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Traffic safety campaigns often are ineffective to change driving behavior because they don't reach the target group or are recognized only by people who are already interested or concerned. The evaluation of a traffic safety campaign called "Leo Lässig", addressed to young new drivers, shows that recognition and acceptance by the target group were stimulated by the age-conform means of comic-strips.
The study aims to explore the utilization of the Formative Evaluation by the microcomputer in the teaching of primary attention to the health. The experiment is composed of eight modules, programmed in Basic software "Formative Evaluation". For each module, a "Question Bank" with three sorts of feedbacks was organized. The sample includes 16 subjects. The results show that the Formative Evaluation by Microcomputer proportioned to the students a cognitive domain significantly higher than the traditional instruction. However, it didn't provide a significantly superior performance to the students who experienced this system.
Whether to use just hospitals or a wider range of health resources is one of the debating-points in the updating of undergraduate medical training programmes. The Faculty of Medicine in the Autonomous University of Madrid integrated obligatory Primary Care placements for students in the last year of their course, into its syllabus as from 1988/89. This programme and the students' own assessment of it was studied by means of a systematic, voluntary and anonymous survey, which covered various aspects of their assignments to Primary Care teams. 93% (473) replied. Every student took part in the clinical activities, both on demand and as programmed. 76% went on home visits along with their tutors. 88% considered that their placement was active. The overall evaluation of the placement by the students is 8 out of 10. Half believe that a month is too short a period and suggest that more time is offered as an optional placement. 98% consider that the Centre in which they were placed was sufficiently or very capable of teaching at the undergraduate level. Placing medical students in Primary Care teams is an essential part of today's medical teaching and is feasible within the present health system. The relationship between the University and the general physicians who act as tutors is seen as the main obstacle that needs to be overcome.
Defining and addressing outcome objectives is a crucial process in medical science and education. One outcome objective of the Physiology/ Pharmacology Department at Des Moines University is to prepare students to successfully complete Part I of the national licensure examination. This study assesses the effectiveness of the departmental curriculum in helping the students achieve success on Part I of the licensure examination. Standardized discipline examinations were used as the comprehensive final examination for the physiology and pharmacology courses for the classes of 1997, 1998, and 2002 through 2005. The results were assessed by class year and specific topic area as determined by an item keyword description. Student performance on Part I of the National Podiatric Board examination was assessed for each class. Podiatric medical students' performance tended to be similar to or slightly lower than that of the national cohort on the discipline examinations. Topic analysis revealed areas of weakness, which were then addressed in the second-year courses. Student performance on Part I was generally acceptable yet showed marked improvement with the curricular interventions and changes. External assessments provide us with an unbiased means to evaluate the strengths and weaknesses of the curriculum through student performance and to make appropriate adjustments to enhance students' success.
At Lund University Medical School communication skills are taught during both the preclinical and clinical part of the medical programme. As part of the training during the 5th year the students are required to videotape at least one patient consultation at a local primary health care centre. The students then meet in groups of 6-7 participants and a group leader to watch the recorded consultations and discuss them. To evaluate the quality of the consultation skills training and to identify potential weaknesses, we used both a quantitative and a qualitative method. A written questionnaire was distributed to all students and three focus group interviews, two with students and one with group leaders, were performed. The focus groups consisted of 5-6 participants each. The students were overall pleased with the training, and the majority thought that their consultation skills had improved. More commitment from the tutors at the health care centres was needed in order for the students to successfully record a complete consultation. Nearly all students found that the participants cooperated well in the groups, and that the group leader helped to create a positive atmosphere and gave constructive advice.
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Learning contracts can be a useful learning and evaluation tool within a clinical setting provided the supervisor shifts their role from one of imparter of knowledge to facilitator of learning. If this role is not assumed then a student's learning experience could be jeopardized. In a survey of 59 student supervisors, 90 percent found the learning contract to be a useful evaluation and teaching tool. Advantages stated suggest that the learning contract promotes negotiation between student and teacher, provides a flexible learning environment and promotes acquisition of self-directed learning skills. These qualities are important in a clinical or practical setting where learning experiences cannot be standardized.
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