ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00735.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00736.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYViolation of human rights began as a subject in the Tromsø curriculum in 1994. Teaching is organized in three parts: the first part takes place in the second year of the medical curriculum during the study of medical history; the second part takes place in the fourth year under the title ‘torture and the medical profession’ and includes a seminar on immigrant children; and the third part takes place in the sixth year, under the title ‘the violations of the human rights, especially in chi

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00737.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThe literature on community‐oriented medical education is reviewed. In response to major changes in the origin, expression and place of management of much illness, many medical schools are turning their attention increasingly to the community from whence to derive their curriculum and wherein to effect their teaching. The traditional hospital base of teaching is eroding, necessitating new, innovative approaches to medical education. Becoming community‐oriented, or using community‐based learning, offers potential benefits for the schools, the students, and the public. The experience of others demonstrates the necessity of enlisting community representatives as partners in the process of change. Institutional barriers are significant and careful planning is needed to overcome

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00738.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYMedical student wastage leads to adverse emotional and social consequences for individual students and financial difficulties and morale problems for medical schools. This study retrospectively assessed the records of all students at Leeds School of Medicine who left the course prematurely between 1983 and 1992. The demographic data of the leavers were compared with those of all students entering the school during the 10 years studied. A‐level examination choices and results of the leavers were compared with those of a control group of all students who entered the school in 1990. The attrition rate over the 10 years was 14% (283 students), with more males than females leaving. Fewer mature students than expected left the course. More leavers had A‐level physics and lacked A‐level biology compared with the control group. The leavers were academically less able than the controls. Fifty‐three per cent of leavers were asked to withdraw from the course for academic reasons; the rest left voluntarily. Thirty per cent had personal problems, 9% had a combination of academic and personal problems and 8% had health problems (psychological difficulties were the commonest). Seventy‐one per cent of leavers entered another degree course; science degrees were the most popular. Reasons for medical student wastage and possible solutions are

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00739.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThe effectiveness of problem‐based learning (PBL) versus lecture‐based learning (LBL) continues to be debated all over the world. These arguments have often been based on students' cognitive measures of performance. Little emphasis has been placed on non‐cognitive factors that may directly or indirectly affect the medical school performance of students in either curriculum. The purpose of this study was to (1) document possible differences in student cognitive and non‐cognitive characteristics at entry between the two curricula and (2) to explore the relationships that exist between cognitive and noncognitive factors. Data were obtained from three medical school classes (n= 281). The results indicate that students who entered the PBL curriculum at this medical school had higher total Medical College Admission Test and undergraduate grade point average than students who entered the LBL curriculum. Students who entered the PBL curriculum were also more self‐sufficient and were more likely to do well in individualistic and less structured settings. There were no strong correlations between cognitive and non‐cognitive variables. Before conclusions can be drawn about the effectiveness of either PBL or LBL curricula, we need to document patterns in entry characteristics to control for a priori differences that affect student

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00740.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYA study assessing the differences between institutional and matriculants' expectations of students' attitudes and behaviour was undertaken in 1992 at the Drew/UCLA Medical Education Program (DUMEP) in Los Angeles, California. Responding to a 33‐item questionnaire utilizing 5‐point Likert scales were 113/122 students in the classes of 1992 through to 1996.Factor analysis yielded two factors accounting for 61% of the total variance. Two subscales (Personal Trait Subscale and Drew Mission Subscale) containing a total of nine items comprise the Medical Student Expectation Scale (MSES). The alphas and standardized item alphas of these two subscales were 0.7531 and 0.8287 (Personal Trait Subscale) and 0.7304 and 0.7406 (Drew Mission Subscale), indicating good reliability. Correlation coefficients for continuous variables were calculated in order to determine subgroup responses to the subscales and their component items.While the students' overall responses indicated commitment to the values of the Charles R Drew University of Medicine and Science, subgroup responses varied. The strongest supporters of the University's values were older students, blacks, and those having better undergraduate performance in non‐science areas. Least likely to agree with University values were students having better performances in the sciences (grade‐point average and MCAT scores) and those of Mexican–American ethnicity. The scores of participating classes documented a secular trend away from endorsement of the values of the Drew University.Following further study, the MSES may be useful in student selection and curricul

