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Biomedical subjects

R J Markert

Publications and source records attributed to R J Markert.

At least 73 records · Page 4Linked to original sources
PubMed1989

Influence of continuing medical education workshops on participant learning.

The challenge of assessing the effectiveness of continuing medical education (CME) programs is formidable and intriguing. Two workshops on program factors affecting resident recruitment, conducted at annual meetings of the American Association of Directors of Psychiatric Residency Training, were evaluated for their influence on participant learning. Based on pre- and post-workshop questionnaires, participant perceptions and attitudes changed as a result of the workshop experience. The changes closely paralleled the planned and spontaneous discussion content. In describing the workshop-related changes, factors affecting residency program recruitment and aspects of CME program evaluation are discussed. A suggestion for enhancing workshop evaluations is incorporated.

Attitude of Health Personnel↗
PubMed1989

A research methods and statistics journal club for residents.

A monthly journal club for residents that focuses on research methods and statistics is described. Detailed discussions and analyses of clinical research articles by the residents are used to teach the important concepts and principles of medical research in a manner useful to the practicing physician. Discussion of research articles is structured by a guide for presenting the research articles to the group and by stimulus questions that address specific methodological issues related to the study being examined. Residents have been enthusiastic in their evaluation of the journal club; the experience has stimulated some of them to conduct their own research studies.

Humans↗
PubMed1989

Medical student, resident, and faculty use of a computerized literature searching system.

The experiences of medical students, residents, and faculty with a computerized literature searching system were evaluated. Third-year medical students, internal medicine and family practice residents, and full-time and voluntary faculty at one medical school had the opportunity to use a full-text and bibliographic medical literature retrieval system free of charge for an eleven-month period. Subjects conducted nearly nine thousand literature searches over a period of 942 system hours. Questionnaire data showed that participants could learn to use and would use an electronic information system, felt capable of using the system, utilized the system for a variety of purposes and in a number of different ways, and viewed the system as a valuable tool in searching the medical literature. The results are discussed in the context of the educational needs of the four user-groups and medical education planning by institutions.

Computer User Training↗
PubMed1988

Effects of stress and social phobia on medical students' specialty choices.

As a consequence of stress in medical school, the careers of students with social phobia might be significantly influenced by behaviors and decisions based on avoidance of stressful situations. In 1985 third- and fourth-year students at Wright State University School of Medicine were asked to rate specialties as most and least stressful, to indicate whether they considered stress to be favorable or unfavorable, and to complete instruments measuring their stress and social phobia. Contrary to the investigators' expectations, there was no significant association among high stress, social phobia, and choice of least stressful specialties. Certain students who indicated that stress was unfavorable nevertheless chose high-stress specialties. Implications of these findings are discussed, and the findings are compared with outcomes of related studies.

Attitude of Health Personnel↗
PubMed1986

Predicting residency performance with the new Medical College Admission Test.

The predictive validity of the new Medical College Admission Test (MCAT) was examined using the criterion of residency performance. Two different measures of residency performance were used for three successive classes at one medical school: a locally developed, 5-criteria rating scale (n = 67) with the class of 1982 and an externally developed, 18-criteria rating scale (n = 102) with the classes of 1983 and 1984. Physician residency supervisors completed the criterion measure for the three classes. The finding of no statistically significant relationships between the new MCAT and residency performance supports the pattern which was found with the old MCAT and thus far has resulted with the new MCAT. Specifically, the MCAT decreases in predictive validity as the student progresses through and beyond medical school.

Clinical Competence↗
PubMed1985

Pre-admission academic predictors of the goals of a primary care-oriented medical school.

This study investigated the relationship of two widely-used preadmission academic predictors (undergraduate grade point average and the Medical College Admission Test) to a sequence of four goals for a primary care-oriented medical school. Graduates from the first four classes of a new medical school (n = 237) were used in the study. Correlation and multiple regression analysis were performed. It was concluded that pre-admission academic variables (undergraduate GPA and MCAT) are useful in screening for academic success in medical school (especially for preclinical courses) and licensability (especially NBME Part 1 and 2). Furthermore, no useful predictor of residency performance or choice of a primary care specialty was identified. Provisos related to the conclusions and future research directions are discussed.

Career Choice↗
PubMed1983

Incremental validity of noncognitive tests for medical school academic achievement.

This paper reports an investigation of the incremental validity of noncognitive tests. Incremental validity is the predictive ability of a measure when entered into a regression equation after the routine predictors have first been included. Three noncognitive tests--Rotter Locus of Control, Adjective Check List, and Student Orientations Survey--were administered to a first-year medical school class. When entered after the usual academic predictors of success in medical school--Undergraduate Grade Point Average and Medical College Admission Test--the three noncognitive tests added little to the prediction of first-year medical school Grade Point Average. It is concluded that while noncognitive measures are useful in characterizing a medical school class and in discovering nonacademic correlates of academic success in medical school, limited incremental validity related to first-year academic performance was demonstrated.

Cognition↗