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Biomedical subjects

M Moore-West

Publications and source records attributed to M Moore-West.

16 recordsLinked to original sources
PubMed1998

"A life in medicine": stories from a Dartmouth Medical School elective.

The authors describe the content and pedagogy of "A Life in Medicine," an elective for fourth-year students at the Dartmouth Medical School. After briefly describing the rationale behind the course, the authors outline its basic structure and how they teach it (setting, class assignments, etc.). Incorporated in the text are brief descriptions of the reading and writing assignments and examples of students' responses, both verbal and written, to these assignments. Finally, they detail the strong reactions of one set of students to their reading of A Midwife's Story by Penny Armstrong and Sheryl Feldman and how the students handled their feelings of anger toward Armstrong's criticism of physicians. This classroom experience highlights the power and potential value of offering medical students a place to reflect on their education and what it means to live "a life in medicine."

Attitude↗
PubMed1994

Performance-based assessment of moral reasoning and ethical judgment among medical students.

BACKGROUND: An assessment technique was developed to measure the abilities of medical students to deal with moral and ethical issues. METHOD: Assessments of ability in moral reasoning and ethical judgement were administered in July and August of 1991 and 1992 to 511 fourth-year students from five northeastern U.S. medical schools. Five behavioral parameters were measured during each student's encounter with a standardized patient (SP), who graded the student's performance. Immediately following the encounter, each student was asked to describe at least two moral conflicts in a short essay, which was graded by the authors of the study. Statistical analysis used chi-square, Fisher's exact test, and Spearman rank correlation. RESULTS: Poor performance on the interactive tasks with the SP was observed among 11% of the students; on the written (analytical) tasks, among 14.1%; and on both portions of the assessment, among 2.3%. Little relationship existed between performances on the interactive and written portions. CONCLUSION: That a low degree of relationship was found between the students' performances on the interactive and written portions of the assessment suggests that the two portions measure different skills. To address student differences, the authors formulated a model for categorizing students that would be useful in individualizing remedial strategies.

Attitude of Health Personnel↗
PubMed1992

Health, Society, and the Physician: problem-based learning of the social sciences and humanities. Eight years of experience.

We describe a required course for fourth-year medical students focusing on the application of the social sciences and the humanities to critical decisions in the practice of medicine. During 160 hours (70 with faculty contact) in a 7-week period, active, patient-centered, problem-based learning takes place in small collaborating groups, is facilitated by trained tutors, and uses computerized access to library materials plus reference files and resource persons. Major issues identified in the cases are clarified in complementary lectures and symposia. Formative evaluation is ongoing within tutorial groups. Summative evaluation is determined by the individual student's performance in a final complex management problem using a simulated patient. Evaluation of the course, and the basis for its ongoing revision, are provided by participating students and faculty, whose evaluations of the course have been favorable in 80% to 90% of cases.

Curriculum↗
PubMed1990

Adapting problem-based learning to a traditional curriculum: teaching about prevention.

How best to teach medical students is an issue of importance in medical education. At Dartmouth Medical School, a required first-year course emphasizes small-group learning through five modules that are both problem-based and task-oriented. The prevention module that requires small groups to plan the solution to a problem in prevention is described. Evaluation reveals that the program is feasible for teaching about prevention, and that the following principles are important to consider when implementing problem-based, task-oriented learning in an otherwise traditional curriculum: (1) Be clear in explaining the unique expectations and requirements of small-group learning to students. (2) Limit the duration of any special learning module to less than a week. (3) Take into account the demands of the traditional curriculum when scheduling to minimize competition with traditional examinations.

Curriculum↗
PubMed1983

Characteristics of clinical information-searching: investigation using critical incident technique.

A total of 293 medical students, residents, and physicians were surveyed concerning their everyday information needs and the resources used to address these needs. The results of this study were used to identify goals of information-searching education for medical students. The participants' heavy reliance on their personal libraries, their basing their first choice of resource on physical convenience, and their need to obtain information quickly document the need to educate students in organizing and maintaining personal libraries and reprint files. In this study, the authors found that familiarity with a resource is often the basis of the choice of the resource and identified different types of information needs. These results revealed the need to educate medical students to be able to use the characteristics of the information problem to tailor information-search strategy to retrieve information expeditiously from a variety of resources outside the personal library.

Education, Medical, Undergraduate↗
PubMed1982

Undergraduate medical education for primary care: a case study in New Mexico.

To address the dual problems of maldistribution of physicians and an increasing need for physicians who are lifelong learners, an experimental curricular track was developed at the University of New Mexico School of Medicine. Increased student responsibility for learning is encouraged by student-centered, small-group, problem-based tutorial learning, and early, primary care role modeling is offered during an early, lengthy, rural preceptorship. Preliminary outcomes reveal there is reinforcement of career interest in rural primary care with important linkages forged between the university and communities as a program by-product. Further, the experimental students, as compared to students in the conventional track, showed a greater appreciation of their learning environment, showed less stress, and failed to become cynical. The reorientation of undergraduate medical education toward the future health care needs of communities and the learning needs of physicians may require major modifications of curriculum design and role modeling experiences.

Curriculum↗