The following new pre-prints are now online:
LISS Plating of a Distal Femoral Fracture
Michael Weaver, MD
Clinical Instructor, Harvard Medical School Dept. of Orthopedic Surgery, Brigham and Women’s Hospital
Whipple Procedure for Carcinoma of the Pancreas (Part 2)
Martin Goodman, MD
Dept of Surgery, Tufts University School of Medicine
(Part 1 is available here)
These come after the recent pre-prints, which include: Continue reading PREPRINTS RELEASE: LISS Plating, Part 2 of Whipple for Carcinoma
“As a UC Davis Plastic Surgery resident, we often learn about new aesthetic and reconstructive procedures and the best ways to learn are with visual resources. Standard anatomy atlases and surgical textbooks are useful, but in the end do not provide that application to the OR short of direct, one-on-one instruction from a board-certified surgeon. The Journal of Medical Insight fills a void in our compendium of resources.” 
“I’m a medical student who is going into general surgery. I love the format of the videos and the narrative you receive from respected surgeons in their fields. It feels like you are in the OR watching every step but with multiple angles to give you the best view of the procedure.”
“I like your databank and feel that instructional videos that are easy to pull up are a great way to review anatomy and think about surgery before the surgery happens. You have an impressive list of subscribers.”
As an aspiring orthopedic surgeon; my intention in this post is to share a bit about my experiences as a medical student and to articulate the role that JoMI plays in my advancement.
Click here
“If you’re a medical student like me, choosing a specialty is a hard thing to do. This is especially true for surgical specialties where it’s hard to quickly see what different surgeries are like without spending at least a 2-week block shadowing. So I went to Google to search for a video of a surgery I was interested in: 
Massachusetts General Hospital Partners With JoMI To Film And Publish Top Surgeries For Online Medical Journal.
I am a medical student, and I do not attend lectures. Given the sheer volume of information medical students are expected to learn (or memorize for examination purposes), attending a lecture can be very inefficient. Obviously, not all students share my habits, but anecdotal evidence (of my peers in medical programs across North America) suggests that a significant proportion of students (if given the option) do not attend lectures in person. Most students read the instructor’s slides (to become familiar with the learning objectives, again for examination purposes), and listen to audio or video recordings of the lectures (often at 2x normal playback speed) in the weeks leading up to an exam.