PubMed · 10676253
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J A Tome, J Fletcher. 1996. Virtual PBL: full-scale human simulation technology.. https://doi.org/10.1097/00001888-199605000-00035
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RATIONALE AND OBJECTIVES: The authors' objective in this study was to determine whether radiology residents can effectively substitute for attending radiologists in delivering standardized lectures to medical students, without a decline in student performance on examinations or perception of the clerkship lectures. MATERIALS AND METHODS: Between September 2001 and July 2002, 40 3rd- and 4th-year medical students in the radiology clerkship at Rhode Island Hospital were given 11 standardized PowerPoint presentations. Half of the students were lectured by attending radiologists, and the other half were given the same lectures by radiology residents. At the end of each lecture, students completed surveys regarding their perceptions of the lecture. At the end of each clerkship, a written examination was administered to the students. The results of the surveys and the written examinations were then analyzed to determine whether there were significant differences between the perceptions and performances of these two student groups. RESULTS: There was no significant difference regarding the perceived overall lecture quality and no significant difference in final examination performance between the two student groups. Lectures by residents were perceived as having an environment in which students felt more comfortable asking questions. Attending radiologist lecturers, however, were perceived to have a greater ability to answer student questions, as well as to ask more appropriate questions of students. CONCLUSION: Radiology residents were as effective overall as attending radiologists at presenting standardized lecture material to medical students, with no difference in student perception of overall lecture quality or in student performance on examinations.
Although social inequalities are known to account for large differences in dental health, attitudes to dental attendance and the type of treatment received by the patient, the taking of a patient's social history receives little emphasis in dental undergraduate teaching. Social history is defined as recording the social and family circumstances of the patient. An exercise undertaken by undergraduate dental students on clinical placements in the Community Dental Service (CDS) is described. Students write a profile of the community in which the clinic is situated, write case histories for two of their patients and then highlight issues illustrated by the case histories with reference to information on the wider community and published literature on inequalities in health and barriers to care. Students completing the exercise in April 2000 and their tutors were given additional information, including a checklist to help in the completion of the social histories of the two patients. A comparison with the reports submitted in the previous year showed that this significantly improved the recording and understanding of social history. This exercise provides a means whereby dental public health issues can be taught to undergraduates whilst maintaining relevance to the clinical setting.
OBJECTIVE: To determine whether postgraduate students are able to assess the quality of undergraduate medical examinations and to establish whether faculty can use their results to troubleshoot the curriculum in terms of its content and evaluation. SUBJECTS: First and second year family medicine postgraduate students. MATERIALS: A randomly generated sample of undergraduate medical examination questions. METHODS: Postgraduate students were given two undergraduate examinations which included questions with an item difficulty (ID) > 0.60. The students answered and then rated each question on a scale of 1-7. RESULTS: The percentage of postgraduate students answering each question correctly correlated significantly with the average perceived relevance (Examination 1: r=0.372; P < 0.05; Examination 2: r=0.458; P < 0.05). Questions plotted for average postgraduate/undergraduate performance ratio versus the average perceived relevance were significantly correlated (Examination 1: r=0.462; P < 0.01; Examination 2: r=0.458; P < 0.05). CONCLUSIONS: This study offers a method of validating question appropriateness prior to examination administration. The design has the potential to be used as a model for determining the relevancy of a medical curriculum.