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Biomedical subjects

J R Lublin

Publications and source records attributed to J R Lublin.

4 recordsLinked to original sources
PubMed1996

Students' learning of clinical sonography: use of computer-assisted instruction and practical class.

RATIONALE AND OBJECTIVES: The application of information technology to teaching radiology will profoundly change the way learning is mediated to students. In this project, the integration of veterinary medical students' knowledge of sonography was promoted by a computer-assisted instruction program and a subsequent practical class. METHODS: The computer-assisted instruction program emphasized the physical principles of clinical sonography and contained simulations and user-active experiments. In the practical class, the students used an actual sonographic machine for the first time and made images of a tissue-equivalent phantom. Students' responses to questionnaires were analyzed. RESULTS: On completing the overall project, 96% of the students said that they now understood sonographic concepts very or reasonably well, and 98% had become very or moderately interested in clinical sonography. CONCLUSIONS: The teaching and learning initiatives enhanced an integrated approach to learning, stimulated student interest and curiosity, improved understanding of sonographic principles, and contributed to an increased confidence and skill in using sonographic equipment.

Attitude↗
PubMed1992

Role modelling: a case study in general practice.

The effect of role modelling in medical education is frequently mentioned in the literature. This study addresses the issue of role modelling directly through questionnaires to students and interviews with practitioners. A sample of general practitioners taking students on the general practice attachment were asked to identify the attributes of their own role models, and to nominate in turn what attributes they hoped to role model for their students, and students returning from attachment were asked what they wished to emulate in their GP. Analysis of transcripts and questionnaires showed that while GPs mainly remembered personality and teaching ability in their role models, there was congruence between their desire to model good patient relationships to students and students' perceptions that this was the most desirable attribute they saw in GPs. Students also wished to be as skilled and knowledgeable as their GPs. The paper speculates about reasons for the differences and similarities in perception and memory of desirable role model attributes nominated by GPs and by students. It concludes that affect pervades the memory of positive and negative behaviours and attitudes of teachers, and that although role modelling may not be amenable to measurement, its importance in shaping behaviour and attitude and its power to influence students should be acknowledged in developmental programmes for medical teachers.

Australia↗
PubMedDate not supplied

Alternatives for improving veterinary medical students' learning of clinical sonography.

With the widespread clinical use of sonography there is a need to introduce the topic into the curriculum. A new problem-based course in clinical sonography without lectures was developed to emphasise experiential learning, and engage students actively in individual and collective acts of discovery. Four different approaches were used to deliver the new course to 141 veterinary medical students over four semesters. The physical principles of sonography were taught by computer-assisted instruction and a practical class, clinical examinations were introduced during a session with a tutor, and finally each student wrote an essay on a sonographic topic of their choice. To evaluate the new course, students' responses to a questionnaire were analyzed. Students gained reasonable understanding of the physical principles of sonography and had some confidence in conducting a sonographic examination of an animal. Of most use to student learning was discussion with the teachers. Surprisingly, half the students thought the topic should also be taught by lectures. The students learned the material and acquired the sonographic skills through processes which required more independence and self-responsibility than traditional teaching methods. The teachers' interaction with students on an individual basis, as they encountered individual problems, was the most important resource in learning about sonography. The continued request for lectures suggests an insecurity in some students caught between two different paradigms of teaching and learning (experiential, problem-based learning versus lectures).

Attitude of Health Personnel↗