ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00838.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.tb00839.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYWith the objective of evaluating and accrediting the quality of medical education in the country, the Mexican Association of Medical Schools initiated the National Programme for the Strengthening of the Quality of Medical Education (PNFCE). This programme led to the establishment of the National System of Accreditation. Medical school deans in Mexico determined the criteria for the evaluation of quality and its subsequent standards through a consensus process. The following 10 criteria resulted: general basis and educational objectives; government and institutional orientation; educational programme and academic structure; educational process assessment; students; teaching staff; institutional coherence; resources; clinical sites; and administration. Eighty‐eight standards were developed in the instrument designed for the self‐evaluation phase. The information resulting from the self‐evaluation will be verified by a group of experts during a survey visit, which will be finalized with a report to serve as the basis for the decision to be made by the Accreditation Commission. The self‐evaluation phase started in 1994. In 1996 four schools submitted their request for accreditation. As of July 1996, one survey visit has been completed and three more are programmed for the second half of t

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00840.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYA new form of written examination, involving self‐ and teacher assessment, immediate feedback and discussion time with the course leader has been tried and evaluated at seven undergraduate courses in obstetrics and gynaecology at Umeå University, Sweden. Out of 112 students (59 women, 53 men), 101 (90%) rated this method as a better or far better learning situation than the traditional written examination. Twenty‐seven (24%) students regarded the examination to be equal to, and 78 students (70%) thought it better or far better than, the conventional assessment as method to check the knowledge. According to the students, the method of self‐marking increases the fairness of the examination and reduces the chances of cheating. No significant differences related to gender, age or test results were found. The examination time required of students was the same as with the traditional method, while the amount of time required of teachers was r

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00841.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThe undergraduate medical curriculum at Linköping was changed and problem‐based learning introduced in 1986. As a consequence the need for new examinations arose. To assess the students' consultation skills, ability to use theory in practice and skills in problem‐based learning, a new examination called ‘phase examination’ was designed and introduced. The examination results of a 4‐year student cohort are presented here, including descriptive statistics and correlations between phase examinations 1 and 2, as well as a semester examination consisting of modified essay questions and an objective structured clinical examination. The construct validity of the phase examination was tested by factor analysis. In general, low correlation between the three examinations were found, and interpreted as a result of inter‐case and inter‐rater variability. The factor analysis identified two factors in both phase examinations — one representing the solving of a learning task, the other consultation skills. The variables concerning the use of knowledge had an intermediate position, more connected to the solving factor in phase 1 and the consultation factor in phase 2. With the close connection of theory and practice in the phase examination, both by its design and the pairing of examiners (one general practitioner and one basic scientist), these examinations can be an important learning experience for both students and teachers. The deficiencies in the reliability of the phase examinations is, in our view, compensated by its directing and supporting effect on students' learning and its face and co

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00842.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThis paper describes the evaluation of a two‐day minor surgery training course for general practitioners and vocational trainees. The course was developed by a team from a wide range of specialties. A pilot run of six of these courses was held in various locations in the United Kingdom during 1994, organized by the Royal College of General Practitioners and supported by the Department of Health. The courses were attended by 144 participants in total: 52 general practitioners and 92 vocational trainees. The evaluation addressed (a) the process of training which resulted in substantial changes being made to the original design and content of the courses; and (b) the outcome of the training in terms of knowledge, confidence and competence. A central feature of the course was the use of sophisticated simulated tissue. Participant feedback indicated that although the simulated tissue was not considered to be very realistic it substantially increased levels of confidence and competence to carry out minor surgery. Knowledge on various aspects of minor surgery increased significantly. The feedback from the evaluation was forwarded to a minor surgery working party at the Department of Health whose remit was to prepare guidelines for teaching, authorising and carrying out minor surgery in general practic

