{"title":"[Nutrition norms for children in the Mongolian People's Republic].","authors":"G I Bondarev, Ts Dashdondog, Zh Tsédéndamba","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"8 1","pages":"24-7"},"PeriodicalIF":0.0,"publicationDate":"1974-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15923915","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 : 1973-12-01DOI: 10.1111/j.1365-2923.1973.tb02240.x
S Bloch
Medical schools have increasingly come to recognize the relevance of the behavioural sciences in their preclinical teaching programmes. Generally included under this rubric are disciplines such as psychology, sociology, anthropology, psychoanalysis, neurophysiology, and ethology; it is most suitably defined as ‘the integrated study of the biological, psychological and socio-cultural facets of human behavior’ (Group for the Advancement of Psychiatry, 1962). Several published accounts of newly introduced courses attest to the widespread growth of this discipline in medical education. A particular spurt was provided through the acceptance by the Royal Commission on Medical Education (1968) of the Royal Medico-Psychological Association’s (1968) recommendation that the advances in the scientific study of normal as well as abnormal behaviour be incorporated into the medical curriculum. In the planning of a new course, several issues require consideration: the nature of the educational objectives ; who should provide the instruction; at what point in the curriculum the course should be taught; and how the course should be integrated into the student’s general medical education. The most crucial issue is the first-mentioned the specification of objectives. Once these are clear, the remaining questions are more readily resolved. It is precisely in the area of objectives that most published accounts on the teaching of behavioural science have devoted the least attention. Goals are either not cited or are pre-
{"title":"Goals in the teaching of behavioural science to medical students.","authors":"S Bloch","doi":"10.1111/j.1365-2923.1973.tb02240.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1973.tb02240.x","url":null,"abstract":"Medical schools have increasingly come to recognize the relevance of the behavioural sciences in their preclinical teaching programmes. Generally included under this rubric are disciplines such as psychology, sociology, anthropology, psychoanalysis, neurophysiology, and ethology; it is most suitably defined as ‘the integrated study of the biological, psychological and socio-cultural facets of human behavior’ (Group for the Advancement of Psychiatry, 1962). Several published accounts of newly introduced courses attest to the widespread growth of this discipline in medical education. A particular spurt was provided through the acceptance by the Royal Commission on Medical Education (1968) of the Royal Medico-Psychological Association’s (1968) recommendation that the advances in the scientific study of normal as well as abnormal behaviour be incorporated into the medical curriculum. In the planning of a new course, several issues require consideration: the nature of the educational objectives ; who should provide the instruction; at what point in the curriculum the course should be taught; and how the course should be integrated into the student’s general medical education. The most crucial issue is the first-mentioned the specification of objectives. Once these are clear, the remaining questions are more readily resolved. It is precisely in the area of objectives that most published accounts on the teaching of behavioural science have devoted the least attention. Goals are either not cited or are pre-","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"7 4","pages":"239-43"},"PeriodicalIF":0.0,"publicationDate":"1973-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1973.tb02240.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15869874","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":"New fences over old courses. A survey of candidates' reactions to the first membership examination of the Royal College of Psychiatrists, and to their training.","authors":"P O'Farrell","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"7 4","pages":"266-70"},"PeriodicalIF":0.0,"publicationDate":"1973-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15869879","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 : 1973-12-01DOI: 10.1111/j.1365-2923.1973.tb02238.x
A I Rothman, P N Byrne, J Parlow
The major rationale for the inclusion of any factor as a criterion for student admission to a programme of professional education is that the factor should relate in an obvious and empirical way to the professional performance that is the objective of the educational programme. Prerequisite to this is the assumption that the factor, as measured, will be relatively stable in individuals in the interval ‘application-professional activity’. The testing of this assumption with respect to ‘personality’ as measured by a standardized paper and pencil personality assessment instrument was the objective of this study. A fundamental tenet of psychological trait theory asserts that there is relatively little likelihood of radically altering the personality structure of medical students during their training. This assumption is implicit in all research exploring the validity of cognitive and noncognitive variables as admissions criteria. It is basic to the reasoning used by admissions officers in the search for non-cognitive characteristics in applicants that will assure successful professional performances 5 to 8 years hence. A less rigid point of view suggests that though certain human psychological characteristics exhibit some degree of longitudinal stability, environmental factors can and do, in fact, modify these characteristics. This position implies that rationally designed educational environments may modify these characteristics in a desirable way. A study by hard (1962) of university undergraduates attacked this question directly.
{"title":"Longitudinal study of personality traits in medical students from application to graduation.","authors":"A I Rothman, P N Byrne, J Parlow","doi":"10.1111/j.1365-2923.1973.tb02238.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1973.tb02238.x","url":null,"abstract":"The major rationale for the inclusion of any factor as a criterion for student admission to a programme of professional education is that the factor should relate in an obvious and empirical way to the professional performance that is the objective of the educational programme. Prerequisite to this is the assumption that the factor, as measured, will be relatively stable in individuals in the interval ‘application-professional activity’. The testing of this assumption with respect to ‘personality’ as measured by a standardized paper and pencil personality assessment instrument was the objective of this study. A fundamental tenet of psychological trait theory asserts that there is relatively little likelihood of radically altering the personality structure of medical students during their training. This assumption is implicit in all research exploring the validity of cognitive and noncognitive variables as admissions criteria. It is basic to the reasoning used by admissions officers in the search for non-cognitive characteristics in applicants that will assure successful professional performances 5 to 8 years hence. A less rigid point of view suggests that though certain human psychological characteristics exhibit some degree of longitudinal stability, environmental factors can and do, in fact, modify these characteristics. This position implies that rationally designed educational environments may modify these characteristics in a desirable way. A study by hard (1962) of university undergraduates attacked this question directly.","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"7 4","pages":"225-9"},"PeriodicalIF":0.0,"publicationDate":"1973-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1973.tb02238.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15869872","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 : 1973-12-01DOI: 10.1111/j.1365-2923.1973.tb02242.x
P H Sanderson
The accuracy of educational measurements is sometimes difficult to assess; their reliability can be studied more easily, and (in the case of suitable testing techniques) may prove of practical value as the following observations show. The medicine section of the Final examination for the MB BS degree in the University of London includes, among other tests, a multiple choice question paper. This consists of 60 questions, each with 5 choices requiring an independent ‘true or false’ decision by the candidate, ie any or all of the statements may be true or false. The answer sheet provides two boxes for each statement; if the candidate thinks the statement is true he marks one box, if he thinks it is false he marks the other box, and if he does not know he makes no mark in either box. He scores + I for a mark correctly placed, -1 for a mark incorrectly placed, and 0 for no mark at all. Internal in-course examinations identical in question format and marking system have been held at this medical school for many years. The adoption of the same arrangements for one of the tests in the Final MB presented the opportunity of comparing the results from an in-course test with those of the multiple choice question (MCQ) section of the Final, not just on a ranking basis but directly mark for mark. The results indicate that the in-course tests being used give a reliable prediction of the results of the MCQ section of the Final. The in-course test whose results were studied is taken by students at the end of their second appointment to a medical firm, and will be referred to in this paper as ‘senior medicine’. It differs from the MCQ paper in the Final in that it is shorter (30 questions instead of 60), it contains no questions on paediatrics, and it does contain questions on therapeutics, which the Final paper does not. (There is a separate MCQ paper on applied pharmacology and therapeutics in the Final, and to avoid duplication questions dealing solely with therapeutics are deliberately excluded from the medicine paper.) As regards question format, answer indication, and scoring systems the two papers are identical; ample time is allowed in both tests for the candidates to attempt all the questions. Depending on the organization of each candidate’s course of study, he may take the senior medicine test at an interval varying between 3 and 9 months before Finals. In the MB examination held in April 1972 there were 40 candidates from this medical school, of whom 11 sat the senior medicine examination in July 197.1, 9 in October 1971, and 20 in January 1972. These 3 in-course tests were largely independent of one another as regards subject matter, apart from a few questions which appeared in more than one paper. The standard of difficulty appears to have been similar on each occasion, the mean scores being 71.2&14.6,74~0&19.3, and 69.8h22.2. To make the scores in senior medicine comparable with those in the Final MB, the former were multiplied by 2. The resulting s
{"title":"Prediction of student performance by multiple choice testing.","authors":"P H Sanderson","doi":"10.1111/j.1365-2923.1973.tb02242.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1973.tb02242.x","url":null,"abstract":"The accuracy of educational measurements is sometimes difficult to assess; their reliability can be studied more easily, and (in the case of suitable testing techniques) may prove of practical value as the following observations show. The medicine section of the Final examination for the MB BS degree in the University of London includes, among other tests, a multiple choice question paper. This consists of 60 questions, each with 5 choices requiring an independent ‘true or false’ decision by the candidate, ie any or all of the statements may be true or false. The answer sheet provides two boxes for each statement; if the candidate thinks the statement is true he marks one box, if he thinks it is false he marks the other box, and if he does not know he makes no mark in either box. He scores + I for a mark correctly placed, -1 for a mark incorrectly placed, and 0 for no mark at all. Internal in-course examinations identical in question format and marking system have been held at this medical school for many years. The adoption of the same arrangements for one of the tests in the Final MB presented the opportunity of comparing the results from an in-course test with those of the multiple choice question (MCQ) section of the Final, not just on a ranking basis but directly mark for mark. The results indicate that the in-course tests being used give a reliable prediction of the results of the MCQ section of the Final. The in-course test whose results were studied is taken by students at the end of their second appointment to a medical firm, and will be referred to in this paper as ‘senior medicine’. It differs from the MCQ paper in the Final in that it is shorter (30 questions instead of 60), it contains no questions on paediatrics, and it does contain questions on therapeutics, which the Final paper does not. (There is a separate MCQ paper on applied pharmacology and therapeutics in the Final, and to avoid duplication questions dealing solely with therapeutics are deliberately excluded from the medicine paper.) As regards question format, answer indication, and scoring systems the two papers are identical; ample time is allowed in both tests for the candidates to attempt all the questions. Depending on the organization of each candidate’s course of study, he may take the senior medicine test at an interval varying between 3 and 9 months before Finals. In the MB examination held in April 1972 there were 40 candidates from this medical school, of whom 11 sat the senior medicine examination in July 197.1, 9 in October 1971, and 20 in January 1972. These 3 in-course tests were largely independent of one another as regards subject matter, apart from a few questions which appeared in more than one paper. The standard of difficulty appears to have been similar on each occasion, the mean scores being 71.2&14.6,74~0&19.3, and 69.8h22.2. To make the scores in senior medicine comparable with those in the Final MB, the former were multiplied by 2. The resulting s","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"7 4","pages":"251-3"},"PeriodicalIF":0.0,"publicationDate":"1973-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1973.tb02242.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15869876","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 : 1973-12-01DOI: 10.1111/j.1365-2923.1973.tb02243.x
A H Crisp
The undergraduate medical curriculum has recently changed radically or is about to change in many British medical schools, usually within the framework of principles laid down by the ‘Todd’ Committee. Psychiatry has for long been a major medical discipline, for instance employing more consultants than most other hospital specialties excluding general medicine. However, its relation with the rest of hospital medicine is sometimes uneasy, and until recently psychiatrists have worked mainly in isolated hospitals. In the past 25 years this has been less true of teaching hospitals, and within these quite large psychiatric departments have developed. With the exception of Cambridge and six London schools (Charing Cross, Guy’s, King’s College, St Thomas’s, University College, and Westminster hospital medical schools) there are now professorial academic departments in all medical schools. The contributions that psychiatry can make to undergraduate teaching are varied. University teachers of psychiatry have recently expressed their own views in this respect (Association of University Teachers of Psychiatry, 197 1). They see psychiatrists teaching in the field of mental illness and in the field of behavioural science together with others. They also believe that psychiatrists can sometimes contribute to teaching on more general topics together with medical and other colleagues, and they think that psychiatrists are especially equipped to teach students about clinical interview techniques and about psychotherapy. Not all psychiatrists are equipped to teach in such diverse areas, and if the necessary skills are to be available they may need to be specifically recruited within any one department. In 1966 a survey of the extent of undergraduate teaching by psychiatrists revealed
{"title":"Final and professional MB examination in psychiatry.","authors":"A H Crisp","doi":"10.1111/j.1365-2923.1973.tb02243.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1973.tb02243.x","url":null,"abstract":"The undergraduate medical curriculum has recently changed radically or is about to change in many British medical schools, usually within the framework of principles laid down by the ‘Todd’ Committee. Psychiatry has for long been a major medical discipline, for instance employing more consultants than most other hospital specialties excluding general medicine. However, its relation with the rest of hospital medicine is sometimes uneasy, and until recently psychiatrists have worked mainly in isolated hospitals. In the past 25 years this has been less true of teaching hospitals, and within these quite large psychiatric departments have developed. With the exception of Cambridge and six London schools (Charing Cross, Guy’s, King’s College, St Thomas’s, University College, and Westminster hospital medical schools) there are now professorial academic departments in all medical schools. The contributions that psychiatry can make to undergraduate teaching are varied. University teachers of psychiatry have recently expressed their own views in this respect (Association of University Teachers of Psychiatry, 197 1). They see psychiatrists teaching in the field of mental illness and in the field of behavioural science together with others. They also believe that psychiatrists can sometimes contribute to teaching on more general topics together with medical and other colleagues, and they think that psychiatrists are especially equipped to teach students about clinical interview techniques and about psychotherapy. Not all psychiatrists are equipped to teach in such diverse areas, and if the necessary skills are to be available they may need to be specifically recruited within any one department. In 1966 a survey of the extent of undergraduate teaching by psychiatrists revealed","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"7 4","pages":"254-9"},"PeriodicalIF":0.0,"publicationDate":"1973-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1973.tb02243.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15869877","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 : 1973-12-01DOI: 10.1111/j.1365-2923.1973.tb02241.x
M J Blunt, P J Blizard
The somewhat restricted literature on basic techniques of anatomy teaching contains few examples of assessment of the value of innovative approaches, though there are important exceptions. For example, the consequences of replacing dissection of lower limb by work on prosected specimens and within a much reduced time framework have been studied by Sinclair (1965), and more recently the same author (Sinclair, 1972) has assessed the effect of a reduced time allocation on the recall of anatomical data. Perhaps surprisingly, in view of the frequent necessity to curtail courses and consequently to define ‘relevance’ and ‘core’, there has been little reference to the use of objectives (Moffat, Jacobs, and Metcalf, 1971) or to the definition of objectives in terms of ordered behavioural outcomes (Gronlund, 1970). Though the techniques of small group discussion have previously been used within an anatomy department (Abercrombie, 1969; Johnson, 1950) for their broad educational value, they were only peripherally applied to teaching programmes in the subject. The teaching-learning programme to be described was developed at the University of New South Wales in 1972. It was aimed at the twin problems of defining relevance and promoting active group learning in anatomy by the respective use of specific behavioural objectives (Gronlund, 1970) and techniques of associative group discussion (Abercrombie, 1971).
