Abstract:
OBJECTIVE:To determine whether postgraduate students are able to assess the quality of undergraduate medical examinations and to establish whether faculty can use their results to troubleshoot the curriculum in terms of its content and evaluation. SUBJECTS:First and second year family medicine postgraduate students. MATERIALS:A randomly generated sample of undergraduate medical examination questions. METHODS:Postgraduate students were given two undergraduate examinations which included questions with an item difficulty (ID) > 0.60. The students answered and then rated each question on a scale of 1-7. RESULTS:The percentage of postgraduate students answering each question correctly correlated significantly with the average perceived relevance (Examination 1: r=0.372; P < 0.05; Examination 2: r=0.458; P < 0.05). Questions plotted for average postgraduate/undergraduate performance ratio versus the average perceived relevance were significantly correlated (Examination 1: r=0.462; P < 0.01; Examination 2: r=0.458; P < 0.05). CONCLUSIONS:This study offers a method of validating question appropriateness prior to examination administration. The design has the potential to be used as a model for determining the relevancy of a medical curriculum.
journal_name
Med Educjournal_title
Medical educationauthors
Harris JA,Heneghan HC,McKay DWdoi
10.1046/j.1365-2923.2003.01403.xkeywords:
subject
Has Abstractpub_date
2003-02-01 00:00:00pages
105-9issue
2eissn
0308-0110issn
1365-2923pii
1403journal_volume
37pub_type
杂志文章abstract:OBJECTIVES:This study aimed to examine the nature and extent of use of the social networking service Facebook by young medical graduates, and their utilisation of privacy options. METHODS:We carried out a cross-sectional survey of the use of Facebook by recent medical graduates, accessing material potentially availabl...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2010.03720.x
更新日期:2010-08-01 00:00:00
abstract:CONTEXT:'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhan...
journal_title:Medical education
pub_type: 杂志文章,评审
doi:10.1111/medu.13519
更新日期:2018-06-01 00:00:00
abstract:CONTEXT:Reflection has been considered crucial to learning. Engaging in reflection while solving problems is expected to foster identification of knowledge gaps and interest in learning more about them, the latter being a major motivational force in learning. Although theoretically sound, this assumption still lacks em...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.13491
更新日期:2018-05-01 00:00:00
abstract:CONTEXT:Each clinical encounter represents an amazing series of psychological events: perceiving the features of the situation; quickly accessing relevant hypotheses; checking for signs and symptoms that confirm or rule out competing hypotheses, and using related knowledge to guide appropriate investigations and treatm...
journal_title:Medical education
pub_type: 杂志文章,评审
doi:10.1111/j.1365-2923.2007.02924.x
更新日期:2007-12-01 00:00:00
abstract:CONTEXT:Simulated patients (SPs) are extensively used in the teaching of medical communication, both for students and doctors. They occupy a unique middle ground between patients and physicians: although free from the prejudices that medical training brings, they work closely with clinical tutors to promote the princip...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.13547
更新日期:2018-06-01 00:00:00
abstract:OBJECTIVES:The objectives of this study were to determine the extent to which clinician-educators agree on definitions of critical thinking and to determine whether their descriptions of critical thinking in clinical practice are consistent with these definitions. METHODS:Ninety-seven medical educators at five medical...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2010.03910.x
更新日期:2011-06-01 00:00:00
abstract:CONTEXT:Despite increasing numbers of publications, science often fails to significantly improve patient care. Clinician-scientists, professionals who combine care and research activities, play an important role in helping to solve this problem. However, despite the ascribed advantages of connecting scientific knowledg...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.13241
更新日期:2017-06-01 00:00:00
abstract:CONTEXT:The recommendations of the General Medical Council in Tomorrow's Doctors renewed efforts to define core knowledge in undergraduate medical education. They also encouraged better use of the medical knowledge base in nurturing clinical judgement, critical thinking, and reflective practice. What then does the medi...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2000.00428.x
更新日期:2000-01-01 00:00:00
abstract::An improved teaching package is described which aims to help general practice trainees manage somatized presentations of psychological distress. The package comprises a training videotape in which a reattribution model is demonstrated, with material for role-play of new skills and small-group video feedback of consult...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1992.tb00139.x
更新日期:1992-03-01 00:00:00
abstract:INTRODUCTION:Learning to value ethnic diversity is the appreciation of how variations in culture and background may affect health care. It involves acknowledging and responding to an individual's culture in its broadest sense. This requires learning the skills to negotiate effective communication, a heightened awarenes...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.1999.00474.x
更新日期:1999-08-01 00:00:00
abstract::This study compares the predictive values of written-knowledge tests and a standardized multiple-station examination for the actual medical performance of general practitioners (GPs) in order to select effective assessment methods to be used in quality-improvement activities. A comprehensive assessment was performed i...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.1999.00280.x
更新日期:1999-03-01 00:00:00
abstract:OBJECTIVES:The attitudes towards the basic sciences of medical students enrolled in either of 2 different curricula at the University of Utrecht Medical School in The Netherlands were investigated. The purpose of this study was threefold: first, to compare students (beginning clerks) in a conventional and an innovative...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2002.01371.x
更新日期:2002-12-01 00:00:00
abstract:OBJECTIVE:To compare the teaching value of one session of computer-guided solo instruction in exposure therapy for phobias with that of one face-to-face small-group tutorial. DESIGN:Non-blind, randomized, controlled study. SETTING:King's College Hospital Medical School, London. PARTICIPANTS:Thirty-seven third-year m...
journal_title:Medical education
pub_type: 临床试验,杂志文章,随机对照试验
doi:10.1046/j.1365-2923.2002.01210.x
更新日期:2002-05-01 00:00:00
abstract:CONTEXT:Tutors in problem-based learning (PBL) tutorials have a complex role to play in facilitating students' learning. This includes providing support for students' acquisition of content knowledge and skills in critical thinking, coaching of group processes and modelling of reflective practice. Few studies which inv...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2009.03293.x
更新日期:2009-04-01 00:00:00
abstract::Eighty-two house-physicians filled in a questionnaire concerning the care of self-poisoning patients with special emphasis on training and attitudes. These recently qualified doctors dealt with large numbers of such patients and expressed dissatisfaction with their training in this respect. Hostile attitudes towards t...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1981.tb02500.x
更新日期:1981-09-01 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:INTRODUCTION:In 1996 the University of Liverpool introduced an integrated problem-based learning (PBL) medical curriculum incorporating the recommendations of Tomorrow's Doctors. This paper investigates whether the PRHO (pre-registration house officer) educational supervisors who supervise Liverpool graduates believe t...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2929.2006.02563.x
更新日期:2006-10-01 00:00:00
abstract::Associations between language background, English language proficiency and medical communication skills were investigated in a group of 149 third year undergraduate medical students studying at an Australian university. Written and aural English proficiency were assessed with the Screening Test for Adolescent Language...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1997.tb02922.x
更新日期:1997-07-01 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
abstract:CONTEXT:Medical schools in Western societies seek measures to increase the diversity of their student bodies with respect to ethnicity and social background. Currently, little is known about the effects of different selection procedures on student diversity. OBJECTIVES:This prospective cohort study aimed to determine ...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.12536
更新日期:2015-01-01 00:00:00
abstract::A system for linked tutorial teaching involving several groups of students at different locations has been introduced successfully into the teaching resources of the University of Wales College of Medicine. It utilizes standard telephone equipment supplemented by specially prepared videocassette material. The results ...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1985.tb01344.x
更新日期:1985-09-01 00:00:00
abstract::The housemanship performance of the first two classes of the University of Gezira Medical School was assessed on 107 occasions by using a questionnaire administered to the senior doctors (consultants) in the units in which they worked and the data, which covered 32% of all housemanship rotations taken by these graduat...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1992.tb00159.x
更新日期:1992-05-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1983.tb01458.x
更新日期:1983-07-01 00:00:00
abstract::Information about medical students' lifestyles was obtained from 785 second-year students from seven medical schools in Great Britain by a personally administered questionnaire. Fifteen per cent of the students were non-drinkers. Among those who drank, 48% of the men and 38% of the women exceeded sensible weekly limit...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.1998.00204.x
更新日期:1998-05-01 00:00:00
abstract::The diagnostic thinking process is often described as one of hypothesis generation and testing. Yet descriptions of the clinical problem solver's thinking prior to generation of the first diagnostic hypothesis are lacking. This paper reports a study of this phase in students, house officers and registrars. Theories of...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1982.tb01214.x
更新日期:1982-01-01 00:00:00
abstract:AIM:To evaluate the surgical seminars given for medical students at Auckland University and factors affecting them, so as to define areas for improvement. METHODS:A confidential questionnaire was completed by fourth-year medical students for each surgical seminar they attended during an academic year. The seminars wer...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2001.00953.x
更新日期:2001-07-01 00:00:00
abstract:CONTEXT:As a contribution to this special issue commemorating the journal's 50th volume, this paper seeks to explore directions for national licensing examinations (NLEs) in medicine. Increases in the numbers of new medical schools and the mobility of doctors across national borders mean that NLEs are becoming even mor...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.12810
更新日期:2016-01-01 00:00:00
abstract:INTRODUCTION:The state of cognitive flow, colloquially known as being 'in the zone', has been linked with enhanced performance, happiness, career satisfaction and decreased burnout. However, the concept has not been adopted strongly in health care training, continuing professional development, or daily practice. A syst...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.14435
更新日期:2020-12-12 00:00:00
abstract:CONTEXT:The Faculty of Medicine and Medical Sciences at the University of Aberdeen viewed the use of Computer Assisted Leaning (CAL) and other IT based learning resources as a possible way of coping with an increase in student numbers whilst maintaining or increasing the quality of medical teaching. OBJECTIVES:Our pri...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.1999.00270.x
更新日期:1999-04-01 00:00:00
abstract::The present study was conducted to provide in-depth information on the reliabilities of measures of the separate components of clinical competence (e.g. data collection, test interpretation, diagnosis, etc.) assessed by a performance-based examination consisting of standardized-patient cases administered to five class...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1991.tb00071.x
更新日期:1991-07-01 00:00:00