ISSN:0142-159X    

DOI:10.3109/01421599209044008

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599209044009

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

A survey was carried out at Dorset House School of Occupational Therapy, Oxford, into the perceived effectiveness of different teaching methods used within the lecture format in the Human Biology Courses for Year 1 and Year 2. Results showed that the traditional, didactic lecture was perceived fry the students as the least effective method used, yet by involving the students actively within the lecture time the format was enhanced and was regarded as a more effective teaching/learning tool. Experiential tasks and learning packages used within the lecture format were also perceived by the students as effective. Some trends were noted relating to the age of students and the different perceptions of effectiveness of teaching methods. The implication of these results on the planning and financing of courses is discussed.

ISSN:0142-159X    

DOI:10.3109/01421599209044010

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

A study was conducted on a group of forty-six students of physiology, to compare the knowledge increment following three different teaching methods. The assessment of knowledge increase was done by a pre-test preceding each teaching method, followed by a post-test for each method. The three methods assessed were: (1) a lecture with audio-visual aids; (2) a formal didactic lecture; and (3) a self-study tutorial. The pre-test/post-test method of assessment was found to be valid and reliable. The results indicated a favourable increment for the audio-visually aided lecture and for the self-study tutorial. There was no significant increment for the didactic lecture. A questionnaire completed by the students indicated an overall preference for the audio-visually aided method and a lesser preference for the self-study tutorial. The formal didactic lecture found no favour with the students.

ISSN:0142-159X    

DOI:10.3109/01421599209044011

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

The liquid crystal display (LCD) panel is designed to project on-screen information of a microcomputer onto a larger screen with the aid of a standard overhead projector, so that large audiences may view on-screen information without having to crowd around the TV monitor. As little has been written about its use as a visual aid in medical teaching, the present report documents its use in a series of pathology lectures delivered, over a 2 -year period, to two classes of about 150 medical students each.Some advantages of the LCD panel over the 35mm slide include the flexibility of last-minute text changes and less lead time needed for text preparation. It eliminates the problems of messy last-minute changes in, and improves legibility of, handwritten overhead projector transparencies. The disadvantages of using an LCD panel include the relatively bulky equipment which may pose transport problems, image clarity that is inferior to the 35mm slide, and equipment costs.

ISSN:0142-159X    

DOI:10.3109/01421599209044012

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

Reform in medical education is gaining momentum through the efforts of organizations such as the World Federation for Medical Education. Through the advocacy of such bodies, educational priorities have been redefined to widen the range of educational settings, upgrade evaluation systems and promote the training of teachers as educators. A system of medical teaching has been developed which addresses these issues. It is known by the acronym SCORPIO. The key elements of the system are that it is Structured, Clinical, Objective Referenced, Problem-based, Integrated and Organized. SCORPIO involves delivering a syllabus through a series of lecture-demonstrations at which students, teachers and patients gather at a defined area. Following a short introductory lecture, students rotate in small groups, through a series of teaching stations. These stations are structured to provide students with a problem-based, integrated learning experience. Assessment stations may be included before, during or after the teaching circuit. The teaching system has been formally evaluated over a period of time and now has an established place in the curriculum of this medical school.

ISSN:0142-159X    

DOI:10.3109/01421599209044013

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

The use of a digitized low cost videoconferencing system (LCVC) for the teaching of clinical medical students on clinical attachment to a psychiatric ward is described. This work was performed as part of the Telemed project which is evaluating the use of the LCVC in a range of tasks in clinical psychiatry. Any move towards greater reliance on communications technology in psychiatry should take account of the requirements of clinical teaching. The case presentation was used as a teaching paradigm in a controlled study comparing teaching face-to-face with teaching mediated via the LCVC. A questionnaire was developed for student evaluation of the case presentation. General user responses to the LCVC are reported. No significant differences were found between the conditions. User responses were favourable, suggesting that remote interactive teaching via the LCVC warrants further investigation.

ISSN:0142-159X    

DOI:10.3109/01421599209044014

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

Scrubbing, gowning, gloving and aseptic technique are currently the only formal teaching 4th year medical students receive at the beginning of an 8-week surgery rotation. Teaching is often delegated to junior house staff and early bad habits are difficult to unlearn in post-graduate training.A study population of 4th year medical students from three hospitals were examined. At the beginning of an 8-week surgery rotation technical skills were tested with a simulation appendectomy model at the beginning and end of the surgery rotation. On day one, after a pre-test, a teaching intervention was alternated between two hospitals. A control group received only a post-test. The outcome measure was a cumulative score of the students' performance in technical stations in the simulation model. A comparison was made of the mean post-test scores in the teaching, non-teaching and control groups.An analysis of variance of all post-test scores rejected the null hypothesis at the 0.05 level. Duncan's multiple range test demonstrated a significant difference between the teaching and non-teaching group. Feedback from 25 students indicated the teaching model was practical and relevant.A formal teaching intervention of basic technical skills with 4th year medical students improved their performance on a simulated appendectomy model.

ISSN:0142-159X    

DOI:10.3109/01421599209044015

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

The need to teach undergraduate medical students the skills of conducting a consultation now seems well established. Several authors have also established the efficacy of using constructive feedback on videotapes of each student's interaction with a patient to enhance such skills. To date, however, students' perceptions of this process have not been reported. Here we present the results of such a study, together with a review of the relevant literature. In our study we found that students felt that their skill at analysing and evaluating consultations had been enhanced, but that they would have liked to have more than one of their consultations taped and reviewed. This last suggestion is discussed in the light of the literature reviewed, as are the advantages and disadvantages of using real or surrogate patients for this kind of training.

ISSN:0142-159X    

DOI:10.3109/01421599209044016

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor

摘要:

This study examines student evaluations of an interviewing and communications skills course taught in small groups by members of psychiatry and family medicine departments. Student course evaluations for two academic years were analyzed by means of t-tests and multiple regression analyses to explore if the group leader's academic department affected the student's learning experience. Students taught by family medicine instructors rated significantly higher three aspects of the course: the usefulness of the role playing session, the credibility and realism of the videotaping session, and the recommendation that the course be continued. This study found the family medicine instructors to be valued teachers of interviewing and communication skills.

ISSN:0142-159X    

DOI:10.3109/01421599209044017

出版商:Taylor&Francis    

年代:1992

数据来源: Taylor