{"title":"Development and initial assessment of a teaching-learning programme in anatomy.","authors":"M J Blunt, P J Blizard","doi":"10.1111/j.1365-2923.1973.tb02241.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1973.tb02241.x","url":null,"abstract":"The somewhat restricted literature on basic techniques of anatomy teaching contains few examples of assessment of the value of innovative approaches, though there are important exceptions. For example, the consequences of replacing dissection of lower limb by work on prosected specimens and within a much reduced time framework have been studied by Sinclair (1965), and more recently the same author (Sinclair, 1972) has assessed the effect of a reduced time allocation on the recall of anatomical data. Perhaps surprisingly, in view of the frequent necessity to curtail courses and consequently to define ‘relevance’ and ‘core’, there has been little reference to the use of objectives (Moffat, Jacobs, and Metcalf, 1971) or to the definition of objectives in terms of ordered behavioural outcomes (Gronlund, 1970). Though the techniques of small group discussion have previously been used within an anatomy department (Abercrombie, 1969; Johnson, 1950) for their broad educational value, they were only peripherally applied to teaching programmes in the subject. The teaching-learning programme to be described was developed at the University of New South Wales in 1972. It was aimed at the twin problems of defining relevance and promoting active group learning in anatomy by the respective use of specific behavioural objectives (Gronlund, 1970) and techniques of associative group discussion (Abercrombie, 1971).","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"7 4","pages":"244-50"},"PeriodicalIF":0.0,"publicationDate":"1973-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1973.tb02241.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15869875","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":"Worlds apart. Learning environments in medicine and surgery.","authors":"P Atkinson","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"7 4","pages":"218-24"},"PeriodicalIF":0.0,"publicationDate":"1973-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15869871","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 : 1973-12-01DOI: 10.1111/j.1365-2923.1973.tb02239.x
J H Kennell, C R Tempio, M Z Wile
Medical education progressively prepares students for professional autonomy and functioning. Such autonomy requires well-developed, internalized mechanisms of self-awareness and self-discipline to ensure that the practising doctor’s attitude and behaviour are truly in the interest of patients. The authors believe the foundations for developing these mechanisms can be established in the first year of medical school as the student begins to experience and delineate the doctor’s role. This paper presents the development, procedures, and retrospective analysis of self-evaluation as it was implemented in a first-year clinical science teaching group at the School of Medicine of Case Western Reserve University.
{"title":"Self-evaluation by first-year medical students in a clinical science programme.","authors":"J H Kennell, C R Tempio, M Z Wile","doi":"10.1111/j.1365-2923.1973.tb02239.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1973.tb02239.x","url":null,"abstract":"Medical education progressively prepares students for professional autonomy and functioning. Such autonomy requires well-developed, internalized mechanisms of self-awareness and self-discipline to ensure that the practising doctor’s attitude and behaviour are truly in the interest of patients. The authors believe the foundations for developing these mechanisms can be established in the first year of medical school as the student begins to experience and delineate the doctor’s role. This paper presents the development, procedures, and retrospective analysis of self-evaluation as it was implemented in a first-year clinical science teaching group at the School of Medicine of Case Western Reserve University.","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"7 4","pages":"230-8"},"PeriodicalIF":0.0,"publicationDate":"1973-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1973.tb02239.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15869873","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：