Abstract:
BACKGROUND:The number of medical students disclosing a disability is lower than the number of disabled doctors. AIMS:This study aimed to examine rates and types of disability in medical students, whether students disclosed this disability and their support needs, and, if not, possible reasons for non-disclosure. METHODS:This was a cross-sectional questionnaire study of all medical students registered at the University of Aberdeen in October 2007 (n = 944). RESULTS:Six percent of respondents considered they had a disability on application to medical school, but only 4% had disclosed this on admission. After reading the legal definition of disability, the percentage of respondents considering themselves as having a disability increased to 13%. Disabilities included: specific learning difficulties; mental health issues; sensory impairment; chronic illness; and mobility problems. Challenges to their studies due to disability were reported by nearly half of the disabled respondents but two-thirds had not sought support. Twelve percent reported experiencing discrimination due to their disability. Broader attitudes to disability indicated that many (75%) respondents believed some disabilities would prevent the study of medicine. CONCLUSIONS:Non-disclosure of disability in medical students may be due to several factors including narrow definitions of disability and negative attitudes towards disability from the wider student body.
journal_name
Med Teachjournal_title
Medical teacherauthors
Miller S,Ross S,Cleland Jdoi
10.1080/01421590802516814subject
Has Abstractpub_date
2009-06-01 00:00:00pages
e272-7issue
6eissn
0142-159Xissn
1466-187Xpii
10.1080/01421590802516814journal_volume
31pub_type
杂志文章相关文献
MEDICAL TEACHER文献大全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:Community-based rural education opportunities have expanded in Australia, attracting more medical students to placements in rural and remote settings. AIM:To identify the factors in an integrated, community-engaged rural placement that may contribute to preparedness for practice (P4P) from the perspective o...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2013.820274
更新日期:2013-11-01 00:00:00
abstract::Evaluation of undergraduate medical education programs is necessary to meet accreditation standards; however, implementation and maintenance of an adequate evaluation process is challenging. A curriculum evaluation committee (CEC) was established at the Penn State University College of Medicine in 2000 to complement t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.699113
更新日期:2012-01-01 00:00:00
abstract:OBJECTIVES:To compare the effect of student examiners (SE) to that of faculty examiners (FE) on examinee performance in an OSCE as well as on post-assessment evaluation in the area of emergency medicine management. METHODS:An OSCE test-format (seven stations: Advanced Cardiac Life Support (ACLS), Basic Life Support (B...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.3109/0142159X.2014.956056
更新日期:2015-04-01 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::An innovative medical curriculum at the University of New South Wales (UNSW) has been developed through a highly collaborative process aimed at building faculty ownership and ongoing sustainability. The result is a novel capability-based program that features early clinical experience and small-group teaching, which o...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590600834229
更新日期:2006-09-01 00:00:00
abstract:AIM:The aim of this report, written for the 40th anniversary issue of Medical Teacher, is to document 20 years of development of the Utrecht undergraduate medical curriculum, as both to exhibit accountability and to inform the community of the process and choices that can be made in long-term curriculum development. M...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2018.1435855
更新日期:2018-05-01 00:00:00
abstract:BACKGROUND:Insightful frameworks for curriculum development were described in the literature. There is a need, however, to outline the approach we prefer, sometime unconsciously, in curriculum planning. AIMS:This article describes a novel conceptual framework called Curriculum Navigator, to explore our attitudes towar...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.689445
更新日期:2012-01-01 00:00:00
abstract::A learning object (LO) is a grouping of instructional materials structured to meet a specified educational objective. Digital LOs, which can be stored electronically, allow a new approach to instructional activity, making medical education more efficient, and potentially more cost-effective. They are reusable and can ...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.1080/01421590601039893
更新日期:2006-11-01 00:00:00
abstract::Physicians' emotional problems need to be recognized and treated. Intervention and prevention in this problem area have been attempted at the Medical College of Wisconsin through a programme of peer counselling designed to teach student physicians how to recognize and treat emotional difficulties faced by their peers....
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421598009072181
更新日期:1980-01-01 00:00:00
abstract:INTRODUCTION:This literature review summarizes the current evidence on educational interventions to develop healthcare worker resilience. METHODS:Electronic databases were systematically searched using the search terms: education OR training OR medical students AND resilience. The initial search was refined using crit...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.1080/0142159X.2016.1210111
更新日期:2016-12-01 00:00:00
abstract::The College of Medicine and Medical Sciences of the Arabian Gulf University (CMMS-AGU) in Bahrain is, in its innovativeness, unique in the region in that a problem-based strategy is used in the planning and implementation of the curriculum. The first batch of graduates have completed their internship programme in the ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421599109089905
更新日期:1991-01-01 00:00:00
abstract::Knowledge assessment outcomes were compared between and across students on our Graduate Entry to Medicine (GEP) course at Newcastle (UK) and the conventional 5-year programme. Results show that Newcastle GEP students perform significantly better in these assessments than both 5-year programme students, and graduate st...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421590903196961
更新日期:2010-01-01 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::Learning in a clinical context is foundational in the training of health professionals; there is simply no alternative. The subject of the clinical learning environment (CLE) is at the forefront of discussions. In this introduction to a themed issue on the CLE, we present an expanded conceptual model that approaches t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1566601
更新日期:2019-04-01 00:00:00
abstract:BACKGROUND:Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investig...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2016.1170781
更新日期:2016-11-01 00:00:00
abstract::Many research questions posed by medical educators could be answered more effectively by the application of carefully selected qualitative research design than traditional quantitative research methods. Indeed, in many cases using mixed methods research would expand the scope of a study and yield meaningful qualitativ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2015.1035244
更新日期:2016-05-01 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::Scholarship in Health Professions Education is not just original research, it also includes study of educational processes, and application of new knowledge to practice. The pathways to successful scholarship are not always clear to novice educators. In this article, we describe strategies to establish a Community of ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1839034
更新日期:2020-10-27 00:00:00
abstract:BACKGROUND:Active patient-based learning by working together at an interprofessional clinical education ward (CEW) increases collaborative and professional competence among students. AIM:To assess the patients' perceptions of collaborative and communicative aspects of care when treated by interprofessional student tea...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.530314
更新日期:2011-01-01 00:00:00
abstract::Telemedicine can be used for education as well as clinical care. Wearable platforms now allow a remote student to "tele-present" cases to "Tele-Attending" elsewhere in real time. Most of the features that medical students rate as important can be accommodated in this paradigm. Augmenting the bedside case presentation ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1393507
更新日期:2018-10-01 00:00:00
abstract::Medical education fellowship programs (MEFPs) are a form of faculty development contributing to an organization's educational mission and participants' career development. Building an MEFP requires a systematic design, implementation, and evaluation approach which aligns institutional and individual faculty goals. Imp...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2015.1056518
更新日期:2016-01-01 00:00:00
abstract:PURPOSE:Medical student distress is an increasing concern in medical education. Addressing this issue requires a comprehensive understanding of what factors influence learners' stress in medical school. Grounded in Self-Determination Theory (SDT), this study explores the relative association between medical students' m...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1813876
更新日期:2020-12-01 00:00:00
abstract::Academic faculty members in medical schools rarely receive formal instruction in basic pedagogic principles; nevertheless many develop into competent teachers. Perhaps they acquire tacit knowledge of these principles with teaching experience. This study was designed to assess clinical teachers' tacit knowledge of basi...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590310001643154
更新日期:2004-02-01 00:00:00
abstract:BACKGROUND:Clinical teaching lies at the heart of medical education. However, few studies have explored the embedded nature of teaching and clinical care. The goal of this study was to examine the process of clinical teaching as it naturally, and spontaneously, unfolds in a broad range of authentic contexts with medica...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1360473
更新日期:2017-12-01 00:00:00
abstract::This study surveyed resident perceptions of competent cross-cultural doctor-patient communication as a step toward developing an integrative primary care cross-cultural curriculum. Respondents were 57 first-, second- and third-year residents in family medicine (FA) and internal medicine (IMA) who completed a questionn...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159031000100454
更新日期:2003-05-01 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::Emotional intelligence (EI) is the ability to recognize, understand, and manage emotions in yourself and in others. EI has long been recognized as a critical component for individual and organizational success within the business realm, and there is emerging evidence that enhancing EI is equally important in the medic...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2018.1481499
更新日期:2019-07-01 00:00:00
abstract:BACKGROUND:Earlier research indicated that medical graduates feel unprepared to start work, and that this varies with medical school. AIMS:To examine the extent to which graduates from different UK medical schools differed in their perceptions of preparedness for practice, and compare their perceptions with those of c...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.643260
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:Group learning is the core of problem-based learning (PBL) but has not been extensively studied, especially in Asian students. METHODS:This study compared students of PBL and non-PBL curricula in students' talking time and participation in small-group tutorials in a medical school in Asia. The proportions o...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701294349
更新日期:2007-09-01 00:00:00