ISSN:0142-159X    

DOI:10.3109/01421598209034757

出版商:Taylor&Francis    

年代:1982

数据来源: Taylor

摘要:

At the University of Nottingham, students are taught aspects of reproductive biology throughout the Part I Basic Medical Science Course. Teachers from the Departments of Physiology and Pharmacology, Human Morphology, Biochemistry, Obstetrics and Gynaecology, and Psychiatry are involved, and an obstetrician in training (the author) has been appointed full-time lecturer in Physiology and Pharmacology to provide an additional link between the basic science and clinical content of the course. The Part II course includes an Honours Year, to give students an opportunity to explore further the application of scientific method in clinical practice. One project, in which students were involved in physiological measurement used in current obstetric practice, is described here. In addition to carrying out practical tasks, students were required to submit written reports and to prepare a learning resource on fetal acid-base balance for use by their junior colleagues. Supervision was provided by obstetric and paediatric registrars and senior house officers, and senior midwives, while staff in the Department of Physiology and Pharmacology assisted students with data analysis. Each project task was assessed by a supervisor and an independent observer. The project proved acceptable to students, supervisors and hospital staff, and avoided interfering with the other responsibilities of a busy obstetric unit. It is intended to repeat the exercise with minor modifications.

ISSN:0142-159X    

DOI:10.3109/01421598209034758

出版商:Taylor&Francis    

年代:1982

数据来源: Taylor

摘要:

This paper outlines a planning process for teachers to follow when designing an assessment of student attitudes. The guidelines presented are drawn from the literature on attitudinal measurement and from the authors' instructional experience. They are stated in terms which are general enough to encompass attitudinal measurement in a wide range of instructional settings.

ISSN:0142-159X    

DOI:10.3109/01421598209034759

出版商:Taylor&Francis    

年代:1982

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421598209034760

出版商:Taylor&Francis    

年代:1982

数据来源: Taylor

摘要:

An educational instrument, the Clinical Teaching Techniques Self-assessment Inventory, was designed and administered to determine how clinical instructors react to difficult aspects of medical student instruction such as involving, facilitating, serving as a resource, problem solving, role modelling and clinical supervision. It confirmed the hypothesis that in such situations, teachers choose instructional techniques which limit active student involvement in patient care. That is, they selected the techniques of role modelling and providing feedback more frequently than those of facilitating and involving. This contrasts with students' views on what they consider to be important factors contributing to learning clinical medicine, namely assuming responsibility for their own learning and becoming involved in patient care. Requests for the instrument, together with feedback material for teachers, have been received from 18 medical schools.

ISSN:0142-159X    

DOI:10.3109/01421598209034761

出版商:Taylor&Francis    

年代:1982

数据来源: Taylor

摘要:

Many disease processes are described by doctors in terms which make no sense to the layman. Here, I describe the methods I use to educate patients about the nature, management, treatment and outcome of their disease processes using teaching methods that were first applied in the undergraduate medical school. In my approach I have been influenced by the old Chinese proverb“the palest ink is stronger than the most powerful memory”.

ISSN:0142-159X    

DOI:10.3109/01421598209034762

出版商:Taylor&Francis    

年代:1982

数据来源: Taylor

摘要:

Professor Michael A. Simpson, Professor of Psychiatry and Professor of Family Practice and Community Health at Temple University, Philadelphia, has selected six articles which he thought might be of interest to readers ofMedical Teacher. His personal comments appear at the end of each review.Cueing in Clinical Examinations‘Clinical evaluation: issues of examination format' Blumberg, P.Evaluation and the Health Professions, 1981;4:316–329.Content of Ward Rounds‘Parent talk at intensive care unit rounds'Frader, J. E. and Bosk, C. L.Social Science and Medicine1981;15E:267–274.Anxiety in Oral Examinations‘Anxiety and performance in oral examinations' Lin, B. S. and Zippo, R.Social Science and Medicine1981;15E:211–214.Effects of Small Groups‘Peer group learning in higher education: the development of higher-order skills' Collier, K. G.Studies in Higher Education1980;5:55–62.Faculty Evaluation‘The role of evaluation in faculty development' Braskamp, L. A.Studies of Higher Education1980;5:45–53.Note Taking‘Note taking: a significant and integral part of learning environments' Gauske, L.Educational Communication and Technology1981;29:155–175

ISSN:0142-159X    

DOI:10.3109/01421598209034763

出版商:Taylor&Francis    

年代:1982

数据来源: Taylor