Medical education (Chicago, Ill.)最新文献

{"title":"Total internal reflection: an essay on paradigms","authors":"R. Kneebone","doi":"10.1046/j.1365-2923.2002.01224.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01224.x","url":null,"abstract":"Introduction  This paper presents a personal view of the relationship between science and the humanities within medical education, arguing for a more even balance between the two. This view stems from the author's recent experience of exploring the literature of learning theory and the social sciences.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1046/j.1365-2923.2002.01224.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712887","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":"Towards more empathic medical students: a medical student hospitalization experience","authors":"M. Wilkes, Etan Milgrom, J. Hoffman","doi":"10.1046/j.1365-2923.2002.01230.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01230.x","url":null,"abstract":"Objective  We designed a curricular exercise intended to expose healthy medical students, near the end of their basic science training, to the experience of hospitalization. We attempted to assess how a standardized hospitalization, for medical students just about to start their clinical rotations, was experienced by student participants.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1046/j.1365-2923.2002.01230.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712579","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":"Research in Medical Humanities: is it time for a new paradigm?","authors":"J. Macnaughton","doi":"10.1046/j.1365-2923.2002.01238.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01238.x","url":null,"abstract":"As heralded in the February 2002 edition of this journal, this month’s edition of Medical Education sees the publication of a new section entitled ‘Arts and Humanities’. Articles published in this section will reflect and investigate the relationship between the arts and humanities and the education of health professionals. We therefore welcome articles on the theme of medical humanities and those investigating the role of engagement in the creative arts in medical and other health professional education. This is a relatively new area in the UK but it has been established for longer in the USA, although this is not to say that the case for medical humanities or arts in health care education has convinced everyone. Before we examine the issue, however, let us first look at what the medical humanities have to offer. How do the papers in this month’s section contribute to this? Martyn Evans’ paper, which we publish as the first in this new section, addresses this point specifically. Evans takes a radical view of the importance of the humanities in medical education, suggesting that rather than representing a mere ‘add-on’ to medical training, the medical humanities should instead represent an essential, core part of the curriculum, and as such, should serve to underpin understanding throughout the rest of the course. To paraphrase his argument, he opines that we human beings are not represented solely by our bodies, and that when medicine tries to intervene in our frailty, it must take account not only of our bodies, but also of our bodily experiences. As the humanities deal with human experience and its interpretation, they are, therefore, an essential part of any medical curriculum. Kneebone adopts a similar approach, arguing that the perspective of medical education should be widened to include the humanities and related social sciences. Lippell’s commentary on creativity quotes educational research to back up her assertion that medicine needs creative lateral thinkers. The value of a historical and, specifically, biographical perspective is described by Mark Jackson. His example, William Hunter, embodies the idea that a ‘deep commitment to, medicine as a humanistic endeavour’ is entirely consistent with impeccable scientific credentials. Indeed, Evans would argue that the two are not just consistent but interdependent. These highlight some of the contributions the humanities might make, but the list is by no means exhaustive. Do these papers make a convincing case for using humanities in medical education? It is clear that what they do not do is take the traditional medical approach to the presentation of ‘research evidence’ in the form of objectives, methodology, results, discussion and conclusion. Evans, in particular, follows the humanities research paradigm. This involves deep thought and reading about a subject, leading to the presentation of a reasoned argument. We can regard this approach as justification rather than as proof of the value","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1046/j.1365-2923.2002.01238.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712727","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 transition out of medical school – a qualitative study of descriptions of borderline trainee interns","authors":"T. Wilkinson, Peter G Harris","doi":"10.1046/j.1365-2923.2002.01209.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01209.x","url":null,"abstract":"To describe the characteristics of borderline performance in final year medical students (trainee interns), as judged by their supervisors.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1046/j.1365-2923.2002.01209.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712139","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":"Teaching and learning about human sexuality in undergraduate medical education","authors":"M. Dixon-Woods, J. Regan, N. Robertson, B. Young, C. Cordle, Martin Tobin","doi":"10.1046/j.1365-2923.2002.01198.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01198.x","url":null,"abstract":"Effective management of the doctor's role in relation to human sexuality requires sensitivity and tact, an ability to put patients at ease, use of appropriate language, and therapeutic, non‐discriminatory attitudes. However, previous research suggests that medical students and doctors may hold negative attitudes towards homosexuality and some forms of sexual behaviour. Some educational programmes have started to help students develop communication skills for sexual health consultations, but little work has addressed the broader issue of attitudes and values which may underlie behaviour. It is vital that medical students begin early the process of reflection and recognition of how their attitudes and values might influence their care of patients. In this paper we report on a course designed to initiate this process at Leicester‐Warwick Medical School (LWMS).","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1046/j.1365-2923.2002.01198.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712390","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 efficacy of the `mind map' study technique","authors":"P. Farrand, Fearzana Hussain, E. Hennessy","doi":"10.1046/j.1365-2923.2002.01205.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01205.x","url":null,"abstract":"To examine the effectiveness of using the `mind map' study technique to improve factual recall from written information.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1046/j.1365-2923.2002.01205.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712559","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 impact of three years' ethics teaching, in an integrated medical curriculum, on students′ proposed behaviour on meeting ethical dilemmas","authors":"J. Goldie, Lisa Schwartz, A. McConnachie, J. Morrison","doi":"10.1046/j.1365-2923.2002.01176.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01176.x","url":null,"abstract":"To evaluate the impact of 3 years' ethics teaching (30 hours mainly small group teaching in year 1, 14 hours mainly lecture‐type teaching in years 2 and 3) on students' proposed behaviour on encountering ethical dilemmas.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1046/j.1365-2923.2002.01176.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712099","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":"Terminally ill patients and Jehovah's Witnesses: teaching acceptance of patients' refusals of vital treatments","authors":"B. Elger, T. Harding","doi":"10.1046/j.1365-2923.2002.01189.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01189.x","url":null,"abstract":"To find out whether and how the teaching of medical ethics can influence attitudes on accepting treatment refusals.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1046/j.1365-2923.2002.01189.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712229","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":"Professionalism: a shared responsibility for a rich and enduring tapestry","authors":"S. Chauvin","doi":"10.1046/j.1365-2923.2002.01242.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01242.x","url":null,"abstract":"Professionalism development has captured the attention of medical educators worldwide, in part because of the significant and ever-evolving changes in our respective environments of healthcare. Physicians today are faced with increased use of technology and corresponding implications for the human qualities of medicine, impact of managed care or socialised medicine, changing economics, increased public scepticism and accountability, and changes in societal expectations of the medical profession and day-to-day practice of health care delivery. While the teaching of medical ethics and legal issues has been traditionally addressed through formal curricula, the larger domain of professionalism development is less prominent, perhaps assumed. In this issue, Elger and Harding’s article can remind us that professionalism development is an essential component of medical education and one that needs to be practised and valued explicitly, much like artisans weave and appreciate fine tapestry. Like the many coloured threads that make their way into intricate tapestry designs, intentions, knowledge, skills and experiences contribute to one’s professionalism. Similarly, like the manner in which artisans work together to weave and assemble a rich tapestry, substantial personal and shared responsibility contributes to the richness and durability of professionalism within a profession.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1046/j.1365-2923.2002.01242.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712841","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":"What are the clinical skills levels of newly graduated physicians? Self‐assessment study of an intended curriculum identified by a Delphi process","authors":"Anne Mette Moercke, B. Eika","doi":"10.1046/j.1365-2923.2002.01208.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01208.x","url":null,"abstract":"To compare and contrast the learned and an intended curricula of practical clinical skills across the three Danish medical schools.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1046/j.1365-2923.2002.01208.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712126","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}