compared to the pretest mean (
  < .001).
 
  We developed an interactive TB instructional session that integrates disciplines, contains real-time instructor feedback, and promotes teamwork in a large class setting. The session allows medical students to learn content and create their own study guide using online collaboration technology.
 We developed an interactive TB instructional session that integrates disciplines, contains real-time instructor feedback, and promotes teamwork in a large class setting. The session allows medical students to learn content and create their own study guide using online collaboration technology.
  Patients' hospital experiences can be adversely affected by clinicians' negative behaviors. Simple positive behaviors, however, can have a dramatic impact on patient-clinician relationships. Medical students starting clinical training are ideal educational targets for learning good behavioral habits that promote kind, compassionate care.
 
  We developed the Kind Care Bundle, a collection of concrete verbal and nonverbal behaviors for showing compassion in patient interactions. The curriculum was taught in 3-hour small-group interactive sessions to first-year students. Students reflected on personal experiences of compassionate care and role-played the use of the Kind Care Bundle. In pairs, students interviewed patients about their experiences of kind, compassionate care while practicing the Kind Care Bundle. Students completed a postsession evaluation with Likert scales and free-text responses.
 
  Thirty-seven of 40 students (92%) completed postsession evaluation forms. Session organization was considered excm impact on students' behavior and on their personal and professional development requires further study.The following fictional case is intended as a learning tool within the Pathology Competencies for Medical Education (PCME), a set of national standards for teaching pathology.  https://www.selleckchem.com/products/azd0156-azd-0156.html  These are divided into three basic competencies Disease Mechanisms and Processes, Organ System Pathology, and Diagnostic Medicine and Therapeutic Pathology. For additional information, and a full list of learning objectives for all three competencies, see http//journals.sagepub.com/doi/10.1177/2374289517715040.1.The following fictional case is intended as a learning tool within the Pathology Competencies for Medical Education (PCME), a set of national standards for teaching pathology. These are divided into three basic competencies Disease Mechanisms and Processes, Organ System Pathology, and Diagnostic Medicine and Therapeutic Pathology. For additional information, and a full list of learning objectives for all three competencies, see http//journals.sagepub.com/doi/10.1177/2374289517715040.1.The following fictional case is intended as a learning tool within the Pathology Competencies for Medical Education (PCME), a set of national standards for teaching pathology. These are divided into three basic competencies Disease Mechanisms and Processes, Organ System Pathology, and Diagnostic Medicine and Therapeutic Pathology. For additional information, and a full list of learning objectives for all three competencies, see http//journals.sagepub.com/doi/10.1177/2374289517715040.1.