摘要:

A retrospective review is reported of progress in academic pathology since 1974, when the Association of Pathology Chairmen undertook a Delphi study of pathology chairmen's expectations and desires for the future. In the authors' view, the Delphi study was useful in alerting academic pathologists to some important opportunities and in coalescing activities toward achievement of important goals. A second study to involve a broader community of pathologists is suggested.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

This paper describes an ecosystem approach to the management of dysfunctional stress in a medical education setting. An assessment of the student-perceived environment was conducted in three phases: (a) brainstorming to identify potential sources of stress; (b) design and use of the Medical School Environmental Stress Inventory (MSESI) to measure student-reported stress; and (c) follow-up interviews to validate these findings and to identify specific factors contributing to the stressful situations, consequences resulting from the stress, coping strategies used, potential solutions to the stressful situations, and aspects of the environment perceived as supportive. Students described the major stressors as information-input overload, short-age of time, inadequate feedback regarding performance, and poor quality of interpersonal relationships. The authors, committed to an action-research model, used the results to design appropriate interventions.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

Faculty evaluation of the clinical performance of medical students and residents is a great responsibility. However, many faculty members are reluctant to fulfill this responsibility with complete candor because of the fear of legal liability and lawsuits by dissatisfied students. This article examines current methods and uses of evaluation and problems created when they are incomplete or disingenuous. Legal issues arising in this process are then discussed, with emphasis upon the Supreme Court's 1978 Horowitz decision. Finally, the substantive and procedural implications of Horowitz for faculty practice are explained. It is argued that the law permits and encourages full and honest faculty evaluation of clinical performance.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

The study assessed the effects of matching, or mismatching, third-year medical students by cognitive style and instructional mode. At the beginning of each of four rotations of the third-year surgery clerkship, all students (n = 245) were administered the Group Embedded Figures Test and then classified as either field-independent or field-dependent. The students in rotations one to three (n = 180) were randomly assigned to either a highly structured sequence or to an unstructured sequence on colorectal cancer, and in the fourth rotation all students (n = 65) took the colorectal cancer self-instructional sequence currently in use. Following the instructional period, the students were administered an inventory of instruction, a simulation game, and a multiple-choice posttest of the content. Results showed few effects favoring matching cognitive style with instructional materials. Implications for highly motivated, high-achieving students were discussed.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

Medical students' interpersonal and communication skills were assessed over the course of their first two years of medical training. During the first year, students participated in a nine-week course designed to develop effective interviewing skills. On the average, students improved significantly on two standardized measures of communication and discrimination skills as a result of this training. Upon completion of this course, the students conducted a videotaped interview with “screened patients,” persons trained in interviewing skills. Evaluation of these videotapes indicated a level of performance commensurate with performance on the written measures. A similar interview was conducted about one year after the first “screened patient” interview to assess retention of these skills. Results of the first and second video analyses indicated a significant decline in student process-oriented skills. These findings indicate that effective interviewing and communication skills can be not only learned but also forgotten.

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:

The faculty of the Department of Medicine at the University of Hawaii John A. Burns School of Medicine defines M.D.-level competence as the capability of undertaking the first day of a primary care internship. The implementation of a clinical clerkship in internal medicine that was flexible in time required that a new evaluation program be developed to assess the progress of students toward defined end points of competence. The four measures used are an objective test of basic medical knowledge, simulations to assess intellectual skills in problem-solving, a clinical skills examination with written standards to help the evaluator make discriminations between levels of performance, and a criterion-referenced rating scale to assess professional habits and attitudes. The progress of the classes of 1979 and 1980 toward achievement of predetermined levels of mastery is presented.

ISSN:0022-2577    

出版商:OVID    

年代:1981

数据来源: OVID

摘要:

A study of student attitudes toward learning and their responses to instructional variables during clinical teaching suggests that a students' motivation to learn can be significantly enhanced by attention to the context in which instruction occurs. Beginning from the premises that the primary goal of teaching should be the encouragement of the learning process rather than the transmission of knowledge and that learning will be encouraged to the extent that it is consistent with the student's personal interests provides a foundation upon which a highly motivating curriculum can be constructed. This approach has specific implications for the design of psychiatry clerkships and in particular for the concepts of relevance, responsibility, and assessment in the clerkship setting.

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