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Biomedical subjects

J Bligh

Publications and source records attributed to J Bligh.

At least 37 records · Page 2Linked to original sources
PubMed2000

Student assessment in undergraduate medical education in the United Kingdom, 1998.

This report describes the results of the project 'Assessment of Undergraduate Medical Education: Re-inventing the Wheel?' funded by the Nuffield Trust. The project was initiated in order to obtain information on current assessment practices in medical schools across the UK, to determine the extent of change as a consequence of the curricular reforms recommended by the General Medical Council (GMC) in 1993 and, if necessary, to stimulate debate about assessment and provide an impetus for change. The data obtained provide a detailed profile of the timing and nature of assessments used in medical schools and provide information for comparison with the survey of basic medical education in the British Isles carried out in 1977 and any subsequent studies. The study provides confirmatory and unexpected evidence. Schools are clearly revising their curricula consistent with recommendations made by the GMC. The main components of the study were as follows: a postal questionnaire sent to all UK medical schools, a national workshop, and four case studies of innovative assessment practices.

Clinical Competence↗
PubMed1999

The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS).

OBJECTIVES: Although shared learning activities are gradually being introduced to health care undergraduates, it has not been possible to measure the effects of educational interventions on students' attitudes. The main objective of this study was to develop a rating scale using items based on the desired outcomes of shared learning, to assess the 'readiness' of health care students for shared learning activities. DESIGN AND PARTICIPANTS: A questionnaire study of 120 undergraduate students in 8 health care professions. RESULTS: Principal components analysis resulted a 3-factor scale with 19 items and having an internal consistency of 0.9. The factors have been initially named 'team-working and collaboration', 'professional-identity' and 'professional roles'. CONCLUSIONS: The new scale may be used to explore differences in students' perception and attitudes towards multi-professional learning. Further work is necessary to validate the scale amongst a larger population.

Female↗
PubMed1999

One year's experience with a clinical skills resource centre.

OBJECTIVES: To describe our experience of teaching clinical skills to first-year medical students in a new problem-based curriculum. DESIGN: Prospective evaluation of clinical skills acquisition using objective measures. SETTING: Students were taught in a purpose-designed clinical skills resource centre in weekly structured sessions. SUBJECTS: All 210 first year medical undergraduates in the first year of a new problem-based and clinically oriented course. RESULTS: Student performance in structured objective examinations improved over 1 year. In all but one of nine matched stations, involving history, examination and procedural skills, improvements were significant. Ninety-three per cent thought that the appropriateness of the skills training course to other course elements was 'good' or 'very good'. CONCLUSIONS: First-year medical students can learn a wide range of clinical skills. Integrated teaching of clinical skills improves satisfaction with undergraduate studies.

Clinical Competence↗
PubMed1998

A survey examining the attitudes of general dental practitioners toward change in undergraduate dental education.

AIM: To determine the attitudes of general dental practitioners toward aspects of change in undergraduate dental education. DESIGN: Descriptive postal survey using a cross-sectional random sample of general dental practitioners administered in 1997. SUBJECTS: 689 general dental practitioners practising in five regions of England with close proximity to a dental school selected by a one in two stratified random sample. RESULTS: Response rate: 70%. The questionnaire was both valid and reliable with an internal consistency reliability coefficient of 0.84. Responses identified strong support for preparing dental students for the wider role of the dentist and an emphasis toward self-directed learning. Other themes emerging from the investigation included support for learning to work as part of a dental team and for students to have experience of general dental practice early on in the undergraduate course. CONCLUSIONS: These responses have implications for curriculum design, syllabus, teaching methods, resources and staff development for dental schools in the UK.

Attitude of Health Personnel↗