摘要:

Due to dissatisfaction with the existing clinical skills course a new model was designed. The key problems were lack of feedback from the teachers, too little involvement, students' feelings of insecurity and inadequacy, being overwhelmed by the task, and insufficient follow-up. The new course was built on a personal relation between student and teacher, reduction of tutor's patient workload during the 4 weeks of the course, a personal responsibility for the progress of the student and an individualized, gradual increase of the task from a limited history and physical examination to a complete, usable patient journal. Each student was given a personal tutor, who spent at least 1 hour daily with the student and a patient. Both students and tutors show great satisfaction with the new course. The students feel adequately prepared for further patient work after the course and the results of examinations, in the form of a skills test, compare favorably with those of previous courses.

ISSN:0142-159X    

DOI:10.3109/01421599609040263

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

Using a postal questionnaire, comments were invited from recent graduates on the teaching profile and performance of all teachers at an‘innovative’medical school which emphasizes problem-based learning. Of the 120 teachers involved in the survey, graduates considered 32 (27%) to have a very high profile, 18 (15%) a high profile, 29 (24% a low profile and 41 (34%) a very low profile. In a follow-up survey involving the teaching performance of 106 teachers, graduates considered 20 (19%) to be of very high quality, 64 (60%) of high quality, 21 (20%) of low quality and 1 (1%) of very low quality. These findings suggest that efforts to improve medical teaching should focus on helping low profile teachers to become more active rather than enhancing the performance of those who already teach.

ISSN:0142-159X    

DOI:10.3109/01421599609040264

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

Communication teaching should now be an important part of the undergraduate curriculum. Training in cultural issues has been identified as missing by practising doctors. We describe here teaching which addressed both areas. Second-year students visited and interviewed a family from an ethnic minority group. They then presented and discussed their findings in groups of 12. Evaluation showed that most students found the teaching both interesting and useful. Their understanding of cultural factors in health, as well as communication skilk, had increased.

ISSN:0142-159X    

DOI:10.3109/01421599609040265

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

SAINT is a tool for students to improve that communication skills. It consists of nine hierarchical sets of statements of achievement. Each is associated with suggestions for further learning experiences within the clinical environment. Twenty-nine medical students in their first clinical attachment used this tool after a brief tutorial. SAINT appeared to provoke new insights in about a third of subjects. More than two-thirds were helped to plan their learning.

ISSN:0142-159X    

DOI:10.3109/01421599609040266

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599609040267

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

The multimedia computer game Myst was used as an analogous simulation of clinical problem solving. The computer-generated graphic environment provided an interactive model of multiformat signal detection, hypothesis generation and testing. The use of similar software is proposed as a means of overcoming some of the deficiencies of current approaches to teaching problem-solving skills in the undergraduate curriculum.

ISSN:0142-159X    

DOI:10.3109/01421599609040268

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

A short pharmacotherapy package based on a WHO manual on good prescribing was introduced for the second-year undergraduate medical students at the Institute of Medicine in Kathmandu. The method used was interactive discussions between students and teacher coupled with role-plays by students in solving therapeutic problems. All the students felt that the package was useful and interesting and it was recommended for future students. This preliminary experience shows that a short problem-orientated pharmacotherapy package can be integrated easily and successfully into teacher-centred and discipline-based pharmacology teaching.

ISSN:0142-159X    

DOI:10.3109/01421599609040269

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599609040270

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599609040271

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599609040272

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor