ISSN:0142-159X    

DOI:10.3109/01421599009006687

出版商:Taylor&Francis    

年代:1990

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599009006688

出版商:Taylor&Francis    

年代:1990

数据来源: Taylor

摘要:

How far has medical education been reshaped to meet society's new realities and expectations? More than 40 years have passed since the establishment of the World Health Organization. More than 20 years of the WHO's active work has gone into the educational development of health professionals. And it is now more than 10 years since the Declaration of Alma-Ata, which urged Member States to reorient their health systems so as to provide for more equitable and appropriate services to every citizen on our planet. But the question remains: have there been any significant changes in medical education that refiect these events?

ISSN:0142-159X    

DOI:10.3109/01421599009006689

出版商:Taylor&Francis    

年代:1990

数据来源: Taylor

摘要:

Concern for the professional preparation of physicians who will be able to function efectively in the uncertain environment of the 21st century has led to some attention being paid to the behavioural sciences. This case study is concerned with the introduction of a course in behavioural science and the steps taken by a professor to promote excellence in instruction.

ISSN:0142-159X    

DOI:10.3109/01421599009006690

出版商:Taylor&Francis    

年代:1990

数据来源: Taylor

摘要:

Complete medical interviews and physical exams were performed on two simulated patients by a class of medicine interns. These interviews and examinations were videotaped and were then scored using a rating scale developed by the authors. This system of videotaping and rating complete interviews and physical examinations is called the The Northwestern Evaluation&Training System (NETS). Selected findings are presented and discussed. It is shown how the NETS can be used for educational feedback to the individual student and for quality assurance feedback to training programs regarding the effectiveness of their instruction in interview and physical examination skills.

ISSN:0142-159X    

DOI:10.3109/01421599009006691

出版商:Taylor&Francis    

年代:1990

数据来源: Taylor

摘要:

Physicians who are excessively underconfident or overconfident about their knowledge may have impaired clinical judgement. Confidence weighting of multiple choice examinations asks test-takers to state how confident they are that the answers they selected are correct. This previously described method allows the examinee to receive‘overconfidence’and‘underconfidence’scores. This study was designed to test the hypothesis that these scores would correlate with faculty assessment of pediatric residents' confidence level as observed in the clinical setting. Thirty-three pediatric residents took an examination of general pediatric knowledge using confidence weighting method. Percentage of questions answered correctly ranged from 40 to 81%. There was an association between increasing overconfidence andlowerexamination scores (r = 0.58;p= 0.001). Increasing overconfidence was also associated with decreasing underconfidence (r = 0.38; p = 0.04). Five faculty members, the program director and the chief resident were asked to rate their perceptions of the residents' confidence on a Likert-type scale. The period of observation ranged from 9 months to 3 years. Linear regression demonstrated an association between underconfidence indices and observed confidence in the clinical setting (r = 0.39; p = 0.03). In addition, three of four residents who left the program had either over-or underconfidence indices greater than one standard deviation from the mean. These results indicate that the multiple choice examination with confidence weighting can predict residents who will be judged as underconfident by clinical preceptors. This finding is important in light of our impression that such house officers often have difficulties later during their residencies.

ISSN:0142-159X    

DOI:10.3109/01421599009006692

出版商:Taylor&Francis    

年代:1990

数据来源: Taylor

摘要:

This paper describes a strategy for learning that may effectively link the hospital and general practice parts of vocational training. It suggests the use of a locally developed study guide for each hospital post that is based on certain priority objectives for general practice training. The learning needs of individual trainees are the central focus of the strategy.

ISSN:0142-159X    

DOI:10.3109/01421599009006693

出版商:Taylor&Francis    

年代:1990

数据来源: Taylor

摘要:

The use of an innovative educational medium such as the interactive videodisc was seen as a way of maximizing student learning by using its attributes of excellent visual images, interactivity (active student learning), feedback, quick response time, and the potential for student-directed and student-paced learning. A videodisc containing 1981 slides and approximately 34 minutes of videotape on the topic of orthopaedics was produced in PAL format and the authoring language PC/PILOT was used for programming. The instructional design considerations and the process of producing an interactive videodisc are discussed.

ISSN:0142-159X    

DOI:10.3109/01421599009006694

出版商:Taylor&Francis    

年代:1990

数据来源: Taylor

摘要:

This article describes the use of the critical incident technique to define non-cognitive behaviours, referred to as‘fitness and aptitude’that physicians should demonstrate in their practice. A total of 484 behaviours were categorized under four categories: attitude and personal attributes; communication; practice organization; and professional competence. Each category was further subdivided into subcategories. The communication category was by far the largest, representing 46% of all behaviours. The behaviours were written as objectives so that they could be included in a medical school curriculum and evaluated with much less subjectivity.

ISSN:0142-159X    

DOI:10.3109/01421599009006695

出版商:Taylor&Francis    

年代:1990

数据来源: Taylor

摘要:

Problem-oriented case discussion is a valuable teaching tool in clinical pharmacology. Small groups are ideal for discussion but attempts to extend this to large groups often magnify the problems seen with small group discussion to an unacceptable extent. We describe a format which overcomes many of the problems encountered. The class is divided into groups of six students. Cases for discussion are distributed a week before discussion. Individual groups meet, research, discuss, form a consensus opinion and appoint a chairperson for each topic. The class meets and two groups are randomly chosen to discuss the first topic. The chairperson of the first group briefly presents the group's analysis of the problem. The chairperson of the second group then acts as an‘interrogator’questioning statements of fact, application of knowledge or logic, and offers alternative opinions. After discussion between the two groups the rest of the class join the discussion. Two new groups are chosen for the second case.This format facilitates self-directed learning, well-prepared participants and worthwhile discussion.

ISSN:0142-159X    

DOI:10.3109/01421599009006696

出版商:Taylor&Francis    

年代:1990

数据来源: Taylor