ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02858.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYComputer‐assisted learning materials for medical microbiology were developed using hypertext‐authoring software (Folio 3.1). Two versions of a text‐only introductory tutorial (detailed, read only, and read‐write noteform) were then evaluated in a prospective, randomized trial. Evaluation was by pre‐ and post‐exposure multiple choice questions, and by self‐administered questionnaire. There was a small difference in outcome between the two groups; the read‐write group scoring higher, and students who used either software performed better than those who did not (P= 0.014). Responses to the post‐test questionnaires showed that many students regarded the read‐only software as an electronic handout, more frequent users requesting the addition of illustrations, self‐assessment questions, and greater interactivity. A small group of students made use of the read‐write version of the tutorial as a ‘virtual textbook’ by adding extra material to the starter file. Our experience suggests that the low‐cost option of text‐only hypermedia produces only modest learning g

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02859.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThis paper describes the development and structure of an Electronic Study Guide for Oncology (LETSGO) for undergraduate medical students. LETSGO is aimed at clinical students learning about cancer. The subject of the guide is breast cancer and learning objectives cover structure and function, behavioural science, public health and epidemiology and professional and personal values. LETSGO is designed to follow the steps used in problem‐based learning. The student is encouraged to carry out individual brainstorming around cases with the issues identified acting as the first step in an educational audit loop. Clear definition of prior knowledge is available by way of interactive features, and hyper‐text links to core text and diagrams (including microscopic sections) precede definition of both broad aims and objectives for the module and specific objectives for assessment purposes. Core knowledge is available via hyper‐text links. Assessment has three components: open ended questions asking for free text responses linking to ‘model’ answers; extended matching items linking to ‘model’ answers and providing peer‐referenced feedback as a bar‐chart distribution, and an educational audit loop referring back to the original issues identified at the beginning of the package in brainstorming. Clear mapping throughout the guide is a major feature and the student's progress is clearly displayed at each stage of the guide. The program provides dynamic access to the student's existing knowledge base and stimulates new learning based on the student's o

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02860.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThe use of telematics in the practice of medicine has received much recent attention but little has been written about the use of these techniques in medical education. This is a report of a pilot study in which an interactive video‐conference took place between medical students at the UAE University and their opposite numbers at Aberdeen University.In Aberdeen, the Dean of the Medical Faculty simultaneously taught Aberdeen and UAE students on a clinical case. He was able to confine his activities largely to the correction of misconceptions, the emphasis of important points and the addition of missing information, while the students themselves conducted most of the presentation. The UAE students presented their Community Health projects and had a spirited discussion on them with the Aberdeen students.Recent technological advances have so improved the quality of transmission of both visual and auditory images and at reasonable cost, using the ISDN telephone system, that the feasibility of using this medium as an aid to teaching has suddenly materialized. The experiment showed that the techology was adequate for easy, fully interactive teaching among students from different continents and with different cultural backgrounds. It is particularly suitable for the Arab world where it is the custom to teach males and females separately. The pilot study has pointed out the existence of a medium of communication and teaching which, if proved to be effective, could have far‐reaching consequences in the undergraduate and postgraduate teaching of medic

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02861.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYOne hundred junior doctors were asked to complete a questionnaire about the training they had received in the use of problem lists. A questionnaire was sent about the training in the use of problems lists at their medical school to the Deans at all 27 British medical schools. Of the 100 junior doctors, 57 reported that problem lists ‘had hardly been mentioned’ at their medical school. In contrast only one of the 24 Deans who responded thought that problems lists were ‘likely to be hardly mentioned’ at his medical school. After graduation only 35 junior doctors had worked for a consultant who had demanded the use of problem lists and only 17 of these had worked for more than one such consultant. Most junior doctors have received little training in the use of problem lists as undergraduates and even fewer as postgraduates. Few consultants demand the use of proble

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02862.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThis paper presents intentions, procedures and experiences related to a simple method for training simulated patients for undergraduate examinations set up as clinical consultations. The examinations took place in the final year of medical school, at the Division for General Practice, University of Bergen, Norway. Thirty‐six medical students were assessed by the use of five primary‐school teachers serving as simulated patients and 18 authentic patients. Field notes from, the process, observations during the examinations, written evaluation from the students and transcript of audiotape from focus group setting with the simulants are presented. Simulants were trained and prepared to simulate common health problems during a brief procedure which seemed to be sufficient as long as standardization was not aimed for. Simulants were not detected from among the ordinary patients by the students. Even the authentic patients did some level of role playing, which must be accounted for in future preparation. Simulants may by means of brief preparatory instructions serve as useful and realistic supplements to authentic patients in the practical examination of undergraduate medical stude

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02863.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYBetween 1983 and 1994 the amount and variety of teaching about death, dying and bereavement in UK medical schools has grown considerably. Twenty‐seven of the 28 UK medical schools now have some formal teaching in this area, and a number of schools have substantial programmes of teaching. A wider range of topics is now taught, with most schools providing formal teaching about physical therapy, teamwork and ethical issues in terminal/palliative care. A greater range of teachers are involved, presumably providing a wider range of perspectives and expertise. The influence of the hospice movement is particularly noticeable, with the majority of schools using their local hospice as a teaching resource. It seems that the General Medical Council's proposed ‘new curriculum’ for undergraduate medical education will result in a further expansion of teaching about palliative care in many schools. However, rigorous evaluation of the effectiveness of such teaching is largely a

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02864.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYCourses in medical ethics are becoming an integral part of many medical school curricula in Europe. At the medical school of the University of Copenhagen, a course on philosophy of medicine has been compulsory for all medical students since 1988. The effect of such courses on the ethical awareness and reasoning of medical students is not well understood and we have therefore found it of interest to study the effects of the Copenhagen course. For the study, we used a Danish version of the Defining Issues Test (DIT) which measures development in moral reasoning (Rest J R, 1979Development in Judging Moral Issues.University of Minnesota Press, Minneapolis).The study was conducted as a pre‐ and post‐test study without a control group, and the subjects were all medical students attending the course in the autumn of 1993.The results show that moral reasoning scores measured by the DIT increase significantly, and we argue that this increase can only be explained as an effect of the cou

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02865.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThe Diploma in Palliative Medicine was established in 1991 and included communication skills as a major part of the curriculum. In order to assess the efficacy of doctors' communication skills in the Diploma examination, an assessment tool was developed based on the modified Prevara Score.Simulated (actor) patients are used for the consultation in the examination; the doctors' performance is assessed independently by the examiner and by the actor. This provides an opportunity to consider the methods used for describing agreement between raters. There was high correlation between examiners' and actors' scores and high acceptability of the scoring method. However, satisfactory agreement in terms of the mean differences between scores and their standard deviation between examiners' and actors' scores was not achieved.We have found the simulated patient interview to be a useful teaching and assessment tool. The good correlation between the observer's (examiner) and the recipient's (actor‐patient) perception of the doctor's interviewing skills provides evidence of the validity of the assessment. However the actor‐patients' ratings tended to be higher and the two groups of assessors could not be used interchangeably.We conclude that actor‐patients are of value in teaching and in assessing the communication skills of doctors but produce different scores to clinical exam

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02866.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThis paper presents the evaluation of a Breaking Bad News course run for three groups of medical students (fourth and fifth year from the London Hospital Medical College and fourth year from St Bartholomew's Hospital Medical College). The course, which is student centred, uses group discussion, videotape presentations and role‐play including actors. All teachers, clinicians and human science tutors, had been through a staff training programme on teaching methods. At the end of the course, students' knowledge of important principles in giving bad news had increased, particularly in relation to interpersonal communication; they were more confident in their ability to break bad news well; and the course learning methods were highly rated. The course was just as well received by fourth year as by fifth year students and several said they would like more of this training. The evaluation shows that if reservations about role‐play can be overcome then this experiential learning is highly valued by stude

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02867.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID