摘要:

This report describes the establishment of a library of computer images of histological preparations and the use of this library for computer-assisted instruction in histology. Images of histological preparations from various organ systems of the body, along with line diagrams, are stored on a central file server, which can be accessed from terminals provided with a colour monitor. The Fabric of Life computer program provides interactive computer-assisted teaching, and allows testing on each image that the student calls up at the terminal. The program is used to supplement lectures and practical sessions.

ISSN:0142-159X    

DOI:10.3109/01421599509008316

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

The College of Medicine at Sultan Qaboos University has adopted English as the language of instruction though schooling in Oman is mostly in Arabic. Students of this new medical college are facing learning difficulties in their basic medical sciences. This paper studies the impact of English language courses on students' performance in those subjects. The 1990 cohort of 84 students joined the College of Medicine after completing a 2-year programme in foundation sciences and English. A major part of the basic medical sciences is taught in a coordinated approach in two blocks. One block coordinates the teaching of cardiovascular, respiratory and urinary systems (CVRUS), and the other coordinates the basic medical sciences disciplines in the alimentary system. Final examination results of the foundation and basic medical sciences courses were correlated with English language using linear and multiple regression analysis. While significant positive correlation was found between results in English and the alimentary system and foundation sciences courses, results in the CVRUS were not correlated. This could be a result of the structure of the English language course or the new objectives and structure of the CVRUS course.

ISSN:0142-159X    

DOI:10.3109/01421599509008317

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

‘Clinical Anatomy and Anatomical Skills’is a newly introduced component of the anatomical teaching of medical undergraduates at Sultan Qaboos University. It comes in the final semester of the anatomy course at the end of the BSc (Health Sciences) programme. It aims to refocus, vertically integrate and revise the subject using problem solving plus testing of a variety of clinically relevant skills recorded in a log-book. This gives the appropriate orientation as the student prepares to commence clinical studies in the MD programme. The organization, structure and assessment of the course are explained. The purpose of this report is to re-emphasize the importance of correlating knowledge of basic anatomy and anatomical skills in solving clinical problems. It is hoped that this course will be of interest to other anatomists involved in the training of medical students.

ISSN:0142-159X    

DOI:10.3109/01421599509008318

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

Medical schools use a variety of methods to assess the clinical competence of students. The aim of this study was to evaluate the system in use at the Department of Paediatrics at Kuwait University. The analysis of the performance of 142 second clinical year students in three consecutive batches revealed that their performances in the final examination correlated well with the paediatric clerkship scores (r = 0.85, p<0.0001). There was high correlation (p<0.01) between the MCQs, short cases and long-case components of the final examination and the total final score (r = 0.79, 0.73 and 0.73 respectively) while the essay-type tests had a lower but significant correlation (r = 0.63, p<0.01)). It may be concluded that, since end-of-block and final examinations assessed similar competences, one or the other can be discontinued. An alternative is to use the two stages of the examination to assess the candidates in different competences, thus increasing the content validity of the system.

ISSN:0142-159X    

DOI:10.3109/01421599509008319

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

Throughout the UK medical schools, encouraged by the General Medical Council, are grappling with curriculum changes. One aspect of these is a growing emphasis on community-based education. Putting theories and advice into practice is not easy. This article outlines the efforts of one Department of General Practice to develop a clear philosophy on which to build its curriculum and illustrates the application of this philosophy in the development of a community-based early clinical contact course for first-year students. The philosophy was constructed from the basis of whole person medicine and a conceptual model of knowledge. Initial course evaluation indicates strong support from students.

ISSN:0142-159X    

DOI:10.3109/01421599509008320

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

The current emphasis in medical education is to engage learners in deep processing of information; the aim is to achieve a better understanding of the subject-matter. Traditional approaches were more superficial and aimed for memorization of medical facts. However, a good memory for medical facts is still essential in clinical practice. This study demonstrates that deep information processing in itself enhances the memory recall of medical facts significantly. Teachers and learners employing deep processing to gain understanding are not achieving this at the expense of memory for medical facts.

ISSN:0142-159X    

DOI:10.3109/01421599509008321

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

Implementation of an effective program for evaluation of clinical teaching requires an inventory of needs and broad-based faculty participation. The program must incorporate sound evaluation techniques, it must articulate objectives for the teachers and must include careful attention to who will have access to the information and how it will be used.

ISSN:0142-159X    

DOI:10.3109/01421599509008322

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

Internal Medicine lessons were integrated with simulation of clinical cases (Socrates program). The subsequent evaluation of 188 students was conducted with the Procustes program (Computer-Aided Assessment of Patient Problem: CAAPP). An increase in the number of training hours with the Socrates program results in improved examination performance. The data suggest that teaching with a learning program based on simulation of a clinical problem or cases may be a useful tool to integrate with traditional lessons. In addition, assessment with the Procustes program may support the appraisal of clinical knowledge and competence.

ISSN:0142-159X    

DOI:10.3109/01421599509008323

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

A survey of North American neurology residency programs revealed that nearly three-quarters of them hold some form of‘morning report’, a regularly conducted conference in which residents and at least one attending physician exchange information on recently evaluated patients. However, only a small fraction of these programs was able easily to retrieve the data for later use. Since few neurology residency programs appear to be utilizing this potential resource for accessing and managing information on patients with neurological disorders, we present our experience and methods for entering patient data into a computerized database with minimal financial, manpower or mental stress and without altering the morning report's primary educational value.

ISSN:0142-159X    

DOI:10.3109/01421599509008324

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

The purpose of this study was to determine the sensitivity of subjective faculty evaluations (1) in detecting the levels of clinical competence exhibited by third-year medical students in a junior clerkship and (2) in correlating with objective measures of the students' performance. Forty-eight third-year medical students were evaluated during the course of a 10-week surgery clerkship. Each student was subjectively evaluated by four surgery faculty members and by a number of objective measures. Unlike the subjective evaluations, the objective testing clearly demonstrated students' deficiencies. None of the seven students identified as underachieving by the battery of objective tests was identified as deficient by any of the faculty evaluators. The subjective scores in this study did not correlate highly with objective tests of either knowledge or performance. Reliance on subjective clinical evaluations as the sole measure of clinical ability is clearly not warranted. To better define clinical competence in the medical student and resident population, we must de-emphasize subjective faculty evaluations and place greater importance on objective tests.

ISSN:0142-159X    

DOI:10.3109/01421599509008325

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor