Pub Date : 1971-03-01DOI: 10.1111/j.1365-2923.1971.tb02148.x
M D Buckley-Sharp, K Shenderey, M Hobsley, R Marcusson
Under the system that existed at the Middlesex Hospital Medical School before June 1969, a clinical introductory course was followed by two medical firms, each of three months, and these in turn were followed by two surgical firms each of three months. It is not the purpose of this paper to comment on or discuss this particular arrangement of the clinical course, but merely to note that students formed themselves into groups and requested assignment to the teachers of their choice. This request procedure was repeated every three months for each new firm, the students requesting one of the eight medical firms, or one of the six surgical firms, depending on the stage reached in their clinical course. There were a number of disadvantages inherent in this system. Firstly, four of the medical, and four of the surgical firms were located at the Middlesex Hospital, and four of the medical and two of the surgical firms were located at the Central Middlesex Hospital. Students are expected, where possible, to gain experience at both hospitals. Secondly, there was unwritten agreement as to which teachers provided similar types of clinical material, and students naturally expected to be provided with the greatest possible variety. On occasions, however, administrative difficulty was encountered in maintaining this framework within the requests made by the students. Starting in June 1969, the system for surgical firms was revised to a cyclic one. Two streams,
{"title":"Assessment of a revised course in surgery.","authors":"M D Buckley-Sharp, K Shenderey, M Hobsley, R Marcusson","doi":"10.1111/j.1365-2923.1971.tb02148.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb02148.x","url":null,"abstract":"Under the system that existed at the Middlesex Hospital Medical School before June 1969, a clinical introductory course was followed by two medical firms, each of three months, and these in turn were followed by two surgical firms each of three months. It is not the purpose of this paper to comment on or discuss this particular arrangement of the clinical course, but merely to note that students formed themselves into groups and requested assignment to the teachers of their choice. This request procedure was repeated every three months for each new firm, the students requesting one of the eight medical firms, or one of the six surgical firms, depending on the stage reached in their clinical course. There were a number of disadvantages inherent in this system. Firstly, four of the medical, and four of the surgical firms were located at the Middlesex Hospital, and four of the medical and two of the surgical firms were located at the Central Middlesex Hospital. Students are expected, where possible, to gain experience at both hospitals. Secondly, there was unwritten agreement as to which teachers provided similar types of clinical material, and students naturally expected to be provided with the greatest possible variety. On occasions, however, administrative difficulty was encountered in maintaining this framework within the requests made by the students. Starting in June 1969, the system for surgical firms was revised to a cyclic one. Two streams,","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 1","pages":"34-41"},"PeriodicalIF":0.0,"publicationDate":"1971-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb02148.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16655529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1971-03-01DOI: 10.1111/j.1365-2923.1971.tb02146.x
O Gish
{"title":"Foreign-born graduates of British medical schools 1948-66.","authors":"O Gish","doi":"10.1111/j.1365-2923.1971.tb02146.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb02146.x","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 1","pages":"22-9"},"PeriodicalIF":0.0,"publicationDate":"1971-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb02146.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16655527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1971-03-01DOI: 10.1111/j.1365-2923.1971.tb02152.x
S E Smith
Multiple-choice questions (MCQ) are an established part of examinations in many topics. Doubt remains, however, that the results obtained are comparable with those of traditiqnal essay examinations and such doubt is reflected in the reluctance of many examiners to use this type of test. Pharmacology is a subject which introduces the undergraduate to a large number of new facts, the knowledge of which is indispensable for an understanding of the general principles of the subject. It seems appropriate therefore that MCQ tests should be incorporated into the second MB examination in pharmacology. Such tests have been used for the internal examination in the subject at St. Thomas's Hospital Medical School for the past five years. This report presents data obtained from these examinations and from similar tests given to anaesthetists at the end of courses for the primary FFARCS examination.
{"title":"Multiple-choice questions in pharmacology.","authors":"S E Smith","doi":"10.1111/j.1365-2923.1971.tb02152.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb02152.x","url":null,"abstract":"Multiple-choice questions (MCQ) are an established part of examinations in many topics. Doubt remains, however, that the results obtained are comparable with those of traditiqnal essay examinations and such doubt is reflected in the reluctance of many examiners to use this type of test. Pharmacology is a subject which introduces the undergraduate to a large number of new facts, the knowledge of which is indispensable for an understanding of the general principles of the subject. It seems appropriate therefore that MCQ tests should be incorporated into the second MB examination in pharmacology. Such tests have been used for the internal examination in the subject at St. Thomas's Hospital Medical School for the past five years. This report presents data obtained from these examinations and from similar tests given to anaesthetists at the end of courses for the primary FFARCS examination.","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 1","pages":"56-60"},"PeriodicalIF":0.0,"publicationDate":"1971-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb02152.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16655532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1971-03-01DOI: 10.1111/j.1365-2923.1971.tb02153.x
L Davidson
{"title":"Birmingham's baby: the beginnings of medical education in Rhodesia.","authors":"L Davidson","doi":"10.1111/j.1365-2923.1971.tb02153.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb02153.x","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 1","pages":"61-74"},"PeriodicalIF":0.0,"publicationDate":"1971-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb02153.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16024941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1971-03-01DOI: 10.1111/j.1365-2923.1971.tb02147.x
D Ogston, W D Ogston
Many British universities award one or more honours grades to its most distinguished MB graduates. This study of the medical graduates of the University of Aberdeen was undertaken primarily to determine how the subsequent medical career of graduates who were awarded their MB degree with honours compared with that of the graduates who obtained an ordinary degree, and thereby to assess the predictive value of the award of an honours grade.
