ISSN:0142-159X    

DOI:10.3109/01421599509008282

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

The recent General Medical Council proposed that UK medical schools develop a core curriculum with special study modules is welcomed. The Association of British Neurologists recommends that the core undergraduate curriculum in basic neuroscience and clinical neurology should enable a recently qualified doctor to: (1) appreciate a patient has a neurological problem; (2) evaluate the common neurological presenting symptoms; (3) recognise the common neurological disorders; (4) recognize neurological emergencies and initiate treatment; (5) manage the common neurological disorders using drugs when appropriate, appreciate other aspects of the general management, and know what neurosurgery may have to offer; (6) appreciate the role of doctors and others in the care of patients with neurological disability; (7) appreciate ethical issues associated with neurological disorders. It is further recommended that the teaching of basic neuroscience and clinical neurology be integrated as far as possible so that basic neuroscience becomes a means to an end rather than an end in itself concentrated merely in the first years of the medical students' course. It is recognized that more clinical neurology will need to be taught in the out-patient clinic than in the ward, and that it is important to involve neurosurgeons and neuro-rehabilitationists as well as medical neurologists. It is suggested, that each medical school names a single senior member of the Faculty of Medicine to be responsible for organizing the core curriculum and examinations based on discussions between basic neuroscientists and clinical neurologists throughout all stages of the core curriculum.

ISSN:0142-159X    

DOI:10.3109/01421599509008283

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

This paper, the third in a series, examines a system built as the outcome of a successful proposal funded by the Scottish Higher Education Funding Council. The system represented a significant development in keeping with the vision of earlier researchers. It allows students choice in content studied—and also allows a student to choose his or her learning strategy. The system has attributes and features that are important in relation to curriculum issues and educational strategies.

ISSN:0142-159X    

DOI:10.3109/01421599509008284

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

This study-guide was written to help medical students learn the clinical skills necessary to manage confidently, in their early years after graduation, patients with acute abdominal pain. It aims to outline: what needs to be learned, how this can best be achieved and how to assess that the required standards have been achieved. The necessary anatomical, physiological and pathological prerequisite knowledge is highlighted for review. The student is given advice concerning how to access the multiplicity of learning resources available in the teaching hospital environment. An educational strategy combining structured teaching and clinical clerkship is presented. Structured teaching by the SCORPIO method concentrates on developing decision-making skills in a systematic and supervised manner. The clinical clerkship provides the opportunity for the student to develop self-directed learning and self-assessment skills in a less supervised environment.

ISSN:0142-159X    

DOI:10.3109/01421599509008285

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

Techniques of simulated patients, feedback and role play were combined to compare in a randomized, controlled design two methods of teaching interviewing skills to senior medical students. Over a six-month period senior medical students enrolled in the ambulatory medicine clerkship were entered into the study. Students were randomized into two groups. Group 1 (n = 20) students became simulated patients and were interviewed by two sophomore students, providing the sophomores with feedback on technique. Group 2 (n = 29) students practiced the interviewing skills in role play with faculty tutoring. Students in both groups performed before and after videotaped interviews with simulated patients. All video tapes were rated for technique, using the Arizona Clinical Interview Rating Scale. Results show statistically significant improvement in interview skills in each group, Group 1 (mean1= 3.10, mean2= 3.81, p = 0.0001) and Group 2 (mean1= 3.04, mean2= 3.66, p = 0.0001). There is no significant difference between the two groups. With a 30% savings in faculty time, it has been demonstrated that senior students can improve their interviewing skills as well by providing feedback to sophomores as they can by using role play.

ISSN:0142-159X    

DOI:10.3109/01421599509008286

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

Disaster simulation can be a powerful experience for medical students or faculty, in interdisciplinary or multiprofessional teams. This paper illustrates the potential of such simulations for developing, and assessing, the integration of professional competencies. Operation Kauai is a disaster relief simulation which has been used successfully in workshops for multiprofessional faculty development at the University of Hawaii and elsewhere. Its sequence of scenarios uses a variety of stimuli designed to promote or assess teamwork skills as well as individuals performance. This kind of simulation may appeal to medical educators wanting a broader approach to problem-based learning or an interdisciplinary framework for the assessment of clinical competence.

ISSN:0142-159X    

DOI:10.3109/01421599509008287

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

Increasing dissatisfaction with traditional medical school curricula in the United States and the increasing desire to expose medical students early to physicians at work in the realistic community setting led to our development of an 8-week summer program at the University of Louisville, School of Medicine, Department of Family and Community Medicine. The background, development and results of this mentoring program, Adopt-A-Student, are described. Survey responses of participating students and mentors, from 1991 to 1993, indicate the value of the program early in medical education.

ISSN:0142-159X    

DOI:10.3109/01421599509008288

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

The 3-year experience of setting up a control programme for measles in a developing community has been used to devise an extended problem-solving exercise in clinical epidemiology for 4th-year medical students. Following the same steps taken by health workers and using the maps, sociodemographic and measles incidence data available to health workers in the programme, students proceed through five self-contained but interconnected modules or‘rings’. These rings cover disease management, surveillance, mass campaign, community-based surveys and finally implementation of changes in the health service. The first 3‘rings’of this exercise were run on five groups of 20 students during 1992 in what has been regarded as a development phase to eliminate obvious‘bugs’and blind loops and to define the correct level of detail for each question. A description of the objectives and process of this learning exercise and its possible future applications is presented.

ISSN:0142-159X    

DOI:10.3109/01421599509008289

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

The community and family case study (CFCS) is a school programme in the community-based integrated curriculum of undergraduate medical education of Universiti Sains Malaysia (USM). It is conceived as synthesizing both clinical and social aspects of patient care. Since the CFCS programme implemented contract learning strategies, the programme was found to be more interesting. It also stimulates active learning. The author, as a group supervisor, describes his experience of running a group of 14 students; of these, eight selected psychiatric cases for their care. Based on the criteria set by the eight students, 62.5–87.5% of them achieved their learning objective.

ISSN:0142-159X    

DOI:10.3109/01421599509008290

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

The study was designed to receive feedback from junior dental students on the effectiveness and acceptability of the first-term course in periodontology. Five main areas of interest were investigated: the classroom environment, the teaching, the handouts, perceived confidence in carrying out different clinical procedures and the impact of the course on periodontal health-related matters. Out of a total of 38 dental students 36 returned the questionnaires. The rating was generally favourable. Handouts received the highest rating score indicating an appreciation of handouts in facilitating learning. Although students expressed a lack of confidence in carrying out scaling, the majority found the lessons most interesting. The results point to areas for improvement in the course as well as a need for closer supervision and monitoring of students' progress in developing clinical skills.

ISSN:0142-159X    

DOI:10.3109/01421599509008291

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor