ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1985.tb01131.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: OVID

摘要:

Summary.Recent research indicates that students' learning styles and approaches to study may have a significant bearing on their academic success. A study was undertaken on first‐, third‐and final‐year medical students to analyse their preferred learning styles and approaches to study, using the Lancaster Approaches to Learning Inventory. The results showed that students entering the medical school had preferences which were more similar to science students than arts students' . The medical students had high scores on reproducing orientation (surface approach) in all years tested. The first‐year students had low scores on meaning orientation (deep approach) but the scores from students in later years showed a progressive rise.The implications of these results with regard to selection, teaching and assessment are explored. However, this preliminary study does not allow us to differentiate between the effect of student preference and that of the context and the environment in which the

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1985.tb01132.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: OVID

摘要:

Summary.This study investigated the relationship of two widely‐used preadmission academic predictors (undergraduate grade point average and the Medical College Admission Test) to a sequence of four goals for a primary care‐oriented medical school. Graduates from the first four classes of a new medical school (n=237) were used in the study. Correlation and multiple regression analysis were performed. It was concluded that pre‐admission academic variables (undergraduate GPA and MCAT) are useful in screening for academic success in medical school (especially for preclinical courses) and licensability (especially NBME Part 1 and 2). Furthermore, no useful predictor of residency performance or choice of a primary care specialty was identified. Provisos related to the conclusions and future research directions are disc

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1985.tb01133.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: OVID

摘要:

Summary.In this study the relationship between underachievement in anatomy and spatial ability (both geometrical and anatomical) is investigated.Subjects were second‐year medical students at the University of Cape Town from 1980 to 1983. Geometrical spatial ability was measured using a battery of three‐dimensional exercises involving the sectioning, joining, translation, rotation and visualization of simple solid objects. Anatomical spatial achievement was measured using university practical examination scores of April, June and October, as well as students' scores on those items in the April, June and November MCQ anatomy examinations which were classified as spatially three‐dimensional by a panel of lecturers in anatomy. Non‐spatial anatomical achievement was measured using the university essay examination scores of April, June and November, together with students' scores on the non‐spatial items in the MCQ anatomy examinations.From 1980 to 1983 it was found that students who failed the battery of geometrical spatial exercises and/or recorded large, persistent deficits on spatial MCQs relative to non‐spatial MCQs, scored significantly lower marks in practical anatomy examinations throughout the year than those students who scored well in the battery of geometrical spatial exercises.Spatially competent and spatially inept students performed equally well on the non‐spatial MCQs and the non‐spatial essay examinations. Borderline and failing students recorded the greatest deficits in anatomical spatial scores (for whom losses of approximately 18% occurred in practical examinations in anatomy). Since potential failures with persistent spatial handicaps can be readily identified by mid‐year, a programme of differentiated teaching methods is recommended f

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1985.tb01134.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: OVID

摘要:

Summary.The importance of the personality of the dentist in the dental treatment of the anxious patient has been recognized for some time. However, there has been little research into the emotional reactions of dental students in similar stressful situations. This investigation, using specific psychological tests, examined the emotional reactions of clinical dental students (n= 99) not only as operators but also as patients. The data were analysed on the basis of normative values for the psychological tests compared with those values obtained by the dental students. This analysis was repeated on a sex‐differentiated basis and on the basis of high and low state anxiety scores. The results suggest that emotions present in dental students may interact with those of the patient and lead to unwanted repercussion

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1985.tb01135.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: OVID

摘要:

Summary.In the preclinical phase of basic medical education at the Karolinska Institute in Stockholm, Sweden, chemistry extends over 16 weeks and changes were made to the teaching methods during 7 of those weeks—one in organic chemistry and 6 in intermediary metabolism. The number of lectures was reduced and problem‐oriented group tasks were introduced instead which required a higher level of student responsibility for individual learning. Teaching and group tasks were designed to give the students a better understanding of the biochemical processes in their entirety as well as the way these are controlled in the human body. From this base the students will be enabled to discuss and understand physiological, pathological and medical phenomena.Experience and results show that student performance in examinations improved significantly, that students acquired a better understanding and a more comprehensive grasp of the subject, and a noticeably more positive interest in medical chemistry. They remember approximately 60% more a few years after completing the course than do students who have been instructed in a more traditional manner, and although the load of the teachers has increased by some 20% in respect of scheduled time, the instructors have gained in improved student contact and a wider knowledge of their subjects. The results have remained the same for each course since the change was introduced in 1977.Due to new admission criteria, more students now have less knowledge of mathematics and chemistry, and more students have social circumstances that make independent studies more attractive (family obligations and financial obligations). Further, students have lately made available by sale the solutions to the group task problems, and the department has had to replace the group tasks with compulsory and comprehensive seminar assignments. In spite of this, the positive trend of the results has been maintai

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1985.tb01136.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: OVID

摘要:

Summary.The aggregate score technique is a new method to assess problem‐solving in an actual encounter with a simulated patient. The technique focuses on diagnosis, investigations and management, and results in the derivation of a score for each area based on the comparison of items listed by a student to those of a criterion group. The paper describes a series of studies which were designed to establish the reliability and concurrent validity of the metho

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1985.tb01137.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: OVID

摘要:

Summary.A questionnaire was used to ascertain: (1) the status of the curriculum; (2) curriculum characteristics; (3) factors which have been useful in facilitating and improving the curriculum; (4) opinions of the teaching staff on various ways of improving the educational process; and (5) frequency of utilization of various teaching methods and audio‐visual aids. The questionnaire was sent to 100 randomly selected faculty members (about 60% of total faculty members). The responses were statistically analysed to explain and elucidate the nature of the curriculum, factors or agents which have influenced the curriculum, the pattern of utilization of teaching methods and audio‐visual aids, and the problems which have inhibited the rate of change. The implications of these findings for facilitating and improving the educational process are discus

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1985.tb01138.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: OVID

摘要:

Summary.Using questionnaires, the students of the 1981 graduating class from McGill's Faculty of Medicine were investigated for their perceptions of the nature of the clinical instruction and of the roles of the consultant, resident and intern staffs during clerkships in medicine, paediatrics and surgery. Personal student diaries were used to assess time spent on various clinical activities.The results indicated that students perceived learning to be different in the three disciplines, with the acquisition of clinical skills (technical and problem‐solving skills) greater in medicine and surgery than in paediatrics, and the acquisition of interpersonal skills and factual knowledge greater in paediatrics than in medicine and surgery. Students perceived themselves as passive observers in surgery and formed personal relationships more easily with staff in medicine and paediatrics than in surgery. In contrast, students perceived more emphasis on team effort in surgery. Time spent on activities related to direct patient encounter was greatest in medicine.The findings suggest that the learning environments in clinical disciplines are not homogeneous and this has implications for curricular planning and clinical teachin

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1985.tb01139.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: OVID

摘要:

Summary.Students in different years of study and from two different medical schools, and a few doctors, read fixed order case descriptions, commented on the case items and tried to reproduce the case descriptions from memory. It was found that typical cases were not reproduced better than atypical cases, nor did the amount of recall differ significantly in different subject groups. Qualitative measures of recall, however, point to a shift in cognitive organization during the different years of study.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1985.tb01140.x

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: OVID