PubMed · 633350
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J M Turnbull. 1978. Behavioral science teaching.. https://doi.org/10.1097/00001888-197803000-00014
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BACKGROUND AND OBJECTIVES: A behavioral science curriculum in family practice residency education encompasses a wide range of topics. Time limitations reduce the number of topics that can be emphasized. This study presents the opinions of practicing family physicians regarding the prioritization of behavioral science topics for residency education. METHODS: We mailed a questionnaire to 633 practicing family physicians. Respondents provided demographic data and rated 28 behavioral science topics according to priority to be given in residency education. RESULTS: A total of 447 questionnaires were returned, for a response rate of 71%. On a 4-point scale, the average ratings of the 28 topics ranged from 3.79 (depression) to 2.40 (enuresis/encopresis). Female physicians and physicians with a behaviorist in their practice provided significantly higher overall average ratings. CONCLUSIONS: Practicing family physicians identify specific behavioral science topics to be given high priority during residency education. The list of prioritized topics may provide a useful guide to help family medicine educators decide which topics to emphasize in the behavioral science curriculum.
As the first round of an action research project, this paper describes a between-methods triangulation process which examines the effectiveness of tutorials in a post-registration nursing degree course. The major concerns of the research team were with student learning approaches and student satisfaction. The research utilized a pre-/post-test experimental design as well as descriptive designs including non-participant observation of tutorials, tutor journal keeping and student interviews, to study the effects of a change from theory-based to learning process-based tutorials. The experimental design utilized the 'study process questionnaire' and the 'approaches to study inventory'. Two experimental groups showed a significant change in pre-/post-test scores. The qualitative data indicated that there were differences in the ways in which these two groups operated. The qualitative data also indicated that students were largely subscribing to achieving approaches and that satisfaction with tutorials was mainly related to relevance to the previous lecture as well as the perceived contribution to course assessment. As a consequence of this study it was concluded that the efficiency of tutorials could be increased by reducing the number of assignments, designing a set of specific tutorial activities that integrate theory and process, and having an explicit tutorial group formation policy.