Medical education (Chicago, Ill.)最新文献_第7页

Medical education (Chicago, Ill.) Pub Date : 2013-04-01 DOI: 10.1111/medu.12184

K. Eva

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A tool to reduce bias from flawed OSCE items at the writing and revieweing stage of OSCE development 在欧安组织发展的编写和审查阶段减少有缺陷的欧安组织项目的偏见的工具

Medical education (Chicago, Ill.) Pub Date : 2013-01-01 DOI: 10.1111/MEDU.2013.47

Kathryn Elizabeth Brotchie, L. Sweet, S. Bullock, G. Somers

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APMEC 2013: In Celebration of Innovation and Scholarship in Medical and Health Professional Education APMEC 2013:庆祝医疗卫生专业教育的创新和奖学金

Medical education (Chicago, Ill.) Pub Date : 2012-10-01 DOI: 10.1111/J.1365-2923.2012.04354.X

Matthew C. E. Gwee, D. Samarasekera, Y. Chong

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list of Really Good Stuff reviewers for 2011 2011年真正的好东西评论家名单

Medical education (Chicago, Ill.) Pub Date : 2011-11-01 DOI: 10.1111/j.1365-2923.2011.04135.x

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Oral presentations 口头报告

Medical education (Chicago, Ill.) Pub Date : 2010-05-01 DOI: 10.1111/j.1365-2923.2010.03702.x

A. O'Riordan, N. Dalgarno, M. Paterson, J. Medves, L. Tomalty, Elaine, Van Melle

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A peer‐reviewed collection of reports on innovative approaches to medical education 关于医学教育创新方法的同行评议报告集

Medical education (Chicago, Ill.) Pub Date : 2010-05-01 DOI: 10.1111/j.1365-2923.2010.03859.x

M. B. Anderson

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Section 2. Objectives and examinations 第二节。目标及考试

Medical education (Chicago, Ill.) Pub Date : 2010-01-01 DOI: 10.1111/j.1365-2923.1978.tb04567.x

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Section7: Introducing new subjects and communication in medicine 第七节:医学新学科的介绍和交流

Medical education (Chicago, Ill.) Pub Date : 2010-01-01 DOI: 10.1111/j.1365-2923.1978.tb04572.x

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Section 1. Studies and teachers 第一节。研究和教师

Medical education (Chicago, Ill.) Pub Date : 2010-01-01 DOI: 10.1111/j.1365-2923.1978.tb04566.x

{"title":"Section 1. Studies and teachers","authors":"","doi":"10.1111/j.1365-2923.1978.tb04566.x","DOIUrl":"https://doi.org/10.1111/j.1365-2923.1978.tb04566.x","url":null,"abstract":"Group la decided to tackle its topic by examining the selection criteria used in medical student selection and by reviewing position paper reports and accounts of various selection procedures from different medical schools. The selection criteria touched on in the discussion were academic performance, personal attributes, intelligence testing, personality testing, life experiences, individual and group interviews. There was a wide range of selection criteria represented in the group-all the way from none (as in the case of Ireland and Italy), through a reliance on academic performance and life experience (as in the case of Sweden and Norway) to the more elaborate admission procedures of McMaster (academic achievement, personal attributes, individual and group interview) and Hadassah Medical School (academic achievement, intelligence and personality testing and the personal interview). The question of academic prerequisites disclosed a wide variation, from those existing in the Swedish system (Mathematics, Physics, Biology and Chemistry) to the McMaster system, which had essentially no specific prerequisites. The medical students questioned the retention of the Swedish prerequisite under the new system. As for the issue of academic performance level itself there was general agreement that this criterion should be retained, although there was no agreement on such questions as to (a) how it should be determined, (b) the weighting that should be ascribed to it in the selection process, and (c) what other criteria should be used to complement academic achievement. The suggestion was made that the reliance on ‘objective’ school marks in some instances might be a way of shielding the selection process from a wide variety of political influence; some of the students proposed a system of student selection on the basis of minimum academic level plus lottery. One process problem emerged during the discussion concerning the students’ current preoccupation with their efforts to find ways of changing the system in which they were currently operating, to make it more innovative and more responsive to their perceived educational needs. Their frustration stemming from the apparent lack of change made it difficult for them to address themselves to the issue of student selection. At this particular time, it was felt that: (a) selection procedures should be adapted to the educational and societal needs of the school or the community in which it has to function; (b) methods of selection cannot be changed without inducing necessary changes in the educational programmes and in teacher attitudes towards their roles; and (c) longitudinal evaluation studies should be initiated subsequently, in order to determine whether or not the new admission procedures have in fact some predictive value towards the professional ability of the emerging graduate. The group has refrained from trying to define the successful doctor, because of the variety of criteria which contribute to su","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2923.1978.tb04566.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63252006","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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Section 5. Postgraduate and continuing medical education 第五节。研究生和继续医学教育

Medical education (Chicago, Ill.) Pub Date : 2010-01-01 DOI: 10.1111/j.1365-2923.1978.tb04570.x

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