PubMed · 6730565
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B Bossong. 1984. [Functional helplessness or discrepancy reduction?].. https://pubmed.ncbi.nlm.nih.gov/6730565/
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The admissions process must be scrupulously fair and select the most suitable students. Data on applicants to the Manchester Dental School for the 1996/97 academic year were analysed. The aims of this project were to: describe the applicants using information from the UCAS (university entrance) form; to relate information from the UCAS form to interview performance and A-level results; and to evaluate whether these factors can predict performance during the first year of the course.
OBJECTIVES: To identify and measure differences in knowledge of pediatric fluid management procedures between students taught by computer tutorial and others taught by lecture or seminar. DESIGN: Cohort analytic study. SETTING: Two community-based medical school pediatric teaching services. PARTICIPANTS: Eighty-nine third-year medical students with no prior pediatric fluid management experience. INTERVENTIONS: Forty-eight students at one community campus completed a microcomputer-based tutorial program that replaced all teaching sessions in pediatric fluid management. Forty-one students from a similar community campus were taught identical content by a pediatric critical care specialist using a seminar, reading material, and handouts. MAIN OUTCOME MEASURES: Scores on 2 free-answer problems on treatment of a dehydrated child, which were graded by a single evaluator blinded to the teaching method used, and scores on a 20-item multiple-choice examination. RESULTS: The computer instruction group achieved significantly higher test scores than the seminar group for both the multiple-choice examination (81.1% vs 62.2%; P<.001) and the free-answer test (85.4% vs. 61.0%; P<.001). CONCLUSIONS: The computer tutorial in fluid therapy has been an effective means of meeting the defined objectives of the pediatric clerkship. Compared with traditional methods, students taught using the computer achieved significantly higher scores on tests of both factual knowledge and practical problem solving.
BACKGROUND: There have been no attempts to objectively compare resident teaching ability with resident knowledge level. METHODS: Resident teaching ability, as rated by medical students and junior surgical residents, was compared with resident knowledge level, estimated by in-training examination results, for 18 PGY5 and PGY4 surgical residents at McGill University (September 1996 to July 1997). RESULTS: There was a trend to suggest that greater teaching ability is associated with higher in-training examination scores; this did not achieve statistical significance. PGY4 residents were rated as better teachers than PGY5 residents. Resident self-evaluation revealed a high degree of interest in teaching; inadequate time was the principal deterrent to resident teaching; enjoyment and learning during teaching were found to be the most common incentives. CONCLUSIONS: Our results suggest an association between resident level of knowledge and teaching ability. The principal deterrent to teaching--inadequate time--must be addressed to effectively assist surgical resident teaching.