ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1989.tb00875.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: OVID

摘要:

Summary.The career aspirations of doctors who qualified from a UK medical school were examined in relation to firmness of career choice and marital and family circumstances 1 year and 7 years after qualification. Although there was greater certainty of career choice amongst all doctors, the women were consistently less likely to be certain than the men. The men were more likely than the women to be married (and more likely to have children). The main differences in patterns of career choice were the greater popularity of medicine and surgery among the men and of general practice and community medicine among the women. The most plausible explanation for these differences is the different marital and family pressures experienced by men and women.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1989.tb00876.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: OVID

摘要:

Summary.Applicants for admission to St Mary's Hospital Medical School in 1986 were short‐listed for interview by one of four assessors, who each made their assessments on a nine‐itempro forma.One short‐lister had also been studied in detail during 1981. Short‐listers used the full range of possible judgements, in approximately the proportions requested. Only minor differences were found between them in the mean and range of their judgements, suggesting that similarity of standards can be maintained while using a number of separate short‐listers. A confirmatory factor analysis of individual short‐listers' judgements showed that all were extracting three separate factors, named ‘Academic ability’, ‘Interests’ and ‘Contribution to community’, although the less experienced short‐listers differentiated these items less well than the more experienced. The short‐lister assessed in 1981 and 1986 had retained an almost identical factor struc

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1989.tb00877.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: OVID

摘要:

Summary.One in eight Universities Central Council on Admissions (UCCA) applications for admission to St Mary's Hospital Medical School in 1986 were in due course recirculated to the four short‐listers, being seen again either by the same short‐lister or by another short‐lister. Intrarater reliabilities were high, not only for measures of educational achievement, but also for the more subjective assessments. Interrater reliabilities were more variable, being very high for educational achievement, but rather lower for the more subjective items, and being lowest for the assessment of ‘Interests’, suggesting divergence between short‐listers' perceptions of the terms. Nevertheless, all reliabilities were sufficiently high to justify the continued use of these criteria durin

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1989.tb00878.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: OVID

摘要:

Summary.A survey conducted among convenors of sociology courses in British medical schools showed a wide variation in course length, with two medical schools having no course, and two schools providing over 60 hours per year. A mean length of 32 hours was found, but there was considerable variation by region. London schools had a mean of 38.5 hours, compared with 40.5 hours in Scotland, and 22.3 hours in English provincial and Welsh schools. The latter group demonstrated a strong correlation between length of time the course had existed and the hours of tuition provided (r= 0.74,P= 0.007). No correlation was found at a significant level for London or Scottish courses. It is concluded that the London University edict making sociology compulsory in the medical curriculum has ensured a reasonable level of provision. Outside London, no such pressure has been available, and sociology has been squeezed as more subjects vie for curriculum time. Attitudes of non‐sociology staff are reviewed and found to be predominantly negative. The recent report of the General Medical Council is noted, and it is suggested that the need for such a lobbyist outside London is necessary to ensure sociology attains a more secure and substantial place in the medical curriculu

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1989.tb00879.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: OVID

摘要:

Summary.The purpose of this study was to examine the similarities and differences in what students and instructors perceive to be the importance, and instructor use of, representative effective clinical teaching skills noted in the literature. Teaching staff members (n= 74) and students (n= 96) in three successive quarters in a required clerkship in paediatrics completed parallel forms of a clinical teaching survey. Providing feedback and positive reinforcement, showing personal interest in students, communicating knowledge and learning objectives effectively, motivating students, exhibiting knowledge of current practice and physical diagnosis, and spending time reviewing histories and demonstrating and supervising physical examinations were all thought to be important by both students and teaching staff members. Both students and instructors, however, perceived history/physical examination skills to be somewhat less important than the other clinical teaching skills, although instructors believed this skill to be significantly more important than did students. In general there was a great deal of consistency and reliability among student and instructor perceptions of the importance of these representative effective clinical teaching skills. In contrast, teaching staff members consistently believed they used each skill significantly more than students judged they did. Not surprisingly, the more important that teaching staff members believed each skill to be, the more they reported using that skill in their own teaching. These findings suggest that it is important for clinical instructors to be vigilant in assessing the effectiveness of their teaching methods.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1989.tb00880.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: OVID

摘要:

Summary.The objective of the research was to evaluate the short‐ and long‐term effectiveness of teaching medical students interviewing skills. Methods of teaching communication skills included a workshop for clinical instructors, as an indirect approach, a workshop for medical students, as a direct approach, and a combination of both. Results demonstrated that in order to stimulate medical students to use supporting‐interview skills, they themselves should participate in an interpersonal skills workshop. Being taught these skills by teachers who have participated in the workshop does not have the same positive e

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1989.tb00881.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: OVID

摘要:

Summary.A method is described of teaching medical students aspects of psychiatry related to their work with physically ill patients. The teaching requires few resources and focuses on a limited number of educational objectives centred on the acquisition of knowledge of psychiatry relevant to medical practice. The course comprised eight weekly one‐hour seminars held during the first clinical year attachment to medical firms, prior to the students' psychiatry attachments. Clinically based, traditional ‘bedside’ teaching was used, involving patients known to the students. In a preliminary analysis of the effects of the teaching, students who had participated in the seminars scored significantly better on a test of liaison psychiatry knowledge than a matched group who had not experienced the c

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1989.tb00882.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: OVID

摘要:

Summary.A clerkship programme in general surgery is described whereby students acquire factual knowledge about disease entities through independent learning rather than through formal teaching. The objectives of the programme are to promote problem‐solving skills. It consists of clinical work (patient work‐up, clinical rounds, participation in the activities in the operating room, out‐patient clinic and emergency room) and of small‐group tutorial sessions. The described programme has met with approval and satisfaction from both students and teachers. There were no significant differences in the average grades on the written and oral final examinations between the graduates of this clerkship programme and those of a traditional one. Independent learning and problem‐solving instruction, which have been adopted by some medical schools in the preclinical phase of the curriculum, can be effectively implemented during the clinical phas

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1989.tb00883.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: OVID

摘要:

Summary.Using eight different physical examination or technical stations, 400 examinations were conducted to evaluate the effectiveness of immediate feedback during the Objective Structured Clinical Examination (OSCE). The test group comprised 50 medical students who underwent a standard 4‐minute examination followed by 2 minutes of feedback. Immediately following feedback the students repeated an identical 4‐minute examination scored by the same examiners. The control group consisted of 50 students from the same class who underwent an identical testing sequence, but instead of receiving feedback, they were instructed to continue their examinations for an additional 2 minutes before repeating the stations. Simple repetition of the task did not significantly improve score (mean increase 2.0%, NS). Extending the testing period from 4 to 6 minutes resulted in a small but significant increase in score (mean 6.7%,P<0.001). However, there was a much larger increase in the scores obtained following 2 minutes of immediate feedback compared to pre‐feedback performance (mean 26.3%,P<0.0001). The majority of students and examiners felt that feedback, as administered in this study, was valuable both as a learning and teaching experience. Short periods of immediate feedback during an OSCE are practical and can improve competency in the performance of criterion‐based tasks, at least over the short term. In addition, such feedback provides students with valuable self‐assessment that may stimulate further

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1989.tb00884.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: OVID