ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01068.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01069.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryThe study examines the structure of student satisfaction with instruction. Two professional schools are compared: medicine and engineering. Also the relationship between student ratings and their performance, as perceived by themselves, is explored. Medical students are significantly more satisfied with their courses than engineering students. A positive correlation exists between student satisfaction and student self‐evaluation in the School of Engineering. In the Medical School, no relationship is found between satisfaction and perceived performanc

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01070.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

summaryFirst‐year subjects were rated according to Basil Bernstein's concepts as to the degree of classification and framing they involved. Students were then asked to rate the degree to which each subject encouraged, discouraged or neither encouraged nor discouraged cognitive, interpersonal and professional skills. It was found that subjects which were strongly classified and framed only encouraged skills required for factual recall. Weakly classified and framed subjects failed to encourage these skills but encouraged self‐educative, interpersonal and professional skills. It was concluded that changing either the type or quantity of content in a curriculum will not effect the acquisition of these latter skills. Teaching styles and curriculum structure must also be amen

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01071.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryThe purpose of this study was to examine the relationship between prior clerkship experience and student performance in a third‐year medicine clerkship. Trend analysis was used to determine if there was a linear relationship between amount of prior clerkship experience and scores on the following performance measures: subjective preceptor ratings; locally developed examinations; and the National Board of Medical Examiners (NBME) Special Examination in Medicine. Results indicated a positive linear relationship between amount of prior experience and the NBME Special Examination in Medicine, but no trends were found for the other performance measures. The effect was found to be a short‐term phenomenon, in that no sequencing effect was evident from 1 to 2 years later, as indicated by scores on the Medicine subtest of NBME II. Implications for grading are discus

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01072.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryPatient management problems (PMP) are being used in medical examinations with increasing frequency despite evidence which throws doubt on their validity as measures of clinical competence. This study investigated the construct validity of a PMP constructed in both written and interview formats. Each test was administered to groups of students of different seniorities and to two groups of Docotor, interns and post‐interns. The pattern of scores for the different groups was not that expected of a valid test of competence. The most competent groups (the postinterns) generally scored less well on the calculated indices than the senior students and interns. These findings were similar for both formats of the test so cueing was not thought to be the major factor. It appears that the scoring system is at fault.A comparison of performance on the written and interview (uncued) formats showed that many more options were chosen by all groups tested on the written PMP.It was concluded that written PMPs cannot yet be regarded as a valid simulation of clinical performance. Although content validity is high this does not appear to be so for construct validity or concurrent validit

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01073.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryIn order to provide ‘horizontal’ integration of related clinical subjects, a combined teaching course in community medicine, general practice, geriatric medicine and mental health has been devised. The course lasts 12 weeks and is divided between joint teaching of topics of common interest and clinical clerkships in individual disciplines. A joint assessment takes place at the end of the course. The course was popular with students who all felt that it covered topics not encountered in other parts of the medical curriculum. A course of this type leads to a better integration of clinical subjects and avoids repetition or omission of topics which are not clearly the responsibility of any individual departm

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01074.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryLittle difference was found in the extent to which psychosocial data were recorded in two samples of general hospital case‐notes written 10 years apart, in spite of a significant increase of apparently relevant material in the undergraduate medical curriculum. Although the house physicians responsible acknowledged the importance of the data, their estimate of recording frequency was much higher than was actually the case. Impediments to such recording were identified.The apparent lack of generalization of learning is presented as an important problem relevant to psychiatrists who have a major responsibility for teaching in these areas. Suggestions are made of ways in which generalization might be facilitate

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01075.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryThe Preceptor‐evaluation questionnaire (PEQ) was developed at the University of Mississippi Medical Center to evaluate the clinical teaching behaviour of general practice doctors in private practice who have one or more third‐year medical students per year in their offices for a required general practice clerkship. The PEQ was designed to provide feedback to these doctors and the sponsoring department in an effort to improve teaching in this setting. Developed from the input of family practice doctors who have supervised students in their offices and from a review of related literature, the instrument was given to students to determine the level of importance they attributed to each teaching characteristic. A principle components factor analysis and subsequent varimax rotation produced six significant teaching factors in this setting. These six factors were:1demonstrates a humanistic orientation toward patients and staff;2demonstrates a humanistic orientation toward student;3provides opportunity for practice;4motivates and stimulates student's thinking;5communicates effectively with student; and6demonstrates comfort and confidence in the roles of doctor and teacher.The factor relating to the humanistic orientation toward student has not appeared as a separate factor in other studies of clinical teaching. This may be due to the unique aspects of the relationship between student and doctor in this setting which may not occur in other settings. The PEQ and similar reliable and valid instruments can provide valuable information for the doctors in these off‐campus teaching situations as well as provide useful programme planning information for the sponsoring academic departments. This information may also be valuable for off‐campus residency t

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01076.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID

摘要:

SummaryA survey of graduates of the Independent‐Study Programme (ISP) at the College of Medicine, University of Illinois, was conducted in order to assess the impact of the ISP on their subsequent careers. Responses from ninety‐nine of these graduates, when compared with their classmates, lend strong support to the idea that such an independent study programme has long‐lasting effects on the participants. The ISP graduates are selecting a medical subspecialty in a much higher percentage than their classmates or the national average. They also are engaging in more research, administration, and teaching. Differences between the ISP and the traditional graduates are explained in terms of unique educational opportunities, contact with teachers and peers, orientation towards independent learning and curricular require

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1982.tb01077.x

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: OVID