ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1993.tb00240.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: OVID

摘要:

Summary.5427 applicants to British medical schools indicated the importance of each of 22 specific reasons for applying to the five choices they had put on their medical school application. The 24852 applications were aggregated by medical school, and the profile of reasons analysed for each school. Factor analysis showed four clear dimensions, labelled as ‘Reputation’, ‘Personal contact’, ‘Location’ and ‘Prospectus’; scores and rank order for each school on each factor are reported. Scrutiny of the pattern of ratings of individual schools suggested that although many of the applicants' perceptions were probably valid, there were some perceptions which appeared inconsistent with other evidence. Cluster analysis showed that in general the London schools clustered together as did the provincial schools of England and Wales, and the Scottish schools; Oxbridge and Belfast were perceived as very separate from th

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1993.tb00241.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: OVID

摘要:

Summary.To assess the hopes and concerns of first‐year medical students, the 1991 Oregon Health Sciences University (OHSU) Medical School class was surveyed during orientation. Using qualitative research methods, student responses were grouped into general categories. The most common ‘hopes’ were to provide personal care and develop relationships with patients, to attain self‐fulfilment, and to enjoy the personal challenge and variety of medicine. Common ‘concerns’ were family issues, outside intervention into medicine, and loss of self. The hopes and concerns of this class revolve primarily around personal issues, rather than issues relating to their local community or to society. This information may be useful in student counselling and curriculum development. Further research is necessary to evaluate changes in this class's attitudes over time. The methodology of this study may be useful in the evaluation of the attitudes of subsequent first‐year medical school classes at OHSU, and at other

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1993.tb00242.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: OVID

摘要:

Summary.Eighteen of 22 students in a problem‐based curriculum and 62 of 79 students in a traditional curriculum at the same medical school completed a survey 10 weeks after completing Part I of the National Boards. The survey asked students to report the average time they had spent each week during the first 2 years of medical school preparing for the Part I examination. Students were also asked to rate the usefulness of a variety of learning resources. The purpose of the survey was to compare the preparation activities of students in the two curricula. The results of the survey revealed that students in the problem‐based curriculum tended to study many more hours for Part I than did students in the traditional curriculum, especially during their second year. The results also found problem‐based curriculum students tended to rate textbooks and the PreTest Series as more valuable than did their peers in the traditional curriculum. The effects of the format and goals of the two curricula on the students' preparation activities are exp

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1993.tb00243.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: OVID

摘要:

Summary.One hundred and forty‐six (93%) of the University of Wales College of Medicine intake of new students completed a personality questionnaire (Cattell 16PF) on registration in October 1988. The students were divided into four groups depending on their academic progress up to and including 2nd MB BCh. Whereas the majority (73%) encountered no major examination problems, 40 (27%) did experience such difficulties, nine of them serious enough to delay graduation. Fourteen students had left the course, nine of them voluntarily. Academic progress was not significantly related to any of Cattell's personality factors, either primary or second order. Further analyses of established clusters of factors which have previously been associated with problems among students were also shown to be unrelated to the medical students' progress. A profile at entry involving previous degrees, points obtained and number of attempts at A‐levels proved to be a much better predictor of success during the preclinical per

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1993.tb00244.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: OVID

摘要:

Summary.One hundred and twenty‐eight medical students who had experienced a traditional‐style preclinical curriculum completed three self‐report questionnaires. Using factor analysis of students' responses this study explores interactions between study orientation, preferences for different kinds of learning environment, and evaluations of the physiology course. Such interactions can provide insight into the reasons why students fail to adopt effective learning strategies. Although many students had the intention to understand, they did not adopt a deep approach. Achievement motivation was strong, test anxiety high, and the course was perceived to be competitive. The meaning orientation merged with the achieving orientation; students were thus performance rather than task oriented. These students perceived the course to have been challenging, as did students within the reproducing orientation and who had ‘surface’ preferences. Students within the non‐academic orientation had difficulty coping with the course.The findings suggest that conventional teaching and assessment methods are preventing students from developing appropriate criteria and internal standards for evaluating performance. An illusion of comprehension may prevent students from seeing the need to adopt more effective learning strategies and cause ‘good’ students with the ability to adopt a deep approach to abort the pursuit of deep understanding. Students' preferences and evaluations of teaching and assessment indicate that students within the different learning orientations have different educational needs. The implications for instruction and evaluatio

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1993.tb00245.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: OVID

摘要:

Summary.A format for scripted clinical oral examination in general medicine is presented. Using this format, untutored pairs of teachers were consistent in grading third‐year clerkship students. This measure of performance appeared to evaluate an aspect of clinical skills not assessed by the National Board Medical Examination or clinical performance assessments. Acceptance by teachers was goo

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1993.tb00246.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: OVID

摘要:

Summary.This study examines the relationship between personality, knowledge and teachers' evaluations of paediatric residents at a large, urban teaching hospital. All residents (n= 30) were graduates of foreign medical schools. Each resident completed the Myers‐Briggs Type Indicator (MBTI) as a measure of personality and was rated (on a scale of 1‐7) by teachers on each of 35 items representing 14 different aspects of clinical performance. These data were correlated with performance on the American Board of Pediatrics In‐training Examination (ABPITE), and with demographic data. Ratings of knowledge were directly associated with scores on the ABPITE (r= 0.51,P<0.01) and with the MBTI continuous score for extraversion (r= 0.51,P<0.01), but inversely associated with age (r=−0.41,P<0.01). ABPITE scores were also associated directly with MBTI Extraversion (r= 0.44,P<0.01) and inversely with age (r=−0.56,P<0.001). Age and MBTI Extraversion were independently significant predictors of ABPITE (MultipleR= 0.64,P<0.01) and ratings of knowledge (MultipleR= 0.59,P<0.01). Results suggest that teachers' evaluations of knowledge have validity, and that age and introversion/extroversion play a significant role in both subjective and objective evaluations of paediatric knowledge. Demographic and personality variables may be predictive of knowledge acquisition, but are unrelated to many dimensions of clinical pe

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1993.tb00247.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: OVID

摘要:

Summary.A prospective study employing a randomly assigned control group was conducted to assess the usefulness of a chart audit in teaching paediatric residents the components of well child care. The charts of children less than 5 years of age were reviewed and compared with audit criteria. Per cent compliance scores were calculated for five categories: present history; behaviour‐development; family history; past medical history; and physical assessment. Five separate audits (10 charts per resident per audit) were conducted — two prior to giving the residents feedback, one after informing them that a study was being conducted, one a month after giving feedback, and one a year later. There was no significant difference between the baseline scores of the two groups. In addition, there were no significant changes in the experimental group's scores during the first three audits or the control group's scores over the whole 3‐year course of the study. However, one month after receiving feedback, the scores of the experimental group improved significantly in present history, behaviour‐development, and past history. One year later, the experimental group's scores were lower in every category than in the preceding audit. However, their scores were higher than the control group and the difference reached statistical significance in present history.We conclude that regular chart audits with feedback are a valuable addition to the primary care curriculum in a paediatric residency pr

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1993.tb00248.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: OVID

摘要:

Summary.The Royal Australian College of General Practitioners has been a leader in quality assurance in Australia, requiring members to participate in its Quality Assurance Programme since 1987. This paper presents the underlying philosophy and requirements of the programme, the results of the first 1987‐89 triennium, and the likely future development based on an evaluation of the problems and successes of the first trienniu

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1993.tb00249.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: OVID