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Pub Date: |
2003-09-00 |
Pub Type(s): |
Reports - Research |
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Descriptors:
Case Method (Teaching Technique); Graduate Medical Students; Medical Case Histories; Medical Education
Abstract:
Morning Report (MR) is a frequently held case conference in most Family Medicine (FM) residency programs among medical learners who discuss recent inpatient admissions before the day's care of patients. This study conducted a national survey of FM residency program directors to describe the roles of faculty and residents in facilitating MR. Document activities typically included in the sessions, and evaluate director's perceptions of the educational value of MR compared to other learning activities. Responses were received from 163 FM residency programs (33% response rate). Data indicate that MR is commonly held in FM residency programs, with the chief benefit being its educational value. Sixty percent of programs regularly conducted MR for 1 hour or more each week, and one in five programs conducted both inpatient and outpatient MR conferences with faculty, residents, students, nurses, and other personnel in attendance. Cases are most often selected by third-year residents to provide opportunities for teaching improvements in both inpatient and ambulatory settings. Recommendations are made for the improvement of MR programs. (Contains 2 figures and 26 references.) (SLD)
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Pub Date: |
2003-04-00 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Biomedicine; Case Method (Teaching Technique); Educational Theories; Foreign Countries; Graduate Medical Students; Knowledge Level; Medical Case Histories; Medical Education; Physicians; Thinking Skills
Abstract:
The knowledge encapsulation theory (H. Schmidt and H. Boshuizen, 1992) predicts that experts under certain conditions shift from the use of clinical knowledge to elaborated biomedical knowledge. In normal routine cases, experts process cases with their encapsulated clinical knowledge. These differences in processing are reflected in clinical case recall. However, the specific conditions under which this takes place have never been isolated in a controlled setting. The experimental manipulations used in this study were case format and elaborative instruction. Participants were 30 experts (nephrologists in hospitals in the Netherlands), 24 intermediates (students who had completed an internship in internal medicine), and 24 novices (fourth year medical students). Only elaborative instruction in combination with laboratory data cases resulted in a significant increase of recall and a decrease in recall of encapsulated concepts of the experts. These results indicate a processing shift to a lower level biomedical knowledge. (Contains 4 figures and 18 references.) (Author/SLD)
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Author(s): |
N/A |
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N/A |
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Pub Date: |
2002-00-00 |
Pub Type(s): |
Guides - Non-Classroom |
Peer Reviewed: |
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Descriptors:
Allied Health Occupations Education; Anatomy; Behavioral Objectives; Biomedical Equipment; Curriculum; Disease Control; Drug Therapy; Ethics; Instructional Materials; Laboratory Technology; Medical Assistants; Medical Case Histories; Medical Evaluation; Office Management; Office Practice; Pathology; Patient Education; Physiology; Preventive Medicine; Psychology; Recordkeeping; Records Management; Risk Management; Secondary Education; Vocational Education
Abstract:
This curriculum for a medical assistant program is designed for students interested in caring for the sick, injured, convalescent, or disabled under the direction of the family, physicians, and credentialed nurses. The curriculum is divided into 12 units: orientation to medical assisting; principles of medical ethics; risk management; infection control and hazards management; anatomy, physiology, pathology, and psychology; medical database; patient examinations; patient education; medications; medical emergencies and facility safety; laboratory procedures; and general office procedures. Each unit is composed of 2-5 objectives; a number of performance indicators are listed for each objective. The program is designed to include classroom instruction via lectures, demonstrations, and discussions. Hospitals, medical centers, nursing home or care centers, or medical-surgical clinics often work cooperatively with schools to provide students with clinical practice and experience. (YLB)
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Pub Date: |
2002-04-02 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Course Content; Curriculum Research; Graduate Students; Higher Education; Medical Case Histories; Medical Education; Problem Based Learning; Skill Development; Student Reaction
Abstract:
It is common practice in problem-based learning for students to solve cases developed by faculty. Rare is the practice of creating learning environments in which students construct their own cases. This paper examines the design and implementation of a 15-week problem-based learning writing course for graduate students in medical science. The perceptions of the course participants also are reported (through self reports). The paper discusses some of the challenges encountered during the course. The case-writing course in medical science provided a forum for students to develop their communication, problem solving, and lifelong learning skills. (Author/BT)
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