ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01258.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryMedical students' levels of anxiety under different conditions of stress were investigated, as well as the stability of anxiety ratings from one examination to another. After completing an end‐of‐term psychiatry examination, fourth‐year medical students at Monash University were asked to score the Visual Analogue Scale for Anxiety (VASA) for three situational cues; usual day‐to‐day anxiety, highest anxiety associated with major exams the previous year and anxiety experienced in the end‐of‐term examination just completed. Twenty‐eight weeks later students rated their anxiety in a subsequent end‐of‐term psychiatry examination. Most students rated themselves toward the lower end of the VASA for day‐to‐day anxiety and as having significantly, though not markedly higher anxiety in the end‐of‐term psychiatry examinations. The previous year's examinations, marking the end of pre‐clinical training, provoked extremely high anxiety for most students, who achieved academically despite this. Comparison of anxiety ratings for the two end‐of‐term examinations indicated that VASA ratings shifted substantially for half the class. This variation suggests that students' levels of anxiety are not stable and predictable from one examination to another. Examination anxiety should not be seen necessarily as a consistent response to a specific and recurring situation. It is postulated that a range of situational factors and personal pressures, operating at the time, may determine how much anxiety is experienced

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01259.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryPersonality characteristics were studied among a group of candidates chosen to study medicine in a selection process determined in large part by personal interview ratings. These personality characteristics were examined further with regard to their relation to student performance in an interpersonally community‐oriented school of medicine. Seven scales taken from the California Psychological Inventory (CPI) were studied in regard to their relationship to interview ratings, cognitive and clinical performance and an overall rating by a team of teaching staff. ‘Dominance’, ‘Self‐acceptance’, ‘Well‐being’., ‘Tolerance’, ‘Responsibility’ and ‘Achievement via conformance’ were found to be significantly, albeit modestly, correlated to interview ratings, while ‘Achievement via independence’ was not. All seven CPI scales, except Responsibility significantly differentiated between contrasted groups on cognitive examination scores and overall teachers’ ratings, but not on clinical ratings. Discriminant analyses suggested that ‘Achievement via independence’, ‘Self‐acceptance’, ‘Dominance’ and ‘Achievement via conformance’ were the best overall predictors of cognitive performance and teaching staff ratings. Implications for selection of training of interpersonally, communityoriented professional

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01260.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryA novel examination of the ability of final‐year medical students to take a targeted history is described. One hundred and nine students were examined in 1 day. Each student interviewed three patients, each with a different problem. One of these persons was a real patient, while the other two were simulated patients. Patients were able to give consistent histories and the use of simulated patients enabled a high degree of standardization to be achieved. The examination provided a useful degree of discrimination among students; the marks scored followed a normal distribution with a mean value of 22.2 and a range from 16 to 29 out of a maximum of 30 marks. We believe that this examination is valid, reliable and practic

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01261.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryIn this paper we report on a study in which both immediate and long‐term (4‐month delay) recall of lecture information was tested in a group of preclinical medical students. Comparisons were made of the recall of visually and verbally presented lecture information and of information presented during different time periods in the lecture. A clear superiority of visual information over verbal information was found in both immediate and long‐term recall. Information presented between the fifteenth and thirtieth minutes of the lecture was recalled best whereas the worst recall was found for information presented in the first 15 minutes. The seating position of the student in the lecture theatre was also found to be associated with the level of immediate recall but this may well be a reflection of motivational factors which determine where students choose to sit rather than of seating positionper se.The overall pattern of results indicate that the level of recall of lecture information by medical students is therefore a function ofwhattype of information is presented,whenduring the lecture it is presented andwherethe student sits in the lecture th

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01262.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryA set of six colour microfiches and an atlas of black‐and‐white prints of the photomicrographs used in the microfiches have been prepared by the author and have been used for teaching an Histology course to medical students for 4 years. Student reaction to them and their use has been gauged by voluntary questionnaires. Of students who responded, 78% found the microfiches made the course easier for them; 76% like the microfiches because they can use them for home study; 77% find them useful for class discussion; 62% like them because of their colour reproduction. A small group of fifteen students, who failed the Histology course the year prior to the introduction of microfiches and subsequently repeated the course, felt they could revise better with the help of the microfiches. Also they felt the course was clearer. Comparison of the examination results of the students for the 4 years preceding the introduction of microfiches with those of the 4 years since, shows an improvement in mean percentage achieved together with a decrease in the standard deviation (s.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01263.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryMedical residents, full‐time respiratory teaching staff, and community‐based doctors rated the importance of fifty‐five respiratory training goals involving knowledge and skills necessary for the future practices of all medical residents. Residents also rated their perceived preparedness in these training areas. Intra‐and inter‐group analyses indicated that residents agreed more often, and consistently assigned more importance (94% of goals) to the training goals than did the teachers and doctors. Although the residents considered themselves prepared for 69% of the training goals, they also had moderate intra‐group disagreement. These results may reflect variable training experiences and/or institutional practices, but areas of less than adequate preparation were identified and can be corrected. The other two groups were in general agreement except regarding some clinical skills. This study offers possible explanations for the group responses and indicates the potential benefit for groups to discuss, identify, and survey tra

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01264.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryChanges occurring in oncology subject matter in an undergraduate medical curriculum over a 5‐year period were documented using the tracer method of curriculum analysis. The tracer method is an empirical approach somewhat analogous to tracing one thread through a tapestry, as a way of following a subject matter interwoven throughout a curriculum. Advantages of the method can be to bring particular material to the attention of teaching staff and students, to facilitate more efficient instruction, and to introduce peer review of educational materia

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01265.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryProblem‐based, student‐centred learning at the Faculty of Health Sciences, Unilorin, Nigeria were incorporated in the overall objectives of producing students with a sense of service and a strong inclination toward broad community care and preventive medicine. The educational programme reflecting this concept was called COBES (community‐based experience and service). Twice a year groups of between seven and fourteen students, each accompanied by two to three staff members, settled in a village or other community for 1 month. According to the Faculty's objectives, each group assessed the size of its community (population, areal map) at first. Malnutrition and infectious diseases were selected as the two health problems which were to be studied in depth during the first two COBES placements. Data were collected and analysed by the students from which deductions were made, and at the end of the placement a written report was required by the Faculty.Three learning situations and the experience gained from them by one group of students are reported:What was our community?The nutritional status of children, andGuinea‐worm infection.The educational benefits of the programme are discussed and the view of the students is brought out.A correct assessment of students' performances proved difficult. Other problems were related to the experimental situation of COBES, such as insufficient support of the programme by some staff members, the lack of programme structure and logistical shortcomings. The COBES programme, however, set a pattern of medical education which specifically suits Nigerian needs and probably those of other African co

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01266.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryAn experiment of combining decentralized and interdisciplinary teaching is described. Seminars were arranged at a district hospital for medical, nursing and social work students to discuss families with a chronically ill child. The purpose of these seminars was to teach co‐operation between different health care workers, and to stress the importance of becoming acquainted with the family situation, and learn what a child's illness means to the whole family.An evaluation of the first three seminars shows that this type of teaching was very well received by the students, professionals and families concerned. The students considered house calls an important part of their education and felt that more interdisciplinary teaching should be included in their curriculum. In addition to the teaching aspect, the families involved also considered the seminars a positive experience as they received more information about their child's disease, and deficiencies in treatment could be correcte

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01267.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID