ISSN:0142-159X    

DOI:10.3109/01421598509036804

出版商:Taylor&Francis    

年代:1985

数据来源: Taylor

摘要:

This article outlines the uses, characteristics and types of video programme which may be produced. It provides some guidelines for using video and for making and evaluating video programmes. Using video may seem simple. After all, any fool can switch on a videorecorder. It takes a good teacher to convert images and sound into a meaningful learning resource for students.

ISSN:0142-159X    

DOI:10.3109/01421598509036805

出版商:Taylor&Francis    

年代:1985

数据来源: Taylor

摘要:

This paper provides a summary report of the experiences of a pre-clinical student during visits made to a general practice. The implications of this learning experience for medical education are reviewed.

ISSN:0142-159X    

DOI:10.3109/01421598509036806

出版商:Taylor&Francis    

年代:1985

数据来源: Taylor

摘要:

Although‘immigrant medicine’may now be covered by some under- and postgraduate curricula, there is little suitable teaching material on the specifically cultural aspects.These‘case histories’have been written as a teaching aid to illustrate some of the problems doctors may have in communicating with patients who belong to immigrant minorities. It is intended that they are used as a basis for a group discussion, which might include some of the points covered in the discussion section. They may be reproduced without permission for teaching purposes.

ISSN:0142-159X    

DOI:10.3109/01421598509036807

出版商:Taylor&Francis    

年代:1985

数据来源: Taylor

摘要:

The hypotheses tested were that para-medical Assistant Medical Practitioner (AMP) students could develop cognitive ability as effectively from‘distance’instruction in the field provided by health department staff as from (a) classroom instructions by University lecturers or (b) a combination of classroom and field instruction. The entire batch of AMP students were divided into three stratified and randomly matched groups. The study included the pre-test/post-test and counterbalanced designs (with rotation of groups). Achievement in cognitive ability in respect of three instructional topics in community medicine–environmental awareness, maternal health and child health were studied using three instructional methods, namely classroom instruction only (C), field instruction only (F), classroom instruction followed by field instruction (C&F) were evaluated. Assessment was by selection type objective tests of the true-false form. The results showed that the groups were statistically equivalent on pretest scores. The post-test scores showed that the F group did not differ significantly from the other groups (p>0.05) in child health. In respect of maternal health the F group did not differ significantly from the C group (p>0.05), but had a mean score significantly less than the C and F group (p<0.05). In respect of environmental awareness the mean score of the F group was significantly lower than the other two groups (p<0.01). The experimental results do not support the generalisation that field instruction only could be the sole method of instruction as the ideal method of developing the cognitive ability in the topics studied.

ISSN:0142-159X    

DOI:10.3109/01421598509036808

出版商:Taylor&Francis    

年代:1985

数据来源: Taylor

摘要:

This paper provides advice for the clinical teacher. It reviews the aims of clinical teaching and the skills and strategies required for the teacher. All too often the emphasis in clinical teaching is on an accumulation of theoretical knowledge rather than on the development of clinical competencies required by the student. These include accumulation and recording of information about patients, performance of physical examination, performance of skill procedures, interpretation of data, solving scientific and professional problems, communicating information reliably, familiarity with health care services and facilities and appropriate attitudes to patients and allied health care workers. Teaching methods include bedside small group tutorials, clinical ward rounds, active participation as a member of the patient care team, independent patient contact in outpatients and inpatients, small group discussions away from the bedside, utilisation of model simulation and role playing, video tape and audiotapes and discussion of patient management problems. Each method is better suited for some goals than for others.Considerations such as the clinical teacher as a role model and who should do the clinical teaching are important. Features of an effective clinical teacher include group instructional skills, attitudes to patients, applied problem solving, student-centred instructional strategies, humanistic orientation, the subject expertise and a challenging approach.Clinical teaching activities require preparation and planning followed by conscientious implementation of the tactics selected. Guidelines can be given which may be of assistance at each of these stages.

ISSN:0142-159X    

DOI:10.3109/01421598509036809

出版商:Taylor&Francis    

年代:1985

数据来源: Taylor

摘要:

Clinical clerkships are a vital link between basic cognitive information and its application in real patient care situations. However, studies have repeatedly shown deficiencies of attending physicians in promoting understanding of the application of basic science information to clinical problems, promoting the development of clinical skills and providing constructive feedback on student's clinical abilities. Problem based attending rounds (PBAR) is an educational process which attending physicians can follow to overcome these deficiencies despite the complexity of actual patients and time constraints of patient care activities. In PBAR, one student presents a short patient profile, a complete current problem list and then selectsoneproblem to present. Then the student presents only those data pertinent to that problem in the SOAP format of the problem oriented medical record. After the patient profile and subjective data, students offer early diagnostic hunches and anticipate physical findings and possible laboratory results. The group moves to the bedside to seek abnormalities and pertinent negative findings. An assessment of the problem under discussion is given and other students challenge the reasoning and offer alternative explanations. Gaps in students' understanding are identified and assignments are made to find and report the new knowledge at the next session. The attending physician's role is more of an educational manager than a medical encyclopedia.Student reactions to PBAR are generally positive, although some prefer to vary the nature of attending rounds to meet other learning needs, especially late in the third year. PBAR seems to overcome many of the deficiencies of clinical education.

ISSN:0142-159X    

DOI:10.3109/01421598509036810

出版商:Taylor&Francis    

年代:1985

数据来源: Taylor

摘要:

This article describes an introductory, biostatistics course that combines the teaching of basic statistics with an introduction to use of the computer for statistical analysis. The course emphasises a problem-oriented approach to learning in which the student utilises the computer to minimise the laborious and error-prone task of data analysis. In this age of rapid technological advancement, both statistics and computer skill will no doubt prove valuable to the physician.

ISSN:0142-159X    

DOI:10.3109/01421598509036811

出版商:Taylor&Francis    

年代:1985

数据来源: Taylor

摘要:

An experiment in teaching a course of histology and cell biology was undertaken at Tel Aviv University Medical School. Teachers were selected from different fields and formed a group which heard and discussed each lecture. Almost all teachers never had taught the subject and were free from bonds to the‘orthodox’ways of teaching histology. The course aimed at teaching morphology in relation to function, stressing understanding more than memorising, and relating the two-dimensional appearances of sections to three-dimensional structure.The course consisted of frontal lectures, microscopical and EM labs and small-group lab sessions in which students performed various techniques and discussed them. These sessions aimed at understanding and discussing limitations of the techniques and why and when they could be useful, and not at teaching the techniques themselves.The course was successful (judged by student evaluation and by the student knowledge of the subject, as reported by teachers or pathology and other courses). Some failures are discussed and ways to avoid them are proposed.

ISSN:0142-159X    

DOI:10.3109/01421598509036812

出版商:Taylor&Francis    

年代:1985

数据来源: Taylor

摘要:

In recent years there has been an increase in the number of drugs used by doctors and also in drug-related disease. Clinical pharmacology and therapeutics has become an increasingly important subject in the undergraduate curriculum, but this has not been reflected in assessment procedures.In an attempt to devise an assessment of students' practical rather than their theoretical competence in therapeutics we have applied the principles of the objective structured clinical examination. Using this technique in the final professional examination it has proved possible to examine, in one morning, 103 students on a range of competencies and topics related to patient management and drug therapy.

ISSN:0142-159X    

DOI:10.3109/01421598509036813

出版商:Taylor&Francis    

年代:1985

数据来源: Taylor