British journal of medical education最新文献

英文中文

Preregistration training: a code of good practice for medical schools. 注册前培训:医学院良好行为准则。

British journal of medical education

Pub Date : 1973-06-01

引用次数: 0

Teaching of perinatology to medical students. 围产儿医学教学。

British journal of medical education

Pub Date : 1973-06-01

B S Lindblad

引用次数: 0

Communication in medical education. Recommendations of a WHO Working Group. 医学教育中的沟通。世卫组织工作组的建议。

British journal of medical education

Pub Date : 1973-03-01

引用次数: 0

Comparison of the use of EDP in essay and multiple-choice testing. 论文和多项选择题使用电子数据处理的比较。

British journal of medical education

Pub Date : 1973-03-01

N Naerra

引用次数: 0

The 'don't know' option in MCQ examinations. MCQ考试中的“不知道”选项。

British journal of medical education

Pub Date : 1973-03-01

P H Sanderson

引用次数: 0

Requirements for the journal holding of a medical school library: Edinburgh survey. 医学院校图书馆期刊持有的要求:爱丁堡调查。

British journal of medical education

Pub Date : 1972-12-01 DOI: 10.1111/j.1365-2923.1972.tb01860.x

E D Whittle

引用次数: 2

New concepts in lecture theatre control systems for medical schools. 医学院演讲厅控制系统的新概念。

British journal of medical education

Pub Date : 1972-12-01 DOI: 10.1111/j.1365-2923.1972.tb01859.x

P J Warren

Since the advent of lecture theatres and rooms many attempts have been made to improve the seating and other arrangements in them. The raked amphitheatre design based on its Roman predecessor was favoured for many years in clinical lecture theatres. This produced a compact seating arrangement with good visibility for most of the audience of lecture material, practical demonstrations, etc, but this design often suffered from severe acoustical and visual problems for that part of the audience sitting at the extreme edges of the theatre. One compromise to this classical design was the adoption of the raked but rectangular lecture theatre with heavy fixed bench seating and a large often immovable table placed across the front of the theatre. From this bench the lecturer presented his material either by reading his notes or combining this with a practical lecture demonstration. These theatres were designed and built at a time when the formal university lecture was frequently given, and when during the design and planning stages of the theatre academic staff left it to the designers to ‘produce something suitable’, with a result that the arrangements were firmly fixed. The fixing of the facilities in a lecture theatre throws considerable constraint on its use. For example, the operation of cine or slide projectors at the rear of this type of theatre means that a technician is required. Today, unless remote control facilities are employed, most schools cannot afford this waste of manpower and have adopted varying degrees of automation to solve the problem. In addition the type of teaching carried out in the modern lecture theatre has completely changed in the last 20 years. The development of reliable slide and overhead projectors as well as the availability of television as audio-visual aids for the lecturer has meant a considerable rethinking in the design and facilities that should be provided. The application and use of audio-visual aids in lecture theatre presentations were considered in some of the papers presented to the Conference on Audiovisual Learning Resources in Medical Education held in Glasgow in 1970 and published in the Scottish Medical Journal in 1971. At this meeting Eriksson (197 I) brilliantly demonstrated how the simple and complex audio-visual aids now commercially available can be used to improve the lecture presentation. He showed that it is important for the teacher to be personally concerned with the preparation of his material so that the correct balance and emphasis is given. The stimulus of this meeting prompted the Audio Visual Aids Committee of The London Hospital Medical College to look at the lecture theatre arrangements, to compare local ideas with those being developed at Leeds University, and to propose a prototype design for a lecture theatre control desk which would incorporate as many useful facilities as possible.

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引用次数: 0

The workshop as a learning system in medical teacher education. 工作坊作为医学教师教育的一种学习体系。

British journal of medical education

Pub Date : 1972-12-01 DOI: 10.1111/j.1365-2923.1972.tb01858.x

J Anderson, J L Day, P Freeling, C G McKerron, R W Tomlinson

引用次数: 11

Personality factors in medical and other students 1 医学及其他专业学生的人格因素

British journal of medical education

Pub Date : 1972-12-01 DOI: 10.1111/j.1365-2923.1972.tb01855.x

M. Stern, F. Harris, M. Buckley-Sharp

Since 1966, we have collected a large amount of information on objective examination scores (Department of Research and Service in Education, 1971) and have information on over 40,000 candidate-assessments and over 13,000 multiple-choice questions. We will soon be able to extend this to types of subjective test data, such as vivas, essays, and clinical assessments. One of the many problems that this poses is that these measures of scholastic ability or attainment may vary not only because of differences in the effectiveness of teaching but also because of non-educational differences between groups of students. It is therefore important to be able to differentiate between groups using non-scholastic factors, in addition to using measures of academic achievement. In order to measure such differentiation we have adapted the 16PF personality profile constructed by Professor R. B. Cattell. This test is particularly suitable for our work: it has already been established by a large amount of research (Cattell, 1965) resulting in published reference data (Cattell, Eber, and Tatsuoka, 1970). The test was originally constructed as a measure of the normal, rather than a clinically derived population, and is therefore, we believe, more relevant to universities than many other tests. Another useful feature of the 16PF test, in common with other questionnaires, is that the raw data which we collect remain available to us for reference, allowing different measurements to be made at a later date from the same data.

自1966年以来，我们收集了大量关于客观考试成绩的信息(教育研究和服务部门，1971年)，并收集了超过40,000份候选人评估和13,000多份选择题的信息。我们很快就能将其扩展到主观测试数据的类型，如实验、论文和临床评估。这带来的许多问题之一是，这些学术能力或成就的衡量标准可能会有所不同，这不仅是因为教学效果的差异，还因为不同学生群体之间的非教育差异。因此，除了使用学术成就的衡量标准外，能够使用非学术因素区分不同群体是很重要的。为了测量这种差异，我们采用了R. B.卡特尔教授构建的16PF人格概况。这个测试特别适合我们的工作:它已经被大量的研究(Cattell, 1965)建立起来，并发表了参考数据(Cattell, Eber, and Tatsuoka, 1970)。该测试最初是作为对正常人群的测量，而不是临床衍生人群的测量，因此，我们认为，与许多其他测试相比，它与大学更相关。与其他问卷调查一样，16PF测试的另一个有用的特点是，我们收集的原始数据仍然可供我们参考，允许在以后的日期从相同的数据进行不同的测量。

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引用次数: 2

A look to the future. 展望未来。

British journal of medical education

Pub Date : 1972-12-01

M Prywes

引用次数: 0

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