ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00707.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00708.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00709.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYMedical school curricula are planned, written and organized by academic and clinical staff within medical schools. While these medical educators may well be experts in their given field, they lack first‐hand experience of what it is to be a medical student in 1995. For a medical curriculum to be an effective means of learning for today's students, it must be written with a knowledge of their priorities, needs and abilities. The way in which this can be best achieved is by the inclusion of current students in all stages of designing a new curriculum.In my second year of medicine at Flinders University, I became involved in planning for the new Graduate Entry curriculum. In the role of student advocate, I have found I am able to offer teaching staff a unique perspective,the student perspective, on various issues.Students, through experience from their own education, are able to give advice on student resources and facilities and are in a favourable position to judge other aspects of curricula, such as the balance and relevance of course content and assessment. Students need to realize the valuable insight they have to offer their faculties and the way in which this can benefit future students. It is by actively seeking student involvement and using their input, that faculties will be able to create a consumer‐friendly curricu

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00710.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThe clinical medical students on the Cambridge Community‐Based Clinical Course (CCBCC) derive part of their training by taking part in consultations between patients and their general practitioners. Patients' attitudes to this arrangement and their support for student training in a general practice setting are an important factor in the development of community‐based education. A postal questionnaire seeking information from patients achieved an 84% response rate. Both the numerical results and the patients' comments are presented. Patients proved generally supportive of the community‐based course and some identified positive benefits to themselves from this provision. The large majority of patients did not mind the presence of medical students during consultations, although there are some areas in which patients are less willing to involve stu

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00711.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYA good relationship between medical students and clinicians is crucial to a positive learning experience. To increase contact between surgical teaching staff and students, a teacher programme was instituted in the problem‐based surgical clerkship at the University of Kentucky. This study examined the teacher traits and skills that medical students perceive as distinguishing effective from ineffective teachers. The 312 evaluations collected from students in successive surgical clerkship rotations (87% response rate) were used to determine the characteristics of the effective teacher. Results suggest that students rate increased contact with surgical teaching staff highly and that they value increased mentoring by the staff. The traits of teachers rated highly by students in the surgical clerkship include: being a positive role model, encouraging communication, and being well organized. Comparing data from the 2 years of the clerkship also revealed that providing feedback to staff on their performance as teachers enabled them to improve their instructional skill

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00712.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYClinical cases for problem‐based learning should capture the relevance of patient encounters, and not serve merely as a ‘take‐off’ point for scientific study. As a vehicle of learning, the case should drive the science and the science should drive the case. Decision points elicit intellectual commitment, and help to raise the level of inquiry. Our cases are focused, avoiding clinical complexity and reliance on pattern recognition. We emphasize formulation of evidence‐based mechanistic hypotheses. The case does not stand alone, but must suit its position in the course and c

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00713.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThe study focuses on Finnish doctors' views of their undergraduate medical education. In 1988, a study (Junior Physician 88 Study) involving all the doctors registered during the years 1977–1986 in Finland (n= 5208) was carried out. A questionnaire was sent to a random sample of 2632 doctors, and after two mailings 1745 questionnaires (66.3%) were returned. A total of 1334 gave at least one answer to the question: ‘Where should special attention be paid in undergraduate medical education?’ Five years later, in 1993, another study (Physician 93 Study) involving all medical doctors registered in Finland during the years 1982–1991 (n= 4671) was carried out. The same questionnaire was sent to a random sample of 2332 doctors, and after two reminders 1818 questionnaires (78.0%) were returned, and 1228 doctors also answered the open‐ended question. Content analysis was used to analyse the answers qualitatively and quantitatively.About 90% of the answers could be classified into two main categories: practical skills and evaluation of subjects. The most common proposal for the improvement of undergraduate medical education was that the practical skills needed in general practice should be taught. More education in administration and health economics was also desired. Respondents said that preclinical and clinical studies should be more closely integrated. In answers to the open question, the course in public health was strongly criticized for being too theoretical. Learning of the core knowledge for medical practice was considered

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00714.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYIn most objective structured clinical examinations (OSCEs), communication skills are assessed as an ‘add‐on’ to history‐taking stations, rather than in stations designed to assess communication skills in the broadest sense. This study investigated the feasibility of developing such stations. In part one, 60 clinical clerks and 36 residents were rated in four 10‐min emotionally charged situations portrayed by standardized patients. Inter‐rater reliability was demonstrated (r= 0.59–0.63) and a highly significant effect of educational level was found. Generalizability between communication stations was low (0.17–0.20).Several explanations for poor generalizability, including poor discrimination as a result of low score variance and the confounding effect of content knowledge, were addressed in part 2. Ninety‐five final‐year medical students participated in an OSCE in which six 10‐min encounters examined the students' ability to manage difficult emotional situations such as fear, anxiety, mania, sadness, confusion and anger. Half the students encountered a patient with moderate emotional symptoms and half an extreme emotional state. For difficult stations, students' scores were lower and standard deviation higher, suggesting that manipulating difficulty increases score variance and potentially discrimination. However, a strong interaction was found between difficulty and station content, and communication scores were highly correlated with content. Scenarios which created major communication difficulties (such as mania) resulted in much larger differences in scores between the easy and difficult versions.Communication OSCE stations can be created with acceptable reliability including difficult cases which address communication skills beyond simple history taking. Nevertheless, a generalizable set of communication s

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00715.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID

摘要:

SUMMARYThis study investigates the cueing effect occurring in multiple choice questions. Two parallel tests with matching contents were administered. By means of a computer program, examinees of different training levels and professional expertise were presented the same set of 35 cases (derived from patient problems in general practice) twice. The first time the cases were linked to open‐ended questions; the second time they were linked to multiple choice questions.The examinees consisted of 75 medical students from three different years of training, 25 residents in training for general practice and 25 experienced general practitioners. Across groups, total test scores reflected a difference in mean scores on both formats, and a high intertest correlation. Within each level of expertise, differences in mean scores and high correlations were also found. The data were further explored per group of examinees. Two types of cueing effects were found: positive cueing (examinees were cued towards the correct answer) and negative cueing (examinees were cued towards an incorrect answer). These effects were found at all levels of expertise and in almost all items. However, both effects decline with increasing level of expertise. Positive cueing mainly occurs in difficult items, whereas negative cueing mainly occurs in easy item

ISSN:0737-3805    

DOI:10.1111/j.1365-2923.1996.tb00716.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: OVID