Abstract:
BACKGROUND:Earlier studies suggested national culture to be a potential barrier to curriculum reform in medical schools. In particular, Hofstede's cultural dimension 'uncertainty avoidance' had a significant negative relationship with the implementation rate of integrated curricula. AIMS:However, some schools succeeded to adopt curriculum changes despite their country's strong uncertainty avoidance. This raised the question: 'How did those schools overcome the barrier of uncertainty avoidance?' METHOD:Austria offered the combination of a high uncertainty avoidance score and integrated curricula in all its medical schools. Twenty-seven key change agents in four medical universities were interviewed and transcripts analysed using thematic cross-case analysis. RESULTS:Initially, strict national laws and limited autonomy of schools inhibited innovation and fostered an 'excuse culture': 'It's not our fault. It is the ministry's'. A new law increasing university autonomy stimulated reforms. However, just this law would have been insufficient as many faculty still sought to avoid change. A strong need for change, supportive and continuous leadership, and visionary change agents were also deemed essential. CONCLUSIONS:In societies with strong uncertainty avoidance strict legislation may enforce resistance to curriculum change. In those countries opposition by faculty can be overcome if national legislation encourages change, provided additional internal factors support the change process.
journal_name
Med Teachjournal_title
Medical teacherauthors
Jippes M,Driessen EW,Majoor GD,Gijselaers WH,Muijtjens AM,van der Vleuten CPdoi
10.3109/0142159X.2013.785629subject
Has Abstractpub_date
2013-08-01 00:00:00pages
661-70issue
8eissn
0142-159Xissn
1466-187Xjournal_volume
35pub_type
杂志文章相关文献
MEDICAL TEACHER文献大全abstract::During 40 years experience teaching beginning medical students primarily microscopic anatomy (cell biology, histology and embryology), but also occasionally neuroanatomy and gross anatomy and while serving as the course director for Microscopic Anatomy for 18 years and counseling students with academic performance pro...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590600632920
更新日期:2006-05-01 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::The assessment and treatment of the acutely ill patient is an essential part of the role of the pre-registration house officer, and research has demonstrated that management of such patients in the ward setting is often sub-optimal. However, this is an area which is difficult to teach at an undergraduate level, partic...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590600625130
更新日期:2006-06-01 00:00:00
abstract::Most studies of simulator-based surgical skills training have focused on the acquisition of psychomotor skills, but surgical procedures are complex tasks requiring both psychomotor and cognitive skills. As skills training is modelled on expert performance consisting partly of unconscious automatic processes that exper...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.687480
更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:Computer-based learning is a tool that, when designed appropriately, can be used to effectively meet worthy educational goals. AIMS:This study aimed to compare acceptance and effectiveness of a tutored computer-based practical course (CPC) with a traditional biochemical laboratory experiment in pre-clinical...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421590903394611
更新日期:2010-01-01 00:00:00
abstract:BACKGROUND:OSCEs can be both reliable and valid but are subject to sources of error. Examiners become more hawkish as their experience grows, and recent research suggests that in clinical contexts, examiners are influenced by the ability of recently observed candidates. In OSCEs, where examiners test many candidates ov...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.947934
更新日期:2015-01-01 00:00:00
abstract:OBJECTIVES:Traditionally, medical students on clinical rotations receive instruction on principles of mental health only during the psychiatry clerkship. We used emails to insert teaching of psychiatric concepts beyond the psychiatry clerkship into other rotations using the method of spaced learning, the delivery of br...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.3109/0142159X.2016.1150982
更新日期:2016-10-01 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::We compared the perceived learning needs of primary care physicians from the public and private sectors who responded to a questionnaire before taking educational courses in Family Medicine. They rated their perceived learning needs on 71 items of clinical practices and practice management on a scale of 1-10. The rati...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/00034980120103504
更新日期:2002-01-01 00:00:00
abstract:BACKGROUND:Clinical reasoning skills are essential for medical practice. Problem-based collaborative learning via the internet might prove useful in imparting these skills. AIM:This randomized study assessed whether web-based learning (WBL) is superior to face-to-face problem-based learning (PBL) in the setting of a 6...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.1080/01421590903095502
更新日期:2009-09-01 00:00:00
abstract::The aim of this series is to draw teachers' attention to useful sources of audiovisual programmes, to describe the services they provide, and to highlight some of their recent titles. ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421597909010585
更新日期:1979-01-01 00:00:00
abstract::Context/Setting: The script theory of diagnostic reasoning proposes that clinicians evaluate cases in the context of an "illness script," iteratively testing internal hypotheses against new information eventually reaching a diagnosis. We present a novel tool for teaching diagnostic reasoning to undergraduate medical s...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2016.1170776
更新日期:2016-11-01 00:00:00
abstract:BACKGROUND:Technology has been incorporated into the classrooms of future healthcare professionals for decades and vast research has investigated its effectiveness. Much less attention, however, has examined how medical schools are actually using technology and telemedicine to aid teaching. AIMS:It is unclear how medi...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.887837
更新日期:2014-04-01 00:00:00
abstract:INTRODUCTION:Research findings in medical education support the importance of positive role models in enhancing learning and influencing the career path of medical students and graduates. The authors explored the characteristics of positive and negative role models during Community-Based Education and Service (COBES), ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2016.1246711
更新日期:2017-02-01 00:00:00
abstract::There is great interest in using computer-assisted instruction in medical education, but getting computer-assisted instruction materials used broadly is difficult to achieve. We describe a successful model for the development and maintenance of a specific type of computer-assisted instruction - virtual patients - in m...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.540268
更新日期:2011-01-01 00:00:00
abstract:BACKGROUND:Student self-scheduling of computer-based examinations during a defined window of opportunity is a protocol used by some medical school courses and licensing bodies. Students scheduling late have more time to prepare, which may provide them with an unfair advantage. METHODS:ANOVA was used to compare the ave...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590701477365
更新日期:2007-11-01 00:00:00
abstract::Widening participation initiatives together with changes in school curricula in England may broaden the range of lifelong learning skills experience of new undergraduates. This project examines the experience levels of current students, as a comparative baseline. First-year medical students completed a questionnaire o...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590410001711544
更新日期:2004-09-01 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:BACKGROUND:Self-regulated learning (SRL) is a cyclical process involving the proactive use of strategies and feedback to optimise performance. Previous research has used SRL microanalysis to assess and inform the training of athletic skills but there has been no previous research in clinical contexts. AIMS:The aim of ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.577464
更新日期:2011-01-01 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::The purpose of our study was the development and validation of a modified electronic key feature exam of clinical decision-making skills for undergraduate medical students. Therefore, the reliability of the test (15 items), the item difficulty level, the item-total correlations and correlations to other measures of kn...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590500078471
更新日期:2005-08-01 00:00:00
abstract:BACKGROUND:e-learning is established in many medical schools. However the effectiveness of e-learning has been difficult to quantify and there have been concerns that such educational activities may be driven more by novelty, than pedagogical evidence. Where some domains may lend themselves well to e-learning, clinical...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590802334317
更新日期:2009-01-01 00:00:00
abstract:BACKGROUND:Simulation-based education (SBE) has emerged as an essential modality for health professions education. One of the central tenants of effective SBE is reflective practice, typically guided by a facilitated debriefing. The debriefing conversation has the possibility of becoming a difficult conversation based ...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.1080/0142159X.2018.1468558
更新日期:2018-07-01 00:00:00
abstract::A learning environment where students may negotiate with the course directors on the objectives and contents of a course, and where the teachers from pre-stated teaching and pedagogical obligations, may also negotiate with the students on what realistic demands they can meet when adjusting to individual students' need...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421599309029006
更新日期:1993-01-01 00:00:00
abstract:BACKGROUND:The Stanford Faculty Development Center at Stanford University has developed a teaching improvement course for medical teachers that has been widely disseminated using a train-the-trainer model. AIMS:This study was designed to investigate the relative impact of role playing as an instructional technique wit...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.3109/0142159X.2012.644832
更新日期:2012-01-01 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:BACKGROUND:Health care educators strive to train graduates who are socially responsive and can act as "change agents" for communities they serve. Service learning (SL) is increasingly being used to teach the social aspects of health care and develop students' social responsiveness. However, the effectiveness of SL as a...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2013.873118
更新日期:2014-04-01 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: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::Background: The Division of Orthopaedic Surgery at the University of Toronto implemented a pilot residency training program that used a competency-based framework in July of 2009. The competency-based curriculum (CBC) deployed an innovative, modularized approach that dramatically intensified both the structured learni...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1421751
更新日期:2018-10-01 00:00:00