Abstract：
:Medical students' levels of anxiety under different conditions of stress were investigated, as well as the stability of anxiety ratings from one examination to another. After completing an end-of-term psychiatry examination, fourth-year medical students at Monash University were asked to score the Visual Analogue Scale for Anxiety (VASA) for three situational cues; usual day-to-day anxiety, highest anxiety associated with major exams the previous year and anxiety experienced in the end-of-term examination just completed. Twenty-eight weeks later students rated their anxiety in a subsequent end-of-term psychiatry examination. Most students rated themselves toward the lower end of the VASA for day-to-day anxiety and as having significantly, though not markedly higher anxiety in the end-of-term psychiatry examinations. The previous year's examinations, marking the end of pre-clinical training, provoked extremely high anxiety for most students, who achieved academically despite this. Comparison of anxiety ratings for the two end-of-term examinations indicated that VASA ratings shifted substantially for half the class. This variation suggests that students' levels of anxiety are not stable and predictable from one examination to another. Examination anxiety should not be seen necessarily as a consistent response to a specific and recurring situation. It is postulated that a range of situational factors and personal pressures, operating at the time, may determine how much anxiety is experienced as a reaction to the examination.
journal_name
Med Educjournal_title
Medical educationauthors
Kidson M,Hornblow Adoi
10.1111/j.1365-2923.1982.tb01259.xsubject
Has Abstractpub_date
1982-09-01 00:00:00pages
247-50issue
5eissn
0308-0110issn
1365-2923journal_volume
16pub_type
杂志文章abstract：CONTEXT:Recent studies suggest that self-explanation (SE) while diagnosing cases fosters the development of clinical reasoning in medical students; however, the conditions that optimise the impact of SE remain unknown. The example-based learning framework justifies an exploration of students' use of their own SEs combi...
journal_title：Medical education
pub_type： 杂志文章,随机对照试验
doi：10.1111/medu.12623
更新日期：2015-02-01 00:00:00
abstract：BACKGROUND:In 1993 the General Medical Council published its recommendations on undergraduate medical education. AIM:To study the implementation of these recommendations in UK medical schools by means of informal visitations. METHODS:Teams consisting of 3-5 members visited the 25 UK medical schools in a 3-year period...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2002.01152.x
更新日期：2002-03-01 00:00:00
abstract：OBJECTIVES:To determine the feasibility and effectiveness of shared hospital and general practice clinical teaching for medical undergraduates. DESIGN:A multifaceted approach employing quantitative and qualitative techniques. SETTING:All medical schools in North Thames Region. SUBJECTS:Students, GP tutors and hospit...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2001.00763.x
更新日期：2001-02-01 00:00:00
abstract：INTRODUCTION:The perception of whether a given behaviour is abusive differs between students and teachers. We speculated that attitudes towards reporting abusive and discriminatory behaviour may vary by specialty as well as by gender. METHODS:We report a cross-sectional survey of incoming medical students, medical stu...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2000.00561.x
更新日期：2000-04-01 00:00:00
abstract：INTRODUCTION:Globally, people with the academic and personal attributes to successfully study medicine experience disadvantages associated with sociodemographic factors. Governments have attempted to address this issue via macrolevel policies aimed at widening participation (WP) to medicine. These policies differ by co...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.14442
更新日期：2020-12-21 00:00:00
abstract：BACKGROUND:Objective structured clinical examination (OSCE) standard-setting procedures are not well developed and are often time-consuming and complex. We report an evaluation of a simple 'contrasting groups' method, applied to an OSCE conducted simultaneously in three separate schools. SUBJECTS:Medical students unde...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2001.01041.x
更新日期：2001-11-01 00:00:00
abstract：OBJECTIVES:Overseas-trained doctors (OTDs) have limited access and formal interaction with the Australian health care system prior to joining the Australian medical workforce. A pre-employment programme was designed to familiarize OTDs with the Australian health care system. METHOD:All OTDs who had passed their Austra...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2002.01196.x
更新日期：2002-07-01 00:00:00
abstract：CONTEXT:As part of curriculum evaluation, management and quality assurance strategies, many undergraduate medical schools are in the process of constructing computer-based curriculum maps. METHODS:A survey was distributed to Canadian and UK medical schools to determine the current status, characteristics, and challeng...
journal_title：Medical education
pub_type： 杂志文章,多中心研究
doi：10.1111/j.1365-2923.2008.03093.x
更新日期：2008-08-01 00:00:00
abstract：:The Wellcome Tropical Institute has assisted countries in the tropics to establish viable systems of continuing medical education, particularly for young doctors practising in rural areas. As part of this strategy the Institute has developed material for use in distance learning. The first attempt to apply the problem...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1992.tb00192.x
更新日期：1992-09-01 00:00:00
abstract：:Many factors play a part in determining the performance of students in examinations, but the extent to which students use library facilities does not appear to have been recently considered as a factor, in medicine or in any other academic subject. In this study, the number of books borrowed from the library by underg...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1996.tb00732.x
更新日期：1996-03-01 00:00:00
abstract：CONTEXT:Admissions interviews are unreliable and have poor predictive validity, yet are the sole measures of non-cognitive skills used by most medical school admissions departments. The low reliability may be due in part to variation in conditional reliability across the rating scale. OBJECTIVES:To describe an empiric...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2006.02634.x
更新日期：2007-01-01 00:00:00
abstract：OBJECTIVE:To describe a pilot course in personal and professional development, entitled 'Becoming a doctor: the first step' and our suggestions for what might be incorporated into future courses. SETTING AND CONTEXT:Leeds Medical School begins a new curriculum in September 1999 with a proportion of the first 3 years b...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2000.00575.x
更新日期：2000-02-01 00:00:00
abstract：OBJECTIVE:Culturally and linguistically diverse (CALD) students often experience difficulties with the clinical communication skills that are essential for successful interactions in the workplace. However, there is little evidence on the effectiveness of assessment and intervention strategies for this population. The ...
journal_title：Medical education
pub_type： 杂志文章,评审
doi：10.1111/medu.13117
更新日期：2016-09-01 00:00:00
abstract：:This paper describes a strategy for helping students to learn about laboratory and radiological investigations in diagnosis and management, and to make decisions about the use of investigations, taking into account such features as safety, patient comfort and cost. Learning takes place through the use of a programmed ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1981.tb02310.x
更新日期：1981-01-01 00:00:00
abstract：OBJECTIVES:To examine young doctors' views on a number of professional issues including professional regulation, multidisciplinary teamwork, priority setting, clinical autonomy and private practice. METHOD:Postal survey of 545 doctors who graduated from United Kingdom medical schools in 1995. RESULTS:Questionnaires w...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2001.01011.x
更新日期：2001-08-01 00:00:00
abstract：:Evaluation of courses tends to emphasize individual teacher behaviour and/or student reaction to the course. To avoid this approach a technique to determine student expectations and the degree to which the expectations were or were not met by the course was used. In addition, student perceptions of laboratory teaching...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1986.tb01173.x
更新日期：1986-05-01 00:00:00
abstract：CONTEXT:Adapting web-based (WB) instruction to learners' individual differences may enhance learning. Objectives This study aimed to investigate aptitude-treatment interactions between learning and cognitive styles and WB instructional methods. METHODS:We carried out a factorial, randomised, controlled, crossover, pos...
journal_title：Medical education
pub_type： 杂志文章,多中心研究,随机对照试验
doi：10.1111/j.1365-2923.2007.02822.x
更新日期：2007-09-01 00:00:00
abstract：INTRODUCTION:The Clinical Teaching Effectiveness Instrument (CTEI) was developed to evaluate the quality of the clinical teaching of educators. Its authors reported evidence supporting content and criterion validity and found favourable reliability findings. We tested the validity and reliability of this instrument in ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2005.02245.x
更新日期：2005-09-01 00:00:00
abstract：:The planning and implementation of a curriculum for a department of family and community health in a new medical school in a developing country presents special problems. The evolution of the programme at Sultan Qaboos University in the Sultanate of Oman is described and discussed. ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1990.tb02510.x
更新日期：1990-03-01 00:00:00
abstract：CONTEXT:Simulated clinical immersion (SCI), in which clinical situations are simulated in a realistic environment, safely and gradually exposes novices to complex problems. Given their limited experience, undergraduate students can potentially be quite overwhelmed by SCI learning tasks, which may result in misleading l...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.13748
更新日期：2019-04-01 00:00:00
abstract：:To determine whether admission interviews could differentiate applicants on their personal qualities (such as integrity, empathy and commitment) 456 applicants from two medical schools were tested on the Defining Issues Test (DIT), which measures the amount of principled or post-conventional moral reasoning. No differ...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1984.tb01297.x
更新日期：1984-11-01 00:00:00
abstract：CONTEXT:There exists a disparity between the views of physicians and the views of their patients on end-of-life decisions. However, the timing of when the end-of-life preferences of physicians and non-medically-trained individuals diverge is currently unknown. The objective of this paper is to characterise how preferen...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/medu.12938
更新日期：2016-02-01 00:00:00
abstract：OBJECTIVES:The purpose of this study was to gather information regarding the appropriateness of the length of time allotted for candidates to complete the history taking and physical examination tasks in a high-stakes standardized patient (SP) assessment. DESIGN:Data were collected on actual time used by 1548 examinee...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2000.00752.x
更新日期：2000-10-01 00:00:00
abstract：AIM:The aim of the study was to explore the different ways in which doctors have learned to teach and train. INTRODUCTION:There is no coherent theory of medical teacher development. Doctors are experts in what they teach; most have had little or no training in how they teach. Research has mostly concentrated on the ac...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2005.02335.x
更新日期：2005-12-01 00:00:00
abstract：:The work of five principals in a teaching general practice was audited to examine differences in prescribing, investigation and follow-up between teaching and service work over a 3-week period. The patients seen in clinical teaching were found to be representative of those consulting in normal service sessions for bot...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.1981.tb02407.x
更新日期：1981-03-01 00:00:00
abstract：OBJECTIVES:To investigate the values and practices of assessment of the clinical practice of dental students by a sample of teachers in restorative dentistry. DESIGN:A questionnaire, based on the above objectives, was designed, piloted and redesigned. Its content was based on evidence-based good practice in assessment...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2001.00733.x
更新日期：2001-04-01 00:00:00
abstract：OBJECTIVES:This study aims to identify whether non-science graduates perform as well as science graduates in Basic and Clinical Sciences (B & CS) assessments during Years 1-3 of a four-year graduate-entry programme at the University of Sydney (the 'USydMP'). METHODS:Students were grouped into five categories: Health P...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2929.2004.02043.x
更新日期：2004-11-01 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：OBJECTIVE:This study investigated the relationship between perceived family support and coping efficacy in premedical (i.e. prior to entering medical school) students, an understudied subset of undergraduate students who are particularly at risk for academia- related stress. The relationships between students' perceive...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1111/j.1365-2923.2008.03091.x
更新日期：2008-06-01 00:00:00
abstract：OBJECTIVE:To evaluate the impact of 3 years' ethics teaching (30 hours mainly small group teaching in year 1, 14 hours mainly lecture-type teaching in years 2 and 3) on students' proposed behaviour on encountering ethical dilemmas. DESIGN:Cohort design. SETTING:University of Glasgow Medical School. SUBJECTS:A cohort...
journal_title：Medical education
pub_type： 杂志文章
doi：10.1046/j.1365-2923.2002.01176.x
更新日期：2002-05-01 00:00:00
