ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02826.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYIn 1991, vigorous debate was regenerated in the Faculty of Medicine at the University of Sydney about the desirability of changing the traditional 6‐year undergraduate medical programme to a 4‐year, graduate model. Similar discussion occurred at the same time largely independently in two other Australian medical schools (at Flinders University and the University of Queensland). After a year of active investigation and consideration, all three made the decision to proceed. Although the specific reasons driving each institution differed somewhat, some concerns were common to all three. I here review the history of the process of change, the strategies used to encourage discussion and the major issues for the Medical Faculty at the University of Syd

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02827.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYPersonality characteristics and lifestyle variables were assessed in two cohorts of second‐year medical students at the University of Newcastle upon Tyne, UK as part of a psychopharmacology ‘teach‐in’ in 1993 and 1994. The pooled sample included 186 students: 77 men, 109 women, mean age 20.4 ± 1.8 years. Measures included the Eysenck Personality Questionnaire, the Hospital Anxiety Depression Scale, and a questionnaire concerning consumption of alcohol, tobacco, cannabis and other illicit drugs, and physical exercise. The results were compared, where possible, with a similar survey in Newcastle upon Tyne medical students in 1983 and 1984. Personality variables, prevalence of cigarette smoking, levels of caffeine consumption and participation in sports had not changed significantly over the decade. There appeared to be a modest overall increase in alcohol consumption and in the 1993 and 1994 cohorts of students, 25.5% of those who drank alcohol exceeded recommended low risk levels (comparable data not available for 1983 and 1984). Reported use of cannabis and other illicit drugs had more than doubled, and in the present survey 49.2% of students recorded using cannabis and 22% had tried other illict drugs. Corresponding figures for 1983 and 1984 were 20.9% for cannabis and 3.3% for other illicit drugs. Anxiety levels were not measured in 1983 and 1984 but in the present survey 39.3% of the students had anxiety ratings within the clinically significant range. The high levels of alcohol consumption and illicit drug use, and the high anxiety ratings, in this sample of medical students are a cause for concern. The findings suggest a need for a larger study across different universities and faculties so that appropriate arrangements for student education and health care can

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02828.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYEvaluation of teaching by the use of questionnaires to students is now commonplace. If it is to be useful the data obtained must be reliable and valid. One criterion of reliability is the response rate, and a low response rate may indicate low validity, i.e. that the questions asked do not reflect the students’ real concerns. In order to inform questionnaire design a critical incident study was undertaken. A 20% random sample of students in each of the 5 years of the course were asked to describe one piece of good teaching and one piece of bad teaching, and say why they were good or bad. There was a 65% response rate, and replies were independently categorized by three people. The factors identified fell into three ‘domains’: interpersonal behaviour of teachers; planning and preparation; and the ability to run the session well. There was no evidence that teaching which ‘played to the gallery’ or was very examination‐oriented would earn high ratings fr

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02829.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYA trial of problem‐based learning (PBL) was conducted with first‐year undergraduate medical students who had no background knowledge of behavioural science and who included a substantial proportion with a first language other than English. Responses to standardized and open‐ended evaluation questions showed greater variability and there was no clear preference for PBL over traditional methods. Students found the PBL exercise time‐consuming and felt they needed more guidance. Feedback from clinicians and working in groups were seen as positive aspects of the exercise. Students with a first language other than English reported that language, but not cultural background, was an impediment to effective participation. It is recommended that this group of students be offered extra support for PBL in a subject‐based setting, and that all students would benefit from a formal inductio

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02830.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYAs a part of any curriculum reorganization, new instructional methods are also tested. When the University of Turku sociology of medicine course was found to need renovation, its goals and objectives, content and instructional methods were closely examined and modified, in order to strengthen institutional and multiprofessional relations and reinforce sociocultural issues in doctors’ competence with the patient. This paper discusses this change, emphasizing teaching and learning methodolog

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02831.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThis paper describes the development and evaluation of an assessment method for personal process learning in a student‐centred health promotion module. Personal process learning refers to students’ awareness and understanding of their learning about personal values and attitudes, their skills for planning change, and their communication skills. The assessment forms part of the professional examination in public health. The paper documents and critically reviews the assessment method in the light of student feedback. The problem of student acceptability is highlighted and we describe the adjustments that have been made in response to this and how they have been received. It is concluded that medical students are open to innovative forms of assessment as long as they perceive them to be valid, fair and equita

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02832.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYDo medical students taking an intercalated BSc degree obtain higher marks during their subsequent clinical examination? Fourteen students who did a BSc during the academic year 1988–89 were matched, by sex and preclinical grades, with students in the year they left, and with students in the year they subsequently joined. Marks or grades in 10 subsequent examinations were compared. Seven of 10 comparisons with the year the BSc students left were to the advantage of the intercalated students, and two comparisons were statistically significant. Seven of 10 comparisons with the year the BSc students subsequently joined were to the advantage of the non‐intercalating students, though none reached statistical significance. No consistent short‐term academic advantages arising from having done a BSc could be found. We suggest the study be replicated in other medical schools with different course examination struc

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02833.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThe quality of medical education during internship is a cause for concern. This paper describes a structured educational programme for interns that was based around learning modules, clinical attachments and bedside teaching. The programme was incorporated into the term rotation of interns within an Area Health Service, and evaluated. Learning modules were timetabled by a Programme Coordinator and interns were reminded to attend. Clinical attachments were organized by the interns from a list of willing supervisors. Attendance at timetabled learning modules averaged 67%, which was greater than the 27% attendance at clinical attachments. Both sessions received high ratings for quality and clinical relevance. This structured education programme was based upon adult learning methods and was both feasible and well received by interns. Intern training programmes need to be programmed into the working week to ensure attendance, and modified following evaluation by interns. Such programmes should be considered by all hospitals to which interns are allocated.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02834.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYA clinical supervisors rating form addressing 13 competencies was used to assess the clinical competence of graduates one year after qualification in New South Wales (NSW), Australia. Data from 485 interns (97.2%) showed that graduates from the problem‐based medical school were rated significantly better than their peers with respect to their interpersonal relationships, ‘reliability’ and ‘self‐directed learning’. Interns from one of the two traditional NSW medical schools had significantly higher ratings on ‘teaching’, ‘diagnostic skills’ and ‘understanding of basic mechanisms’. Graduates from international medical schools performed worse than their peers on all competencies. These results were adjusted for age and gender. Additionally, women graduates and younger interns tended to have better ratings. Junior doctors have differing educational and other background experiences and their performa

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02835.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID