ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00415.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.Information uptake during a formal lecture was evaluated using a sample of 43 second‐year medical students to whom a topic on human developmental anatomy was presented.The sample was divided into two groups: Blue (group B) (21 students) and Red (group R) (22 students). Prior to the lecture, a pre‐test of 20 multiple choice questions was administered to each group. The lecture was then delivered over 50 minutes. Both in its preparation and presentation, the lecture conformed to the principles of programmed instruction. After a 10‐minute students' question‐and‐answer session, a post‐test was served. For group B, this was group R's pretest while group R, in turn, received group B's pre‐test. No question in the pre‐test was repeated in the post‐test.Intergroup comparisons of pre‐test scores and of post‐test scores revealed non‐significant differences (P>0.05), thus confirming that the pre‐and the post‐tests were of comparable difficulty. In each group, the mean post‐test score was significantly higher than the pre‐test score (P<0.001). The pooled scores indicated that the percentage mastery of material presented during the lecture increased from ‐1.8% to 58.4%.These results demonstrate that significant learning can occur during a lecture prepared and delivered in accordance

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00416.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.A significant minority of medical and dental students fail their undergraduate courses. Early warning systems (EWSs) have been developed in some areas of higher education to predict ‘at‐risk’ students at an early remedial stage. An attempt is made to develop an EWS to predict failure in the bacteriology component of the Batchelor of Dental Surgery course at Manchester Dental School. A system based on class tests and previous end‐of‐year performance is derived which is used to predict those students likely to fail or fall in the bottom 20–25% in their finals examination. The predictors are combined by a simple equal weights method, which is found to have the same predictive power as using multiple regression. Failure was correctly predicted in 60% of cases, at the expense of 71% false alarms. The high number of false alarms reflects the low failure rate rather than the lack of predictive information. The need for effective cross‐validation of EWSs is discussed; many previous studies have not been tested on ind

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00417.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.Medical students are allocated little curriculum time for exposure to expert systems.esta, a computer model of an expert system, was developed to make best use of this time. The nature of the students' interaction withestais described, and their reactions to the expert system concepts and the place of expert systems in medicine are presented. A discussion of these reactions draws some conclusions about teaching expert systems in particular, and computers in general, in the basic medical course.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00418.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.The purpose of this study was to assess the degree of consistency in student ratings of teacher effectiveness during the first year of medical school. Student ratings of teaching effectiveness represent a commonly used source of information that enters into the academic decision‐making process. In medical school, student evaluations often represent a major source of information that is used in promotion and tenure decisions. It is essential that the precision of such ratings be ascertained so that decision‐makers will know how much confidence to place in this source of information on teaching effectiveness. In this study, each member of a first‐year medical school class was randomly assigned a two‐digit identification number at the beginning of the spring semester, 1986. As the semester progressed students were asked to evaluate each fulltime teacher in three major courses. Multiple instructors were utilized in each course (n = 10). Each teacher was evaluated immediately after lectures during the first (T1) and second (T2) halves of the course. Students evaluated the teacher a third time (T3) as part of the end‐of‐semester overall course evaluation. The teachers were evaluated on a short eight‐item Likert‐type scale that identified several key indicators of effective teaching. Students attached their anonymous identification numbers to individual ratings so that their responses could be matched in the analysis. The results indicate that medical students are only moderately consistent in the extent to which they evaluate teachers. This inconsistency varied by course and by instructors within courses. Student perceptions of teaching effectiveness changed over the course of the semester, although the extent and direction of change varied by course. The results highlight a major difficulty in using end‐of‐semester student evaluations as a factor in academic decision‐making. Student ratings of effectiveness may vary considerably from one time period to another and may be influenced by many different factors. Decision‐makers should exercise caution in interpreting one‐shot student evaluations of in

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00419.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.Assessment of a case report allows for evaluation of the student's information‐collecting ability, clinical reasoning and written communication skills. Intrarater reliability of case report evaluation in second‐year internal medicine was evaluated and found unacceptably low even after educational interventions. We conclude that for case report assessment to be useful educationally ratings must be obtained from numerous examiners on repeated occasi

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00420.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.An interactive patient simulation for the study of medical decision‐making was developed which is basically a flexible question and answer simulation between a doctor and a simulator conducting the simulation. To insure a thorough insight into the management of cases over time, provisions were made for doctors to interact with the simulated patients as many as five times.The simulation was tested on 16 family doctors and 16 specialist physicians to evaluate its realism and construct validity. The realism scores were highly favourable for both groups. With regard to construct validity, the hypothesis that the two speciality groups would manifest themselves in decision‐making as distinct and homogeneous groups was tested. This hypothesis was confirmed in the case of specialist physicians, but not in the case of family doct

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00421.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.The Gynecological Teaching Associate (GTA) instructional method is recognized as excellent by the Association of Professors of Gynecology and Obstetrics Undergraduate Education Committee for the instruction of medical students and doctors in the skills required for performance of women's reproductive health evaluation (obstetric‐gynaecological history, breast and pelvic examinations, and PAP smear). The method is used in over 90% of American and Canadian medical schools and thus represents a major allocation of educational resources. This success is to a large extent dependent on the quality of training programmes for the GTAs. This paper provides a description of the training programme for GTAs at the University of Illinois at Chicago which has operated successfully for the last 3 years, resulting in a group of 18 GTAs who train approximately 450 medical students and residents each year. It is hoped that this information will help medical educators and planners to develop and/or maintain their GTA programmes (or equivalent in other countries) in the fiscally difficult times facing institutions of higher learnin

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00422.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.Fourteen general practice trainees took part in a course specifically designed to improve their psychiatric interviewing skills. The trainees were instructed in the problem‐based model and were taught in a group setting with the use of videotape feedback. A significant improvement was demonstrated in the trainees' ability to identify psychiatric illness accurately, and there were significant changes in their interview behaviours after training. Those who were below average before training showed the greatest improvement.The implications of these findings are discussed. Group video feedback training is as effective as one‐to‐one video feedback training in improving the psychiatric interviewing skills of GP trainees, and could be more widely employed in general practice vocational tra

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00423.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.A randomized controlled study was conducted to determine if specifically designed continuing medical education in the fields of cardiovascular and cancer medicine could change doctor office behaviour significantly. Thirty‐one volunteer family doctors from 25 offices participated.Six (three cardiovascular and three cancer) learning objectives were defined. Two educational formats were selected as the independent variables: (1) group interaction opportunities (face‐to‐face and teleconference); and (2) concisely written newsletters. Chart measures of doctor performance prior to and 6 and 12 months following education served as the dependent variables.The family doctors receiving education were found to perform the recommended behaviours significantly more than those who did not receive the education (P<0.05) at 6 months post‐education. This difference was maintained at the 12‐month post‐educational period for one of the educational programmes offered.A carefully planned programme of continuing medical education will result in favourable changes in the office practice of volunteer doctors. These changes can persist for as long as 12 months. Adherence to several essential learning principles

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00424.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID