ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02810.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYAn audit project has been submitted by all trainees in the West of Scotland since 1992 as part of a pilot process for summative assessment. The impact of 2 consecutive years of audit was assessed on 117 trainees in May 1994. A response rate of 89% was achieved. For 82 trainees (79%) this was their first practical experience of audit and as a result of it 85% felt more confident in introducing change to their next practice. Protected time was still a problem for the majority (53%) and one‐third wanted more help from their trainer. Thirty trainees (29%) had attended four or fewer formal practice meetings in their 10 months of training, with 10% never having attended one. The previous trainee's audit project was rarely or never discussed with 70 trainees (87%) and only 12 trainees were evaluating changes recommended. An audit project as part of summative assessment may be encouraging trainees to think about change after they leave their training practices. Few, however, are evaluating change and protected time and support are still required. The marking of the summative assessment audit project may need to address thi

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02811.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYA 50% random sample (n= 186) of teaching staff at a ‘traditional’ medical school and all staff (n=205) at an ‘innovative’ school were surveyed on their attitudes to teaching and teacher training. Response rates were 80% and 93% respectively. Staff at both institutions were predominantly men, highly experienced and active as teachers. Though only a minority had undergone recent teacher training, some 95% rated their teaching as ‘average’ or ‘above average’. High levels of enthusiasm for teaching were detected in both schools. Staff at the ‘innovative’ school were more positive about the rewards for teaching. There was a common perception that formal training would improve the quality of teaching, though a third would not wish to participate.When developing strategies to enhance the quality of medical teaching, it is important to appreciate the existing attitudes of teachers. This survey indicates that inflated views of their own teaching ability, a perceived lack of reward for teaching, and ambivalence towards formal teacher training are three problem areas which ne

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02812.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYAs a result of the policy of apartheid, the University of Cape Town Medical School was prevented from admitting black African students by the South African Government until 1986. A further feature of this policy was to impose an inferior primary and secondary school education on African pupils, so that, in general, African school‐leavers are underprepared for tertiary education. Admission to medical school is highly competitive and African school‐leavers are unable to compete effectively with their counterparts from the other racial groups. Therefore, from 1986 to 1990 inclusive, an affirmative action admissions policy was followed that allowed the most successful African matriculants, whether competitive or not, to enter the Medical School and follow the regular course of study. This process failed in that an inadequate number of students gained admission to the MBChB programme and their academic progress was unsatisfactory. Since 1991, an affirmative action policy incorporating both academic support and mentor programmes has been followed by the Faculty of Medicine. This system has led to a substantial increase in the number of African students entering the first year of study and it is planned that up to 40% of all matriculants entering the MBChB programme in 1995 will be via this system. The academic load is reduced, and the results the students obtain at university have markedly improved, with 86% of students achieving the academic goals that they are set. The comparison between these two systems emphasizes the need to provide both academic and social support as well as flexibility in the curriculum if an affirmative action policy is to succ

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02813.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYOne hundred and forty Hong Kong Chinese students were surveyed early in the second year of their medical education (year 2), and compared with 138 students surveyed prior to beginning their first year of medical school and with 74 non‐medical university students in their second year. In year 2 students, distress as reflected in their scores on anxiety and depression self‐report scales was high, and these students reported greater utilization of health professional services as compared with the other two groups. In year 2 students, concerns related to the medical school environment and curriculum, and whether one has the endurance and ability to be successful were significant correlates with depression and anxiety. Loss of opportunity to maintain social and recreational sources of gratification correlated with anxiety. There was no difference between the sexes with regard to the development of anxiety and depression symptoms. Academically less successful students reported somewhat higher levels of depressive ideation and symptomatology. Trait anxiety correlated with the development of distress, while optimism protected against the development of distress. Active coping styles and positive reinterpretation as a coping strategy correlated negatively with distress, while wishful thinking correlated positively with distress. These findings emphasize the need for greater attention to the psychological well‐being of doctors‐in‐training, in Hong Kong as in the Western world. These findings should be further explored in longitudinal studies, and may be helpful in designing intervention and support programmes for vulnerable

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02814.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThis article concerns medical education about the ethics of professional duties and treatment of HIV‐infected patients. The issue at hand is not whether medical students have a duty to treat HIV‐infected patients, since it is a matter of consensus that they do. Medical schools have reasserted that risks are inherent in medicine, and that medical school admission should be based on the willingness to accept some risks, in addition to intelligence and personal skills. Those who wish to avoid risks are free to enter other professions. While it is imperative to assert a duty to treat, this requires thoughtful explanation to match the understandably high anxiety levels of many medical stude

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02815.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThis study was initiated in response to the availability of unlimited access tomedlinevia the PaperChase interface at the host institution. The goal of the study was to analyse the usage ofmedlineby medical students during their third‐year clinical clerkship in paediatrics. This was achieved by first giving them a formal demonstration ofmedlineand then longitudinally administering a structured questionnaire at several points during their paediatric clerkship. Since medical students were required to write a thesis for this clerkship, which included an analysis of the primary literature, there was an identified need for using the system. This study analyses the students' perceptions and searching activities after formal training and upon having unlimited access tomedlin

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02816.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThis study compared the use of a 2.1/2‐hour multimedia workshop with distribution of an algorithm on the ability of fourth‐year medical students to present a stop‐smoking plan to a simulated patient. Results showed that students who participated in the workshop performed statistically significantly better on the skill areas of providing information, eliciting and responding to feeling and on content areas of past experience with quitting, resources available for change and negotiating a plan. There were no significant differences in the skill area of eliciting information and the content areas of motivation to stop smoking, factors that inhibit change and problems affecting the plan. Neither of the groups performed very well. The highest number of available points obtained by both groups was in eliciting information (53% in the algorithm group and 64% in the formal training group); however, most of the values were in the range of 10%–25% of possible points. Suggested reasons for the low values may be due to the specific items rated, the teaching methods or the time needed to assimilate new

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02817.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYThe 5‐week module in general practice for final‐year students at the University of Sheffield is based on practice attachments and student‐directed learning in small groups. This paper describes how the summative assessment process of the module was revised to incorporate the notion of competence‐based assessment, and how general practitioner tutors, departmental tutors and students were involved in this revision. The question ‘What are students expected to know and be able to do by the end of the module?’ was answered in terms of a statement of the key purpose of the module and a list of intended learning outcomes. The question ‘How can we find out if students have achieved these outcomes?’ was addressed by developing check‐lists of criteria for observed behaviours and for the written products of

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02818.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID

摘要:

SUMMARYTwenty‐five clinical dental students with varying clinical experience were presented with case records consisting of a clinical history and a panoramic radiograph for 25 patients with bilateral lower third molars (‘wisdom teeth’). The students were asked to indicate how certain they were that each lower third molar tooth needed removal using a 6‐point rating scale. Immediately following the task, the students were presented with information on the indications for removal of lower third molars in the form of a lecture by a senior academic clinical teacher. One week later the students were asked to repeat the rating study, under the same conditions as before, using a further 25 clinical cases. Receiver operating characteristics (ROC) analysis, which provides a graphical and quantitative assessment of a group of observers’ ability to detect need for treatment, was utilized to examine differences between junior and senior students and between the matched pre‐training and post‐training experiments. The ability of junior students to assign lower third molars for surgery was statistically no better than random selection of cases. Formal clinical teaching significantly improved this group's performance, but had no effect on the performance of senior students. Senior students were significantly better able correctly to assign lower third molars for surgical intervention than junior students. Therefore this study shows that clinical experience has a significantly greater influence on treatment‐planning ability than formal teaching. ROC analysis is a useful tool for assessing the effectiveness of methods of undergr

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1995.tb02819.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: OVID