摘要:

Ratings of clinical teachers in a department of medicine by medical students and residents were examined to determine whether the ratings were systematically affected by the teachers' academic rank, the level of the teachers' involvement with the trainees, the educational level of trainees (student versus resident), and the type of clerkship (elective versus required). Using 4,050 ratings of 430 faculty members and residents, the authors found no statistically significant differences among academic ranks, although the faculty members' teaching effectiveness was rated significantly higher than that of residents. Higher ratings of teaching effectiveness were associated with the teachers' greater involvement with the trainees and with teaching in elective versus required clerkships. The residents consistently rated faculty members higher than the students did.

ISSN:0022-2577    

出版商:OVID    

年代:1987

数据来源: OVID

摘要:

The authors report on an enrichment program for minority students and its effect on those students' performance in the first year of medical school. The six-week preentrance enrichment program (PEP) offers a curriculum of basic science courses, study skills training, and a seminar on special topics, typically on sociomedical issues. From 1973 through 1984, 115 students who had been admitted to Boston University School of Medicine participated in the PEP prior to matriculation. The PEP participants had lower scores on the Medical College Admission Test than minority nonparticipants admitted to the medical school. Analysis of the first-year performance of PEP participants, however, indicated that the participants had significantly higher proportions of pass and honors grades than minority nonparticipants in two courses and slightly higher (though not significant) proportions of pass and honors grades in six other courses of the nine courses in the first-year curriculum. In a related study, preliminary analysis showed that participation in the PEP was one of the consistent predictors of overall academic performance during the first year. Questionnaires completed by participants before and after the program and their responses to a survey at the end of their first year of medical school indicated the participants felt they had gained benefits from the program that enhanced their academic adjustment.

ISSN:0022-2577    

出版商:OVID    

年代:1987

数据来源: OVID

摘要:

Although physicians are typically “gatekeepers” for the diagnosis and treatment of alcoholism, a lack of specific alcoholism training and negative attitudes toward alcoholics can establish formidable barriers to recognition and treatment of the condition. In the study reported here, the authors examined differences in attitudes toward and knowledge and treatment of alcoholism among physicians in three specialties. A questionnaire pertaining to alcoholism and alcoholics was mailed to 385 internists, surgeons, and psychiatrists at a teaching hospital. Half received a version concerning male alcoholics, and half received one concerning female alcoholics; the versions were identical except for the gender of the alcoholic referred to in the questionnaire. Fifty-three percent returned the questionnaire, and their responses showed that these physicians viewed male and female alcoholics similarly. Overall, the respondents considered them treatable but maintained negative perceptions of their personalities. The psychiatrists held the most positive views of the treatability of alcoholism and the most negative views of alcoholics' personalities, whereas the surgeons held the most positive views of alcoholics' personalities and the most negative views of treatability. The internists, surgeons, and psychiatrists reported significant differences in the adequacy of their education on alcoholism, in their methods of handling alcoholics, and in their desire to learn about alcoholism. These findings are discussed in terms of continuing education in alcoholism treatment for physicians.

ISSN:0022-2577    

出版商:OVID    

年代:1987

数据来源: OVID

摘要:

Medical education faces increasing criticism because of the perception that it is difficult to produce physicians who are both technically competent and compassionate. One approach to addressing this problem is to train physicians to address the emotional concerns that patients experience as a result of their medical problems. Results of the authors' randomized, controlled experiment in training medical students to respond to patients' emotional concerns provide evidence of the efficacy and feasibility of such training. Only students who received small-group instruction in addition to large-group lectures exhibited statistically significant (p less than .001) improvement in their ability to respond to the emotional concerns of patients in hypothetical cases. The students who received only the lectures exhibited significant improvement (p less than .001) in their preference for responses that addressed patients' emotional concerns but not in their responses to written, hypothetical patient cases. Even though these students' preferences for responses to emotional concerns on the average did increase significantly, the preferences were significantly (p less than .001) less favorable than the preferences of the students who received small-group instruction. The small group instruction consisted of both interviews with elderly nursing home residents, who served as simulated patients, and structured practice and review sessions.

ISSN:0022-2577    

出版商:OVID    

年代:1987

数据来源: OVID

摘要:

A module dealing with the difficult patient interview is part of a required medical interviewing course for second-year students. Using a classification of difficult doctor-patient interactions, students identify what goes wrong during interviews with simulated patients and then learn techniques to remedy these problems in order to obtain reliable medical histories. Skills taught to the students include identifying the specific problem within an interview and recognizing and using their own feelings as information about the patient. Attitudes encouraged in students include recognizing that the source of the problem may be the patient, the interviewer, or both; that the physician rather than the patient may be the so-called “poor historian”; and that the goal of managing a difficult patient interview is not counseling but rather the acquisition of accurate and precise information.

ISSN:0022-2577    

出版商:OVID    

年代:1987

数据来源: OVID

摘要:

The authors report the formal evaluation of a competency-based curriculum in psychiatry in a family practice residency program at a community hospital five years after the program was implemented. In interviews, the 35 residents in the program in 1985 responded to a questionnaire on their understanding of and attitude toward the requirements of the competencies and the difficulties they encountered in documenting the competencies. All but two of the residents were aware of the nature of the curriculum, but only 43 percent had completed one or more of the 15 required competencies. The residents' attitude toward the requirements of demonstrating specific competencies in psychiatry during the residency were generally negative, although they were favorable toward required competencies in other disciplines. The results of the present study identify specific problems in implementing such a curriculum. Successful implementation may have been impeded by the novelty of the new educational format and a lack of reinforcement by faculty members.

ISSN:0022-2577    

出版商:OVID    

年代:1987

数据来源: OVID

摘要:

Pediatric residents gained experience in the management of disabled children in a four-session training component that linked the residency program and a school- and home-based early intervention program. Each resident worked with a disabled child's parents, a special education teacher, therapists, and others. The training emphasized working with parents and special education professionals to solve problems in the management of handicapped children and working with appropriate community agencies. The residents completed a questionnaire before and after the training that measured their perceptions of their knowledge and skill in several areas. At the completion of the rotation, they also rated their satisfaction with the training program. The results of these evaluations suggest that such a program is an effective method for introducing pediatric residents to issues concerning interventions with handicapped infants.

ISSN:0022-2577    

出版商:OVID    

年代:1987

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1987

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1987

数据来源: OVID

摘要:

No abstract available.

ISSN:0022-2577    

出版商:OVID    

年代:1987

数据来源: OVID