摘要:

The advantages of a formal grading system in assessing a student's capability to practice medicine remain controversial. Students prefer the pass/fail method, while faculty lean toward the traditional approach. The efficacy of a modified pass/fail grading system in detecting superior academic achievement, as well as in predicting house staff performance, was evaluated. Mean scores on the examinations of the National Board of Medical Examiners of students selected fo Alpha Omega Alpha were significantly higher than those of other students, although the faculty was unaware of these results when selecting candidates. Chairmen in institutions where 125 students had served their first graduate year of training felt that 85 percent of the dean's letters summarizing the student's academic performance over a three-year period accurately indicated subsequent performance on the house staff. These results suggest that a modified pass/fail grading system can detect superior students as well as provide relevant information with respect to subsequent performance as a physician.

ISSN:0022-2577    

出版商:OVID    

年代:1975

数据来源: OVID

摘要:

Factor analysis of medical student ratings of basic science instruction yielded three dimensions of student perception of instruction: faculty-student rapport, outside work, and aspects of student comprehension. While these factors are similar to those identified in other studies, they differ in respects probably reflecting differences between medical students and other students and differences in questionnaire design.

ISSN:0022-2577    

出版商:OVID    

年代:1975

数据来源: OVID

摘要:

A judgment of the relevance of nine basic sciences courses was tested by the pair comparison method. The test groups consisted of first-, second-, third-, and fourth-year medical students; interns and residents; basic sciences faculty; and clinical faculty. The data obtained from all groups proved to be consistent. Three strata of relevance were detected. Physiology, pathology, and pharmacology comprised the stratum of maximum relevance. The anatomy sciences (gross anatomy, histology, cell biology, and embryology) formed a stratum of lowest relevancy. The comparative relevancy of biochemisty and microbiology fell between the two extremes. Two approaches for making the anatomy disciplines more relevant are discussed.

ISSN:0022-2577    

出版商:OVID    

年代:1975

数据来源: OVID

摘要:

Using personality measures, the author examined Physician's Associate Program applicants at the Duke University School of Medicine, comparing male and female applicants and the outcome for these applicants in terms of acceptance into paramedical training. The perecentage of women accepted into training was similar to the percentage who applied for training. However, women invited for interview were more aggressive, autonomous, impulsive, playful, and flexible than the males invited to interview, suggesting self-selection by women in applying for paramedical training. Women accepted for training were more “feminine” in the conventional sense, and bias against female applicants less accepting of social mores and the traditional female role was revealed. The implications of these findings are discussed.

ISSN:0022-2577    

出版商:OVID    

年代:1975

数据来源: OVID

摘要:

An audio-based method of instruction on the topic of diuretic drugs was compared with the lecture method using a random sample of 66 sophomore medical students. A cognitive test given to measure achievement as a result of the two treatments showed that the average score of 80 percent for the audio group was significantly higher (p smaller than 0.25) than the 75 percent for the lecture group. A comparison of the lowest quartile scores in each group revealed that the audio-based group also scored higher 13 points, p smaller than .05) than the lecture group; however, no difference was noted in the upper three quartile scores of the two groups. The amount of time spent studying did not appear to be a factor. A second test given to meausre attitudes toward the audio method showed strong positive views among students.

ISSN:0022-2577    

出版商:OVID    

年代:1975

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1975

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1975

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1975

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1975

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1975

数据来源: OVID