摘要:

Medical school promotions committees tend to depend heavily on departmental evaluations of candidates for promotion. Unfortunately, departments often lack clear promotion guidelines; this results in confused perceptions of promotion criteria. Faculty members and department chairmen do not always see eye to eye. When asked to indicate which activities contributed the most toward achieving promotion to higher academic rank, faculty members in a large midwestern medical school perceived research to be the single most important activity. Departmental chairmen had a broader perception, however, and included research, teaching, patient care, and administration/ service in their list of desirable and essential activities. Faculty members and chairmen differed significantly (p< .01) in their mean ratings on 12 of 69 activities. Such perceptual discrepancies can lead to conflict and disagreement that can be avoided by straightforward explanations of promotion criteria and more clearly defined job descriptions and time allocations.

ISSN:0022-2577    

出版商:OVID    

年代:1982

数据来源: OVID

摘要:

The study reported here assessed the relative utility of premedical gradepoint average (GPA) in distinguishing among prospective medical students and in predicting the medical school performance of accepted applicants. Students from each of two medical classes were grouped into one of four categories depending on the “selectivity” rating of their premedical, undergraduate institution. Group differences were assessed according to premedical GPAs, Science subtest scores of the Medical College Admission Test, medical school course work, and scores on the Part I and Part II examinations of the National Board of Medical Examiners. Results indicated that although the groups differed significantly on premedical GPA (with mean scores from the less competitive undergraduate colleges exceeding those of the most selective schools), on all other dependent measures no significant differences resulted. It was concluded that “raw” premedical GPA is susceptible to a number of extraneous sources of variance that, unless identified and eliminated, negate its effectiveness in assessing individual differences in past academic achievement and in predicting future medical school performance.

ISSN:0022-2577    

出版商:OVID    

年代:1982

数据来源: OVID

摘要:

A test instrument for assessing the preferences medical students display for six value categories—aesthetic, economic, political, religious, social, and theoretical— was developed using a case study approach. The major validation procedures involved the relationship of medical ethics values to general values and the differences of medical ethics values as expressed by six “known groups” of non-medical students. Data from 151 medical students and 274 students representing six groups were analyzed to provide information concerning social desirability, internal consistency, and test-retest reliability. The dominance of the social value category was supportive of research previously reported that physicians consider the social dimension of medical decision-making to be of primary importance. However, because of the dominance of the social value category with all respondents and the weak known group relationships, further study is recommended to define the components of the social value category within the medical ethics domain.

ISSN:0022-2577    

出版商:OVID    

年代:1982

数据来源: OVID

摘要:

Each year more nurses are accepted into medical school. They bring a unique background and an already established philosophy of patient care. Thirty-three nurses currently enrolled in medical school completed questionnaires that focused on their motivation for a career change and their projected specialty preference. Most nurse-medical students were motivated for a career change because of a desire for increased patient responsibility. Most students expressed interest in primary care specialties. There was a close association between employment experience as a nurse and projected specialty preference as a doctor.

ISSN:0022-2577    

出版商:OVID    

年代:1982

数据来源: OVID

摘要:

Objectives, methods of instruction, and evaluation of a preclinical course in decision-making are described in this article. One set of objectives that related to learning to read and write clinical algorithms was taught by having students read a clinical algorithm about a problem, solve a patient management problem about the problem, and write an algorithm. A second set of objectives that related to learning clinical decision analysis was taught by solving problems and discussing them. Three methods used to evaluate three classes showed the following results: large increases in taped interview problem (TIP) scores after learning algorithms, high mean scores on a final examination that tested all course objectives, and high voluntary class attendance. It is concluded that preclinical medical students can be taught cognitive decision-making skills, that the TIP is a promising tool for measuring such skills, and that careful monitoring of a course in clinical decision-making may provide valuable information regarding learning and teaching clinical management.

ISSN:0022-2577    

出版商:OVID    

年代:1982

数据来源: OVID

ISSN:0022-2577    

出版商:OVID    

年代:1982

数据来源: OVID

ISSN:0022-2577    

出版商:OVID    

年代:1982

数据来源: OVID

ISSN:0022-2577    

出版商:OVID    

年代:1982

数据来源: OVID

ISSN:0022-2577    

出版商:OVID    

年代:1982

数据来源: OVID

ISSN:0022-2577    

出版商:OVID    

年代:1982

数据来源: OVID