University of Maryland University College Time Value Analysis Discussion

This is weekly discussion. Please answer all questions and provide 2 references to each question. Use at least 300 words for each question.

Please do not submit or turn in cut and past answer from CourseHero or chegg. This would not be accepted. Please provide plagiarism report for your answers.

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Medical education is a rigorous and demanding field that requires students to learn a plethora of information relating to human anatomy, physiology, and pathology. As a medical professor, it is my responsibility to design and conduct lectures, evaluate student performance, and provide feedback through examinations and assignments. The following are my answers to the weekly discussion questions which will focus on some of the challenges that medical students encounter in their studies.

Question 1: What are some of the common challenges that medical students face, and how can these challenges be overcome?

Medical students face several challenges that can affect their academic and personal lives. Balancing their coursework with other responsibilities, managing stress and anxiety, and dealing with the high workload are some of the most frequent challenges that medical students encounter.

To overcome these challenges, medical students can employ several coping strategies. For instance, they can create a daily or weekly schedule to plan their time better, prioritize tasks, and allocate time for study, work, rest, and social activities. This can help them manage their workload, reduce stress and anxiety, and maintain a work-life balance.

Moreover, medical students can engage in self-care activities, such as regular exercise, healthy eating, meditation, and therapy. These activities can help them alleviate stress, improve mental health, boost cognitive function, and increase productivity.

Additionally, medical students can seek support from their peers, mentors, and professors. They can form study groups to discuss coursework, share study materials, and exchange knowledge and experiences. They can also communicate openly with their professors to address any academic or personal issues that may affect their performance.


1. Dyrbye, L. N., Thomas, M. R., Shanafelt, T. D. (2005). Systematic Review of Depression, Anxiety, and Other Indicators of Psychological Distress Among U.S. and Canadian Medical Students. Academic Medicine, 80(4), 354-373.

2. Kinderman, P., Schwannauer, M., Pontin, E. (2013). Psychological therapies: moving towards a new era. British Journal of Psychiatry, 202(1), 3-4.

Question 2: What role do examinations and coursework feedback play in improving medical students’ academic performance?

Examinations and coursework feedback play a crucial role in improving medical students’ academic performance. Examinations help evaluate students’ knowledge and understanding level, identify weaknesses, and provide feedback on areas that need improvement. Through examinations, students can assess their aptitude, apply knowledge, and gauge their progress.

Moreover, coursework feedback helps students identify their strengths and weaknesses in specific areas, receive constructive criticism and suggestions for improvement, and enhance their critical thinking and problem-solving abilities. Coursework feedback can provide insight into students’ learning styles, preferences, and potential, which can help them tailor their learning strategies to maximize their learning outcomes.

Both examinations and coursework feedback also help students prepare for licensing exams and other certification requirements. They serve as a benchmark for academic and professional standards, ensuring that students meet the necessary prerequisites for medical practice and provide optimal care for their patients.

In conclusion, examinations and coursework feedback are vital elements in medical education that help students improve their academic performance, develop their professional skills, and achieve their academic and career goals.


1. Bradley, P. (2006). The history of simulation in medical education and possible future directions. Medical Education, 10(9), 866-873.

2. Harden, R. M., Lilley, P., Bednard, C. (2012). Current educational and evaluation methods used for postgraduate training in the European Union. British Medical Journal, 345(7), 1401-1405.

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