ISSN:0142-159X    

DOI:10.3109/01421599609034176

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599609034177

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

This study [1] evaluated the immediate and long-term effects of systematic training in psychiatric interviewing. Students of Mental Health Sciences (n = 14) were trained First in psychiatric interviewing with regard to mood disorders. Six months later, they received training focusing on psychotic disorders. Effects of instruction were examined by means of a quasi-experimental design. Four&pendent variables were measured using patient encounters: process interviewing skills, content-related interviewing skills, recall of relevant patient information and diagnostic accuracy. After the first training, students' performance improved substantially with regard to content-related interview skills and recall of relevant patient information. Performance, however, decreased after the 6 months during which students received no training. The second training did not improve performance. The results indicated that psychiatric interviewing can be taught effectively in a short period with regard to mood disorders, but students may need more practice in conducting a psychiatric interview with psychotic patients.

ISSN:0142-159X    

DOI:10.3109/01421599609034178

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

Medical students were asked in a questionnaire to evaluate the importance of all their courses and lectures with respect to their relevance to training to become a doctor. This survey was carried out at the end of the undergraduate curriculum. As the response rate was over 90% (n = 323) the data are undoubtedly representative. There was wide variation in how relevant the students graded the preclinical and clinical courses to be. Some interesting aspects were the differences found between female and male students as well as the correlation with the subject the students planned to specialize in. About 50% of the students had spent at least one month of their clinical clerkships abroad, 20% spent at least four months in the final intensive year in another county and 6% a whole academic year abroad. Retrospective surveys provide important additional information to surveys held at the end of the individual courses.

ISSN:0142-159X    

DOI:10.3109/01421599609034179

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

This article describes an assessment system that has been developed to focus on application of knowledge. Its two major features are case-based testing and the use of multimedia and computer tools. The case material for this testing type is based on the key-features concept, reporting the most relevant characteristics of a case and asking a limited number of questions, each aimed at essential decisions. These cases are produced in daily practice using real patients. Subsequently an extensive review process is used to check for flaws in description, phrasing or answer keys. Cases are stored in an item-bank out of which an automated random stratified selection can be drawn, according to a pre-specified blueprint. Cases are then presented to the students by way of a specially developed interface using multimedia when indicated. The article further describes advantages, disadvantages and experiences.

ISSN:0142-159X    

DOI:10.3109/01421599609034180

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

Supervised clinical practice forms a substantial element in most training schemes for the health care professions, yet no straightforward method exists to allow for the exchange of information necessary to promote best practice for training across disciplines. This paper describes an initial study in ongoing work which demonstrates how the quality delivery process (QDP) might form the basis of such a method. Supervisors, trainees and recently qualified professionals from a clinical psychology training scheme were interviewed with questions based on steps in the QDP to determine how training on placement might be improved, and a retrospective analysis of placement logs was undertaken to evaluate the effectiveness of existing quality assurance methods. The study demonstrates how the QDP can provide a simple and versatile strategy for examining processes involved with training on placement, and holds promise as providing a common framework for quality improvement initiatives across health care professions.

ISSN:0142-159X    

DOI:10.3109/01421599609034181

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

This study explores the variety of early patient contact courses available to medical students in their early years in six UK medical schools, their aims and objectives, and the views of medical teachers on student gain, professional satisfactions and course problems. Semi-structured 30-minute themed telephone interviews with selected teachers in Aberdeen, Belfast, Edinburgh, Glasgow, Leicester and Southampton University Departments of General Practice were carried out and a qualitative analysis of data performed. Useful information on the aims and emphasis of courses emerged. The relationship of courses to the General Medical Council guidelines was clarified. The enthusiasms and problems of early patient contact teachers were apparent. Students are enthusiastic about the courses and are seen as gaining motivation and direction in their studies, particularly in relation to patient care. The recorded telephone interview is an effective survey technique where problems with questionnaires are anticipated. Early patient contact courses appear popular with both students and teachers and may be useful in motivating students to care for patients and giving direction to studies and professional development.

ISSN:0142-159X    

DOI:10.3109/01421599609034182

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

This paper reports on the re-adoption of a case-based learning programme in anatomy for second-year medical students in which initial discussions of the cases were held using a local, cabled videoconferencing system. Staff and students' views on this method as well as students' performance in the case-based component (on abdomen and pelvis) of the written examination in 1993 and 1994 are presented. The data taken together indicate that the students were very satisfied with the programme run in each of these two years, and with the changes made in 1994 none of the categories of students was disadvantaged on the case-based component relative to the essay component in the examination. In addition the programmes encouraged the students to work together in small groups.

ISSN:0142-159X    

DOI:10.3109/01421599609034183

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

This paper describes the development of the Clinical Skills Matrix, a consensus document designed to underpin clinical skills teaching in the Skills Centre at St Bartholomew's Hospital in London. It provides a framework for students, teachers and clinical staff, identifying the skills needed and the level of competence expected in each skill. The matrix shows that there are many similarities in the clinical skills required of medical and nursing students, particularly communication skills, and highlights opportunities for joint teaching. Interestingly, development of the matrix has shown that nurses do not have a monopoly on caring skills, neither do doctors on technical skills.

ISSN:0142-159X    

DOI:10.3109/01421599609034184

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

Assessment within the medical system in India is largely summative. There is, however, an increasing awareness of the need for formative assessment. In this study we developed a system for the formative assessment of 'core' areas within the physiology curriculum. Student reactions to the assessment were ascertained. The results indicate that the vast majority of students react positively to formative assessment as it allows them to gauge their strengths and weaknesses without penalization. In addition, the assessment revealed considerable lacunae in the transfer of 'core' knowledge despite what the faculty considered to be an effective teaching programme.

ISSN:0142-159X    

DOI:10.3109/01421599609034185

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor