Advances in health sciences education : theory and practice
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Adv Health Sci Educ Theory Pract · Jan 2004
Randomized Controlled Trial Comparative Study Clinical TrialA controlled trial of active versus passive learning strategies in a large group setting.
To compare the effects of active and didactic teaching strategies on learning- and process-oriented outcomes. ⋯ We reduced the amount of time spent in teacher-driven content delivery by 50 percent and covered the same amount of content with no detrimental effects on knowledge acquisition or attitude enhancement. Teaching strategies that foster learner-to-learner interactions will lead to more active engagement among learners, however, these learners may value the session less. Further research is needed to explore learner perceptions of the teaching process and other outcomes of active learning in medical education.
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Adv Health Sci Educ Theory Pract · Jan 2004
Requesting organ donation: the case of self-efficacy--effects of the European Donor Hospital Education Programme (EDHEP).
One of the major reasons for the shortage of donor organs is the high number of refusals by relatives. Studies have shown that the quality of communication with bereaved relatives influences whether to object or agree to organ and/or tissue donation. Breaking news of brain stem death, approaching relatives for permission to donate organs while also appropriately managing emotional reactions of relatives are complex tasks, which require knowledge of the domains as well as adequate skills to communicate information and understanding. ⋯ As self-efficacy beliefs are perceived as better predictors for future behaviour than prior attainments, the results call for further research in this domain. The data indicate that training programmes should be tailored not only to working circumstances of participants, but should also take levels of experience and self-efficacy into account. Further study is necessary and the best way to proceed is to relate the outcomes of this study to behavioural outcomes.
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Many medical students take commercial preparation courses to prepare for the USMLE Step 1. This investigation examined the relationships among Step 1 performance, preparation method, and academic achievement in medical school. ⋯ Performance on Step 1 is related to academic performance in medical school and not the type of preparation methods.
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Adv Health Sci Educ Theory Pract · Jan 2003
Multicenter StudyA sequenced OSCE for licensure: administrative issues, results and myths.
In response to stakeholder demands for a more cost-effective clinical examination, the Medical Council of Canada adopted a sequenced format for the OSCE component of its licensure examination. The sequenced OSCE was administered in 1997 at 14 sites and assessed 1,796 test takers. The 10-station screening test had an alpha = 0.66 (M = 61.3%, SD = 4.7%). ⋯ The logistical problems that were encountered were largely due to the constraints of administering a multi-site OSCE. Although the sequenced format was cost effective and psychometrically acceptable, the response of many test takers and faculty members was negative. Consequently, it is the logistical and political lessons that may be the most generalizable.
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Adv Health Sci Educ Theory Pract · Jan 2002
Biography Historical ArticleStephen Abrahamson, PhD, ScD, educationist: a stranger in a kind of paradise.
This profile of Stephen Abrahamson, Ph. D., Sc. D., is the first of six profiles to appear as part of the Exemplar project focused of six retired medical educators who transformed the field of medical education. ⋯ Abrahamson identified three major contributions made by educationists to the field of medical education: the application of education principles to instructional/assessment innovations (e.g., programmed patients), an evidence-based approach to assessing education, and faculty development/teacher training. Based on his half-century of experience in medical education, Dr. Abrahamson outlined seven lessons for success as an educationist in medicine.