Medical Education Online™Manuscripts organized by VolumeVolume 2, 1997 |
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Kanu E.O. Nkanginieme, MD, FmCPaed.
University of Port Harcourt Teaching Hospital, Port Harcourt, Nigeria
Abstract: - Making a diagnosis is the pivotal cognitive activity of a practicing physician. Correct diagnosis usually leads to appropriate treatment. Clinical diagnosis a very dynamic cognitive process. It has tended to remain a sub-conscious activity and has been studied mostly as a complex categorization task, from fixed points of view. Bloom's taxonomy of the cognitive domain classifies the cognitive process into six dynamic levels of increasing complexity, from knowledge as the baseline, through comprehension, application, analysis, synthesis, to evaluation as the highest level. This classification, if appreciated by medical teachers and students and correctly applied, should make meta-cognition of the diagnostic process routine. The most 'sub-conscious' thoughts can be brought to 'consciousness' and thus become 'teachable'. A sample case summary is used as an example to illustrate the application of the Bloom's taxonomy for meta-cognition of the diagnostic process.
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Timothy Koschmann*, Phillip Glenn**, and Melinda Conlee*,
*Department of Medical Education,
**Department of Speech Communication, Southern Illinois University
Abstract: Though much has been published concerning the intended or realized benefits of participating in a Problem-Based curriculum, we know little about what participants (faculty and students) actually do when they say they are doing Problem-Based Learning (PBL). The current paper is part of an ongoing to effort to apply methods borrowed from studies of discourse to understanding PBL as a form of enacted practice. In particular r r r, the paper provides a description of the interaction within a PBL tutorial meeting leading to the generation of a Learning Issue (LI). We introduce the term Knowledge Assessment Segment (KAS) for important stretches of interaction during which participants identify learning issues. We present a detailed analysis of a selected segment. Specific feat t t tures discussed include: how the group's perspective on a topic changes over the course of the discussion, the tutor's role in providing "scaffolding" for student reasoning, and the group's incorporation of "thinking about thinking." The purpose of descriptive studies of this sort is to enhance our understanding of what it means to do Problem-Based Learning.
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The Philadelphia PRIME Program: A Model For Primary Care Education
Lisa M. Bellini, MD and David A. Asch, MD, MBA
Department of Medicine, University of Pennsylvania School of Medicine and Veterans Affairs Medical Center, Philadelphia, Pennsylvania
Abstract: Expanding primary care and ambulatory experiences in internal medicine training programs is limited by insufficient resources devoted to their development and implementation, heavy inpatient service demands and loyalty to the traditional inpatient based training model. Overcoming these barriers is a challenge likely to create new approaches to ambulatory education. The pilot Education and Ambulatory Care (PACE) program at the Sepulveda VA is one such initiative that represents a multidisciplinary approach to primary care services, improving quality and access to patient care services, as well as the quality of primary care education. We describe the development of a similar model for resident training and primary care service, also funded through the Veterans Affairs (VA), but implemented with fewer resources. The program redirects faculty and administrative resources to a new clinical environment centered around primary care. We believe this educational model has broad implications for the future of medical training because it is achievable and thus exportable to other programs.
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Michael Peterson, Ed.D.
University of Delaware, College of Health and Nursing Sciences
Abstract: Problem-based Learning (PBL) has become a popular method of instruction among educators in the health professions. Central to the effectiveness of PBL is the ability of students to work together to solve problems. When these abilities are lacking, PBL outcomes can be compromised. Since these skills have not been emphasized in public school or higher education, students are often forced to muddle through group processes in the effort to learn. The purpose of this paper is to discuss the interpersonal skills necessary to enhance PBL, and suggest how these skills can be improved and incorporated into the curriculum.
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Implementing a Requirement for Computer Ownership: One Medical School’s Experience
Amy V. Blue, PhD*+, Carol L. Elam, EdD*, Robert Rubeck, PhD*, Lois M. Nora, MD, JD*¯
*Office of Academic
Affairs,
+Department of Surgery,
¯Department of Neurology, University of Kentucky College of Medicine,
Lexington, KY
Abstract: The need for training physicians in the use of computers and the increased presence of computing in medical education suggest that medical schools should determine what kind of computer accessibility and support should be offered to students so that they can acquire sufficient computer skills and use computing applications in the curriculum. At the University of Kentucky College of Medicine, a requirement for ownership of computers by students was adopted in 1995. On the basis our experience, this paper discusses the assessment of institutional readiness for such a requirement, the technical and support issues related to such a requirement, the development of computer applications in the curriculum, and a framework used to evaluate the impact of such a requirement. Recommendations for other institutions interested in adopting a requirement for computer ownership by students are included.
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Mandatory Microcomputers: Potential Effects on Medical School Recruitment and Admissions
Brian E. Mavis, PhD* and Jane M. Smith, MA†
*Office of Medical
Education Research and Development
†The Office of Admissions, College of Human Medicine, Michigan State
University
Abstract: To inform discussions about a proposal that required incoming medical students own a microcomputer, applicants accepted for admission to the College of Human Medicine at Michigan State University were mailed a survey which focused on microcomputer literacy, ownership and perceptions of a mandatory microcomputer proposal. The response rate was 79%. Two-thirds of respondents had access to a microcomputer at home; more had access at school. Microcomputer ownership ranged from 95% for respondents with graduate education to 28% for underrepresented minorities. Reactions to the proposal were mixed: male and graduate-educated respondents were most in favor whereas underrepresented minority respondents reported that such a policy would negatively influence their decision to attend our medical school. Cost was a concern for respondents independent of their support for the proposal. The results suggest that despite increased computer literacy, this proposal could undermine efforts to recruit a diverse matriculating class. Other computer-based innovations in medical school admissions will favor computer literate students.
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Christopher B. Reznich, Ph.D.
Office of Medical Education Research and Development, College of Human Medicine, Michigan State University
Abstract: Reduced funds for medical student and resident training have prompted the College of Human Medicine at Michigan State University to explore innovative instructional delivery and administrative support systems. The Office of Medical Education Research and Development conducted a demonstration project in the use videoconferencing technology to connect the main campus to three outstate sites. The objectives of the project were to provide instructional experiences for students, residents, and faculty using videoconferencing; to conduct administrative meetings; and to evaluate the use of videoconferencing in these contexts. The results of the demonstration project lend strong support to the use of videoconferencing technology for instruction and administrative support, even in light of technical constraints. Lessons were learned in the areas of working with vendors effectively, preparing presenters to use the system, and the need to test system peripherals and connections before the actual videoconference.
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