摘要:

SUMMARYThis action research project developed a portfolio‐based learning system, based around a ‘log diary’, with the trainers and general practitioner registrars of one training region in the UK. For those that found benefit from the system, the diary became an important way of holding all the events of a training year together; a way of looking back, in order to view the progress made, and looking forward, to view potential learning needs. Such portfolios were not found to be effective formal assessment mechanisms because the threat of assessment influenced the type of material collected. The enthusiasm of trainers was crucial in encouraging use of the model. The action research process was fundamental in stimulating exploration of ideas on reflective learning. There remains some resistance to the idea of reflective writing, and in this context, portfolios may be one educational tool for use by some, but which may not be universally applicable. Their development and implementation requires considerable local support through facilit

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00733.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThe Leeds Undergraduate Medical Education Conference (LUMEC) was held on 7–8 July 1995. This conference, devoted entirely to undergraduate medical education, was unique in that it was organized entirely by four medical students. It attracted a wide and enthusiastic audience and excellent speakers. Professor Charles George (Chairman, Education Committee, General Medical Council) spoke aboutTomorrow's Doctors, Dr Mark Bailey (Part‐chairman, Medical Students' Committee of the British Medical Association) responded with ‘Today's Students onTomorrow's Doctors’, and Dr Fleur Fisher (Ethics, Science and Information Division, British Medical Association) focused on the central place of ethics and communication skills in medicine. Professor Sam Leinster (Director of Medical Studies, Liverpool University) and Professor Tim de Dombal (Director, Clinical Information Science Unit, Leeds University) debated the need for new technology and radical change in the curriculum. Finally, Dr Stella Lowry (International Divislon, British Medical Association) considered the assessment of staff and Mrs Joy Crosby (Curriculum Facilitator, Dundee Medical School) discussed the assessment of students. Discussions focused on a variety of areas, including the need for change, the control of the money available for leaching and the problems of ass

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00734.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID