摘要:

Like many other health care professions, recent curriculum reform in radiographer education has resulted in the development of an undergraduate programme, which aims to produce an independent,‘reflective’practitioner. It was therefore considered that the role of supervising radiographers would be even more critical than previously, and their activities in the clinical setting which would support the aims of the curriculum were examined. The study methodology was separated into two stages. First, the Delphi technique consulted expert radiographers in order to define clearly the role of clinical supervisors. The statement derived by the experts using the Delphi method was used to assist students in making their judgements. The second stage used the Critical incident technique, in which students described activities by radiographers which assisted or hindered their learning. As well as clarifying the current activities of practitioners when supervising student radiographers, the findings indicated that they had been poorly prepared for their new role. Many reported learning situations which were task-rather than student-centred and the strategies which would support the development of reflective practice were rarely displayed. Because supervising radiographers are in a powerful position to influence clinical learning, it is recommended that appropriate training programmes are needed, in order to promote our true educational purpose, namely quality patient care.

ISSN:0142-159X    

DOI:10.3109/01421599409006725

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

The clinical performance of junior hospital staff concerning the management of patients with acute abdominal pain, may be enhanced by placing greater emphasis on teaching clinical decision-making skills during the pre-intern year. Final year medical students at the Royal Prince Alfred Hospital (RPAH) took part in a teaching session where groups of 6–8 rotated through six stations, each structured to present a critical management problem concerning a patient with acute abdominal pain. Students, guided by a tutor, spent 25 minutes at each station, working through the sequence of data acquisition and data analysis before making a management decision. To assess the educational value of the programme, the study group completed a sequence of pre-test, structured teaching and post-test over a period of 2 weeks. Their multiple choice question (MCQ) performance was compared with a control group from a different campus who also did the pre-and post-test but without the teaching. The study group (n = 38) significantly (p<0.001) improved their MCQ mark from a pre-test mean 68% (SD 8) to 74% (SD 6) following the teaching. The performance of the control group (n = 25), with no teaching, did not change significantly (p = 0.5) between pre-test (mean 66% SD 13) and post-test (mean 68% SD 6). The method appears an effective way to teach critical decision-making skills to medical students. Students regarded the innovation as educationally more effective than traditional teaching methods.

ISSN:0142-159X    

DOI:10.3109/01421599409006726

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

The old curriculum of the Faculty of Medicine and Health Sciences (FMHS), which was recently revised, still applies to the 1989 student intake. It comprises 2 preparatory years, 3 medical years and 2 final clinical years. Clinical teaching is introduced from the first medical year. Clinical skills are first learned in the Skills Laboratory (SKL), using simulations, before application to real patients. The SKL role is primarily knowledge consolidation, motivation and integration. A formative objective structured clinical examination (OSCE) was recently introduced as a teaching tool. Weaknesses of clinical skills were identified. Tutors' feedback and guidance resulted in a significant improvement of students' performance and helped standardize procedures. It was concluded that the SKL is a useful clinical teaching setting, especially when clinical teaching is introduced early in the curriculum. It provides both horizontal and longitudinal integration through a motivating curriculum. The formative OSCE was a successful exercise for further integration and standardization, and it significantly improved student skills performance.

ISSN:0142-159X    

DOI:10.3109/01421599409006727

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

A survey was conducted of undergraduate teaching of psychiatry involving 27 schools in the UK and Ireland. The findings show variations in the number of teaching staff, the amount of clinical and non-clinical teaching of general psychiatry, and of subspecialities and assessment procedures and regulations. All schools provided teaching of interview skills. Some schools provided teaching in community settings. Elective studies in psychiatry occurred in the majority of schools. All schools had external examiners in psychiatry.

ISSN:0142-159X    

DOI:10.3109/01421599409006728

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

Consultations between a simulated patient and four general practitioners were videotaped. A method to use the material for learning and discussion in small groups has been developed. To let the observers' own consultation style come to the fore the video is stopped at selected points and the observers are asked to write down what they would have said or done in that situation. Afterwards these written answers are read aloud as a starting point for discussion. This gives the observers the possibility of sharing their own professional way of thinking and acting in a safe atmosphere.

ISSN:0142-159X    

DOI:10.3109/01421599409006729

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

Changes are being made in the medical physiology undergraduate curriculum at Leeds to help students take greater responsibility for their own learning, and to help them begin to develop the skills they will need to practise medicine. This article describes the use of problem-based assignments, workbooks, clinical case studies and computer-based learning exercises in the physiology course to encourage student-directed learning. Much of the computer-based material has been made available through the BioNet Teaching and Learning Technology Programme and covers topics such as electrolytes and body fluids, renal physiology, acid-base balance, and cardiovascular physiology.

ISSN:0142-159X    

DOI:10.3109/01421599409006730

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

This paper describes a process by which a traditional gross anatomy course has evolved into a clinically oriented anatomy course. Several clinically oriented teaching methods are described which have been introduced into the gross anatomy course in a step-wise fashion. Emphasis is placed on the use of standardized patients in a small group setting to teach the clinical application of traditional gross anatomical information.

ISSN:0142-159X    

DOI:10.3109/01421599409006731

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

Serial stereo-schemata is an innovative instructive aid in anatomy which prioritizes the elucidation of the broad anatomic relationships. It blends four key elements: schematic conversion, three-dimensional illustration, holistic representations and serial sequences. The following work relates to a concise series of 15 plates depicting the gross anatomy of the central nervous system. Preliminary survey suggests that the method is likely to find favour with those needing a quick recapitulation of the subject.

ISSN:0142-159X    

DOI:10.3109/01421599409006732

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

This paper describes how microanatomy is taught and assessed in an undergraduate course with a very large student intake, using closed circuit television (CCTV) and self-directed learning (SDL) based upon workbook activities and clinical problem-solving. The teaching environment is described briefly, and some technical details of the equipment are given. It is noted that one particular advantage of the approach is that the same methods are used for both teaching and examination. Results from curriculum evaluation are reported, which indicate that the method is academically successful and very acceptable to the students, who tend to achieve high examination marks.

ISSN:0142-159X    

DOI:10.3109/01421599409006733

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor

摘要:

Previous work in the field of education has described a number of approaches or styles of students to learning. Using the Adelaide Diagnostic Learning Inventory for Medical Students, we sought to determine how such learning approaches related to examination performance, and found that nearly 50% of the variance in examination score was accounted for by learning style. The results give quantitative support for the notion that a deep approach to learning is beneficial, while a surface approach is not, in terms of examination performance.

ISSN:0142-159X    

DOI:10.3109/01421599409006734

出版商:Taylor&Francis    

年代:1994

数据来源: Taylor