ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01364.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.The way in which students approach their learning is dependent on a variety of factors including the characteristics of the departments and teaching to which they are exposed. These factors appear to influence whether the students adopt a surface, deep or strategic approach.In order to explore further the relationship between educational context and approach to learning, a comparison was made between students attending a traditional medical school and those attending a problem‐based medical school. The results showed marked differences, with the problem‐based school being higher on deep approach and lower on surface approach than the traditional school.This study provides one of the first pieces of evidence of a difference between students in the two types of medical school which can be directly attributed to the educational environment. Students in the problem‐based school appear to have an approach to learning which more closely approximates the aims of most medical schools. The results provide support for the philosophies and strategies of the problem‐based

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01365.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.It is shown that the state anxiety scores of 75 preclinical students taking a series of written and oral examinations, and measured just prior to taking aviva voceexamination, were substantially raised. There was no correlation of anxiety with overall examination performance.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01366.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.This paper describes a study investigating medical students' responses and levels of recall from a live and televised version of the same lecture. Although no difference in immediate recall was found, a significant difference was found one week later. The groups who had seen the live lecture were able to recall significantly more from the lecture than those who had seen the televised transmission. No differences were observed in the amount and type of note‐taking and in the levels of attention and interest of the two groups of students. Some possible reasons for this significant effect on delayed recall are discussed and directions for future work are identifie

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01367.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.This study set out to investigate the attitudes of preclinical medical students to various specialties. It specifically aimed to measure a range of attitudes to nine medical specialties, by nearly 200 students. Multivariate analysis showed that the scale has various interpret‐able dimensions which measured such things as the way the specialty is taught in medical school, the recognized efficacy of treatment, type of patients, etc. Univariate analysis revealed numerous significant differences between the subjects' perceptions of the different specialties. It was concluded that the questionnaire provided a reliable, robust and valid instrument for the measurement of medical student attitudes to any or all specialties and may be particularly useful for research in this fiel

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01368.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.It is generally accepted that educational methods have a lot to offer to the development of teaching and learning in medical colleges. However, it is frequently reiterated that these offerings are theoretical and are either not feasible or have little impact in most settings. This conclusion comes as an inevitable result of frustrations associated with well—meaning attempts to introduce change in the teaching and learning environment. The main purpose of this article is to share with the reader some of the experiences of one medical college in the introduction of change.In this article the decisions and implementation of change in the teaching programme are described. An evaluation of curriculum development was based on the impact or outcome of these strategies. The criteria used in this evaluation were (1) student orientation, (2) problem‐solving, (3) integration and (4) community orientation.In the early stages of this experience the main strategy focused on teacher—training, which aimed at ‘critical mass development’. A cohesive core group of teachers was formed. Further strategies for the introduction of change were used and modified according to need. Utilization of sources of power and influence was resorted to so as to draw attention to issues and to expedite academic decisions. In many instances group activities utilized emotionally detached ‘academic’ settings to resolve curriculum issues. Conflicts were mainly dealt with in this setting. The advantages and disadvantages of these strategies for change

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01369.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.The study aims at (1) measuring doctors' performance while giving therapeutic instructions and (2) testing the effectiveness of an educational technique for affective objectives. For this purpose doctors' performance was analysed into nine components. Twenty‐five trainees in internal medicine were observed and rated regarding the nine components, while instructing 40 patients with a chronic disease. Both doctors and patients were then questioned regarding the verbal components of the doctors' performance and the answers were compared to assess the degree of concordance. One to 3 months later the patients were interviewed to assess whether they complied with the instructions or not. Eighteen months later a 4‐hour seminar on affective objectives was held, involving listening and small‐group discussion on tape‐recorded doctor—patient consultations. After completion of the seminar, 25 doctors instructed 39 patients and were assessed as above. The findings suggest that the doctors' performance regarding the nine components did not predict patient compliance. However, sufficient doctor—patient concordance regarding the verbal components of the behaviour significantly predicted patient compliance. Following the seminar, significant improvement was noted in doctors' performance, in doctor—patient communication and in patient compliance. It is concluded that (1) observing the doctors' behaviour independently of the patient does not predict patients' compliance; (2) the analysis of the total doctors' behaviour into components is valid in predicting patient compliance if it is used in order to assess doctor‐patient communication; and (3) a programme based on audiotape‐assisted education is both simple and effective in improving the trainees' behaviour and com

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01370.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.The attitudes of 92 patients to student doctors in a maternity unit were assessed by questionnaire. A total of 76% of attitude statements by patients were favourable to the presence of student doctors. There was a significant trend for patients from lower social class groups to have more positive attitudes to student doctors (0.01

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01371.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.The Department of Family Medicine at Jefferson Medical College, Philadelphia has utilized the modified essay question (MEQ) as an evaluative instrument in its required third‐year clerkship since 1976. Previous analysis had indicated that students who participated in their clerkship at the university family practice centre (FPC) consistently performed at a higher level on their MEQ examinations than students who participated in clerkship activities at affiliated FPCs.In order to test the hypothesis that university—taught students had higher final examination scores because university teachers developed and graded the examinations, MEQs were developed by affiliate teachers and used for one half of five final examinations during the 1982–83 academic year. Students at the university—trained site continued to perform better than affiliated‐trained students, even on MEQs developed by their own teachers. These results, as well as the significant administrative time involved in the project, have caused the Department of Family Medicine to revert to its previous policy of university teachers being responsible for the final ex

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01372.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.Many examinations contain both a multiple choice question (MCQ) section, which has wide‐marking and is often norm‐based, and an essay or other section which is criterion‐based and often close‐marked. The necessary addition or averaging of the marks is unsatisfactory without adjustment. We propose a procedure that adjusts the MCQ marks to the essay marking scale by equating the interquartile ranges of the two sets o

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01373.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID