摘要:

Patients coming under the care of a specialist palliative care unit are, sadly, in a unique position to describe and demonstrate communication issues, particularly the breaking of bad news and details of treatment and prognosis. This paper outlines many of the issues as experienced by these patients and describes how these insights can be shared with medical students, registrars and general practitioners. Students can hear directly from the patients how communications and explanations could be improved, what ambiguous or hurtful phrases could be avoided and what such patients most want to hear.

ISSN:0142-159X    

DOI:10.3109/01421599409008264

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

The importance of future doctors' personal development is now widely acknowledged. In order to learn how to break bad news students need to develop appropriate attitudes as well as knowledge and skills. The best context for such learning is medicine's critical but supportive collegiality. But broad objectives (preparing, addressing, contextualizing and applying) can be identified for different stages of education from the first pre-clinical to the first pre-registration year. Examples are given of teaching methods, appropriate to each of these stages, which the writer has found helpful.

ISSN:0142-159X    

DOI:10.3109/01421599409008265

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

The breaking of really bad news in the paediatric setting is comparatively uncommon except in a few subspecialties such as oncology and neonatology. As a consequence even our junior staff do not have a chance to develop a skill in this important area. Over the last five years we have developed a perinatal death symposium which explores, with each group of undergraduates, some important areas from both the theoretical and in particular the practical management of both the patient and the relatives at this time. The symposium utilizes junior and senior staff of several departments and also members of the public to draw attention to important aspects. The feedback from both junior staff and undergraduates is very positive and the contact with public groups has ensured that practical management continues at the clinical level.

ISSN:0142-159X    

DOI:10.3109/01421599409008266

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

The UK Higher Education Funding Councils are calling for greater efficiency and effectiveness. The UK General Medical Council is calling for students to take greater responsibility for their learning and recommending a reduction in the amount of didactic teaching. The computer-based system of learning described here can meet both demands. Initially, the system was developed in Paradox for Windows. However, development was too slow for the project's short life of three years. Also, the software demanded too high a level of hardware. The Windows Help compiler, it was found, could readily give the required functionality, without sacrificing ease of use or ease of modification—and with only modest demands on system resources. Functionality and sophistication can be enhanced by using some of the powerful commercially available tools (instead of the template approach initially adopted), along with the Windows Help compiler.

ISSN:0142-159X    

DOI:10.3109/01421599409008267

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

Students have to take increasing responsibility for their own learning. They face growing problems of information overload. Given the present financial limitations and increased student numbers, we must make the best possible use of resources. All these factors contribute to the importance of study guides in the management of students' learning. Study guides can help students to identify what they should be learning, to locate available learning opportunities and to make best use of these. Guides can encourage students to assess their own competence. Computer-based study guides offer advantages over print-based guides. The computer-based guide allows students to move quickly and easily from one section to another. The student can individualize it for personal needs, thus adding more information. It can include colour, pictures and sound. It can embrace computer-mediated communications. It is easy to update. Computer-based study guides are now ready to make a practical and significant contribution to medical education.

ISSN:0142-159X    

DOI:10.3109/01421599409008268

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

The tailored response test (TRT) is an innovative testing format to assess clinical knowledge and problem-solving skills. We developed an interactive computerized version of the TRT to facilitate scoring of the TRT and provide immediate feedback to students on their performance on the TRT. It was evaluated in the context of an objective structured clinical examination (OSCE) given to all students at the end of Year Two in 1991. The computerized TRT was compared with another TRT administered in paper-and-pencil format in the same OSCE and with results on the same TRT question administered the previous year in paper-and-pencil format. Students were able to complete the 31-item computerized TRT in the allotted OSCE station time of 5.5 minutes. The mean score on the computerized TRT was 82.2±9.2% (±SD), compared with a mean score of 83.0±4.5% using a paper-and-pencil format of this TRT the previous year. Students preferred the computerized version of the TRT to a paper-and-pencil version of a different TRT given in the same OSCE. The TRT was successfully adapted to an interactive computerized format. The computerized format simplifies scoring of the TRT. In addition, it has the advantage of providing immediate feedback to students about their performance on the TRT and its individual decision points. The computerized version of the TRT has potential as a valuable format for medical evaluation and instruction.

ISSN:0142-159X    

DOI:10.3109/01421599409008269

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

The Department of Surgery at the State University of New York at Buffalo (SUNY/Buffalo) has designed a competency program for surgical residents to provide focused graduate experience and create a database that is acceptable to the American Board of Surgery. It uses a computer program (ResSolution) to manage the database. The Advanced Trauma Life Support (ATLS) provider course is used to document trauma credentials. A total of 221 residents have achieved satisfactory trauma credentials within six months of entering the program. All of the senior residents (PGY4/5) have instructor status. In 12 months, 66 residents have participated in 10,203 surgical procedures in five consortium hospitals. The majority (81.5%) were performed by the resident with direct faculty supervision. This resident credentialing program documents the acquisition of clinical skills and provides a template on which graduate training can be formalized. It may improve resident cognitive performance by identifying knowledge domains that are not addressed in the clinical experience. It has significant potential to help manage the career development and clinical experience of residents.

ISSN:0142-159X    

DOI:10.3109/01421599409008270

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

Teamwork is important to the provision of healthcare but there appears to be little attention given to healthcare students learning to work together. To address this need a collaborative project between nursing, medicine, occupational therapy, physiotherapy and podiatry was undertaken. Students participated in an active learning day which considered professional roles, how these integrated to provide a service and how the team worked together to form clinical management plans. During the first year the workshop was repeated eight times and 170 students attended. Students were positive about the experience and requested more joint learning particularly on clinical placements. The success of this project could act as a model for future developments.

ISSN:0142-159X    

DOI:10.3109/01421599409008271

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

Human touch is considered a prerequisite to health and well-being even to the point that infants left without it suffer considerably or even die. Medical science has failed to develop this vital area of communication as a means of producing knowledge or by using it in primary care. One paper has listed 12 medical schools where touch was being taught. This paper begins with a justification of why human touch is important in patient-physician relationships and discusses salient issues in addressing human touch in a medical school setting at Turku university. It offers an outline of a unit where touch is being taught in relation to content, skills and an appropriate development of professional attitudes.

ISSN:0142-159X    

DOI:10.3109/01421599409008272

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

The study sought to evaluate faculty opinion of existing medical curricula in two medical schools, one in each of two countries, in terms of six educational strategies described by Harden et al. (1984). Using the‘SPICES continuum’, it was found that useful information can be obtained from a large number of faculty for consideration during curriculum strategy evaluations. The research included opinion of members of the faculty from the Faculty of Medicine and Health Sciences (FMHS), United Arab Emirates University, Al Ain and the School of Medical Sciences (SMS), Universiti Sains Malaysia, Kota Bharu. From the profile of each medical school, significant differences between existing educational plans of the two medical schools were identified in several parameters of the‘SPICES continuum’. It seemed that the faculty of both medical schools believe that a position towards the left in the‘SPICES continuum’, meaning use of a student-centered, problem-based, integrated and community-oriented curriculum with electives, would be more appropriate in their respective schools. The‘SPICES continuum’seems to be a useful instrument for obtaining a quick quantitative faculty view about the educational program of the medical school.

ISSN:0142-159X    

DOI:10.3109/01421599409008273

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor