摘要:

A survey was made of the medical schools in the United States to obtain a description of the interview process used in the selection of first-year medical students. The following questions were the basis for the study: What is the role of the interview in the selection of medical students? What is the nature of the interview process? How is the interview administered? An 87 percent response rate was obtained. The results indicated that 99 percent of the responding medical schools use interviews in evaluating students for medical school admission, and the interview ranks second only to the grade-point average in importance among four selection factors. The interview is usually in a one to one setting, with each applicant having two separate interviews. All schools use faculty and staff members in interviewing, and usually at least one admissions committee member interviews each applicant. Usually interviews are conducted on the campus of the school. Implications drawn from the results indicate a need for a quantification of methods to incorporate the interview into the selection process.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

It must be acknowledged that a university course in medicine cannot hope to present its students with everything they need to know in order to practice a lifetime's career in the profession. Even were the course years longer, increasing the content of factual knowledge would not equip the graduate for the practice of medicine. In part this is due to the fact that medical knowledge is continually changing or being reevaluated; in addition, facts alone cannot be correlated with practical application, and the process of how to use the facts is an essential part of the study and practice of medicine. It is essential, therefore, that an undergraduate medical course, among other things, teach the students to take responsibility for and to be able to structure their own learning. If the process of continual active learning is fostered during undergraduate days, it may readily be continued by the graduate alone in the absence of his teachers. The curriculum at the new medical school at Newcastle, New South Wales, Australia, is being developed with this priority in view. This paper describes some of the principles underpinning this philosophy and how such principles are being applied.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

In the study reported here, the authors measured the differences between teaching and nonteaching hospitals in case mix complexity and provided some detail concerning the differences. They measured case complexity in a sample of 200 short-term general hospitals by the Resource Need Index (RNI) using a cross-classification of 3,490 case types with weights compiled from patient charges. Median RNI values were moderately higher for teaching than for nonteaching hospitals both for the hospital as a whole and for each clinical service except obstetrics-gynecology. The most resource-intensive case type were relatively more frequent in the teaching hospitals, but the least resource-intensive types were of about equal relative frequency in the two hospital groups. The results show that teaching hospitals could be expected to cost somewhat more per patient even if case mix were the only factor.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

Student participation in research has traditionally been part of the academic program in American medical schools. A survey of student research in 115 U.S. medical schools showed that 74 percent had M.D./Ph.D. programs but that only about 0.6 percent of the students participated in them. Eighty percent had research programs not directed toward a Ph.D.; and although these involved only 6 percent of the students, the enthusiasm of the students for their research experience was very high. The University of Florida has long fostered medical student research. A survey of 1969--1978 participants in the Florida programs yielded a 74 percent endorsement of research as an important, positive educational experience, and nearly all agreed that a research option should be part of the medical school curriculum. Since research provides the students with an intellectually challenging, self-learning experience that they endorse enthusiastically and since there is small student participation, it seems timely to reassess the role of student research in the medical school curriculum.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID