Medical Education Online™Manuscripts organized by VolumeVolume 5, 2000 |
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Karen Calabro, MS, MPH*, Karie Bright, RN, MPH†, Kamiar Kouzekanani, PhD‡,
Coordinator of Health Promotion
and Health Education at The University of Texas-Houston Health Services,
Assistant Professor at The University of Texas-Houston School of Nursing,
†Research Associate, The University of Texas - Houston Health
Services
‡The University of Texas at Austin
.Abstract - The purpose of this study was to determine the long-term knowledge retention of infection control training among fourth-year medical students (n=110) who received training in their second year. Previous infection control training focused on standard precautions and infection control procedures. The evaluation of knowledge retention two years after the planned intervention demonstrated that although there was a significant knowledge increase about infection control immediately after participating in the intervention, there was no significant knowledge retention about infection control two years later. Furthermore, when the knowledge scores of the intervention group two years post training were compared to a control group, there were no differences. When compared to the control group, an improvement in reporting exposure incidents was found among the intervention group. More research is needed to determine effective training methods that can improve retention of infection control and safety precautions. Retraining on a regular basis may be indicated.
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Public Health Medicine Training: How Should We Train the Trainers?
Dr Arun Midha*, Mrs Kathryn Redway†, Dr. Hilary Fielder*, Professor Stephen Palmer*, Dr. Cerilan Rogers*, Dr. Dorothy Wright‡,
* Division of Public Health, University of Wales College of Medicine,
†Henwick Old Farm, Thatcham Kent,
‡Morgannwg, Health Authority, 41 High Street, Swansea
Abstract - In the United Kingdom, a qualified medical doctor needs to undertake a five year training programme to reach Consultant status (Medical Specialists in a particular area such as public health, surgery, obstetrics etc.) During this period of training they are known as 'Specialist Registrars'. Consultants in Public Health Medicine have a key training role acting as Trainers assisting these Specialist Registrars to acquire epidemiological public health skills necessary to attain Consultant status. In addition to formal Public Health Medicine training, Trainers have a pastoral role that can mean that they need to be sensitive to the emotional needs of their Specialist Registrars. Praising or reprimanding adults is not an easy task and few people are trained for it. In this training role, Consultants themselves need to be equipped to undertake this effectively. The 'Wales' training model, developed by the Faculty of Public Health Medicine in Wales, has sought to address this need and could be replicated to train Trainers in other medical specialties and in other parts of the world
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David C. Aron, MD, MS, John N. Aucott, MD, and Klara K. Papp, PhD
Departments of Medicine, Case Western Reserve University School of Medicine, Cleveland, OH (DCA and KKP) and Park Medical Group, Johns Hopkins University School of Medicine, Baltimore, MD (JNA) and the Louis Stokes Cleveland Dept. of Veterans Affairs Medical Center, Cleveland, OH (DCA)
Abstract - Context:
Although medical education is the unique mission of academic medical centers
and medical schools, there is a perception that research is valued more
than teaching.
Objective: To determine in a group of excellent teachers (1) job
satisfaction; (2) differences in perceptions among those who remained
in the department compared to those who left; and (3) where those who
left went.
Design, setting, participants: Survey of all Department of Medicine
"Clinical Teacher of the Year" award-winners in an academic
medical center.
Outcome measurements: Satisfaction scale: 5=extremely satisfied
to 1=extremely dissatisfied; perception scale: 5=valued most highly to
1=not valued at all).
Results: Thirteen winners (48%) left the department. Of the 10
in the clinical track 6 went into private practice. Award-winning faculty
who remained in the department had significantly higher satisfaction ratings
(mean+1SD) than those who left for all three activities –
teaching (3.8+0.6 vs.1.8+0.7 [p < 0.001]), research (3.3+0.7
vs. 2.0+1.1 [p=0.003]), and clinical (3.5+0.5 vs. 1.7+0.7
[p < 0.001]). In general, winners were most satisfied with various
aspects of teaching; areas of highest dissatisfaction related to support
for education. Research was rated most highly and teaching least valued
{Mean (StdErr)= 4.2(0.1) and 2.8(0.1)}. There were no differences in perceptions
between award winners who left and those who stayed.
Conclusions: Teaching excellence is a perishable commodity. Greater
effort is needed to retain the best clinical teachers within academic
medical centers.
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Generating Productive Learning Issues in PBL Tutorials: An Exercise to Help Tutors Help Students
Kathleen M. Quinlan, Ph.D
Office of Educational Development, College of Veterinary Medicine, Cornell University
Abstract: The development of productive, manageable, appropriate learning issues is central to students’ achievement of content objectives in problem-based learning. Students’ reflection on their learning issues is also an important part of the development of their self-directed learning skills. The use of an exercise to support tutors in helping students develop and apply criteria for productive learning issues is described and analyzed. According to feedback from tutors, the forty five minute preparatory workshop for tutors, followed by a 15 to 20 minute "mini-workshop" with students in their tutorials was a successful format for achieving the objectives of the exercise in a first year problem-based learning course. By integrating the activity into the tutorial process, the student participation rate was much higher than previous, stand-alone workshops for students on educational process. Several modifications to the exercise and proposals for related future research are offered.
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Upholding the Missions of Academic Medical Centers: New Work Roles for CEOs
Kristina Lu Guo, PhD, MPH,
School of Policy and Management, Florida International University
Abstract - This study uses Henry Mintzberg's classification of ten work roles of managers, and narrows it down to four work roles which are most frequently performed by CEOs as they uphold academic medical centers’ missions of providing quality medical education, research and patient care. Through principal component analysis, the four roles were used to form a typology of CEOs. This typology can be used to identify work roles of CEOs in AMCs. Furthermore, AMCs can use this typology in the hiring process to identify CEO candidates that would best fit the requirements of the organization. In addition, it can be used to train and develop CEOs to improve their performance, especially to conduct appropriate tasks which will strengthen AMC missions.
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The Effect of a Community Hospice Rotation on Self-Reported Knowledge, Attitudes and Skills of Third-Year Medical Students
Rebecca Ferrini, MD, MPH and Jeffery L. Klein, Ph.D.
University of California, San Diego
Abstract - Introduction: Increasing attention is being paid to educating practicing and future physicians about end-of-life care. Since 1994, the University of California, San Diego has provided a mandatory 16 hour rotation for third-year medical students in hospice and palliative medicine at a community hospice.
Aim of Investigation: To determine the effectiveness of an intensive, community-based rotation in changing palliative medicine attitudes, knowledge and skills among third-year medical students.
METHODS: Pre- and post-test questionnaires incorporating self-assessment of knowledge, attitudes and skills were administered to 195 third-year medical students before and after completion of this rotation from 1997 to 1999. Analyses compared responses, controlling for age, gender and previous clinical experience.
RESULTS: In general, students report a deficit in their ability to perform palliative medicine tasks, irrespective of prior clinical experience. Students reported significant improvements in each of 17 items measuring knowledge and confidence performing palliative medicine tasks after completion of the rotation. Medical students reported positive attitudes about palliative medicine which improved after the rotation. However, as a result of the rotation, medical students were more likely to report self-awareness of personal fear about death.
CONCLUSIONS: This rotation may serve as a model for teaching the art and science of palliative medicine to physicians in training.
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Lifelong Learning with Digital Compendia
Dennis Paul Valenzeno, PhD*, Thomas Brennan, PhD†, Francis Gasparro, PhD‡, Christopher Lambert, Ph.D§, Kendric Smith, PhD**
*University
of Kansas Medical Center,
†Dickinson College,
‡Thomas Jefferson University, §Connecticut
College,
**Stanford University
Abstract - The Digital Compendium is a new concept in education, andis described here for the science of photobiology, a Digital Photobiology Compendium (DPC). Medical school is the start of a lifelong learning endeavor. Increasingly computer- and web-based resources will facilitate this process. Yet there are currently few resources that span the range of knowledge from student through practicing professional. To this end we are developing a technologically advanced, scientifically up-to-date learning tool, with the initial effort in the field of photobiology. Photobiology is a young interdisciplinary field that is growing in importance because of its relevance to laser/light therapies and the biological consequences of increased UV radiation due to ozone depletion. The DPC will be web-based, consisting of a matrix of more than 100 instructional modules in all subdisciplines of photobiology. The modules will be mutually compatible to allow the user (learner or instructor) to connect a set of modules in a user-defined Work. Standard Works will also be predefined. The matrix will include modules suitable for learners at various levels from advanced undergraduate through practicing.
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Launching Kinesiology in Medical Education
Lajos Ángyán, M.D., D.Sc.
University of Pécs, Faculty of Medicine, Institute of Kinesiology, Pécs, Hungary
Abstract - The purpose of this article is to describe a program to incorporate kinesiology into medical education. An institute of kinesiology was established in our Faculty of Medicine, its mission being to develop, teach and apply knowledge about the nature and consequences of regular physical activity. Kinesiology, the science of human motion, was initially offered in the medical curriculum as an optional credit course. Three main points were considered when preparing the subject matter: 1. the fundamentals of kinesiology, 2. its connection with the other subjects in the curriculum, and 3. suggestions from family physicians. At the end of the course the students take a written exam and are asked to evaluate the course.
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Fitting the Means to the Ends: One School’s Experience with Quantitative and Qualitative Methods in Curriculum Evaluation During Curriculum Change
Ann W. Frye, MEd*, David J Solomon†, PhD, Steven A. Lieberman‡, MD, Ruth E. Levine, MD§
*Office of Educational Development,
University of Texas Medical Branch,
†Office of Medical Education Research and Development and the
Department of Medicine, Michigan State University, ‡Department
of Internal Medicine, University of Texas Medical Branch,
§Department of Psychiatry and Behavioral Sciences, University of
Texas Medical Branch
Abstract - Curriculum evaluation plays an important role in substantive curriculum change. The experience of the University of Texas Medical Branch (UTMB) with evaluation processes developed for the new Integrated Medical Curriculum (IMC) illustrates how evaluation methods may be chosen to match the goals of the curriculum evaluation process. Quantitative data such as ratings of courses or scores on external exams are useful for comparing courses or assessing whether standards have been met. Qualitative data such as students’ comments about aspects of courses are useful for eliciting explanations of observed phenomena and describing relationships between curriculum features and outcomes. The curriculum evaluation process designed for the IMC used both types of evaluation methods in a complementary fashion. Quantitative and qualitative methods have been used for formative evaluation of the new IMC courses. They are now being incorporated into processes to judge the IMC against its goals and objectives.
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A Survey of Information Sources Used for Progress Decisions about Medical Students
Brian E. Mavis, PhD, Bridget L. Cole, BA, Ruth B. Hoppe, MD
College of Human Medicine, Michigan State University
Abstract: Although many medical schools have adopted a variety of methods to assess student competency, the extent to which these innovations have changed how decisions about student progress are made is not clear. This paper describes a survey of 126 accredited allopathic U.S. medical schools to determine which information sources are used for decisions related to medical student progress and graduation. Respondents were asked to indicate up to three information sources used for seven specific decisions about student progress. The results indicate that multiple choice questions (MCQs) and faculty ratings remain the most frequently used information sources. Clinical skills education in the pre-clinical curriculum is the area with the broadest use of assessments for progress decisions. Several explanations are suggested for the primacy of MCQs and faculty ratings in student decisions, including familiarity for faculty and students, ease of implementation and the resources required for the adoption of other assessment strategies.
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