{"title":"Honours graduates in medicine of the University of Aberdeen, 1931-60.","authors":"D Ogston, W D Ogston","doi":"10.1111/j.1365-2923.1971.tb02147.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb02147.x","url":null,"abstract":"Many British universities award one or more honours grades to its most distinguished MB graduates. This study of the medical graduates of the University of Aberdeen was undertaken primarily to determine how the subsequent medical career of graduates who were awarded their MB degree with honours compared with that of the graduates who obtained an ordinary degree, and thereby to assess the predictive value of the award of an honours grade.","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 1","pages":"30-3"},"PeriodicalIF":0.0,"publicationDate":"1971-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb02147.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16655528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1971-03-01DOI: 10.1111/j.1365-2923.1971.tb02154.x
I Zamiri
Last summer, six years after my last visit, 1 returned to Iran, and during the nine weeks of my stay, I visited four universities, met a number of university and high school teachers, and witnessed many of the changes that have taken place in Iran. Land redistribution, mass education, and the public health programme have changed the country. A new spirit of constructive work, positive thinking, and cooperation is replacing the pessimism that formerly prevailed. Here I would like to report some of my experiences and impressions of a country that is so little known in the United Kingdom. My recollection of Iran at the time I left for England 15 years ago was that of an attractive Middle Eastern country that had absorbed the wave of westernization in much the same way as it had absorbed the onslaught of Alexander, Genghis Khan, Timur, and the Arabs. Isfahan, Shiraz, Teheran, and other Iranian cities, although experiencing some of the effects of the post-war awakening and westernization, were still places of great attractions. The wide treelined avenues with running streams on both sides, the hansom cabs competing successfully with the newly introduced taxis, the groups of camels bringing fruit and vegetables from the country were part of Iranian life. Although modern buildings were going up, the characteristic Iranian home had a large garden with trees and rose-bushes, a pool, and running water to cool the air for the family sitting in the veranda having tea from the samovar. On the other hand, communications were poor, the roads were bad, and the health service could hardly look after the city dwellers let alone the country folk. The economy, in spite of the oil revenues, was frequently boosted by foreign aid. The government was unstable and frequently changed. The religious hierarchy had a strong hold over the masses, as did the rich landlords, who owned most of the land in the country. The gap between the rich and the poor was immense, but the first signs of the emergence of a new group to fill this vacuum were appearing. The intellectuals and professionals were increasing in number and beginning to exert some influence.
{"title":"A personal view of recent medical and educational developments in Iran.","authors":"I Zamiri","doi":"10.1111/j.1365-2923.1971.tb02154.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb02154.x","url":null,"abstract":"Last summer, six years after my last visit, 1 returned to Iran, and during the nine weeks of my stay, I visited four universities, met a number of university and high school teachers, and witnessed many of the changes that have taken place in Iran. Land redistribution, mass education, and the public health programme have changed the country. A new spirit of constructive work, positive thinking, and cooperation is replacing the pessimism that formerly prevailed. Here I would like to report some of my experiences and impressions of a country that is so little known in the United Kingdom. My recollection of Iran at the time I left for England 15 years ago was that of an attractive Middle Eastern country that had absorbed the wave of westernization in much the same way as it had absorbed the onslaught of Alexander, Genghis Khan, Timur, and the Arabs. Isfahan, Shiraz, Teheran, and other Iranian cities, although experiencing some of the effects of the post-war awakening and westernization, were still places of great attractions. The wide treelined avenues with running streams on both sides, the hansom cabs competing successfully with the newly introduced taxis, the groups of camels bringing fruit and vegetables from the country were part of Iranian life. Although modern buildings were going up, the characteristic Iranian home had a large garden with trees and rose-bushes, a pool, and running water to cool the air for the family sitting in the veranda having tea from the samovar. On the other hand, communications were poor, the roads were bad, and the health service could hardly look after the city dwellers let alone the country folk. The economy, in spite of the oil revenues, was frequently boosted by foreign aid. The government was unstable and frequently changed. The religious hierarchy had a strong hold over the masses, as did the rich landlords, who owned most of the land in the country. The gap between the rich and the poor was immense, but the first signs of the emergence of a new group to fill this vacuum were appearing. The intellectuals and professionals were increasing in number and beginning to exert some influence.","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 1","pages":"75-80"},"PeriodicalIF":0.0,"publicationDate":"1971-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb02154.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16655534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1971-03-01DOI: 10.1111/j.1365-2923.1971.tb02150.x
R E Helfer, C H Slater
The method used by medical students to solve clinical problems is commonly measured by their ability to reach an accurate diagnosis. Rarely has attention been given to an objective measurement of the student’s approach in reaching this diagnosis. The process or approach taken by a student as he works his way through these confrontations warrants careful objective measurement if we hope to assist him in his development of the skills of problem solving. The process of reaching a diagnosis is, for the purpose of this study, defined as the steps taken or sequence used by a student as he solves a clinical problem. Specific inquiry into the process of reaching a clinical diagnosis was begun by Rimoldi, who developed a method for studying a student’s clinical problem-solving ability (Rimoldi, 196 1 ). His ‘Test of diagnostic skills’ was used by Weitman and Coisman (1965), who studied the factors which influence the training of medical students. The ability of medical students to develop and verify a hypothesis from data collected from patients was studied by use of a ‘Clinical performance record‘ developed by Cowles (Cowles and Kubany, 1959; Cowles, 1965). Williamson (1965) made an assessment of clinical judgment utilizing the Patient Management Problems which were developed at the University of Illinois. These problems assess not only the diagnosis made by the physician but also begin to measure objectively the approach that was used in solving the clinical problem. An important contribution to this field has been made by Weed (1968). His method of recording information in the medical record helps the physician to develop a more systematic and meaningful approach to clinical problems. These investigations, as well as the research described in this paper, were based on the
{"title":"Measuring the process of solving clinical diagnostic problems.","authors":"R E Helfer, C H Slater","doi":"10.1111/j.1365-2923.1971.tb02150.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb02150.x","url":null,"abstract":"The method used by medical students to solve clinical problems is commonly measured by their ability to reach an accurate diagnosis. Rarely has attention been given to an objective measurement of the student’s approach in reaching this diagnosis. The process or approach taken by a student as he works his way through these confrontations warrants careful objective measurement if we hope to assist him in his development of the skills of problem solving. The process of reaching a diagnosis is, for the purpose of this study, defined as the steps taken or sequence used by a student as he solves a clinical problem. Specific inquiry into the process of reaching a clinical diagnosis was begun by Rimoldi, who developed a method for studying a student’s clinical problem-solving ability (Rimoldi, 196 1 ). His ‘Test of diagnostic skills’ was used by Weitman and Coisman (1965), who studied the factors which influence the training of medical students. The ability of medical students to develop and verify a hypothesis from data collected from patients was studied by use of a ‘Clinical performance record‘ developed by Cowles (Cowles and Kubany, 1959; Cowles, 1965). Williamson (1965) made an assessment of clinical judgment utilizing the Patient Management Problems which were developed at the University of Illinois. These problems assess not only the diagnosis made by the physician but also begin to measure objectively the approach that was used in solving the clinical problem. An important contribution to this field has been made by Weed (1968). His method of recording information in the medical record helps the physician to develop a more systematic and meaningful approach to clinical problems. These investigations, as well as the research described in this paper, were based on the","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 1","pages":"48-52"},"PeriodicalIF":0.0,"publicationDate":"1971-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb02150.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16179219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1971-03-01DOI: 10.1111/j.1365-2923.1971.tb02151.x
D M Paton
Rothman (1969) has recently reported the results of an investigation into the use of confidence testing in multiple-choice examinations. In this study, a student’s answers to questions were marked in terms of not only their correctness but also his confidence in his answers; the more confident a student was of his answers, the higher his score if his answer were correct and the lower his score if incorrect. Full details of the scoring systems used by Rothman are shown in Table 1. It was found that confidence testing resulted in a greater possible range of scores, a larger standard deviation of student scores, and an increase in test reliability as compared with a more conventional scoring system (Rothman, 1969).
{"title":"An examination of confidence testing in multiple-choice examinations.","authors":"D M Paton","doi":"10.1111/j.1365-2923.1971.tb02151.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb02151.x","url":null,"abstract":"Rothman (1969) has recently reported the results of an investigation into the use of confidence testing in multiple-choice examinations. In this study, a student’s answers to questions were marked in terms of not only their correctness but also his confidence in his answers; the more confident a student was of his answers, the higher his score if his answer were correct and the lower his score if incorrect. Full details of the scoring systems used by Rothman are shown in Table 1. It was found that confidence testing resulted in a greater possible range of scores, a larger standard deviation of student scores, and an increase in test reliability as compared with a more conventional scoring system (Rothman, 1969).","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 1","pages":"53-5"},"PeriodicalIF":0.0,"publicationDate":"1971-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb02151.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16655531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Allocation of preregistration posts.","authors":"A D Clayden, J Parkhouse","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 1","pages":"5-12"},"PeriodicalIF":0.0,"publicationDate":"1971-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16655533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"British doctor migration 1962-67.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"4 4","pages":"279-88"},"PeriodicalIF":0.0,"publicationDate":"1970-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16613706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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