Medical education (Chicago, Ill.)最新文献

{"title":"Call for Papers – Really Good Stuff May 2005","authors":"","doi":"10.1111/j.1365-2929.2004.01949.x","DOIUrl":"https://doi.org/10.1111/j.1365-2929.2004.01949.x","url":null,"abstract":"","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2004-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1365-2929.2004.01949.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"62815202","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":"Collaborative learning","authors":"E. Paice, S. Heard","doi":"10.5040/9781474274395-010","DOIUrl":"https://doi.org/10.5040/9781474274395-010","url":null,"abstract":"Being a doctor is, like nostalgia, not what it used to be. No longer do doctors have the freedom to exercise their sole judgement in deciding what is best for their patients. Clinical freedom has been replaced by clinical governance and the autonomous professional is giving way to the accountable practitioner. The role of doctor no longer carries with it the automatic right to tell other health care professionals what to do. Instead, being a team player has become a requirement, and leadership a skill rather than a role.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2003-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70527949","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":"A structured communication adolescent guide (SCAG): assessment of reliability and validity.","authors":"K. Blake, Nicolle A. Vincent, S. Wakefield, Joseph Murphy, K. Mann, M. Kutcher","doi":"10.1093/PCH/8.SUPPL_B.19BB","DOIUrl":"https://doi.org/10.1093/PCH/8.SUPPL_B.19BB","url":null,"abstract":"PURPOSE\u0000To assess the reliability and validity of a Structured Communication Adolescent Guide (SCAG) in an undergraduate medical education setting using trained adolescent raters.\u0000\u0000\u0000METHOD\u0000The SCAG is a 49-item, 6-section (A-F), protocol derived from the Calgary Cambridge Observation Guide that incorporates adolescent psychosocial data collection with the physician's communication skills. Four trained female adolescents scored 42 videotaped adolescent clinical encounters using the SCAG; a trained psychologist's rating for each videotape was used as the gold standard.\u0000\u0000\u0000RESULTS\u0000Agreement among adolescent raters was determined by calculating intraclass correlation coefficients (ICC). The individual SCAG item scores, combined with the global ratings for each section, resulted in an overall ICC value of 0.93, indicating very strong agreement among the 4 raters. The global rating scores for the sections ('initiating the session', 'initiating separation', 'once adolescent is alone--lifestyle' and 'closure') produced an ICC range of 0.58-0.93. However, the ICC values for the 2 remaining sections ('how was information collected' and 'gathering information') global rating scores were below 0.30, signifying low agreement. Overall agreement between the adolescent raters and the gold standard resulted in an ICC value of 0.78. This is evidence of the SCAG's criterion validity.\u0000\u0000\u0000CONCLUSION\u0000The SCAG is a reasonably valid tool for use in guiding an encounter with an adolescent patient. However, 2 sections require modifications to improve their reliability and thus the SCAG's overall performance. Our results suggest that the SCAG shows promise as a potentially useful teaching resource in undergraduate medical education in adolescent medical interviewing.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"39 5 1","pages":"482-91"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/PCH/8.SUPPL_B.19BB","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"61423435","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":"Reflections on the humanities in medical education","authors":"M. Evans","doi":"10.1046/j.1365-2923.2002.01225.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01225.x","url":null,"abstract":"Background  In recognition of the views advanced by the philosopher Maurice Merleau‐Ponty, this paper considers some of the implications for medical practice and, hence, medical education, of recognizing the human body as an `intertwining' of the natural (or physical) and the existential (or experiential) – something which is taken for granted in ordinary experience, but which becomes the medium through which disease can manifest itself in illness and disability. Our condition is the condition of creatures of frail flesh.","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"9 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.1365-2923.2002.01225.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712901","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":"R. Downie","doi":"10.1046/j.1365-2923.2002.01236.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01236.x","url":null,"abstract":"Commentators on the world of medicine who are not themselves medically qualified are frequently told that they do not really understand the issues. The claim is that from the perspective of a doctor in a clinical situation the issues are too complex for a layman to understand. The trouble with this approach is that doctors comprise only a small part of the medical world; the other, and much larger, part consists of patients. For the last 40 years or so patients have become more vocal in demanding changes in clinical practice. These looked-for changes are basically of 2 overlapping kinds: changes in the attitudes and manners of doctors (doctors in particular), and changes in the ethics of doctors. Medical educators have seen it as their job to try to produce new generations of doctors who are more aware of both these patient-led requirements. The authors address mainly the first of these challenges, while raising concerns about the second. How far is their article persuasive in suggesting methods which might bring about attitudinal change?","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"37 6 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.1365-2923.2002.01236.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712681","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 research: is there virtue in eclecticism?","authors":"D. Prideaux","doi":"10.1046/J.1365-2923.2002.01247.X","DOIUrl":"https://doi.org/10.1046/J.1365-2923.2002.01247.X","url":null,"abstract":"A great deal has been written about research in medical education recently, as even a short perusal of the major journals in the field shows. Partly this has been stimulated by the Best-Evidence Medical Education (BEME) movement. It also represents the coming of age of the discipline of medical education and the increased participation in medical education at both the practical implementation and scholarly engagement levels. Along the way important critiques have emerged of research approaches and research methods particularly in the process of harnessing methods from the clinical and basic sciences to address educational questions. Issues concerned with complexity, randomisation and control, effect size and choice of outcome measures have all been the subject of recent comments. Much of the debate about research in medical education has been centred around the choice between quantitative or qualitative designs and defending the latter against what has been referred to as the biomedical elitism of quantitative designs. However, as Pirrie points out, the fundamental issues in research in medical education are not solely about the dominance of one research method over another . There are more searching questions about short-term or long-term focus, the depth and significance of research questions and conceptual clarity and theoretical directions of research. These fundamental questions in medical education are being brought into increasing focus by the ever widening diversity of medical education endeavour. Bligh and Parsell have indicated that clinicians and basic scientists have been joined by educators, psychologists and social scientists in pursuing medical education matters. With a greater range of disciplines there has come a greater range of research methodologies, including the variants of qualitative designs. There are signs that the field of endeavour is widening further still. For example, in this journal there is an interest in the arts and humanities in medical education. We may well soon see literary criticism and philosophical analysis added to an expanding repertoire of medical education research designs. This increasing diversity goes to the very heart of the discipline of medical education itself. It probably never was a tightly defined discipline, but while increased participation is to be applauded, it renders a tight definition of modes of inquiry, an even more difficult undertaking in medical education. This begs another fundamental question: should medical educators attempt to define generic standards and criteria to somehow include all research undertakings or should a virtue be made of diversity and should eclecticism be embraced? One way to do the latter is to take up Irby’s notion of the medical educator as a generalizer . In this role medical educators take concepts and ideas from a range of disciplines and research paradigms and apply them to the pursuit of educational problems and investigations. This, however, require","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.1365-2923.2002.01247.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712855","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":"Creativity and medical education","authors":"Shee Lippell","doi":"10.1046/j.1365-2923.2002.01223.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01223.x","url":null,"abstract":"L'auteur s'interroge sur l'importance de la creativite et du developpement de la creativite chez les etudiants en medecine, et s'interesse a la place de l'imagination et de la creativite dans un programme base sur la resolution de problemes.","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.1365-2923.2002.01223.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712873","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":"Training of Doctors project.","authors":"S. Ward","doi":"10.1046/J.0308-0110.2002.01244.X","DOIUrl":"https://doi.org/10.1046/J.0308-0110.2002.01244.X","url":null,"abstract":"","PeriodicalId":90259,"journal":{"name":"Medical education (Chicago, Ill.)","volume":"36 6 1","pages":"587-8"},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1046/J.0308-0110.2002.01244.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57708039","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":"Back to the future: history and humanism in medical education","authors":"M. Jackson","doi":"10.1046/J.1365-2923.2002.01237.X","DOIUrl":"https://doi.org/10.1046/J.1365-2923.2002.01237.X","url":null,"abstract":"L'histoire recente de la pratique medicale est marquee par une degradation de l'image du medecin dans l'opinion publique et les medias et les limites de l'ethique professionnelle sont sans cesse renegociees et remises en question. D'un point de vue educatif, la perception des medecins de demain donne lieu a des debats houleux a propos des objectifs pedagogiques et de la forme et du contenu appropries de l'enseignement de la medecine. Dans le meme temps, medecins et pedagogues se sont atteles a reintegrer certaines valeurs humanistes en medecine... Dans le but d'identifier les questions essentielles relatives a l'ethique de la medecine, l'auteur fait une recherche biographique sur William Hunter, un medecin qui exerca au cours du 18e siecle.","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.1365-2923.2002.01237.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712691","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":"Empathy in medical students as related to academic performance, clinical competence and gender","authors":"M. Hojat, J. Gonnella, S. Mangione, T. Nasca, J. Veloski, J. B. Erdmann, C. Callahan, M. Magee","doi":"10.1046/j.1365-2923.2002.01234.x","DOIUrl":"https://doi.org/10.1046/j.1365-2923.2002.01234.x","url":null,"abstract":"Context  Empathy is a major component of a satisfactory doctor–patient relationship and the cultivation of empathy is a learning objective proposed by the Association of American Medical Colleges (AAMC) for all American medical schools. Therefore, it is important to address the measurement of empathy, its development and its correlates in medical schools.","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.1365-2923.2002.01234.x","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57712630","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}