ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01032.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.Many studies dealing with differences between Students' and doctors’ memory for clinical cases have yielded puzzling results. In this paper it is claimed that these are due to the use of inadequate techniques for isolating chunks inherent in the stimuli and the data. The purpose of this paper is to investigate whether the techniques of propositional analysis yield a clearer picture. Using this technique, the analysis of two sets of data is presented. The results show a clear difference between doctors and students when relevant clinical information is isolated from irrelevant information. This supports the notion that the process involved in the memory for clinical cases is far more complex and involves the ability to make inferences from a highly developed knowledge bas

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01033.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.The considerable amount of time that medical students spend in clinical encounters with patients implies an expectation of many educators and clinicians, based on little reported research, that cognitive knowledge will increase as a result. In this study, 119 junior medical students were assigned to various paediatric subspecialty clinics. Using a correlatedt‐test, Students' performances on those written examination items that corresponded to subspecialty clinics attended were compared with their performances on items for clinics not attended. Attendance in the clinics was not found to enhance mean test performances significantly (t=0.8;df=113;P<0.21). However, significantly greater variation in test performance was observed for clinics attended than those not attended (t=581.3;df=112;P<0.001). Discussion includes possible reasons for these results, other benefits the students may have received, and implications for clinic teachin

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01034.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.This study points out the significant role of senior teachers in the process of instruction. It also asserts the consistency and reliability of student assessments of instruction, and the correlation between these assessments and the Students' achievement. The study was conducted on groups rather than individual students. The assumption was that when teaching is carried out in groups, it is preferable to relate to the evaluation expressed by the whole group, and its correlation with achievement. The data included 51 student groups studying in 15 departments affiliated with the medical school in 12 hospitals: paediatrics (3), psychiatry (5), gynaecology (4) and surgery (3). The results emphasize the role of senior teachers in the process of instruction. It was found that a high positive correlation exists between senior teachers’ direct involvement in teaching and Students' academic achievements. However, a low correlation was found between Students' assessments of the overall departmental teaching and their academic achievements. Thus, it appears that achievement is not directly influenced by the quality of teaching as perceived by the students, but rather by other factors, with the exception of a positive correlation between the contributions of the department heads to instruction and Students' achievemen

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01035.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.In general, the rankings of first‐year medical students on a written test of long‐term neuroscience retention (RET) correlated strongly with how many of three neuroscience research presentations given within the following 2 days the students reported understanding. The lowest‐ranking sixth of the class on RET, however, reported understanding almost every lecture, even more than the highest‐ranking RET students did. Some of these low‐ranking students were aware that they had areas of weakness, but simply tolerated more of them without reporting overall lack of understanding. Other low‐ranking students, however, seemed genuinely unaware that they had any areas of weakness. This interpretation was further supported by data on small‐group problem‐solving performance during the first‐year neuroscience course, on use of human resources during the final first‐year neuroscience take‐home examination, and on performance during the third‐year clinical clerkships. Persistence of the problem, even after 5 months of instruction specifically designed to improve such information‐processing skills, suggests that correction may be difficult to achieve. The need for specific valid evaluative instruments and effective correct

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01036.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.Self‐teaching programmes in the form of tape/slide sequences have been used in the Department of Anatomy and Experimental Pathology, University of St Andrews, Scotland for a number of years and provide students with taped text and colour projections of two‐dimensional drawings or diagrams. Such presentations are intended to replicate the lectures. Like anatomy departments elsewhere, anatomical and pathological specimens in museum pots have a fully‐labelled photograph alongside to help identify specific anatomical structures. Recently, fibre optics have been introduced to illustrate anatomical features in prosections or museum specimens as a means of overcoming the drawbacks of a two dimensional illustration. A labelled push‐button device has been constructed to illuminate optical fibres in order to identify and pinpoint anatomical structures in wet or dry specimens. Pinpoints of bright light are more readily seen than pin labels which also proved to be unsuitable in certain situations, such as within the skull f

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01037.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.This paper describes methods of planning and integrating an introductory course in human behaviour for first‐year medical students, from a primary care perspective. The conceptual model is based on a synthesis of the literature on stress, stress responses and human development. An experiential component integrates didactic material and clinical experience. The teaching methods are based on formats, such as grand‐rounds, used by postgraduate doctors. Specific techniques are described to integrate the diverse components of the curriculum: (1) timing of learning experiences; (2) training of academic staff; (3) preparation of patient volunteers; and (4) use of student representati

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01038.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.Practices used by medical schools in Great Britain and Ireland in the teaching of neurosis to medical students were assessed using postal questionnaires distributed to heads of departments, and to medical students at the end of their psychiatric attachments. In addition, medical Students' factual knowledge about neurotic illnesses was measured using a brief multiple choice question (MCQ) test distributed with the questionnaire. There was considerable dissatisfaction among heads of departments with the way neurosis is taught, and there was general agreement that students see too many patients with psychotic illnesses and too few neurotics. Most neurotic patients are seen within departments of psychiatry and heads of department felt there was too little use of other settings such as general medical wards or general practice. Factual knowledge about neurosis as assessed by the MCQ was generally poor. Knowledge about neurotic illnesses relates most closely to the time devoted by departments to formal lectures on neurosis and is inversely related to the proportion of psychotic patients seen by students. Teaching of techniques of medical interviewing including the use of audio and video feedback of interviewing skills and behaviours is now widespread in British medical schools. There was no tendency for students receiving such teaching to display a better knowledge about neurosis.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01039.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.In 1979, the College of Medicine, Lagos, Nigeria embarked on a new curriculum, which places more emphasis on primary health care in line with the needs of the country. This paper discusses one aspect of the primary health care course, family planning, which involves teaching a practical subject to a large number of students within a relatively short period of time and with limited patient contact. It is hoped that some of the ideas discussed can be of use to other medical teachers faced with similar dilemmas.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01040.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID

摘要:

Summary.Student opinions of some methods of how and when to provide feedback on clinical skills in the Objective Structured Clinical Examination (OSCE) were gathered. Feedback with their marked checklists plus a model videorecording was preferred to either on its own. Feedback was preferred during the examination rather than after it. No undue stress appeared to be associated with receiving feedback during the examination. Valuable extra instruction to students can be provided with minimal staff input.

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1986.tb01041.x

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: OVID