ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00749.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.A national conference on Medical Education in China for the 21st Century was convened in Beijing in November 1986. Over 6 days, leading medical educators and Ministry of Public Health officials from across China presented China's future health service needs and debated opportunities and constraints in meeting those needs by various innovations in medical education. Recent political upheavals have left many educators wary of innovation. There are major, conflicting demands between the needs of rural primary care service and the needs of medical schools to replenish medical school professional ranks depleted by the Cultural Revolution. Multiple and varied experiments in medical education will be encouraged among China's medical schools. China will probably amalgamate indigenous and foreign education experiments, offering the world community new and important innovations in medical education.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00750.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.The development and present approach to training doctors at the Peking Union Medical College, the only medical school in the country with an 8‐year curriculum, is describe

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00751.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.A course on literature and medicine for medical students is described. A wide range of books, plays and poems were used with medical and non‐medical themes. Students enjoyed the course and particularly welcomed the non‐medical components. The staff learned at least as much as the students. Several book lists were developed with input from the students. Such a course might have a part to play in several parts of the medical course, such as in the teaching of eth

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00752.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.Experimental results obtained by examining the diagnostic performance of students and doctors in different medical schools and different cultural environments are presented. The pertinent data were obtained using tests of diagnostic skills based on real cases. The technique requires asking questions (tactics) to obtain the information needed to reach a diagnosis so that the subject becomes an active searcher of information and the final answer is not the only element used to evaluate tactics. The results show significant differences in performance according to medical experience. Experts ask fewer questions than students or less‐experienced doctors but maximize the information value by asking them at the proper time in the sequence. New evaluation procedures are described to characterize quantitatively each diagnostic tactic. Experimentally based theoretical considerations are made concerning the prediction and development of diagnostic talent, the structure of diagnostic processes and its training. New approaches to the problem are briefly sketche

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00753.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.This paper reviews the empirical evidence in support of the three concepts in the title. To the extent that a skill should be a general strategy, applicable in a variety of situations, and independent of the specific knowledge of the situation, there is little evidence that problem‐solving skills, as described and measured in medical education, possess these characteristics. Instead there is an accumulation of evidence that expert problem‐solving in medicine is dependent on (1) a wealth of prior specific experiences which can be used in routine solution of problems by pattern recognition processes, and (2) elaborated conceptual knowledge applicable to the occasional problematic situation.The use of problem‐based learning (PBL) as an educational strategy is explored. In particular, the evidence suggesting the compatibility of PBL with this theory of expertise is discussed. Finally, I review some issues in the design of PBL curricula from the perspective of the proposed model of expe

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00754.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.In medical schools, most clinical teaching takes place in small groups in which the teacher and/or one of the students carry out the interview, examination or procedure, while one or more of the other members of the group looks on. Students, then, are as often watchers as doers. What do students learn from observing someone else doing something, and what can be done to enhance the effectiveness of this learning process? The authors attempted to answer these questions. They conducted an experimental study designed to evaluate student experience as observers. The data garnered from this study indicated that students regarded learning by observation as a useful, even valuable, experience. The data also suggested that the effectiveness of this learning experience was derived from a shared sense of immediate, emotionally charged, highly interactive participation in the proceedings, and that the teacher's catalytic function was essential to this process.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00755.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.This paper briefly reviews the development of the teaching of sociology in UK medical schools, and then discusses some of the problems associated with such teaching.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00756.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.The preliminary findings of a prospective controlled investigation to evaluate the effects of teaching child and adolescent psychiatry to medical students are presented. The results confirmed that the combined teaching of child and adolescent psychiatry, psychiatry and paediatrics led to significant changes as assessed using a multiple choice questionnaire and an attitude questionnaire. Students who had received the combined teaching acquired greater knowledge and more positive attitudes.Caution is warranted when interpreting the results, however, due to the multiplicity of factors affecting outcome: the absence of any measure of the acquisition of clinical skills; no attempt to determine separate or interactive effects of psychiatry and paediatric teaching; and no measure of stability of the changes over time.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00757.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID

摘要:

Summary.In 1980 a new course, called ALCO, was introduced in the faculty of Medicine at the University of Leiden. ALCO is the Dutch abbreviation ofAlgemeen Coassistentschap,which means general clerkship. This course was designed to bridge the gap between the first 4 years of theoretical studies and the subsequent 2 years of clerkship rotation. Because of the multidisciplinarity of the ALCO and the enormous amount of manpower required for this small‐scale educational programme, the Faculty installed an Executive Board to oversee the course and the quality of instruction. By request of this Board the Department of Educational Research and Development set up a regular course evaluation, by having students fill out questionnaires, and reported annually on the outcome.This article presents a reconstruction of the dynamic process of the implementation of a new course in a traditional curriculum over a period of 5 years: on the one hand the impact of student ratings; on the other hand the changes made by the Executive Board in order to adjust the contents, format and methods of instruction. Now, after 5 years of ALCO, there is evidence that the student ratings, on the basis of which most decisions were taken, have contributed substantially to the instructional improvement of the ALC

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1988.tb00758.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: OVID