ISSN:0142-159X    

DOI:10.3109/01421599309006651

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

Absence of precise definitions of such terms as‘reflection’and‘reflective practice’may result in reluctance to explore methods of introducing the underlying ideas to students. In this paper some views on meaning are considered and reflection is introduced to a group of physiotherapy students as a tool in active learning. Transcripts of the students' reflections during a pre-clinical and a clinical experiential learning exercise are presented and discussed.

ISSN:0142-159X    

DOI:10.3109/01421599309006652

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

This paper discusses the design of a diagnostic process simulator which teaches medical students to think clinically. This was possible to achieve due to the application of a rule-based approach to represent diagnosis and treatments. Whilst using the simulator, as a result of the student's incorrect and correct decisions, the clinical situation changes accordingly. New diagnostic options result in the ability to choose further clinical and laboratory tests. The simulator is being implemented on Sun workstations and Macintosh computers using Prolog programming language.

ISSN:0142-159X    

DOI:10.3109/01421599309006653

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

Ophthalmoscopy is an essential part of a complete clinical examination of a patient. However specific formal instruction in fundoscopy is rarely given to medical students. We decided to determine the value of explicit teaching of ophthalmoscopy and devised and validated a rating scale for assessing performance which was used to evaluate 29 first year clinical medical student volunteers at St. Bartholomew's Hospital Medical College, before and after formal instruction in fundoscopy. The competence of this group at ophthalmoscopoy was then compared to the rest of their year (109 medical students) during the objective structured clinical end-of-year examination. Students formally instructed in ophthalmoscopy showed an improved score after instruction (from 53% to 77%). They also performed better at fundoscopy than the rest of their year (mean average score 64%), when tested 2 months later, suggesting persistence of the training effect. However as a group they performed no better than their peers at clinical skills other than ophthalmoscopy. We suggest that as fundoscopy is such an important clinical skill, medical students should be given specific teaching, preferably in their ophthalmology firm attachment, as we have shown that it results in a persistent improvement in performance.

ISSN:0142-159X    

DOI:10.3109/01421599309006654

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

The use of computer-aided learning (CAL) in medical education has grown considerably in recent years. CAL has a number of attractive educational features, and computer simulations have been shown to improve learning in health professions education. This paper describes the formative evaluation of a multimedia CAL simulation used in a third year ophthalmology clerkship. The CAL program combines the use of a Macintosh computer with a mannequin head, housing two motor driven camera diaphragms which simulate pupil response. This allows students to practice the“swinging flashlight test”, an important clinical exam commonly used to detect visual dysfunction. Five questions are addressed in this study and the formative evaluation process is described. The highly positive results are then presented, with suggestions given for improvement followed by implications for future development.

ISSN:0142-159X    

DOI:10.3109/01421599309006655

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

In all countries of the world the amount of time allotted to teaching anatomy has been drastically reduced. This study is intended to be a contribution to defining, against such a background, a basic stock of macroscopic anatomy that should be required from every medical student, whatever branch of the profession he may eventually engage in. More advanced knowledge, specific to a particular speciality, will be integrated into the resident's curriculum. In this way free time will be made available so that the gifted student can be given an effective introduction into contemporary morphological research. In the chapter on the arteries, general medical relevance is granted to only 13.2% of the vessels mentioned in the International Nomenclature. Marked reduction in the amount of teaching of macroscopic anatomy seems therefore to be possible, without surrendering a full, clinically-orientated education.

ISSN:0142-159X    

DOI:10.3109/01421599309006656

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

An account of the establishment of a Problem Based Learning (PBL) curriculum at the Eric Williams Medical Science Complex Republic of Trinidad and Tobago provides the forum for a critical analysis of this process and for dialogue with current relevant literature on similar attempts elsewhere. Initial resistance to change and the assessment of the new system is discussed in the light of the fact that this is the first Caribbean territory to adopt Problem Based Learning as the major instrument to be employed in tertiary level medical education. The analysis uncovers a model of practitioner/researcher which provides a useful conceptual and operational framework for the articulation of the role of those engaged in effecting and studying the management of change.

ISSN:0142-159X    

DOI:10.3109/01421599309006657

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

The innovative use of Objective Structured Clinical Examination (OSCE) to detect and correct teaching-learning (T-L) errors in clinical skills is described. The group performance errors could be classified as Type I (faulty performance or omission of a step), Type II (failure to recognize or correctly interpret a clinical sign) or combined (Type I&II) errors. Type I errors were due to ineffective or absent T-L experiences. Type II errors were due to poor concept attainment or inability to discriminate between the differences in a clinical sign. Clinical demonstration during feedback was effective in eliminating Type I errors. Correcting Type II errors of the group needed more time and effort and was only partially effective.

ISSN:0142-159X    

DOI:10.3109/01421599309006658

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

The competencies to be assessed as part of the process of clinical evaluation of students need to be determined. This paper describes a method establishing the emphasis or weights assigned to each area of competency. Clinicians and clinical educators were asked to rate a number of dummy student evaluation forms and the individual competencies on each form. Category weights were derived and the magnitude of these weights were used to rank the categories. The derived ranks were compared to the rater's oven ranking of the categories. The weightings are compared to those reported in other studies which examine the value placed on clinical competencies by clinicians.

ISSN:0142-159X    

DOI:10.3109/01421599309006659

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

This paper describes an innovative method of assessing the practical skills of physiotherapy students. The practice of identifying quality in Quality Circles and using Standards as guidelines is applied to the teaching of pre-clinical skills. The Standards, as identified by the students are then used as marking criteria in an assessment which utilises the principles of self and peer review. The assessment appears to encourage evaluative skills early in the undergraduate programme and bridges the gap between learning skills merely at a technical level and clinical work.

ISSN:0142-159X    

DOI:10.3109/01421599309006660

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor