摘要:

SUMMARYAlthough otolaryngology represents up to 20% of the workload of general practitioners, the time allocated in the undergraduate medical curriculum to clinical teaching of ENT disorders is disproportionately small. Many GPs have indicated a desire for further training in ENT, particularly in small groups. This study was carried out on a group of 27 GPs who wished to revise their diagnostic skills in otoscopy by attending a 2–hour teaching session on basic examination of the ear and the recognition and management of common otological conditions. The GPs' skill in otoscopy before and after the course was assessed subjectively by means of a self‐administered questionnaire and scored objectively by ENT surgeons. Aspects of otoscopy chosen for assessment were technique of examination of the external ear, choosing correct speculum size, techniques of holding the otoscope and pinna, tympanic membrane description and diagnostic ability. An improvement between the objective pre‐ and post‐workshop scores was found for assessment of the external ear, choice of speculum size, description of the tympanic membrane and diagnostic ability. No significant differences in the pre‐ and post‐workshop scores was found for the techniques of holding the otoscope or holding the pinna. The majority of the GPs found the workshop beneficial. Postgraduate teaching of specialist diagnostic skills such as otoscopy to GPs is useful. An improvement in such skills should enable the GPs to manage ENT problems more confidently and refer patients appropriately to the ENT

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00833.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYAn impact evaluation was undertaken to ascertain the effects of starting a Master's programme in Primary and Community Care in the University of Sheffield Department of General Practice in terms of workload, use of resources, opportunity costs and general experiences of staff members. Total staff estimates of additional workload amounted to 2758 h during the first year of the course, of which the greater part fell upon the core staff (the course director and the administrative secretary). Staff reported opportunity costs in terms of time devoted to research. Core staff reported additional responsibility, and concomitantly, increased stress. Staff also reported that the introduction of the course had provided opportunities to develop new skills and new knowledge bases, and considered that the presence of postgraduates within the department had given it a ‘lift’ and raised academic standa

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00834.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThe objective of this study was to determine if there is a relationship between the learning preferences and personality types of residents in paediatrics. As part of a study to teach residents in paediatrics how to teach, the authors administered the Learning Preference Inventory (LPI) and Fundamental Interpersonal Relationship Orientation (FIRO‐B) instruments to 55 residents in paediatrics at all three levels of training. The instruments provided data that were used to provide feedback to residents on their learning preferences and interaction styles, as well as how these factors might affect teaching and learning in the clinical setting. The Pearson correlation coefficient was used to determine relationships between the LPI and the FIRO‐B. Fifty‐two of the 55 residents (95%) completed the instruments. The results revealed that residents' learning preferences were significantly related to their personality types. For example, residents with high inclusion and affection scores on the FIRO‐B preferred learning with others, which was significantly related to their high interpersonal scores on the LPI. Residents with low inclusion and affection scores were more likely to prefer independent learning (high individual and student‐structured scores on the LPI) and abstract learning at statistically significant levels. The scores obtained by residents in paediatrics on the LPI were strongly correlated with those obtained on the FIRO‐B. These data may have important implications for the way in which staff recruit, counsel and teach residents. The fact that the LPI is easy to administer and does not purport to measure personality styles makes it an acceptable educational tool that can be used in many areas

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00835.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00836.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00837.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID