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At least 811 records · Page 45Linked to original sources
PubMed1999

Assessing and enhancing medical students' computer skills: a two-year experience.

In 1984, the Association of American Medical Colleges (AAMC) issued recommendations for the reform of medical education. One recommendation was that information sciences be incorporated into the medical curriculum. In fall 1996, a survey was conducted to learn more about computer use by medical students at the Rockford regional site of the University of Illinois at Chicago College of Medicine. The purpose of the survey was to gather information not only about computer skills, but also about overall comfort level in using computers and about expectations for enhancing computer skills while attending medical school. Over a two year period, 208 students representing four classes received this survey in their e-mail. Non-respondents received a follow-up print copy in their student mailboxes. Results, based on a 60% response rate, showed a majority of Rockford students entered medical school with good skills in using e-mail and word processing, but many lacked the skills necessary to search the medical literature or to use computer-assisted instructional programs. Overall, 80% of students expected to learn more about computers while attending medical school. Results contributed to an increased effort to integrate computer applications into the medical curriculum and to use computers as a means of communicating with students.

Computer Communication Networks↗
PubMed2001

Minimum instructional and program-specific administrative costs of educating residents in internal medicine.

BACKGROUND: The cost associated with education of residents is of interest from an educational as well as a political perspective. Most studies report a single institution's actual incurred costs, based on traditional cost accounting methods. We quantified the minimum instructional and program-specific administrative costs for residency training in internal medicine. METHODS: Using the Accreditation Council for Graduate Medical Education program requirements for internal medicine as minimum standards for teaching and administrative effort, we quantified the minimum instructional and administrative costs for sponsorship of an accredited residency program in internal medicine. We also analyzed the impact of resident complement and program curricular emphasis (outpatient, inpatient, or traditional) on the per-resident cost. The main outcome measure was the minimum annual per-resident cost of instruction and program-specific administration. RESULTS: Using the assumptions in this model, we estimated the annual cost per resident of implementing the program requirements to be $50,648, $35,477, $28,517, and $26,197 for inpatient intensive residency programs with resident complements of 21, 42, 84, and 126, respectively. For outpatient intensive residency programs of identical resident complements, we estimated the annual per-resident cost to be $58,025, $42,853, $35,894, and $33,574 for similar resident complements. Fixed costs mandated by the program requirements, which did not vary across program size or configuration, were estimated to be $640,737. CONCLUSIONS: There are fixed and variable costs associated with sponsorship of accredited internal medicine residency programs. The minimum cost per resident of education and departmental administration varies inversely with program size within the sizes examined.

Administrative Personnel↗
PubMed1977

Use of a programmed, self-instructional text to teach psychiatry to freshman medical students.

A self-instructional learning system including a text, videotape cassettes, and a test book was used as the core of freshmen psychiatry at the Texas Tech University School of Medicine. The 52 hours previously taken up by lectures were used for small group discussions and exploring the doctor-patient relationship. Three fourths of the 43 students polled found the text to be adequate and easy to use and more useful than lectures, handouts, and small group discussions.

Audiovisual Aids↗
PubMed1988

Effects of a behavioral weight-loss program food purchases: instructions to shop with a list.

Effects of instructions to shop with a list on subsequent food purchases were evaluated in the context of a 12-week behavioral/nutritional weight loss program. In the fifth class, subjects were taught to prepare a weekly menu, convert the menu to a shopping list, adjust the list for foods already on hand and organize the list to be consistent with supermarket layout. Subjects were told to attempt to restrict their purchases to items and amounts on the list. Food purchases were reduced from 16,188 kcal per person per week prior to the shopping class to 9625 kcal during the remainder of the treatment period in five subjects losing greater than or equal to 4.5 kg during treatment and from 14,620 kcal to 12,305 kcal for five subjects losing less than 4.5 kg during the treatment. The decrease for subjects losing less than 4.5 kg did not reach significance, but a further decrease to 10,254 kcal during follow-up was significantly less than pre-intervention purchases. Reductions posted by the greater than or equal to 4.5 kg subjects were maintained over a 12-week post-treatment follow-up period. A non-equivalent control group of six shoppers who were not attempting to lose weight did not change over the same time period, (averaging 14,470, 14,939 and 12,636 kcal at pre-intervention, post-intervention and follow-up respectively), ruling out seasonal factors as an alternative explanation. Food purchases were also analyzed for qualitative changes.

Adult↗
PubMed1986

A computer-aided instructional module for radiological physics.

A computer program and instructional module have been written to assist the physicist in radiation therapy physics instruction. The program, written in Pascal, presents the student with a screen of instructional material, followed by a multiple choice question pertaining to that material. A correct response allows the student to proceed to the next screen. If the answer is incorrect, another screen is presented which explains to the student why the answer is incorrect. Then the original screen and question are repeated. The program is general and can be used with any instructional module. It also is transportable, with a minimum of machine-dependent instructions.

Computer-Assisted Instruction↗