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Biomedical subjects

J G Bligh

Publications and source records attributed to J G Bligh.

At least 19 recordsLinked to original sources
PubMed1999

The use of the nominal group technique as an evaluative tool in medical undergraduate education.

OBJECTIVES: In the present state of flux affecting UK medical undergraduate education, there is a pressing need for evaluative methods which will identify relevant outcomes both expected and unanticipated. The student perspective is now legitimately accepted to form part of any evaluative exercise but qualitative methods commonly used for this purpose are expensive in time and analytical skills. The nominal group technique (NGT) has been used for various purposes, including course evaluation, and appears well suited to this application. It combines qualitative and quantitative components in a structured interaction, which minimizes the influences of the researcher, and of group dynamics. The sequence and mechanics of the NGT process are described as applied to an end of first year evaluation in a novel undergraduate course. Doubts have been raised as to whether the results of NGT can be generalized to the larger group. In this paper, this problem is overcome by compiling a questionnaire based on the NGT items which was distributed throughout the class. DESIGN: Nominal group technique with questionnaire development. SETTING: The medical school at The University of Liverpool. SUBJECTS: Medical students. RESULTS: Previous claims made on behalf of the NGT, such as the focus on the student voice, the minimizing of leadership influence and the richness of the data, are upheld in this report. Broad agreement was found with the NGT items but two items (10%) did not display any consensus. CONCLUSIONS: The questionnaire extension of the NGT provides back-up evidence of the reliability of the data derived from the technique and enables it to be applied to the larger groups typical of undergraduate medicine.

Education, Medical, Undergraduate↗
PubMed1999

Evaluating assessment: the missing link?

BACKGROUND: Methods chosen for assessment and the manner in which they are applied are so intimately associated with how individuals learn that developing appropriate assessment strategies is a key part of effective curriculum development. THE ASSESSMENT CYCLE: We describe a four-stage assessment cycle identifying important steps in assessment. Each step is described in detail, stressing its key aspects, including: the need for clear assessment policy and strategy, the importance of assessment blueprints in planning assessment, the need for effective feedback when presenting results, and the essential, but often overlooked, need to evaluate the assessment process itself. EVALUATING ASSESSMENT: This final evaluation stage is the most important part of the assessment cycle and can be divided into four levels. The first level includes evaluating each question in the assessment, the second level is concerned with establishing validity and reliability, the third level centres on the assessment process and review of assessments by external examiners and the fourth level involves evaluation over several assessments. RELATING ASSESSMENT TO THE CURRICULUM: This long-term evaluation should examine whether existing assessments are congruent with the curriculum and relate to all facets of the students' learning experiences. This is particularly important in a curriculum where the learning outcomes of student-centred learning are emphasized. Changes in the assessment of postgraduate trainees and increasing emphasis on peer review of clinicians will raise the profile of these outcomes in undergraduate education.

Curriculum↗
PubMed1998

The use of multidisciplinary consensus groups in the planning phase of an integrated problem-based curriculum.

In response to the General Medical Council's initiative to reform UK medical undergraduate education only a minority of medical schools have developed entirely novel curricula. Although the experiences gained by these schools in curriculum design and planning have not been recorded in the literature they are likely to be of interest to other medical schools still contemplating course revision. The medical school at the University of Liverpool recently launched an integrated problem-based course differing radically from its predecessor. The General Medical Council considered integration of contributing disciplines one of the most important aims of reform, yet courses that integrate independent component disciplines may be perceived by staff as threatening due to the loss of structure and disciplinary autonomy. Strategies for early course development must take account of these concerns as well as dealing with the identification of course content. A multidisciplinary consensus group process, designed to combat some of these problems, was employed to identify the learning objectives and core content for the new course. The purpose of this paper is to describe, first, the processes employed to identify the core palliative care component for a new PBL curriculum and secondly, how these objectives were integrated horizontally and vertically throughout all course elements.

Curriculum↗
PubMed1998

Trends in medical education.

Undergraduate medical education in the United Kingdom is undergoing major changes. These changes are the result of pressures from three different but interrelated areas. Alterations in the funding and management of higher education and health care, new approaches to curriculum design and advances in clinical practice each have significant impact on how medical education is delivered. Students, teachers, medical schools and hospital and community practice are all affected by these changes.

Clinical Competence↗
PubMed1998

Recent developments in assessing medical students.

Most medical schools in the UK are revising their undergraduate courses in response to the recommendations published by the General Medical Council Education Committee in Tomorrow's doctors. However, achievement of the objectives of curricular change is attendant on revision of the assessment process. This paper reviews traditional and more recently developed methods for assessment of medical education in the light of the General Medical Council's recommendations which relate specifically to summative assessment of the core curriculum. The importance of reliability and validity is highlighted, and the case for criterion-referenced assessment is examined.

Education, Medical, Undergraduate↗
PubMed1997

Computer-based learning materials for medical education: a model production.

Computer-based learning materials (CBL or courseware) have the potential to be valuable learning resources for medical education. However, CBL has failed to realize its potential primarily because of unstructured approaches towards design and development. This paper describes the courseware development model (CDM), a conceptual model produced and used by the Medical Education Unit at The University of Liverpool. The model describes a structured multi-disciplinary approach to the design and production of CBL materials. It promotes meticulous planning, communication and organization. The CDM draws on three areas of expertise: (1) education; (2) computer science; and (3) medical content.

Computer Systems↗
PubMed1997

Information technology in medical education: current and future applications.

Information technology has the potential to revolutionise the way medicine is learned by students and healthcare professionals. This potential was recognised by the General Medical Council in their 1993 report Tomorrow's doctors in which the need for future generations of doctors to be familiar with the application and scope of information technology is described. This paper focuses on the use of computers as aids to learning medicine and discusses two key applications of information technology to medical education: multimedia and the internet. The current use and potential for these areas of information technology are described and future developments discussed.

Adult↗
PubMed1996

Venus and Freud: an educational opportunity?

OBJECTIVE: To discuss the importance of genitourinary medicine as a core component for a new problem based medical undergraduate curriculum and to describe the advantages of consensus group method as a means of identifying learning objectives for an integrated course. METHODS: A group of experts in the field of sexual health was convened around the module on sexual health. It was led by a genitourinary specialist and aided by a curriculum facilitator. Group contributors represented a wide variety of disciplines and included a medical student. The group met on three occasions for 1.5 hours. RESULTS: The identified learning objectives are presented under the course themes. The values and relevance of the individual objectives are discussed with particular reference to an integrated curriculum which combines clinical and basic science in a problem based learning (PBL) format. The communication skills and attitudes necessary to take a competent sexual history are stressed. Links with other relevant modules in the PBL curriculum are described to show how the topic of sexual health develops throughout the course. Learning methods, resources and assessment procedures are also outlined. CONCLUSION: The educational potential of sexual health and behaviour as a core topic for a novel integrated course is considerable and merits a greater importance than it appears to receive in current undergraduate courses.

Education, Medical, Undergraduate↗
PubMed1995

An electronic study guide for problem-based learning.

This paper describes the development and structure of an Electronic Study Guide for Oncology (LETSGO) for undergraduate medical students. LETSGO is aimed at clinical students learning about cancer. The subject of the guide is breast cancer and learning objectives cover structure and function, behavioural science, public health and epidemiology and professional and personal values. LETSGO is designed to follow the steps used in problem-based learning. The student is encouraged to carry out individual brainstorming around cases with the issues identified acting as the first step in an educational audit loop. Clear definition of prior knowledge is available by way of interactive features, and hyper-text links to core text and diagrams (including microscopic sections) precede definition of both broad aims and objectives for the module and specific objectives for assessment purposes. Core knowledge is available via hyper-text links. Assessment has three components: open ended questions asking for free text responses linking to 'model' answers; extended matching items linking to 'model' answers and providing peer-referenced feedback as a bar-chart distribution, and an educational audit loop referring back to the original issues identified at the beginning of the package in brainstorming. Clear mapping throughout the guide is a major feature and the student's progress is clearly displayed at each stage of the guide. The program provides dynamic access to the student's existing knowledge base and stimulates new learning based on the student's own learning needs.

Adult↗
PubMed1992

Independent learning among general practice trainees: an initial survey.

Self-directed learning is a natural way for adults to learn. Vocational training for general practice is a preparation for unsupervised clinical work that will be supported, in the main, by continuing medical education. This study uses the Self-Directed Learning Readiness Scale to investigate factors influencing readiness for such learning among a sample of general practice trainees. Three principal factors emerged from analysis: enjoyment and enthusiasm for learning; a positive self-concept as a learner and a factor suggesting the possibility of a 'reproducing' orientation to learning. These factors may reflect approaches to learning in general rather than these adopted for professional learning, but offer helpful pointers for the development of both vocational training and of continuing medical education.

Attitude of Health Personnel↗
PubMed1990

Bridging the gap between hospital experience and general practice during vocational training.

This paper describes a strategy for learning that may effectively link the hospital and general practice parts of vocational training. It suggests the use of a locally developed study guide for each hospital post that is based on certain priority objectives for general practice training. The learning needs of individual trainees are the central focus of the strategy.

Education, Medical, Graduate↗
PubMed1988

Tissue thiamin levels of hospitalised alcoholics before and after oral or parenteral vitamins.

A new high performance liquid chromatographic method has been used to measure erythrocyte levels of the physiologically active form of thiamin, thiamin diphosphate (ETDP), in 25 alcoholics admitted to hospital for detoxification and rehabilitation. Measurements were made before, during and after multivitamin supplementation, either orally or parenterally, on a controlled basis. Before treatment, only one case of thiamin deficiency was detected. Within 24 hr of receiving 250 mg of thiamin both treated groups showed an increase in their mean ETDP levels, though only that of the parenterally treated group was significantly higher (P less than 0.05) than the pre-treatment mean. However, after 250 mg thiamin daily for 5 days, both treated groups showed a significant (P less than 0.05) and almost identical increase in their mean ETDP levels (90 nmol/l. and 91 nmol/l. for the oral and parenteral routes respectively). The results suggest that except for alcoholics requiring thiamin urgently, for whom the parenteral route is demonstrably quicker at raising tissue levels, oral supplementation achieves the same result as parenteral.

Administration, Oral↗