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Biomedical subjects

C L Gjerde

Publications and source records attributed to C L Gjerde.

28 records · Page 2Linked to original sources
PubMed1981

'Curriculum mapping': objectives, instruction, and evaluation.

The objectives, instruction, and evaluation in a health professions course were studied by an evaluation approach which the author calls "curriculum mapping" to determine the degree of congruence among the three components. During the three years studied there were shifts in course content emphasis and yearly variations in the content tested. By the third year the objectives were no longer congruent with the instruction and test items used in evaluation. In addition, the test items were typically at lower cognitive levels than the related objectives. The application of this evaluation model may be useful to faculties in improving their courses.

Connecticut↗
PubMed1978

Another look at learning style inventory and medical career choice.

It has been suggested that learning style, as measured by the Learning Style Inventory, can be associated with choice of a particular medical field and that individuals with certain learning styles in making career choices are influenced more than other students by particular learning experiences. In the replication study reported here the Learning Style Inventory was administered to over 200 practicing physicians and medical students. Contrary to the previous findings, the results of this study suggest that there is no association between learning style and career choice in medicine and no association between learning style and the kind of influences which were most important in making a career choice.

Career Choice↗
PubMedDate not supplied

Dictation in the presence of the patient.

We investigated the impact on patients' satisfaction and understanding of their condition and treatment recommendations when the care provider dictated the medical record in their presence. Providers' satisfaction and perceptions were also ascertained. Sixty patients were randomly placed into a treatment group where the provider dictated the medical record in their presence, and 60 patients were placed in a standard visit control group. Volunteer providers included residents, a faculty physician, and a physician assistant. A survey instrument completed with an interviewer measured patients' satisfaction with the provider, their care, the dictation technique, and their understanding of their diagnosis and treatment recommendations. The provider completed a similar questionnaire. Patients in both the dictation and control group were equally satisfied with their care, felt they understood what the provider told them about their medical conditions, and felt they understood their provider's recommendations. Within the dictation group, 44 (73%) liked the process, 24 (40%) believed they were helped to understand their condition, 22 (37%) believed they were helped in understanding recommendations, and 23 (38%) reported improved satisfaction with a visit that included dictation in their presence. In the dictation group, men felt more positive than women about dictation in their presence, including increased understanding of their condition and satisfaction with the visit. Patients aged 56 years and older were also more positive about dictation in their presence, including improvement in their understanding of the provider's recommendations. Providers were equally satisfied with encounters using either method.

Adult↗
PubMedDate not supplied

Web-based education in family medicine predoctoral programs.

BACKGROUND AND OBJECTIVES: New technologies and widespread Internet access make Web-based education feasible for family medicine predoctoral programs. Offering educational activities and resources through the Web can support community-based education and improve communication. We assessed the status of Web-based education nationally and explored the interest and opportunities for collaboration. METHODS: A survey assessed the inclusion of Web-based educational methods in family medicine predoctoral programs and school-wide programs, the level of national interest in collaborative development, and common obstacles to progress. The survey was mailed to all US family medicine predoctoral directors. RESULTS: The response rate was 61%. Results showed nearly universal use of e-mail and Web pages. The most common educational use of the Internet was posting text information. One third of the responding programs used the Web for evaluation. Barriers to development of Web-based educational programs are faculty time and funding. Most respondents were interested in collaborative Web development and would value a national, Society of Teachers of Family Medicine-based network for this purpose. CONCLUSIONS: Web-based educational activities are commonly offered by family medicine programs. To realize the full potential of Web-based education, collaborative development of new methods and materials will be needed to overcome the limiting factors of faculty time and funding.

Computer-Assisted Instruction↗
PubMedDate not supplied

Using an optical scanner and data base program to manage a family medicine teaching program.

This article describes the value of optically scannable forms and off-the-shelf software in improving administration of a required multi-site, third-year family medicine preceptorship. Formerly, a small preceptorship administrative staff manually handled nearly 1,000 evaluation forms per year. The process was slow, cumbersome, expensive, and inflexible. Optically scannable forms are now used and data bases are created, from which a series of administrative reports are easily generated. This system has reduced management time and cost, eliminated errors, and allowed staff to create both standardized and specialized reports as needed.

Database Management Systems↗
PubMedDate not supplied

Medical student evaluation of self-selected learning modules.

BACKGROUND: The purposes of this study were to determine the self-directed learning needs of second-year medical students, the resources they selected to address their learning needs, and the effectiveness of those resources. METHODS: Students in an Introduction to Clinical Medicine course were required to devote 24 hours to the study of self-directed learning activities. Although options were provided, students could create their own study modules. Students evaluated each module used. RESULTS: Major needs identified were history and physical examination skills, diagnosis, emergency procedures, psychosocial issues in medicine, and issues concerning physicians as people. The most selected module types were videotapes (52%), computer-aided instruction, labs, and seminars. Overall ratings (5 = high) indicated four clusters of modules: self-directed learning, 4.3; labs, 4.0; seminars, slide-tapes, and computers, 3.65; and videotapes and books, 3.25. Videotapes, the most frequently used module, received low overall ratings. CONCLUSIONS: Self-directed learning allowed students to use a great array of educational opportunities. Students appeared to recognize needs, identify resources, and use those resources to address their learning needs.

Computer-Assisted Instruction↗