ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01162.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.This paper reviews the recent literature on learning styles and approaches to learning. It identifies two separate streams of research, one originating from mainstream cognitive and psychometric psychology and one from research undertaken within the everyday learning environment. The latter is dealt with in greater detail as it seems to have more immediate practical relevance.A simple model of the teaching‐learning process is presented showing how students learn in different ways which are partly attributable to their preferred learning style and partly to the context in which the learning takes place. Three basic approaches have been identified: surface, deep and strategic, each resulting in a different learning outcome. The most desirable and successful is the deep approach.The way in which the teaching and the policies of the department and school influence the students' approach to learning are reviewed in some detail. A consideration of these characteristics in medical schools suggested that many may hinder rather than assist in the development of the desired approach. The work reviewed here suggests that the remedy will require not only substantial changes in the teaching, curriculum and, particularly, assessment, but also a new strategy based on identifying and assisting individual students whose approaches to study are not those expected of a competent university‐educated doc

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01163.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.Medical students were administered a measure of Type A behaviour at first‐year orientation (n=178), and about 9 months into their first (n=169), second (n=122), third (n=73), and fourth (n=86) years. Type A behaviour decreased over the course of the first year and from the start of the first year to the second year; however, no differences were found between the first (at 9 months) and second years. From the first (at 9 months) year and from the combined preclinical years to the third year, however, Type A behaviour increased. Type A behaviour peaked during the fourth year and was significantly higher than the level in the first year (at 9 months). Also, Type A behaviour was higher during the clinical years relative to the first year (at 9 months). The results were interpreted in the context of the developmental stresses experienced by students during each year. The relative ranking of the Type A scores was reasonably stable (test‐retest) during an interval of 3 years 8 mon

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01164.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.A statistical model is presented of the direct and indirect influences of 21 variables upon success at selection for medical school.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01165.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.It is generally accepted that teachers’ salaries are a major factor in the cost of medical education. Little is known about the effects of curriculum on teaching time. A comparison of teaching time devoted to each of two different medical education curricula is presented. In a traditional teacher‐centred, subject‐oriented curriculum, 61% of the total teaching effort expended by twenty‐two teachers took place in the absence of students, i.e. in preparation for student contact. Only 39% of the effort devoted by these teachers to medical education took place in the presence of students. In a problem‐based, student‐centred curriculum which focuses upon small‐group tutorial learning and early extended primary care experience in a rural community setting, 72% of the total teaching effort devoted to medical education was spent with students and only 28% was spent in preparation for student contact. Overall, there were no differences in the total amount of teaching time required by each of the two curricular approaches to medical education. There were, however, major differences in how teachers spent their

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01166.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.Interprofessional training has been suggested as a means of preparing medical students for team health care, but the effects of such training have not been carefully studied. A multidisciplinary training programme in ambulatory diabetes care was developed to promote positive attitudes towards team care. Programme effects were assessed by a questionnaire which asked medical students to indicate their willingness to delegate or share 25 specific clinical tasks with a nurse. Following programme participation, students' willingness to share responsibility increased significantly for seven of the 25 tasks. To test the hypothesis that this effect resulted from the assignment of a teaching role to nurses, selected seminar content was taught by doctors or nurses on a random basis. No differences in willingness to share responsibility were related to which professional taught the seminar content. However, students were more willing to share responsibility with a nurse when they thought they had learned that topic from a nurse, suggesting that their experience in observing nurses at work may have been important in influencing attitudes towards team care.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01167.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.A natural language, free enquiry patient simulation of high fidelity has been developed using low cost microcomputer technology. The simulation is flexible, portable, responsive to individual student needs, and does not require computer literacy. The design is based on the principles of problem‐based self‐directed learning. The simulation is useful in individual and group learning and evaluation of data management and clinical reasoning ski

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01168.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.The objective structured practical examination (OSPE) was used as an objective instrument for assessment of laboratory exercises in preclinical sciences, particularly physiology. It was adapted from the objective structured clinical examination (OSCE). The OSPE was administered to two consecutive classes in conjunction with the conventional examination in which the candidate is expected to perform a given experiment. The scores of the students in the two components of the examination were used to compare the OSPE with the conventional examination and to evaluate the new instrument of assessment. The OSPE appears to be a reliable device with a good capacity for discriminating between different categories of students. It is better in these respects than the conventional practical examination. Moreover, it has scope for being structured in such a way that all the objectives of laboratory teaching can be tested and each aspect can be assigned the desired weightage.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01169.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.A study was conducted to determine what diagnostic laboratory procedures medical students recalled being taught during pre‐clerkship training, how well they felt they could perform these procedures on entrance to and exit from their clerkship year, and the estimate of frequency of personal performance during the clerkship year. Surveys were mailed to 223 graduating senior students of a medical school. They were asked to supply data regarding 15 pre‐selected procedures. In only seven cases did a majority of students recall being taught a procedure. Higher percentages of students who trained at health science centres and a Veterans Administration hospital recalled being taught procedures compared to students who trained at community hospitals. In general, students who performed their pre‐clerkship training at the health science centres rated their ability to perform procedures without assistance on entrance to the clerkship year higher than the other two groups. Students who performed at least one half of their clerkships at a health science centre rated their ability to perform procedures without assistance at the termination of their clerkship year higher than those who performed a majority of clerkships at community hospitals. The former group also reported a higher frequency of performance of the procedures than the community hospital group. Most of the procedures for all groups, however, were performed at a rate of less than one/

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01170.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.The teaching of junior surgical dressers in theatre and on the wards was audited in a survey organized by students over a 3‐year period. The average dresser in Birmingham, England spent 5 1/2 hours per week in theatre and was scrubbed for more than half of that time. Most students found their time in theatre both instructive and enjoyable. No major differences in teaching practices were found between teaching and peripheral hospital

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01171.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID