摘要:

The purpose of the study reported here was to provide descriptive information about dean's letters, which are comprehensive summary letters sent near the end of students' undergraduate medical training by medical school deans to be part of the students' residency applications. Deans of student affairs at 124 U.S. medical schools were surveyed regarding composition of these letters at their institution. They were asked to describe themselves and the letters they write. Responses were received from 87 percent of these schools and provided data on types of information included in the letters, the decision to edit evaluations, student participation in the letter-writing process, use of final summary statements, cost and length of letters, and attitudes toward the development of national letter-writing guidelines. Major findings of the survey show that 97 percent of the writers allocated more space for clinical evaluations than basic science evaluations. Less than 50 percent of the writers included the student's class rank. Almost all included narrative evaluations of the student's performance during the clinical years. Negative information on students was addressed inconsistently by the writers. Eighty-five percent of the writers categorized their students in final summary statements, but many of these failed to provide descriptions of the categories used or explanatory data. The present authors make recommendations for writing more credible and useful letters.

ISSN:0022-2577    

出版商:OVID    

年代:1986

数据来源: OVID

摘要:

The study reported here provides information on National Board of Medical Examiners (NBME) examination policies from all U.S. medical schools (n = 67) that require students to pass the examination. Most of these schools have similar policies on use of a 380 total score as the passing level for the NBME Part I examination, allowing three attempts to pass the examination, interrupting a student's progress into the clinical curriculum upon failure of the examination, officially providing time for preparation for taking the test, and requiring students to pass the Part II examination.

ISSN:0022-2577    

出版商:OVID    

年代:1986

数据来源: OVID

摘要:

The authors used a questionnaire to examine the characteristics of the mental health components of residency training in traditional internal medicine, primary care internal medicine, and family practice. Traditional internal medicine programs relied almost exclusively on the consultation method and inpatient facilities, offered little formal instruction, used the psychiatrist as the primary teacher, and spent considerably less per resident for mental health training than the other programs. Psychologists and social workers as a group were the primary mental health teachers in family medicine residencies. Traditional internal medicine programs emphasized psychophysiological reactions and simple pharmacotherapy, while primary care internal medicine and family practice programs concentrated on life cycle issues, psychosocial awareness, and simple psychosocial management techniques. None of the three types of residencies focused on complex psychiatric disorders or management techniques. The three specialties differed significantly (F = 13, p = .0001) in the total amount of time on average the resident spent in formal mental health instruction. The need for evaluation of the outcome of training is also discussed.

ISSN:0022-2577    

出版商:OVID    

年代:1986

数据来源: OVID

摘要:

In the present study, the authors examined the long-term effectiveness of a course for residents on how to teach students, patients, and peers. Residents of various specialties attended a mandatory short course on clinical teaching skills in the middle of their first year of postgraduate medical training. Three types of evaluation data were collected at three times during a two-year period: self-ratings by the residents, questionnaires completed by the residents, and ratings completed by students taught by the residents. Complete data for 18 residents indicated that the residents rated their teaching skills significantly higher after the course (at the end of both the first year and the second year) than before it. At the end of the second year, 94 percent of the residents stated that the course was helpful, 67 percent could recall and explain specific principles of teaching, and 61 percent reported using principles from the course in their teaching. Students' ratings of these 18 residents were too scanty to be interpreted validly. The study suggests that residents of varying specialties can profit from an introductory course on teaching skills and that the effects endure for at least one and a half years.

ISSN:0022-2577    

出版商:OVID    

年代:1986

数据来源: OVID

摘要:

Three models for continuing professional education (CPE) are described: an education model, which reflects the mainstream of CPE practice and focuses on educational objectives, teaching methods, organization of educational experiences, and assessment; a social change model, which considers the total environment in which CPE occurs; and a problem-based model, which focuses on the professional context and order of complexity of professional problems. Each model is described, and its strengths and drawbacks as applied to continuing medical education are discussed.

ISSN:0022-2577    

出版商:OVID    

年代:1986

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1986

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1986

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1986

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1986

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1986

数据来源: OVID