Abstract:
:The mission of medical schools underwent significant change in the post-Second World War period, which resulted in a de-evaluation of teaching, which in turn impacted on the type of assessment methods that emerged in the latter part of the twentieth century. Assessment based on direct observation did not receive the same degree of attention as methods such as multiple choice question and the objective structured clinical examination. During the past two decades medical educators have begun to emphasize the importance of teaching and assessing professional behaviour. It is suggested in this paper that assessment of professional behaviour can best be achieved by means of direct observation. A review of the area of assessment of clinical competence over the past 50 years reveals that it has been dominated by assessment methods that for the most part have been removed from the clinical setting in which medical students work and learn. In this paper it is proposed that there is a need to focus attention on methods of assessment which are based on the direct observation of performance that can be used in the clinical setting. Specifically, more attention needs to be directed at two areas of performance: (1) professionalism, and (2) medical error, both of which have given rise to increasing concern in the medical profession, healthcare agencies and the public at large.
journal_name
Med Teachjournal_title
Medical teacherauthors
Cohen Rdoi
10.1080/01421590120036556keywords:
subject
Has Abstractpub_date
2001-03-01 00:00:00pages
145-151issue
2eissn
0142-159Xissn
1466-187Xjournal_volume
23pub_type
杂志文章相关文献
MEDICAL TEACHER文献大全abstract:RATIONAL:Various factors affect medical students' performance during clinical phase. Identifying these factors would help in mentoring weak students and help in selection process for residency programmes. OBJECTIVE:Our study objective is to evaluate the impact of pre-admission criteria, and pre-clinical grade point av...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2016.1142511
更新日期:2016-01-01 00:00:00
abstract:BACKGROUND:This study examined teaching teamwork skills to first-year medical students. Teamwork skills focused on verbal communication in PBL-tutorial sessions and in healthcare teams. AIMS:The aim was to find out how to teach teamwork skills to first-year medical students and how to motivate them to learn these skil...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421591003657469
更新日期:2010-01-01 00:00:00
abstract:BACKGROUND:Peer assessment has been demonstrated to be an effective educational intervention for health science students. AIMS:This study aims to give an overview of all instruments or questionnaires for peer assessments used in medical and allied health professional educational settings and their psychometric charact...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.3109/0142159X.2011.610835
更新日期:2011-01-01 00:00:00
abstract:BACKGROUND:Although essay questions are used in the admissions process in many medical schools, there has been little research on how applicants respond to essay questions. AIMS:The purpose of this study was to explore how applicants to medical school approach essay questions used in the selection process. METHODS:Qu...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.599890
更新日期:2011-01-01 00:00:00
abstract:BACKGROUND:Often the scenarios and preparation time given to Simulated/Standardised Patients (SPs) is not sufficient. This leads to superficial portrayals lacking of energy. Due to incongruent verbal and non-verbal language, these portrayals often come across as unrealistic and fabricated. This article aims at describi...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.887832
更新日期:2014-06-01 00:00:00
abstract:BACKGROUND:Outcomes-based education in the health professions has emerged as a priority for curriculum planners striving to align with societal needs. However, many struggle with effective methods of implementing such an approach. In this narrative, we describe the lessons learned from the implementation of a national,...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701746983
更新日期:2007-09-01 00:00:00
abstract::Introduction: Faculty development has played a significant role in health professions education over the last 40 years. The goal of this perspective is to present a portrait of faculty development in Medical Teacher since its inception and to highlight emerging trends moving forward.Method: All issues of Medical Teach...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1688769
更新日期:2020-04-01 00:00:00
abstract:BACKGROUND:The Psychological Medical Inventory (PMI) assesses the level of interest, confidence, and perceived clinical abilities in addressing psychological aspects of patient care. The scale has been used solely among physicians and other healthcare professionals. AIMS:To examine the psychometric properties and fact...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701769563
更新日期:2008-02-01 00:00:00
abstract::Medical educators have raised concerns about the quality of teaching and learning in busy ambulatory care settings. Problem-based learning (PBL), which allows students to learn to diagnose and manage common ambulatory care problems as they discuss patients away from the clinical setting, is one possible solution for a...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159031000092517
更新日期:2003-03-01 00:00:00
abstract:BACKGROUND:Introduction into the clinical environment can be a daunting experience for medical students, especially in the operating theatre. Prior knowledge of how to prepare for theatre and cope with surgical placements is advantageous, as learning opportunities can be maximised from the start. AIM:This article prov...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.932899
更新日期:2015-01-01 00:00:00
abstract:BACKGROUND:Clinical educators are expected to prepare students to be competent beginning practitioners, ready to enter the workforce and meet the demands of competent practice. As part of ensuring the quality of clinical education, universities that provide these programs need to be involved in the education and suppor...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590601046088
更新日期:2007-03-01 00:00:00
abstract::The objective was to determine whether routinely available textbooks describe the core musculoskeletal examination skills for medical students. Textbooks were evaluated for content against a list of 27 core examination skills as perceived by rheumatologists, orthopaedic surgeons and general practitioners. The study to...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/014215901200901032
更新日期:2001-10-01 00:00:00
abstract:OBJECTIVE:To determine prevalence of professionalism lapses related to academic integrity by students Pakistani medical colleges. SUBJECTS:520 students. STUDY DESIGN:Cross sectional. DATA COLLECTION:A validated and customized version of Dundee Polyprofessional Inventory-1 for use in Pakistani medical schools was use...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.947928
更新日期:2015-05-01 00:00:00
abstract::Aim: Narrative medicine has been promoted as an innovative and effective means of stimulating medical students' professional development by teaching them to approach their patients' experiences of illness with more understanding and compassion. This systematic literature review aims to answer the following question: w...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1584274
更新日期:2019-07-01 00:00:00
abstract:BACKGROUND:In the United Kingdom, there are approximately 300,000 healthcare-associated infections (HCAI) annually, costing an estimated £1 billion. Up to 30% of all HCAI are potentially preventable by better application of knowledge and adherence to infection prevention procedures. Implementation of Department of Heal...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.3109/0142159X.2012.680936
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:Life-support courses improve knowledge and skills but attrition of factual knowledge is considerable. There is evidence that retention can be improved by spaced testing. AIM:To investigate the effect of spaced testing on retention of knowledge after a life-support course. METHOD:In a prospective-controlled...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.3109/0142159X.2010.542521
更新日期:2011-01-01 00:00:00
abstract:BACKGROUND:Recent decades have seen an international trend for the development of undergraduate medical programmes in rural locations. These have been considered educationally equivalent alternatives to traditional hospital-based programmes. A pilot Rural Medical Immersion Programme (RMIP) was launched at the Universit...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.586745
更新日期:2011-01-01 00:00:00
abstract::In both 1910 and 2010, The Carnegie Foundation for the Advancement of Teaching used existing educational innovations and learning theory to point the way to the future of medical education. Flexner's transformative report of 1910 was strongly influenced by the innovative curriculum at Johns Hopkins University School o...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.578173
更新日期:2011-01-01 00:00:00
abstract::In 1994, the National Center for Research Resources' Committee on Addressing Career Paths for Clinical Research reported that insufficient training in research methods, inadequate mentoring, and inappropriate timing of training presented major barriers to the development of clinical researchers. The National Institute...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/014215902201252
更新日期:2002-03-01 00:00:00
abstract:BACKGROUND:The dynamics of effective teaching consultations need to be better understood. AIM:Find from medical students, patients and doctors how to optimize learning in ambulatory consultations. METHODS:Patients and students independently gave semi-structured exit interviews after 25 ambulatory teaching consultatio...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590802464445
更新日期:2009-02-01 00:00:00
abstract::The use of simulation as a tool for assessment in medical examinations is expanding. We describe 12 practical tips for the implementation of simulation based critical evaluation for the Objective Structured Clinical Examination (OSCE). The material in this article is a combination of personal experience and the availa...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1789084
更新日期:2020-07-21 00:00:00
abstract:CONTEXT:This study aimed to develop a near-patient, e-learning tool and explore student views on how utilization of such a tool influenced their learning. METHODS:Third year medical students from Monash University in Melbourne, Australia were invited to trial a novel, near-patient, e-learning tool in two separate pilo...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.955842
更新日期:2015-01-01 00:00:00
abstract::Motivation theory and research remain underused by health professions educators. Some educators say it can seem too abstract. To address this, we applied health care language to learner motivation theories. Using a familiar metaphor, we examined the indications, mechanism of action, administration, and monitoring of l...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1837764
更新日期:2020-11-02 00:00:00
abstract:AIM:The aim was to compare staff and student perceptions of student experience with the UEA MB/BS educational environment. METHODS:All MB/BS students were asked to complete a standard course evaluation at the end of the 2005/06 academic year, which included the Dundee Ready Education Environment Measure (DREEM). MB/BS...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590802139732
更新日期:2009-06-01 00:00:00
abstract::Despite the many successes achieved by academic health centers and the significant attention paid to the importance of the impact of social determinants on health, a broader movement of the academic health center community to share best practices and standardize these efforts across institutions and communities has no...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.590249
更新日期:2011-01-01 00:00:00
abstract::Five Southern California medical schools were examined using a case study approach. In-depth interviews were conducted with faculty members and administrators from Loma Linda University, the University of Southern California, and the University of California at Irvine, Los Angeles, and San Diego, Schools of Medicine. ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421598909146321
更新日期:1989-01-01 00:00:00
abstract:PURPOSE:Longitudinal integrated clerkships (LICs) are innovative educational models that emphasize medical student continuity with patients, preceptors, peers, and health systems. We characterize LIC growth in the US and interpret the growth using Rogers' Diffusion of Innovation Theory. METHODS:In 2015, we surveyed 12...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2018.1472369
更新日期:2019-03-01 00:00:00
abstract:BACKGROUND:This pilot study is based on observational research of lecturing skills during the annual Oral Medicine course at the Milan Dentistry School. AIMS:Our goals were to explore how teachers exhibited desirable lecturing skills, to observe how their attitudes and lecturing skills affected students' attention and...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590902744860
更新日期:2009-08-01 00:00:00
abstract::The purpose of this study was to determine the differential effect of two presentation-forms on the acquisition of the concept of shock. It is hypothesized that presenting a prototype facilitates learning and retention of the concept shock compared with verbally enumerating the attributes of the same concept. A group ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421599009006638
更新日期:1990-01-01 00:00:00
abstract::A modelling technique has been devised that can be used to assist in scheduling lectures for medical students in teaching hospitals. The model takes into account the various clinical commitments that are faced by students and the fact that some of these commitments have a fixed timetable while others are relatively fl...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421598909146417
更新日期:1989-01-01 00:00:00