Pub Date : 1972-12-01DOI: 10.1111/j.1365-2923.1972.tb01857.x
S Bloch, P Burvill, L Osman
An essential preliminary to the development of optimal methods in the instruction of psychiatry to undergraduate medical students is the clear specification of educational objectives by the medical educators concerned. Teachers of psychiatry often participate in a training programme characterized by the lack of general goals. A consequence of this confusion in aims is the perplexity of the student as he encounters a range of often contradictory approaches. Students’ attitudes to psychiatry become unfavourable when confronted by psychiatrists who disagree about what to teach and how to teach. Walton (1968), recognizing this problem, applied the questionnaire method to examine the educational objectives of psychiatrists in five British medical schools. It was felt worth while repeating this study among Australasian teachers of psychiatry both to establish the precise nature of the goals adopted by Australasian teachers, and to c o m p a r ~ h e pattern of attitudes found in the two groups. The need for such a study is especially pertinent to medical schools in Australia and New Zealand. Academic status for psychiatry in most of these schools has been achieved only in the last decade and the departments generally are still in their developmental phase. The present investigation thus examines the aims of Australasian teachers of psychiatry and utilizes the methods of Walton for the purpose
{"title":"Teaching attitudes in psychiatry in Australasian medical schools.","authors":"S Bloch, P Burvill, L Osman","doi":"10.1111/j.1365-2923.1972.tb01857.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1972.tb01857.x","url":null,"abstract":"An essential preliminary to the development of optimal methods in the instruction of psychiatry to undergraduate medical students is the clear specification of educational objectives by the medical educators concerned. Teachers of psychiatry often participate in a training programme characterized by the lack of general goals. A consequence of this confusion in aims is the perplexity of the student as he encounters a range of often contradictory approaches. Students’ attitudes to psychiatry become unfavourable when confronted by psychiatrists who disagree about what to teach and how to teach. Walton (1968), recognizing this problem, applied the questionnaire method to examine the educational objectives of psychiatrists in five British medical schools. It was felt worth while repeating this study among Australasian teachers of psychiatry both to establish the precise nature of the goals adopted by Australasian teachers, and to c o m p a r ~ h e pattern of attitudes found in the two groups. The need for such a study is especially pertinent to medical schools in Australia and New Zealand. Academic status for psychiatry in most of these schools has been achieved only in the last decade and the departments generally are still in their developmental phase. The present investigation thus examines the aims of Australasian teachers of psychiatry and utilizes the methods of Walton for the purpose","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"6 4","pages":"286-95"},"PeriodicalIF":0.0,"publicationDate":"1972-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1972.tb01857.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15763110","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 : 1972-12-01DOI: 10.1111/j.1365-2923.1972.tb01861.x
C E Engel, E Irvine, R E Wakeford
Audio tapes have been introduced into medical education on the premise that they offer a number of potential advantages for individual learning. It is possible to offer the student a choice between learning by reading and learning by listening. He can use a tape recording at a place and time of his choosing. He can determine the length of his study session and he can work at his own pace as he can switch off, listen to an earlier passage repeatedly, or run the tape forward until he comes to a section which is of particular interest to him. In addition, he can use his eyes and his hands while he listens. Finally, if the tape is accompanied by a brief, diagnostic self-assessment test, the student can decide whether the study material is too elementary, too advanced, or about right, in relation to his existing state of knowledge (Wakeford, 1971). However, before this innovation could be accepted into everyday practice it seemed pertinent to ask a number of questions. How acceptable and how educationally effective is this form of individual learning at various levels of medical education? What are the learning situations in which learning by working with audio tapes is likely to be acceptable and effective? How should the information, to be transmitted, be prepared so that it will lead to efficient learning? Can individual study material created at one institution be transferred to another with equal acceptability and effectiveness ? This last question is particularly important if the time of preparation is to be balanced by large numbers of users.
{"title":"Report on the transferability of an individual learning system.","authors":"C E Engel, E Irvine, R E Wakeford","doi":"10.1111/j.1365-2923.1972.tb01861.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1972.tb01861.x","url":null,"abstract":"Audio tapes have been introduced into medical education on the premise that they offer a number of potential advantages for individual learning. It is possible to offer the student a choice between learning by reading and learning by listening. He can use a tape recording at a place and time of his choosing. He can determine the length of his study session and he can work at his own pace as he can switch off, listen to an earlier passage repeatedly, or run the tape forward until he comes to a section which is of particular interest to him. In addition, he can use his eyes and his hands while he listens. Finally, if the tape is accompanied by a brief, diagnostic self-assessment test, the student can decide whether the study material is too elementary, too advanced, or about right, in relation to his existing state of knowledge (Wakeford, 1971). However, before this innovation could be accepted into everyday practice it seemed pertinent to ask a number of questions. How acceptable and how educationally effective is this form of individual learning at various levels of medical education? What are the learning situations in which learning by working with audio tapes is likely to be acceptable and effective? How should the information, to be transmitted, be prepared so that it will lead to efficient learning? Can individual study material created at one institution be transferred to another with equal acceptability and effectiveness ? This last question is particularly important if the time of preparation is to be balanced by large numbers of users.","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"6 4","pages":"311-6"},"PeriodicalIF":0.0,"publicationDate":"1972-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1972.tb01861.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15763113","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 : 1972-12-01DOI: 10.1111/j.1365-2923.1972.tb01862.x
R Meadow, C Hewitt
A regular course in communication has been provided for medical students. One aim has been to encourage thought, discussion, and better understanding of doctor-patient relationships and communication problems within medicine. Over a 2-year period the most satisfactory method has proved to be video-tape recording of simulated interview situations with professional actors. The details of this method are presented and compared with other methods. The course The medical students are in their penultimate year of clinical study, and receive the course during a 2-month paediatric attachment. Therefore the course is repeated six times a year. The weekly session is directed by a paediatrician who also teaches other aspects of child health and disease to the same students. The students form a group of between 10 and 14.
{"title":"Teaching communication skills with the help of actresses and video-tape simulation.","authors":"R Meadow, C Hewitt","doi":"10.1111/j.1365-2923.1972.tb01862.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1972.tb01862.x","url":null,"abstract":"A regular course in communication has been provided for medical students. One aim has been to encourage thought, discussion, and better understanding of doctor-patient relationships and communication problems within medicine. Over a 2-year period the most satisfactory method has proved to be video-tape recording of simulated interview situations with professional actors. The details of this method are presented and compared with other methods. The course The medical students are in their penultimate year of clinical study, and receive the course during a 2-month paediatric attachment. Therefore the course is repeated six times a year. The weekly session is directed by a paediatrician who also teaches other aspects of child health and disease to the same students. The students form a group of between 10 and 14.","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"6 4","pages":"317-22"},"PeriodicalIF":0.0,"publicationDate":"1972-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1972.tb01862.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15775091","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":"Undergraduate training in rheumatology in the United Kingdom: a report prepared for a Working Party on Undergraduate Education of the Arthritis and rheumatism Council.","authors":"P H Wood, R T Benn","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"6 4","pages":"325-32"},"PeriodicalIF":0.0,"publicationDate":"1972-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15644517","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 : 1972-12-01DOI: 10.1111/j.1365-2923.1972.tb01856.x
O Ayeni
There are two main modes by which candidates are admitted into courses leading to the award of MB,BS degrees of the University of Ibadan. One of these is by direct entry. Through this mode, candidates who have obtained good passes in physics, chemistry, and zoology either at the advanced level of the General Certificate of Education (GCE) examination or at the Higher School Certificate (HSC) examination' are admitted directly to the first year of the preclinical course. Under normal circumstances, this class of students is required to spend five academic sessions to graduate MB,BS. The other mode of entry is through the concessional entrance examination conducted annually by the university. Eligible to sit this competitive examination are those who have secured good passes in the prescribed number of subjects either at the West African School Certificate Examination or at the ordinary level of the GCE examination. Successful candidates in the concessional examination spend their first session at the university reading physics, chemistry, and zoology in the preliminary course. Good passes in all three subjects are prerequisites for entry into the first year of the preclinical course. Thus under normal circumstances concessional entrants are expected to spend, from the time they first enter the university, six academic sessions to graduate MB,BS. With success in either the West African School
{"title":"A comparative study of the performances of direct and concessional entrants into the University of Ibadan Medical School 1956-69.","authors":"O Ayeni","doi":"10.1111/j.1365-2923.1972.tb01856.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1972.tb01856.x","url":null,"abstract":"There are two main modes by which candidates are admitted into courses leading to the award of MB,BS degrees of the University of Ibadan. One of these is by direct entry. Through this mode, candidates who have obtained good passes in physics, chemistry, and zoology either at the advanced level of the General Certificate of Education (GCE) examination or at the Higher School Certificate (HSC) examination' are admitted directly to the first year of the preclinical course. Under normal circumstances, this class of students is required to spend five academic sessions to graduate MB,BS. The other mode of entry is through the concessional entrance examination conducted annually by the university. Eligible to sit this competitive examination are those who have secured good passes in the prescribed number of subjects either at the West African School Certificate Examination or at the ordinary level of the GCE examination. Successful candidates in the concessional examination spend their first session at the university reading physics, chemistry, and zoology in the preliminary course. Good passes in all three subjects are prerequisites for entry into the first year of the preclinical course. Thus under normal circumstances concessional entrants are expected to spend, from the time they first enter the university, six academic sessions to graduate MB,BS. With success in either the West African School","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"6 4","pages":"277-85"},"PeriodicalIF":0.0,"publicationDate":"1972-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1972.tb01856.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15763109","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 : 1972-12-01DOI: 10.1111/j.1365-2923.1972.tb01865.x
D R Hannay
{"title":"Towards a human ecology course for first-year medical students.","authors":"D R Hannay","doi":"10.1111/j.1365-2923.1972.tb01865.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1972.tb01865.x","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"6 4","pages":"333-40"},"PeriodicalIF":0.0,"publicationDate":"1972-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1972.tb01865.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15763115","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 : 1972-12-01DOI: 10.1111/j.1365-2923.1972.tb01863.x
P C Chen
Malaysia (which includes the Malay peninsula and the states of Sarawak and Sabah in North Borneo) has a culturally diverse population of 10,439,530 (1970 census) composed of Malays (46.8 %), Chinese (34.1 %), Indians (9.0 %), Dayaks (3.7 %), Kadazans (1.8 %), and several indigenous tribes such as the Melanaus, Muruts, Bajaus, Senoi, Obians, Bindans, and Sulus. Seventy-three per cent of the population live in rural areas where they are employed in the cultivation of rice, rubber-tapping, oil-palm cultivation, and forestry. A proportion of those living on the long coastline are engaged in fishing. In such a culturally diverse society, both in terms of ethnic variety and of the urban-rural gradient, the relevance of understanding differences between the patterns of behaviour in peoples of different cultural backgrounds is obvious as tragically illustrated by the riots of 1969 (Malaysia, 1969). In fact, the relevance is so obvious that it has been taken for granted, to a degree, and has not been treated systematically in the curriculum, particularly of the technological sciences. However, in the case of the undergraduate medical curriculum of the Faculty of Medicine of the University of Malaya in Kuala Lumpur, medical sociology has formed part of the curriculum with .gach class of students ever since the first class of 64 medical students was admitted in 1964. Up to date we have had six years of experience in the teaching of medical sociology as a formal course in the initial clinical year (year 111) of thefive-year undergraduate medicalcourse, an outline of which has been described by Danaraj (1970).
{"title":"Medical sociology in the undergraduate medical curriculum in Malaysia.","authors":"P C Chen","doi":"10.1111/j.1365-2923.1972.tb01863.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1972.tb01863.x","url":null,"abstract":"Malaysia (which includes the Malay peninsula and the states of Sarawak and Sabah in North Borneo) has a culturally diverse population of 10,439,530 (1970 census) composed of Malays (46.8 %), Chinese (34.1 %), Indians (9.0 %), Dayaks (3.7 %), Kadazans (1.8 %), and several indigenous tribes such as the Melanaus, Muruts, Bajaus, Senoi, Obians, Bindans, and Sulus. Seventy-three per cent of the population live in rural areas where they are employed in the cultivation of rice, rubber-tapping, oil-palm cultivation, and forestry. A proportion of those living on the long coastline are engaged in fishing. In such a culturally diverse society, both in terms of ethnic variety and of the urban-rural gradient, the relevance of understanding differences between the patterns of behaviour in peoples of different cultural backgrounds is obvious as tragically illustrated by the riots of 1969 (Malaysia, 1969). In fact, the relevance is so obvious that it has been taken for granted, to a degree, and has not been treated systematically in the curriculum, particularly of the technological sciences. However, in the case of the undergraduate medical curriculum of the Faculty of Medicine of the University of Malaya in Kuala Lumpur, medical sociology has formed part of the curriculum with .gach class of students ever since the first class of 64 medical students was admitted in 1964. Up to date we have had six years of experience in the teaching of medical sociology as a formal course in the initial clinical year (year 111) of thefive-year undergraduate medicalcourse, an outline of which has been described by Danaraj (1970).","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"6 4","pages":"323-4"},"PeriodicalIF":0.0,"publicationDate":"1972-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1972.tb01863.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15763114","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":"Personality factors in medical and other students: a computer assisted method for processing the 16PF personality factor questionnaire and its use in differentiation between groups.","authors":"M J Stern, F T Harris, M D Buckley-Sharp","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"6 4","pages":"268-76"},"PeriodicalIF":0.0,"publicationDate":"1972-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15763108","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":"Electives and study abroad: the migration of medical students.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"6 3","pages":"174-5"},"PeriodicalIF":0.0,"publicationDate":"1972-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16165094","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":"Consultant psychiatrists. The background and training of a group of recently appointed consultants.","authors":"P Brook","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"6 3","pages":"190-5"},"PeriodicalIF":0.0,"publicationDate":"1972-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16165098","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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