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00843.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThe use of performance‐based assessment has been extended to postgraduate education and practising doctors, despite criticism of validity. While differences in expertise at this level are easily reflected in scores on a written test, these differences are relatively small on performance‐based tests. However, scores on written tests and performance‐based tests of clinical competence generally show moderate correlations. A study was designed to evaluate construct validity of a performance‐based test for technical clinical skills in continuing medical education for general practitioners, and to explore the correlation between performance and knowledge of specific skills. A 1‐day skills training was given to 71 general practitioners, covering four different technical clinical skills. The effect of the training on performance was measured with a performance‐based test using a randomized controlled trial design, while the effect on knowledge was measured with a written test administered 1 month before and directly after the training. A training effect could be shown by the performance‐based test for all four clinical skills. The written test also demonstrated a training effect for all but one skill. However, correlations between scores on the written test and on the performance based test were low for all skills. It is concluded that construct validity of a performance‐based test for technical clinical skills of general practitioners was demonstrated, while the knowledge test score was shown to be a poor predictor of competence for specific t

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00844.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThe objective structured clinical examination (OSCE) now has an established place in the assessment of the medical undergraduate. While much has been written about the reliability of the OSCE, empirical work on the determination of the passing score which represents competence on the OSCE is rarely encountered. If the OSCE is to play its role in the ‘high stakes’ testing of clinical competence, it is important that this passing score be set reliably and defensibly. This article illustrates how a two‐session modified Angoff standard‐setting procedure is used to set the passing score on a 14 station Obstetrics and Gynaecology OSCE used to assess final year students at The Queen's University of Belfast. The Angoff methodology harnesses the professional judgement of expert judges to establish defensible standards. Four university teachers, five non‐academic consultants and six junior clinical staff took part in a two‐session Angoff standard‐setting procedure. In the first session, the judges (individually and in silence) used their professional judgement to estimate the score which a minimally competent final year obstetrics and gynaecology student should achieve on each tested element of the OSCE. In the second session they revised their session 1 judgements in the light of the OSCE scores of real students and the opportunity for structured discussion. The passing score for the OSCE is reported together with the statistical measures which assure it

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00845.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYHistory and Philosophy of Medicine has been a compulsory unit in the first year of the medical curriculum at Sydney University for the past decade. Volunteer tutors are drawn from most clinical and basic science departments, and each year the programme is organized on a theme of current importance in medical practice. This course began as an experiment because no resources were available for specialist staff, but has proved outstandingly successful in generating both student and teaching staff interest and support for the programme. Students present short tutorial papers to their peer group followed by submission of an essay which takes into account the tutorial discussion. The open book examination includes analysis of an unseen piece of primary source material as well as questions derived from the classwork. The Faculties of Arts and Science encouraged this educational experiment and several medical students have now opted to undertake a year of historical research during the intercalated B Sci(Med) programme, and a number of the tutors have enrolled in postgraduate historial or ethical programmes. We suggest that this model may permit introduction of novel courses in times of financial cutback within the Universities, and even allow a foundation to be laid for future development.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00846.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYAs some formal bioethics instruction has become the norm in American medical schools, a trend has emerged toward increased attention tocontextin both bioethics education and bioethical decision‐making. A focus on classical dilemmas and a textbook knowledge of principles is yielding its previous dominance to permit a more detailed examination of ethical behaviour in actual practice in medicine. After documenting and analysing this emerging trend in bioethics education and its parallel in bioethics theory and research, we turn to the context of medical education itself to look beyond formal bioethics instruction to the ‘informal curriculum’ that is so central to the moral development of medical students and residents.A qualitative research strategy is being used to study the informal curriculum through analysing tape‐recorded informal conversations students and residents have with their friends and colleagues at work about issues bearing on their professional development. Data presented are documenting ‘the unwritten code’ for medical students on a surgical clerkship and the senior residents' informal ways of producing a ‘practical ethics of conduct’ that shapes understanding of what is good, skilful, and right on that surgical service. How conceptions of appropriate conduct are conveyed, rewarded and sanctioned also reveals how professional demeanour is taught, permitting discussion about what should be retained and what changed. The context in which ethical issues arise enhances understanding of ethical pract

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00847.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID