摘要:

Increasingly, communication skills training is being introduced into medical schools. Evaluations of post-training assessments document its success and add momentum to this movement. In addition, evaluations of student feedback shape course content and teaching methods. Two types of self-selection might bias evaluations and hence, lead to erroneous decisions: (1) students who attend a course may differ from nonattenders; and (2) students who give feedback may differ from those who do not. These two types of bias were examined in the context of a workshop designed to help medical students talk to patients about cancer. Overall, the need for communication skills training was endorsed. However, sex and experiential differences between attenders and non-attenders were identified and if replicated, could confound post-training evaluations. Similarly, differences between students who were more and less willing to provide feedback suggested that decisions based on student evaluations might systematically shape courses to the needs of unrepresentative student groups. Furthermore, qualitative data suggested that students who are least likely to give feedback, are those most likely to have critical or negative comments. Such a bias could mislead evaluators to underestimate the need for change. Rather than cancel each other out, biases associated with attendance and motivation to provide feedback combined. This is serious, because in practice, evaluators are likely to receive data only from those who both attend a given course and provide feedback. The danger is that evaluators may base decisions on information from a doubly self-selected minority of students.

ISSN:0142-159X    

DOI:10.3109/01421599209044018

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

The present study was conducted with a sample of junior medical students at Jefferson Medical College to investigate the factors that influence students' overall satisfaction with the otolaryngology clerkship. The most important factor related to their overall satisfaction in the clerkship was their experience with residents, followed by experience with attending physicians, quality of rounds, and of lectures. The number of patients the students encountered, and number of rounds and lectures were deemed less important. Based on these findings, the authors of this paper concluded that the residents' role in teaching should be emphasized and students' satisfaction with the otolaryngology clerkship may be enhanced by developing residents' skills in teaching students.

ISSN:0142-159X    

DOI:10.3109/01421599209044019

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

We designed an assignment for first year medical students that included instruction in writing and in computer use, two important subjects that are usually neglected in the traditional curriculum. As part of a neuroscience course, students wrote an essay using a word processor and submitted it to the instructor via the campus computer network. If requested by the instructor, the students submitted a revision of their essays without a grade penalty. As a result of completing the assignment, students learned the importance of revision and were stimulated to learn more about computers. With only slight modification of medical school courses, faculty can place more emphasis on writing skills and computer literacy.

ISSN:0142-159X    

DOI:10.3109/01421599209044020

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

A survey of the 30 departments of general practice in the UK revealed that only three are currently making use of any form of computer based learning materials for teaching their undergraduate students. One of the reasons for the low level of usage is likely to be the relatively poor availability of suitable courseware and lack of guidance as to how to utilise what is available. This short paper describes the types of courseware that are available and the advantages and disadvantages of using acquired courseware as opposed to writing your own. It also considers alternative strategies for making computer based learning (CBL) courseware available to students.

ISSN:0142-159X    

DOI:10.3109/01421599209044021

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599209044022

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599209044023

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

Computer Applications for the Medical Office (Medical Care Basic Management System)Barbara A. Gylys F.A. Davis Company ISBN 0 8036 4488 4, 406 pp.£22.64International Medical Communication in EnglishJohn Christopher Maher Edinburgh, Edinburgh University Press ISBN 0 7486 0133 3, 200 pp.£10.95 pbkClinician's Pocket ReferenceL. G. Gomella (with Brain, Haist&Olding), 1989 Prentice-Hall International Inc. ISBN 0 8385 1318 2, 413 pp.£9.95 pbkClinical Chemistry: A Fundamental TextbookCalbreath Donald, 1992 F.W.B. Saunders Co. ISBN 0 7216 2621 1,468 pp.£24.95 hbkPhysiology for sportspeople: A serious guide to the bodyP. G. Bursziyn, 1990 Manchester University Press ISBN 0 7190 3087 0, 278 pp.£9.95 pbkFluids and Electrolytes: physiology and pathophysiologyMartin G. Cogan, 1991 Prentice-Hall International Inc. ISBN 0-8385-2624-1, 304 pp.£22.25Diagnostic Picture Tests in PaediatricsR. D. G. Milner&S. M. Herber, 1990 Wolfe Publishing Ltd ISBN 0 7234 1599 4, 128 pp.£7.95Human Development Anatomy (National Medical Series for Independent Study)Kurt E. Johnson, 1988 New York, John Wiley and Sons ISBN 0 471 62157 9 (pbk) 447 pp.

ISSN:0142-159X    

DOI:10.3109/01421599209044024

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599209044025

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599209044026

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor