Abstract：
CONTEXT:About 40% of British General Practitioners (GPs) train formally in a psychiatric post as part of their general practice training, but such training may not fully meet the needs of future GPs. A specific course in psychiatry for family doctors has run in Manchester for more than a decade. METHOD:Semi-structured interviews conducted with GP registrars before attending the Manchester course in psychiatry with questionnaire follow-up afterwards to ascertain (a) the training 'wants' of GP registrars and (b) whether the course was providing them. RESULTS:GP registrars most frequently wanted training in communication skills, how to access the resources that are available to GPs, the detection of psychiatric illness, drug treatment and the management of aggression. The course was successful in satisfying the first three but failed in the last two. There was trend for those who attended Manchester Medical School, which scored significantly higher on number of topics covered at undergraduate level, to perceive a greater need for training than those who attended other medical schools. However, there was no evidence to link self-perception of greater need with having already worked in general practice during postgraduate training. CONCLUSIONS:More attention needs to be paid to how to address the specific mental health skills training requirements of GP registrars both within the attachment in psychiatry and during the practice year. Preliminary research is required to devise teaching packages before they are entirely satisfactory for GP education.
journal_name
Med Educjournal_title
Medical educationauthors
Ratcliffe J,Gask L,Creed F,Lewis Bdoi
10.1046/j.1365-2923.1999.00343.xkeywords:
subject
Has Abstractpub_date
1999-06-01 00:00:00pages
434-8issue
6eissn
0308-0110issn
1365-2923pii
med343journal_volume
33pub_type
杂志文章abstract：:Audit is an important part of clinical practice, and has been promoted as a core aspect of undergraduate and postgraduate medical education. Few examples of how audit is taught in the undergraduate curriculum exist. This article presents a model for student teaching using innovative methods, which include an extended ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.1998.00240.x
更新日期：1998-11-01 00:00:00
abstract：CONTEXT:Longitudinal integrated clerkships (LICs) have been widely implemented in both rural and urban contexts, as is now evident in the wealth of studies published internationally. This narrative literature review aims to summarise current evidence regarding the outcomes of LICs for student, clinician and community s...
journal_title：Medical education
pub_type： 杂志文章,评审
doi：10.1111/j.1365-2923.2012.04331.x
更新日期：2012-11-01 00:00:00
abstract：:The Wellcome Tropical Institute has assisted countries in the tropics to establish viable systems of continuing medical education, particularly for young doctors practising in rural areas. As part of this strategy the Institute has developed material for use in distance learning. The first attempt to apply the problem...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1992.tb00192.x
更新日期：1992-09-01 00:00:00
abstract：OBJECTIVE:To investigate the current status of teaching on spirituality in medicine in UK medical schools and to establish if and how medical schools are preparing future doctors to identify patients' spiritual needs. METHODS:We carried out a national questionnaire survey using a 2-part questionnaire. Section A contai...
journal_title：Medical education
pub_type： 杂志文章,多中心研究,评审
doi：10.1111/j.1365-2923.2007.02980.x
更新日期：2008-02-01 00:00:00
abstract：CONTEXT:Although work-based assessments (WBA) may come closest to assessing habitual performance, their use for summative purposes is not undisputed. Most criticism of WBA stems from approaches to validity consistent with the quantitative psychometric framework. However, there is increasing research evidence that indic...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.12289
更新日期：2013-12-01 00:00:00
abstract：:In Europe, tropical pathology is usually taught in special short courses, intended for those planning to practise in developing countries. The theoretical knowledge to be assimilated during this short period is considerable, and turning such newly acquired knowledge into competence is difficult. Kabisa is a computer-b...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1997.tb02568.x
更新日期：1997-05-01 00:00:00
abstract：CONTEXT:High-income country (HIC) trainees are undertaking global health experiences in low- and middle-income country (LMIC) host communities in increasing numbers. Although the benefits for HIC trainees are well described, the benefits and drawbacks for LMIC host communities are not well captured. OBJECTIVES:This st...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.13106
更新日期：2016-11-01 00:00:00
abstract：:Although computer marking of MCQ papers is common practice and is popular because of its accuracy, speed and the fact that detailed statistical analysis can be carried out painlessly, there is still a major role for hand-scoring. A computer and computer time are not always immediately available and some form of data c...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1983.tb01111.x
更新日期：1983-03-01 00:00:00
abstract：:Medical students on an in-patient service and residents working in an ambulatory care clinic have regularly evaluated their clinical tutors over the 5 years 1985-1989. Both groups of raters reliably and predictably evaluated their tutors and both emphasize between-tutor comparisons more than actual rating values for i...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1993.tb00228.x
更新日期：1993-01-01 00:00:00
abstract：INTRODUCTION:Limited data illuminate how resident doctors view their important roles as teachers, supervisors and role models. Analysing qualitative data about resident teachers' self-perceptions can offer helpful insights. METHODS:One year after a randomised trial of a residents-as-teachers curriculum at a university...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2004.02063.x
更新日期：2005-02-01 00:00:00
abstract：CONTEXT:Academic journals represent shared spaces wherein the significance of thematic areas, methodologies and paradigms are debated and shaped through collective engagement. By studying journals in their historical and cultural contexts, the academic community can gain insight into the ways in which authors and audie...
journal_title：Medical education
pub_type： 历史文章,杂志文章,评审
doi：10.1111/medu.13349
更新日期：2017-09-01 00:00:00
abstract：INTRODUCTION:A mythical Pyramid of Learning, usually attributed to Edgar Dale (or the National Training Laboratories [NTL]) and giving student learning retention rates, has been cited in a wide range of educational literature. A 2013 literature review indicated that medical education literature similarly cites this Pyr...
journal_title：Medical education
pub_type： 杂志文章,评审
doi：10.1111/medu.13813
更新日期：2020-01-01 00:00:00
abstract：:Medical students' attitudes toward psychiatry before and after their final (sixth) year psychiatric clerkship at a large psychiatric hospital were measured. We anticipated that exposure to severe, chronic psychiatric illness would affect student attitudes, and we undertook this study to investigate the direction and p...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1995.tb02870.x
更新日期：1995-11-01 00:00:00
abstract：:Established in 1858, the General Medical Council was responsible, inter alia, for improving the standard of medical education in Britain. It was agreed on all hands that there were serious deficiencies: there was far too much book-learning and not enough practical knowledge; students graduated who were wholly ignorant...
journal_title：Medical education
pub_type： 历史文章,杂志文章
doi：10.1111/j.1365-2923.1989.tb01573.x
更新日期：1989-11-01 00:00:00
abstract：AIMS:This paper describes the process of validating the Readiness for Interprofessional Learning Scale (RIPLS) for use with postgraduate health care professionals. CONTEXT:The RIPLS questionnaire has proved useful in the undergraduate context, enabling tutors to assess the readiness of students to engage in interprofe...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2006.02442.x
更新日期：2006-05-01 00:00:00
abstract：:In a new educational scheme introduced in Malta in 1978, university students spend half of the academic year studying and the other half as workers in various departments. During their work phase, students designed and made working models as teaching aids for the study of physiology. The value of these models was asse...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1984.tb01277.x
更新日期：1984-09-01 00:00:00
abstract：OBJECTIVES:In the present state of flux affecting UK medical undergraduate education, there is a pressing need for evaluative methods which will identify relevant outcomes both expected and unanticipated. The student perspective is now legitimately accepted to form part of any evaluative exercise but qualitative method...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.1999.00288.x
更新日期：1999-01-01 00:00:00
abstract：CONTEXT:The evaluation of training is problematic and the evidence base inconclusive. This situation may arise for 2 main reasons: training is not understood as a complex intervention and, related to this, the evaluation methods applied are often overly simplistic. METHOD:This paper makes the case for construing train...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2004.02021.x
更新日期：2004-12-01 00:00:00
abstract：CONTEXT:A survey of medical students' experiences of sexual harassment during medical training. OBJECTIVE:To assess the prevalence and nature of workplace sexual harassment as perceived by undergraduate medical students in order to address their learning needs concerning setting and maintaining sexual boundaries. DES...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2000.00684.x
更新日期：2000-12-01 00:00:00
abstract：OBJECTIVES:Educational interventions may ultimately impact on patient care as well as affecting individuals' learning. Critical evaluation of educational literature by those involved in designing and developing educational interventions is therefore important. A checklist instrument for critically appraising reports of...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.1999.00479.x
更新日期：1999-12-01 00:00:00
abstract：CONTEXT:Although medical students receive varied feedback throughout their training programmes, research demonstrates that they frequently perceive it as insufficient. However, supervisors tend to perceive that it is adequate. Students' responses to, and use of, feedback are not clearly understood. The purposes of this...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.2012.04291.x
更新日期：2012-07-01 00:00:00
abstract：OBJECTIVES:Internationally, there are a number of universities at which medical and dental education programmes share common elements. There are no studies about the experiences of medical and dental students enrolled in different programmes who share significant amounts of learning and teaching. METHODS:Semi-structur...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.2008.03280.x
更新日期：2009-03-01 00:00:00
abstract：:Practice inevitably narrows over time. Therefore, testing of established doctors requires that their assessment be tailored to a far narrower practice than is appropriate for testing of new doctors who have not yet differentiated. In this paper, we address the conceptual challenges of tailoring physician assessment to...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2002.01310.x
更新日期：2002-10-01 00:00:00
abstract：OBJECTIVES:The use of logbooks in the education of medical undergraduate students is not well-established. Traditionally, logbooks are used simply as a means for students to document their activities. This report examines whether logbooks used as an interactive vehicle between students and tutors can assist both studen...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2002.01163.x
更新日期：2002-07-01 00:00:00
abstract：BACKGROUND:There is inconclusive debate within the literature as to whether the best problem-based learning (PBL) tutors are subject experts or not. The debate hinges on whether knowledgeable tutors are tempted to intervene too often in PBL discussions compared to non-expert tutors, and whether the latter may not be ab...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2003.01406.x
更新日期：2003-01-01 00:00:00
abstract：OBJECTIVES:Coaching in medical education has recently gained prominence, but minimal attention has been given to key skills and determining how they work to effectively ensure residents are progressing and developing self-assessment skills. This study examined process-oriented and content-oriented coaching skills used ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.13818
更新日期：2019-05-01 00:00:00
abstract：:This study compared the communication skills of randomly chosen first- and final-year medical students. The intention was to follow up previous research, conducted over 10 years ago, into the effects of the medical curriculum on communication skills. It was hypothesized that there would be little improvement in such s...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1992.tb00203.x
更新日期：1992-11-01 00:00:00
abstract：:A 63-item questionnaire on attitudes to psychosocial issues in medicine was administered to final-year students in the Faculties of Medicine (n = 104), Pharmacy (n = 57) and Arts and Social Sciences (n = 75) of the University of Benin. The responses given were analysed by the summation and Cornell scalogram techniques...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1995.tb02848.x
更新日期：1995-07-01 00:00:00
abstract：:The development and maintenance of expertise in any domain requires extensive, sustained practice of the necessary skills. However, the quantity of time spent is not the only factor in achieving expertise; the quality of this time is at least as important. The development and maintenance of expertise requires extensiv...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2001.00831.x
更新日期：2001-01-01 00:00:00
abstract：CONTEXT:Concept maps have been used to promote meaningful learning and critical thinking. Although these are crucially important in all disciplines, evidence for the benefits of concept mapping for learning in medicine is limited. METHODS:We performed a randomised crossover study to assess the benefits of online testa...
journal_title：Medical education
pub_type： 杂志文章,随机对照试验
doi：10.1111/medu.12422
更新日期：2014-07-01 00:00:00
