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PubMed2000

Medical students' essay-writing skills: criteria-based self- and tutor-evaluation and the role of language background.

OBJECTIVES: An exercise is described which aimed to make clear to first-year undergraduate medical students the expected writing skills required for an essay examination in one discipline. SUBJECTS: Many students were from a non-English speaking background and over one-third of students, regardless of language background, had limited experience in this type of essay writing. PROCEDURE: For this exercise, a practice essay was written by each student for formative assessment. The essay was rated by a tutor and by the student according to well-defined criteria. This allowed for comparisons to be made in a structured and objective way between the judgements of the student and the assessor. RESULTS: Students found the exercise to be very useful, although whether essay writing skills actually improved could not be established. Students from non-English speaking backgrounds tended to be most harsh in their self-evaluations, yet tutor-evaluations generally showed these students to have better writing skills than other students. Indeed, correlations between self- and tutor-evaluations were quite low. CONCLUSIONS: It is evident that students and their educators may be unclear about each others' expectations. By making explicit the requirements of an exercise, misunderstandings may be minimized and it is possible that student performance could improve, though further research is required to verify these hypotheses. It is suggested that students should be encouraged to evaluate their own work and should be instructed in writing skills throughout their medical degree education.

Education, Medical, Undergraduate↗
PubMed1999

[Writing and publication of a medical article].

To advance in their strategies to manage patients, clinicians need new research results. To be accessible, medical research must be published. Writing and publishing medical articles should respect principles that are described in this article. Good writing is based on a logical organization and the application of scientific style. Organization according to the IMRD structure (Introduction, Methods, Results, Discussion) allows one to present the reasons for and objectives of the study (Introduction), details on whatever has been done to answer the question (Methods), data on the actual study population and answers to the main question (Results), and a critical appraisal of these results, given the limits of the study and current knowledge (Discussion). The main elements of scientific style are precision, clarity, fluidity and concision. Finally, submitting a paper to a scientific journal implies presenting the work in a covering letter and respecting rules for formatting a manuscript (order of presentation, typography, etc.).

Guidelines as Topic↗
PubMed1985

An evaluation of rheumatology education at Canadian medical schools.

The present study uses data from a nationally administered multiple choice examination (MCE) to assess the performance of Canadian medical students in rheumatology. An average of 1722 medical students undertook to write the Medical Council of Canada (MCC) examination each year between 1978-82. Between 17 and 29 of the 516 MCE questions were of a rheumatological nature and the success rate of students from the 16 Canadian medical schools varied between 65.5 and 78.5% in any given year. No direct correlation was noted between the students' MCE performance and the amount of rheumatology education given at an individual university. Analysis of Arthritis Society Undergraduate Statistics indicated that the average medical student in Canada receives 17.5 h of didactic lectures, 10.4 h of clinical bedside demonstration and 8.9 h of direct supervision of rheumatologic patients by rheumatologists.

Canada↗
PubMed2001

Becoming a doctor: fostering humane caregivers through creative writing.

We qualitatively examined themes covered in a creative writing elective designed to enhance pre-clinical medical students' writing, observation, and reflection skills relative to experiences in their medical education. Qualitative analysis of writings' themes was carried out via iterative consensus building process and validated through member checks and literature review. Fourteen students completed the elective, seven for each year it was given. Students submitted 86 written pieces. Qualitative analysis demonstrated the presence of nine themes: students' role confusion, developing a professional identity, medicine as a calling, physician privilege and power, humanizing the teacher, the limits of medicine, death and dying, anticipating future challenges, and identification with the patient. Students evaluated this creative writing course favorably, indicating value in writing and reflection. Themes covered are of concern to second-year medical students as well as other trainees and practicing physicians. Writing may aid in the professional development of physicians.

Attitude of Health Personnel↗
PubMed1992

The paperless essay: one way to teach writing and computer skills in medical school.

We designed an assignment for first-year medical students that included instruction in writing and in computer use, two important subjects that are usually neglected in the traditional curriculum. As part of a neuroscience course, students wrote an essay using a word processor and submitted it to the instructor via the campus computer network. If requested by the instructor, the students submitted a revision of their essays without a grade penalty. As a result of completing the assignment, students learned the importance of revision and were stimulated to learn more about computers. With only slight modification of medical school courses, faculty can place more emphasis on writing skills and computer literacy.

Computer Literacy↗
PubMed2000

[The medical dissertation. An assessment from the viewpoint of successful and unsuccessful candidates].

BACKGROUND: The actual value of medical dissertations is under current discussion. Studies concerning medical dissertation focused on successful candidates only. Therefore, data about physicians without "MD" are still lacking. PERSONS AND METHODS: We therefore performed a representative study of both, physicians with and without the "Dr. med." degree. Using an anonymous questionnaire we asked for reasons to perform a doctoral thesis. RESULTS: A total of 321 questionnaires could be evaluated (successful candidates n = 181; unsuccessful candidates n = 140). Nearly 96% have attempted to perform a medical dissertation at the beginning of their studies. Only 4% never had this intention. However, 67% answered that writing a medical dissertation has no relevance in clinical practice. For 80% of the successful physicians, it was the first attempted dissertation, they judged the supervision as very good or good. Physicians who did not write a medical dissertation stated that deficits in planning and supervising were the main reason for prematurely breaking off. 90% of the successful dissertationists thought that it had been personally meaningful and recommended the procedure to younger physicians. However, two-thirds of the practicing physicians without "MD" still intend to write a thesis. CONCLUSION: We conclude that the medical dissertation is highly rated in terms of personal and scientific value and should therefore remain a part of medical studies and science.

Academic Dissertations as Topic↗
PubMed1988

Questionnaire construction and question writing for research in medical education.

This booklet describes the basic principles of questionnaire construction and design using examples applicable to research in medical education. It is intended for medical educators and researchers who plan to construct questionnaires to gather data about a course, curriculum component or medical education programme. An easy-to-use list of problems to consider when writing questions for a questionnaire is provided. As well, information is provided about the structure of a questionnaire and of the covering letter sent to potential respondents.

Education, Medical↗
PubMed2005

[Domestic violence during pregnancy: screening and management].

Because pregnant women are seen regularly for prenatal visits and most often develop a feeling of trust with the health care providers, pregnancy offers an important opportunity to detect domestic violence. Visible physical lesions are obvious signs of domestic violence but detection is much more difficult when the signs are limited to various sequelae, exacerbation of chronic conditions, psychosomatic problems, or obstetrical complications. It is even more difficult when the disorders are essentially psychological. If there is the slightest doubt, the clinician should, after gaining the patient's trust, ask a few simple questions. When domestic violence is discovered, the physician should evaluate its severity, note all useful elements in the medical record, and as required, write a medical certificate declaring temporary disability. The patient needs treatment but also information and support. It may be necessary to report the case to the judiciary or administrative authorities.

Female↗
PubMed1984

Evaluating the medical history: observation versus write-up review.

The ability to develop a medical history data base relevant to the total care of a patient is a requisite skill for clinical problem-solving. Assessment of this skill by faculty members in medical students has been based on direct observation of the student-patient encounter as well as on evaluation of the student's written patient history. In the study reported here, both methods were compared by the authors for the same student-patient interview. Preceptor ratings of the students' data-elicitation skills were correlated with their ratings of the students' interview-process skills and the time spent by the preceptor observing the interview. A criterion-based, checklist scoring of the student's write-up was not correlated with preceptor ratings. In this study, the authors suggest that a criterion-based evaluation of the student's patient write-up is a less faculty-intensive and more reliable method of evaluating medical student data-collection skills than direct observation of the student-patient encounter.

Clinical Competence↗