ISSN:0142-159X    

DOI:10.3109/01421599309006706

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

A faculty development programme for general practice clinical teachers offered a skills development workshop which specifically addressed the skills needed when teaching and assessing students consulting with patients. The course was sequential, that is, a group moved on to a new skill only when its members could demonstrate mastery of a lower-order skill. Participants practised skills and received feedback on their performance from peers and learners (students and trainees). Participants comments about the course were highly favourable and the majority foresaw a general improvement in their own personal consultation skills as a result. They recognized that the use of a valid and reliable set of criteria (the Leicester Assessment Package) was essential in order to make correct judgements about consultation performance before instituting remedial teaching.

ISSN:0142-159X    

DOI:10.3109/01421599309006707

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

New challenges for clinical teachers include incorporating a deeper appreciation of the use of the published literature in day-to-day practice and teaching, responding to the profusion of diagnostic tests and treatments, and dealing with changing practical difficulties. We report a summary of a retreat conducted by our Department of Medicine in which our faculty presented and refined strategies they had developed to deal with these challenges. Areas of discussion include developing an effective medical team managing time on a busy clinical service, teaching pathophysiology, teaching clinical skills, and teaching critical appraisal. Our observations are likely to be useful to clinicians involved in patient-centred teaching in wards and clinics, particularly those interacting with groups of undergraduate and post-graduate trainees.

ISSN:0142-159X    

DOI:10.3109/01421599309006708

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

Adult education principles have impacted the approach used by many faculty development programmes. Underlying themes of immediacy of application, task centered opportunities to practice skills, and feedback on efforts are common to most popular approaches. Less common are instances where the need to know is initially communicated, or provision of opportunities to direct course content. Incorporation of sound adult educational principles into the design of faculty development programmes should enhance its reception by the faculty, and increase its value to the school.

ISSN:0142-159X    

DOI:10.3109/01421599309006709

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

The Accreditation Council for Graduate Medical Education in the United States has recently required institutions with residency and fellowship training programmes to develop an Institutional Policy Review Document outlining how the educational quality of these programmes is monitored. Whereas departments may have assumed this responsibility in the past, this is clearly a function of the institution. The purpose of this paper is to describe a long-standing, effective, internal peer review process to assure quality education in an institution.

ISSN:0142-159X    

DOI:10.3109/01421599309006710

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

Education should be viewed as one of the important roles of a physician. Yet, because physicians generally are not trained to be educators, many instructional sessions, lectures and workshop presentations are ineffective because the instructional design process has been ignored. While not a substitute for professional education courses, physicians can use knowledge of the patient problem solving process to develop effective educational interventions. Both the patient problem solving process and the instructional design process consist of seven nearly identical steps which follow a basic scientific problem-solving approach. Knowledge of this similarity can improve the effectiveness of educational activities developed by physicians.

ISSN:0142-159X    

DOI:10.3109/01421599309006711

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

The following integrated trauma teaching model has been developed in response to perceived deficiencies of organized trauma content in many undergraduate surgical programmes. This method has combined structured teaching and clinical clerkship. First, a short lecture is given to the student body giving an overview of the subject. Small groups then rotate through a series of teaching stations, each structured to represent a different level in the hierarchy of management priorities involved in the care of a trauma patient. The educational value of a 150 minute teaching session was evaluated by comparing group performance in a pre-test given several days before with a post-test immediately after teaching. Forty one Year IV students increased their mark, out of a possible total of 30, from a pre-test mean 15 (SD3) to a post-test mean 21 (SD3). Thirty two year VI students increased their marks from a mean 18 (SD3) to a mean 24 (SD2). Both increases are highly significant (p<0.001). The model has proved to be an effective way to teach students trauma skills in preparation for a subsequent clerkship or internship.

ISSN:0142-159X    

DOI:10.3109/01421599309006712

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

Teaching of communication skills in Palliative Medicine can be achieved using a three hour exercise involving role-plays, a time of feedback and discussion, a teaching video and a reading list. Using this teaching method self-ratings of perceived skills recorded on a questionnaire before and four weeks after the exercises showed a significant increase in both undergraduates and postgraduates. The validity of these self-ratings as a tool to measure communication skills was assessed by correlating the self-ratings with the ratings given by the participant and the observers after the clinical scenarios from the questionnaire were simulated in role-plays.

ISSN:0142-159X    

DOI:10.3109/01421599309006713

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

This paper presents a clinical reasoning course for postgraduate physiotherapy students, conducted at the University of Sydney. The course was designed to foster the development of students' clinical reasoning skills and clinical knowledge. The rationale and nature of the course are discussed, along with evaluation findings. Results indicate that the course has succeeded in stimulating students' interest and enjoyment in clinical reasoning and promoting students' understanding of and competence in this complex ability.

ISSN:0142-159X    

DOI:10.3109/01421599309006714

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor

摘要:

The third-year clerkship at one college of medicine was modified to reflect an emphasis on adult learning principles and life-long learning habits. Problem-based learning was selected as the educational method, and the development of a cognitive knowledge base, clinical problem-solving skills, and appropriate clinical skills was stressed. At a yearly faculty education retreat, strengths and weaknesses of the clerkship were discussed. As a result of this meeting, several changes were made in the clerkship, including additional stress on students' usage of the medical library and computerized databases, a tutor development program, the addition of expert resource sessions, and more emphasis on students' development of clinical skills through a preceptor program. A comprehensive evaluation program designed to support the educational goals of the clerkship is in place. The major challenge of the program remains the proper synchronization of curricular, clinical, and student self-study activities essential for an ideal learning experience.

ISSN:0142-159X    

DOI:10.3109/01421599309006715

出版商:Taylor&Francis    

年代:1993

数据来源: Taylor