ISSN:0142-159X    

DOI:10.3109/01421599609034139

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

Task-based learning (TBL) supports the notion that learning in medicine can occur most effectively when related to the tasks undertaken by the healthcare profession. This applies in undergraduate, postgraduate and continuing education. In undergraduate education, TBL facilitates vertical integration of the curriculum, introducing relevance and the application of theory to practice in the early years of the curriculum, and providing a strategy for continuing a study of the basic sciences in the later stages. In postgraduate education, TBL enhances the value of on-the-job learning and can help resolve the conflict between training the doctor and providing a service. In continuing education, TBL can assist the doctor to build repertoires of skills, knowledge and understanding based on continuing practice. Eight aspects of implementing TBL merit consideration: determination of the course aims and objectives; specification of the tasks; preparation of a grid charting aims and objectives for each task; appraisal of the options for introducing TBL in the curriculum; provision of learning opportunities; determination of the role of staff in TBL; the development of study guides; and organization of student assessment.

ISSN:0142-159X    

DOI:10.3109/01421599609034140

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

Content analysis is a research method which allows the qualitative data collected in research to be analysed systematically and reliably so that generalizations can be made from them in relation to the categories of interest to the researcher.

ISSN:0142-159X    

DOI:10.3109/01421599609034141

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

This article reports on educational experiences with an assessment method to assess knowledge in a problem-based learning context. This so-called progress test is a comprehensive test sampling knowledge across all content areas of medicine reflecting the end objectives of the curriculum. The test is periodically given to all medical students in the curriculum regardless of their year of training. The format precludes the possibility for students to prepare themselves specifically, therefore preventing the often reported undesirable effects of objective tests such as memorization of facts and interference with tutorial group functioning. The many years of experience indicate that this testing format works effectively. After the introduction of progress tests a number of other, to some extent unexpected, educational advantages became apparent, as well as a few disadvantages. The additional advantages make progress testing also useful in non-problem-based curricula.

ISSN:0142-159X    

DOI:10.3109/01421599609034142

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

The simulated patient methodology was applied in a study to investigate the extent to which preventive and promotive advice is integrated into the clinical practices of private general practitioners, private specialists, medical officers in the outpatient department of general hospitals and government specialists. A random sample of 322 doctors were visited by the simulated patients. Twenty-eight volunteers acted as simulated patients and were trained to portray accurately the clinical problems related to the selected healthy lifestyle topic. The simulated patients were trained from protocols using standard methods. Each protocol contained a controlled and standardized stimulus in the form of either a verbal or physical cue to be presented to the study doctors. They were also trained to report accurately about the consultation, using a prepared checklist.

ISSN:0142-159X    

DOI:10.3109/01421599609034143

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

The third-year combined medicine and surgery clerkship at the University of Kentucky College of Medicine is a student-centred, multidisciplinary course designed to foster learning skills and emphasize the teaching of principles rather than of isolated facts. The clerkship's curricular and educational objectives are based on a set of clinical subject areas designed to educate a third-year student as a generalist physician. Clerkship activities include clinical duties and four types of integrated activities: small-group problem-based learning sessions, clinical skills workshops, expert resource sessions and integrated reading assignments. Students are evaluated by department-based measures, problem-based learning tutor evaluations, and integrated, monthly quizzes. The clerkship itself is evaluated and monitored regularly by both formal and informal data collection.

ISSN:0142-159X    

DOI:10.3109/01421599609034144

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

This paper describes an innovative teaching unit developed by staff at Monash University, Australia. The unit was designed to give first-year medical students insight into the impact of a developmental disability on an individual and his/her family. The students were given opportunities to learn directly from people with disabilities, their families and professionals working with them in the community about their health, educational and social needs. The teaching unit was well received by the students and pre- and post-course questionnaires revealed that considerable attitudinal development had occurred over the 12 weeks of the course.

ISSN:0142-159X    

DOI:10.3109/01421599609034145

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

The Worksheet for Ambulatory Medicine (WAM) was designed to enhance teaching and learning outpatient general internal medicine. It contains a set of explicit learning objectives, promotes important teaching strategies, and carefully structures educational and patient care activities. WAM may help students by: (1) demonstrating methods for more focused history-taking, physical examination, and case-presentation; (2) increasing preceptor feedback; (3) making performance expectations explicit; (4) facilitating and encouraging self-directed learning and reflective, evidence-based, practice; (5) promoting autonomous evaluation and management of outpatient problems; and (6) demonstrating an approach to evaluating undifferentiated clinical problems. WAM may help teachers by: (1) identifying student learning needs; (2) increasing structure and control of teaching sessions; and (3) helping demonstrate steps in the clinical reasoning process. WAM has been pilot-tested with third- and fourth-year medical students. Informal feedback has been favorable, and formal evaluation of the worksheet is underway.

ISSN:0142-159X    

DOI:10.3109/01421599609034146

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

Problem-based learning (PBL) sessions for students were recently incorporated into the third-year Internal Medicine Clerkship at the University of Kentucky. It was of interest to know how this addition would affect the educational experience of the house staff. Therefore, in February 1994, 53 Internal Medicine housestaff were surveyed on their attitudes towards the PBL-oriented Internal Medicine Clerkship. It was found that housestaff perceived the clerkship change negatively. Housestaff believed that the new curriculum interfered with student participation on the ward team and with their ability to teach students. Housestaff strongly believed that students learn clinical medicine best on ward teams seeing patients rather than through PBL.

ISSN:0142-159X    

DOI:10.3109/01421599609034147

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor

摘要:

Testing the face validity of criteria of teaching competence, developed for the Leicester package for the assessment of teaching skills (L-PAST) for tutor-led, task-orientated small-group teaching, involved a postal questionnaire sent to a sample of medical members of the Association of University Departments of General Practice. Their views on the six categories and 39 components of competence contained in L-PAST were sought on a six-point Likert scale. The survey population was given the opportunity to reject or suggest new categories or components or to reallocate components to other categories. There was minimal support for excluding any Categories or components or for moving any components to different categories. The components which failed to reach the 70% approval threshold came predominantly from the category 'structuring teaching'. The L-PAST has been modified accordingly. Student opinion was also sought on the suggested L-PAST categories and their component competences. In general, students and teachers had similar views about the overall categories and components of teaching competence except for one category ('monitoring the overall learning environment') which was rated significantly less important (p<0.001) by the students.

ISSN:0142-159X    

DOI:10.3109/01421599609034148

出版商:Taylor&Francis    

年代:1996

数据来源: Taylor