Abstract：
:This study sought to explore the following questions: (1) Do residents perceive training focused on infancy and early childhood care issues as more clinically applicable than training focused on care of older children and adolescents? (2) Do residents at different training levels differ in their evaluation of behavioural paediatrics instruction? (3) What is the strength of the association between instructional style and clinical impact dimensions? and (4) Compared to the instruction provided by instructors from other medical and academic disciplines, do paediatric residents perceive differences in the teaching efficacy and clinical relevance of instruction provided by paediatricians? Data were drawn from 1341 residents' evaluations of 116 required behavioural paediatrics sessions over 3 years. The data demonstrated that house officers recognize the value of acquiring knowledge in behavioural paediatrics, regardless of the level of the house officers' training, or whether the focus concerned infants or older children. However, residents were more likely to perceive the presentations provided by paediatricians as providing instruction that was slightly more applicable to their practice needs than instruction that other faculty presented. The study results further demonstrated that the clarity and organization of instruction influences, but does not supercede, the residents' perception of the merit of instruction. The findings suggest that international recommendations for greater inclusion and acceptance of behavioural paediatric instruction can be achieved in programmes that, by requiring participation, confer equal status to behavioural paediatrics and traditional residency training. The results support residents' acceptance of a health team approach to behavioural paediatric instruction.(ABSTRACT TRUNCATED AT 250 WORDS)
journal_name
Med Educjournal_title
Medical educationauthors
Mullan PB,Wolf FM,Ertel IJdoi
10.1111/j.1365-2923.1989.tb00900.xsubject
Has Abstractpub_date
1989-09-01 00:00:00pages
447-52issue
5eissn
0308-0110issn
1365-2923journal_volume
23pub_type
杂志文章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：:The average length of in-patient stay (LOS) in Japan is longer than that of the other Organization for Economic Cooperation and Development (OECD) countries. The tendency towards long LOS is also apparent in teaching hospitals in Japan. This paper examines factors responsible for the long LOS in teaching hospitals, fo...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1993.tb00269.x
更新日期：1993-05-01 00:00:00
abstract：:In a study of the development of professional attitudes in medical students, a modified version of the Medical Attitudes Inventory (Harris, 1974) was administered to 141 male and female first year medical students in Lagos, Nigeria. The results show that the students have well-defined attitudes on certain issues and a...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1978.tb01417.x
更新日期：1978-11-01 00:00:00
abstract：OBJECTIVES:To study changes in student approaches to learning following the introduction of computer-supported, problem-based learning. SETTING:Medical students at the University of Oslo undertake a 12-week period of clinical placement during their 10th term. In this period they continue to undertake problem-based lea...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2004.01786.x
更新日期：2004-04-01 00:00:00
abstract：BACKGROUND:Portfolios are increasingly advocated in medical education. Qualitative studies have suggested their value in stimulating experiential learning, promoting deep learning and encouraging reflection. This study explored the use of educational portfolios in reflective learning by general practice (GP) registrars...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.2004.01737.x
更新日期：2004-01-01 00:00:00
abstract：:The skill of inquiry is central to the task of the doctor confronted with a patient problem. Despite its importance this skill is not given appropriate emphasis in the education of medical students or in research concerning the clinical reasoning skills of doctors. ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1990.tb02428.x
更新日期：1990-01-01 00:00:00
abstract：CONTEXT AND OBJECTIVE:In many countries, medical training must be completed by presentation of a thesis. We report publication patterns of French medical theses. MATERIALS:We drew a random sample of theses presented in the 36 French medical universities between 1 January 1993 and 31 December 1997. The sample was strat...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2001.00768.x
更新日期：2001-01-01 00:00:00
abstract：:The findings of a survey of 3262 women doctors registered between 1945 and 1974 are reported. The results are based on 2433 returned questionnaires (75% response). The survey confirmed that the special forms of assistance provided to enable women doctors to continue training and to work after graduation are inadequate...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1979.tb01514.x
更新日期：1979-07-01 00:00:00
abstract：:This paper describes a method of teaching communication skills to pre-clinical medical students in the setting of general practice. By focusing on the nature of the patient's problem this teaching tries to place interviewing and diagnostic procedures in their proper context in the doctor-patient relationship. ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1979.tb00926.x
更新日期：1979-03-01 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：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：:The hypothesis that the stressful nature of medical training is a major cause of impairment of doctors is explored in this study by examining whether changes in psychological adjustment occur during the first year, the first year is stressful, and sex differences in psychological adjustment or stress occur. All first-...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1985.tb01350.x
更新日期：1985-11-01 00:00:00
abstract：:One hundred and forty-six (93%) of the University of Wales College of Medicine intake of new students completed a personality questionnaire (Cattell 16PF) on registration in October 1988. The students were divided into four groups depending on their academic progress up to and including 2nd MB BCh. Whereas the majorit...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1993.tb00244.x
更新日期：1993-03-01 00:00:00
abstract：CONTEXT:Although competence committees (CCs) are most often conceptualised as group decision-making bodies, policy documents forward a more ambitious vision and outline several additional roles for CCs that support the continuous quality improvement of education programmes and promote formative feedback. However, wheth...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.14072
更新日期：2020-06-01 00:00:00
abstract：:In order to assess the effectiveness of videotapes in teaching mental state examination, two groups of medical students, one who had received videotape teaching and one not exposed to videotapes, are compared in their ability to observe accurately the mental state during a live interview. Accuracy of observation was a...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1979.tb01442.x
更新日期：1979-05-01 00:00:00
abstract：CONTEXT:Complete reporting of research is essential to enable consumers to accurately appraise, interpret and apply findings. Quality appraisal checklists are giving way to tools that judge the risk for bias. OBJECTIVES:We sought to determine the prevalence of these complementary aspects of research reports (completen...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.13130
更新日期：2017-01-01 00:00:00
abstract：BACKGROUND:Progress testing is a form of longitudinal examination which, in principle, samples at regular intervals from the complete domain of knowledge considered a requirement for medical students on completion of the undergraduate programme. Over the course of the programme students improve their scores on the test...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2004.02060.x
更新日期：2005-02-01 00:00:00
abstract：:There is evidence that nurses fulfil the requirements of objective judgement better than doctors. Simulation of Initial Medical Problem-Solving (SIMP), a paper-and-pencil test for the assessment of medical problem-solving, consists of case histories, followed by an open-ended question. The scoring of open-ended questi...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1989.tb01564.x
更新日期：1989-07-01 00:00:00
abstract：OBJECTIVES:Medical students must develop not only their professional identity but also inclusive social attitudes for effective medical practice in the future. This study explores the elements that contribute to medical students' sense of professional identity and investigates the concept of social exclusivity and how ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.2011.04046.x
更新日期：2011-12-01 00:00:00
abstract：PURPOSE:Computers with 50-inch, wall-mounted plasma screens and broadband Internet access were installed in all small group tutorial rooms at Harvard Medical School. This study examines how the introduction of this educational technology impacted on the problem-based learning tutorials. METHOD:A total of 37 tutorial g...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2005.02105.x
更新日期：2005-04-01 00:00:00
abstract：OBJECTIVES:The long and demanding course of medical education may be accompanied by distress with serious consequences. This study was conducted to assess the multidimensional health-related quality of life (HR-QoL) in medical students in different stages of medical education and its associations with behavioural and s...
journal_title：Medical education
pub_type： 杂志文章,多中心研究
doi：10.1111/medu.12247
更新日期：2013-10-01 00:00:00
abstract：CONTEXT:A challenge for medical educators is to better understand the personal factors that lead to individual success in medical school and beyond. Recently, educational researchers in fields outside medicine have acknowledged the importance of motivation and emotion in students' learning and performance. These affect...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.2010.03712.x
更新日期：2010-12-01 00:00:00
abstract：PURPOSE:We describe the use of standardised students (SSs) in interdisciplinary faculty development programmes to improve clinical teaching skills. Standardised students are actual health professions students who are trained to portray a prototypical teaching challenge consistently across many encounters with different...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2003.01556.x
更新日期：2003-07-01 00:00:00
abstract：:Education and training are terms which are often used loosely, interchangeably, and require definition. Training is often seen as a series of activities which are related to the acquisition of specific skills and may be narrowly based. Education, on the other hand, has an important value base and is broader in concept...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1988.tb00790.x
更新日期：1988-11-01 00:00:00
abstract：OBJECTIVES:Within programmatic assessment, the ambition is to simultaneously optimise the feedback and the decision-making function of assessment. In this approach, individual assessments are intended to be low stakes. In practice, however, learners often perceive assessments designed to be low stakes as high stakes. I...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.13532
更新日期：2018-06-01 00:00:00
abstract：INTRODUCTION:We describe the steps taken to develop an appropriate list of 'clinical problems' used to define the content of the objective structured clinical examination (OSCE) component of the Professional and Linguistic Assessments Board (PLAB) examination. METHOD:A blueprint and list of 255 clinical problems was c...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2000.00553.x
更新日期：2000-07-01 00:00:00
abstract：:In a recent review article, Colliver concluded that there was no convincing evidence that problem-based learning was more effective than conventional methods. He then went on to lay part of the blame on cognitive psychology, claiming that 'the theory is weak, its theoretical concepts are imprecise. the basic research ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2000.00749.x
更新日期：2000-09-01 00:00:00
abstract：:The major focus in the selection of entrants for medical school has traditionally been on academic achievement in school-leaving examinations in which certain science subjects are a requirement. A longitudinal study of 413 successful applicants was undertaken to determine the relationship of these admission criteria t...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1995.tb02795.x
更新日期：1995-01-01 00:00:00
abstract：:The view, background and motivation of providers of medical education was studied using a structured questionnaire which was sent to all those who organized courses for the Postgraduate Education Allowance in the West of Scotland. Two hundred and twenty-five replies were received from 254 course providers, giving an 8...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1993.tb00300.x
更新日期：1993-09-01 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