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00741.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYIt has recently been claimed that UK medical students from ethnic minorities perform less well than White students in final undergraduate examinations and that this results from discrimination in clinical examinations. In this paper the authors examine the performance of students in two prospective studies of 1981 and 1986 entrants to London medical schools taking finals in 1986, 1987, 1991 and 1992. Overall, 18.2% of students in the survey failed one or more examinations at finals. UK ethnic minority students were 2.09 times more likely to fail one or more examinations than were UK White students. Male students were also 1.65 times more likely to fail an examination than female students. More detailed analysis of individual marks confirmed that UK ethnic minority students performed less well than UK White students, although non‐UK ethnic minority students performedbetterthan UK White students. The difference between UK White and ethnic minority students could not be explained by differences in educational achievement, study habits or clinical experience. The poorer performance of UK ethnic minority students extended across multiple‐choice questions (MCQ), essay, clinical and oral examinations. Ethnic minority students performed particularly poorly on examinations in medicine and surgery as compared with pathology and clinical pharmacology. Although UK‐born ethnic minority students perform less well in final examinations than UK White students, this is unlikely to be explained by racial discrimination as the difference is present in MCQ examinations marked by machine and as non‐UK ethnic minority students performbetterthan UK White students. The cause of the difference in performance is therefore not clear and requires furthe

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00742.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThe Permanent Working Group of European Junior Hospital Doctors (PWG) conducted a survey among surgical trainees in member countries with the aim of describing postgraduate training in surgery throughout Europe. In each country, 10 trainees with surgical training of 2–5 years and 10 trainees with surgical training of 6–9 years answered a questionnaire, completed a diary and kept a log book of operations for 1 week. A total of 165 surgeons from 12 countries completed the survey. A trainee had to care for an average patient load varying from 30 to 80 patients at any one time. The average number of working hours ranged from 52 to 88 h per week, including up to 18 h of unpaid work. The different tasks carried out within these working hours varied considerably, as did the proportion of tasks with educational value. Trainees participated in four to 11 major operations each week, but the number of operations a week did not reflect the number of operations conducted under supervision. In some countries, the majority of the trainees stated that they received their training mainly through unsupervised experience. The average number of days spent on courses and congresses varied from 4 to 15 days per year, with great variation in the percentage of expenses paid. Countries with favourable working conditions, such as fewer working hours, shorter shifts and a day off after being on duty, seemed to have gained these advantages by a reduction in working hours with educational value, rather than by a reduction in routine work.It is concluded that conditions of surgical training vary greatly between the European countries in relation to duration, working hours, tasks undertaken, and resources used on training. Every country is capable of improving its surgical train

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00743.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThere is an increasing trend in undergraduate education towards teaching clinical skills from a community base. A new clinical curriculum was introduced in Newcastle upon Tyne in 1995, beginning with an integrated clinical skills course. Although the attitudes and views of general practitioners (GPs) towards community‐based clinical teaching have previously been reported, their perceived training needs have not been formally identified. The aims of this study were to identify the competencies needed by GPs for community‐based clinical skills teaching, to compare and contrast these needs with their hospital colleagues, and to use the results to develop a teaching programme for the clinical tutors involved in the new course. In order of priority, the GPs and hospital tutors expressed similar needs: small‐group teaching skills, assessing student needs, giving effective feedback and assessment of student performance, with a preference for the teaching to be organized within local teaching units. Most GPs and hospital tutors (73 and 69%, respectively) requested a distance‐learning pack to complement the teaching. General practitioners rated resources for improving their individual clinical skills more highly than their hospital colleagues: for example, videotapes demonstrating examination techniques. Forty‐six per cent of GP tutors had received some formal training in teaching methods compared to 29% of hospital tutors. The implications of the results for developing a ‘Teaching the Teachers’ course for clinical tutors

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00744.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID