Pub Date : 1971-12-01DOI: 10.1111/j.1365-2923.1971.tb01847.x
R N Smith
{"title":"Assessment of a programmed instructional text in clinical pharmacology.","authors":"R N Smith","doi":"10.1111/j.1365-2923.1971.tb01847.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb01847.x","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 4","pages":"325-7"},"PeriodicalIF":0.0,"publicationDate":"1971-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb01847.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16232087","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 : 1971-12-01DOI: 10.1111/j.1365-2923.1971.tb01845.x
E G Cantrell
This statement was made at the end of a discussion by the Royal Commission on the teaching of clinical subjects in undergraduate rnedicine. It was also suggested by the commission that the use of many lectures should be discouraged in view of the depressing effect they may have on the student’s curiosity, initiative, and the ability to learn for himself; but that lecturing may sometimes show value in introducing new subjects or givinginsight into research activities. The major part of the statement quoted above applies to the type of transaction that most people would accept as being the ideal for a really good lecture; but the ability to teach in this way is by no means universal amongst medical teachers. It is probably true to say that there is little genera1 understanding of the assessment of lecturing, but that it would be valuable to have some means of differentiating the ‘expert’ communicators from the poor ones. The ‘measurement’ of lecturing ability is difficult because multiple, complex, and often subjective value judgments are involved that are almost impossible to quantitate. In most instances teachers may be grossly classified ‘good’ or ‘bad’ only, without any detailed recognition of specific variations of performance. It is important that some progress should be
{"title":"Thirty lectures.","authors":"E G Cantrell","doi":"10.1111/j.1365-2923.1971.tb01845.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb01845.x","url":null,"abstract":"This statement was made at the end of a discussion by the Royal Commission on the teaching of clinical subjects in undergraduate rnedicine. It was also suggested by the commission that the use of many lectures should be discouraged in view of the depressing effect they may have on the student’s curiosity, initiative, and the ability to learn for himself; but that lecturing may sometimes show value in introducing new subjects or givinginsight into research activities. The major part of the statement quoted above applies to the type of transaction that most people would accept as being the ideal for a really good lecture; but the ability to teach in this way is by no means universal amongst medical teachers. It is probably true to say that there is little genera1 understanding of the assessment of lecturing, but that it would be valuable to have some means of differentiating the ‘expert’ communicators from the poor ones. The ‘measurement’ of lecturing ability is difficult because multiple, complex, and often subjective value judgments are involved that are almost impossible to quantitate. In most instances teachers may be grossly classified ‘good’ or ‘bad’ only, without any detailed recognition of specific variations of performance. It is important that some progress should be","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 4","pages":"309-19"},"PeriodicalIF":0.0,"publicationDate":"1971-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb01845.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"15220371","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":"The assessment of foreign medical graduates.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 4","pages":"258-9"},"PeriodicalIF":0.0,"publicationDate":"1971-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16232078","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 : 1971-12-01DOI: 10.1111/j.1365-2923.1971.tb01840.x
M D Buckley-Sharp, F T Harris
Despite the increased use of multiple-choice questions in medical examinations over the last few years, there is little agreement on methods suitable for scoring them. Despite this, the theory required is adequately covered in books on educational statistics (Lord and Novik, 1968). The present paper discusses some of the scoring methods used, or proposed, by British medical examiners in the general context of the theory of scoring. The constraints imposed by various formats of question, and some of the constraints imposed by particular procedures of data collection will also be considered. In the United States, methods have been introduced by the National Board of Medical Examiners which have been regarded as the model for much subsequent research (Hubbard and Clemans, 1961). However, the emphasis on questions being presented in such a way that only one answer out of five should be selected by the candidate has coloured thought beyond its convenience, and other methods of presentation have been devised. These include the indeterminate question, in which any number of the offered alternatives may be correct, and the use of true/false questions. The only constant distinction between the one-from-five type of question and these other types of question is that in the latter the answer to any alternative is not constrained by the form, or answers, to the other alternatives. Since so much of the theory of scoring rests on the onefrom-five principle (Hubbard and Clemans, 1961), confusion has sometimes arisen when that theory is translated to the indeterminate
{"title":"The scoring of multiple-choice questions.","authors":"M D Buckley-Sharp, F T Harris","doi":"10.1111/j.1365-2923.1971.tb01840.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb01840.x","url":null,"abstract":"Despite the increased use of multiple-choice questions in medical examinations over the last few years, there is little agreement on methods suitable for scoring them. Despite this, the theory required is adequately covered in books on educational statistics (Lord and Novik, 1968). The present paper discusses some of the scoring methods used, or proposed, by British medical examiners in the general context of the theory of scoring. The constraints imposed by various formats of question, and some of the constraints imposed by particular procedures of data collection will also be considered. In the United States, methods have been introduced by the National Board of Medical Examiners which have been regarded as the model for much subsequent research (Hubbard and Clemans, 1961). However, the emphasis on questions being presented in such a way that only one answer out of five should be selected by the candidate has coloured thought beyond its convenience, and other methods of presentation have been devised. These include the indeterminate question, in which any number of the offered alternatives may be correct, and the use of true/false questions. The only constant distinction between the one-from-five type of question and these other types of question is that in the latter the answer to any alternative is not constrained by the form, or answers, to the other alternatives. Since so much of the theory of scoring rests on the onefrom-five principle (Hubbard and Clemans, 1961), confusion has sometimes arisen when that theory is translated to the indeterminate","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 4","pages":"279-88"},"PeriodicalIF":0.0,"publicationDate":"1971-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb01840.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16232082","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 : 1971-12-01DOI: 10.1111/j.1365-2923.1971.tb01844.x
J M Stansfeld
{"title":"From a postgraduate centre. Multiple-choice examination test on postgraduate lectures.","authors":"J M Stansfeld","doi":"10.1111/j.1365-2923.1971.tb01844.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb01844.x","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 4","pages":"307-8"},"PeriodicalIF":0.0,"publicationDate":"1971-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb01844.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16232086","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 : 1971-12-01DOI: 10.1111/j.1365-2923.1971.tb01839.x
W F Wallace
{"title":"Student attitudes to examinations and how they are related to performance.","authors":"W F Wallace","doi":"10.1111/j.1365-2923.1971.tb01839.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb01839.x","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 4","pages":"273-8"},"PeriodicalIF":0.0,"publicationDate":"1971-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1971.tb01839.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16232081","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":"Medical education in India.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 3","pages":"170-1"},"PeriodicalIF":0.0,"publicationDate":"1971-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16216023","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":"An Association for Medical Education in Europe.","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 2","pages":"90-1"},"PeriodicalIF":0.0,"publicationDate":"1971-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16637989","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.tb02149.x
S Gauvain, A Brook, J Aldridge
{"title":"Evaluation of an experimental course in psychiatry for industrial medical officers.","authors":"S Gauvain, A Brook, J Aldridge","doi":"10.1111/j.1365-2923.1971.tb02149.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb02149.x","url":null,"abstract":"","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 1","pages":"42-7"},"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.tb02149.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16655530","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.tb02145.x
R M Beard, K Pole
The context for the inquiry is this Unit’s more general study of objectives in higher education, in which one of the special areas of concern is the teaching of medicine. Statements of objectives may be derived from several different sources ; we have, for example, asked teachers what they hope to achieve, in terms of changes in student behaviour, during their courses, and also observed some of the teaching of these courses. Results from these two lines of inquiry often conflict, in that a man’s teaching may belie his stated aims. For example, George Miller at Illinois reported in a lecture that the prospectus of one medical school claimed as a major objective the development of critical abilities in students. In observing teaching, however, he found that members of the teaching staff talked throughout most teaching periods, leaving little time for discussion. On the other hand, observation of teaching alone may fail to bring to light a teacher’s awareness of trends in his subject and the corresponding directions in which it is changing. Moreover, teachers may do what they know is less than excellent and may therefore legitimately claim that their objectives are superior to their practice. A further approach is to look at the system of assessment. Any good system will give credit to the knowledge and skills which teachers value, for it is in this way that students are motivated to study what matters. We should, therefore, be able to infer what teachers consider important from content of examinations and tests. If we
{"title":"Content and purpose of biochemistry examinations.","authors":"R M Beard, K Pole","doi":"10.1111/j.1365-2923.1971.tb02145.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1971.tb02145.x","url":null,"abstract":"The context for the inquiry is this Unit’s more general study of objectives in higher education, in which one of the special areas of concern is the teaching of medicine. Statements of objectives may be derived from several different sources ; we have, for example, asked teachers what they hope to achieve, in terms of changes in student behaviour, during their courses, and also observed some of the teaching of these courses. Results from these two lines of inquiry often conflict, in that a man’s teaching may belie his stated aims. For example, George Miller at Illinois reported in a lecture that the prospectus of one medical school claimed as a major objective the development of critical abilities in students. In observing teaching, however, he found that members of the teaching staff talked throughout most teaching periods, leaving little time for discussion. On the other hand, observation of teaching alone may fail to bring to light a teacher’s awareness of trends in his subject and the corresponding directions in which it is changing. Moreover, teachers may do what they know is less than excellent and may therefore legitimately claim that their objectives are superior to their practice. A further approach is to look at the system of assessment. Any good system will give credit to the knowledge and skills which teachers value, for it is in this way that students are motivated to study what matters. We should, therefore, be able to infer what teachers consider important from content of examinations and tests. If we","PeriodicalId":75619,"journal":{"name":"British journal of medical education","volume":"5 1","pages":"13-21"},"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.tb02145.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"16655526","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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