Encouraging general practitioners to train medical students

Beveridge, Andrew A.

doi:10.5694/j.1326-5377.2008.tb02002.x

Cited by 4 publications

(3 citation statements)

References 4 publications

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“…Students spend about two hours every week with a local GP, learning history-taking and physical examination skills. GPs and family medicine practitioners have typically has participated in training medical students in many countries [ 13 ]. In accordance with global trends, formative assessment and the assessment of students’ attitudes, behavior, and professionalism have been introduced to Xavier University School of Medicine.…”

Section: Discussionmentioning

confidence: 99%

Student feedback about the integrated curriculum in a Caribbean medical school

Shankar¹,

Balasubramanium

Dwivedi

et al. 2014

J Educ Eval Health Prof

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Purpose:Xavier University School of Medicine adopted an integrated, organ system-based curriculum in January 2013. The present study was aimed at determining students’ perceptions of the integrated curriculum and related assessment methods.Methods:The study was conducted on first- to fourth-semester undergraduate medical students during March 2014. The students were informed of the study and subsequently invited to participate. Focus group discussions were conducted. The curriculum’s level of integration, different courses offered, teaching-learning methods employed, and the advantages and concerns relating to the curriculum were noted. The respondents also provided feedback about the assessment methods used. Deductive content analysis was used to analyze the data.Results:Twenty-two of the 68 students (32.2%) participated in the study. The respondents expressed generally positive opinions. They felt that the curriculum prepared them well for licensing examinations and future practice. Problem-based learning sessions encouraged active learning and group work among students, thus, improving their understanding of the course material. The respondents felt that certain subjects were allocated a larger proportion of time during the sessions, as well as more questions during the integrated assessment. They also expressed an appreciation for medical humanities, and felt that sessions on the appraisal of literature needed modification. Their opinions about assessment of behavior, attitudes, and professionalism varied.Conclusion:Student opinion was positive, overall. Our findings would be of interest to other medical schools that have recently adopted an integrated curriculum or are in the process of doing so.

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Section: Discussionmentioning

confidence: 99%

Student feedback about the integrated curriculum in a Caribbean medical school

Shankar¹,

Balasubramanium

Dwivedi

et al. 2014

J Educ Eval Health Prof

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“…However, the motivations for GPs to teach have not recently been investigated in detail . Current literature suggests that altruistic, intrinsic factors may have the strongest influence on a clinician's motivation to teach …”

Section: Introductionmentioning

confidence: 99%

What motivates general practitioners to teach

et al. 2014

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“…Sometimes the time is short and preparation of IPA is difficult for the students but the pleasure which a student gains at the completion of an integrated task is a life time experience. 21 This is what they have to do as doctors on real patients.…”

Section: Discussionmentioning

confidence: 99%

Integrated Performance Assessment;

Asad

Iqbal

Asim

et al. 2017

TPMJ

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Objectives: To assess first year MBBS students’ perceptions regardingIntegrated Performance Assessment and its relevance to clinical practice as compared withtraditional OSPEs. Study Design: Cross-sectional observational study. Setting: Al NafeesMedical College, Isra University, Islamabad. Period: Final week of First year MBBS students’professional exam held in November 2013. Methodology: Both interactive and static stationswere developed according to predetermined assessment blueprint. Clinical scenarioswere used as triggers followed by tasks relating to laboratory skills and or relevant physicalexamination on standardized subjects. Two to three tasks were given at each station. Checklistsfor standardized marking of observed stations were also developed. Feedback questionnairewas given to find out overall perception of students regarding this assessment process at theend of examination. The questionnaire comprised of 18 statements to be rated on 5-point Likertscale. Results: Almost all the students agreed that Integrated Performance Assessment wasbetter than traditional OSPEs. 73% of students agreed that stations were well organized and83.4% showed that the time duration for task completion was appropriate. 75% agreed thatstations reflected integration of various disciplines. 64 % were of the opinion that basic scienceknowledge was linked to clinical practice. 72.1% were of the opinion that it involved criticalthinking in clinical context. However, students suggested improving further in organizationand integration of stations. Conclusion: Students perceived IPA as a better tool of assessingapplication of basic science concepts and its clinical relevance in integrated curriculum format.

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Encouraging general practitioners to train medical students

Cited by 4 publications

References 4 publications

Student feedback about the integrated curriculum in a Caribbean medical school

Student feedback about the integrated curriculum in a Caribbean medical school

What motivates general practitioners to teach

Integrated Performance Assessment;

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