Twelve tips for the development of electronic study guides

With recent advances in technology, electronic study guides are becoming extraordinary management, learning and assessment tools in the teaching-learning process, replacing printed study guides. The educational advantages they offer are listed here. During the elaboration of an electronic study guide, there are important issues to consider, such as the student's capabilities in the use of electronic media, the type of software to be used, proper authorizations and accessibility, the inclusion of all information and links needed, as well as a clear explanation on the use of the software. This paper offers twelve useful tips for the development of electronic study guides.     

An evaluation of digital, split-site and traditional formats in conference poster sessions

The paper reports an evaluation of digital, split-site and traditional poster presentations at the Association for Medical Education in Europe (AMEE) conference in September 2004. The programme included 300 posters in 19 sessions, viewed, potentially, by 1265 conference participants, in parallel with other events. The instrument was a questionnaire of 16 open- and closed-format questions applied opportunistically and gaining 250 complete responses. Qualitative and quantitative analysis suggested that no one format was preferred. Each had different strengths and weaknesses relating to seeing and hearing the presenter and viewing the poster. Opportunities for discussion were highly valued.     

The Breakfast Club: case study of a teaching-autopsy curriculum

A decision prohibiting student access to coronial autopsies in Auckland, New Zealand, was recently discussed in the British Medical Journal (O'Grady, ). Clinical and ethical implications aside, the prohibition brought an end to the Breakfast Club, a remarkable community of post-mortem learning. Over 20 years of voluntary attendance at autopsy, this group of students established a self-directed curriculum based around daily encounters at the post-mortem table. The success of the group testifies to the ongoing value of the autopsy as a medical teaching medium in the current era.     

Insights into endoscopy training: a qualitative study of learning experience

Endoscopy is an important diagnostic and therapeutic procedure that demands high levels of cognitive and technical skill to perform effectively. Surprisingly little is known about how endoscopy is best taught and training is often inadequate. The aims of this study were to explore the learning experiences of endoscopy trainees to improve our understanding of current training. Following the use of an initial focus group to generate appropriate themes semi-structured interviews were performed on 10 trainees to assess their learning experiences. Many different components of the learning experience were identified; one-to-one supervised performance forms the basis for teaching but is often sub-optimal; endoscopy learners experience anxiety and find re-adopting the role of novice difficult; motivation, clear explanation and feedback are crucial to learning; breaking down endoscopy training into segments is seen as valuable and as learners progress a gradual withdrawal of supervision is appreciated. Several of the issues contributing to a positive learning experience relate closely to published evidence and theory relating to skills teaching from other fields. A model identifying the key elements of endoscopy learning is proposed. Further work to apply and test the findings from this study should lead to improved endoscopy training.     

Why patients refuse treatment: a study of seven hospital wards

In a study commissioned by the President's Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research, Paul S. Appelbaum and Loren H. Roth investigated the reasons behind patient refusal of recommended treatment in four hospitals. Using data from 105 cases, Appelbaum and Roth identified several reasons for refusing treatment and the different reactions of physicians and other hospital personnel to this problem, and looked at the clinical and psychological outcomes of such refusals. This brief account summarizes the study's findings and its authors' conclusion that improved communication between physician and patient would decrease the rate of treatment refusal.     

Developing a competence-based core curriculum in biomedical laboratory science: a Delphi study

In this study the Delphi technique has been used to develop a core curriculum for education of the biomedical scientist. The rapid development in biomedicine and the corresponding changes in methodology in biomedical laboratories demand careful planning of the education of biomedical scientists. The Delphi technique uses an anonymous panel of experts for suggestions and assessments aiming at consensus. Twenty-six experts from different kinds of hospital and university laboratories took part in the investigation. They suggested and assessed necessary competences for a recently graduated biomedical scientist, and if 75% or more of the participants agreed on a competence, it was included in the core curriculum. The final list consisted of 66 competences of varying depth, in three categories. This list contained several generic competences, concerning for example basic laboratory methods, handling of samples, dealing with apparatus and applying relevant rules and laws; basic knowledge in chemistry, preclinical medicine and laboratory methods; and finally attitudes that the panel expected in the recently graduated person. The core was sufficiently restricted to be used in a three-year programme and still leave space for about one year of electives/special study modules. It became rather traditional, e.g. it did not include competences that many recent reports consider important for the future professional.     

The CeMENT project: a case study in change management

The Community Based Medical Education in North Thames (CeMENT) Project case study is a useful approach to analysing complex change facing the medical profession and all medical teachers. The project was a collaboration involving five North London medical schools to develop the community-based aspects of the undergraduate medical curriculum. The project management team was drawn from academic general practitioners, hospital specialists with expertise in medical education, and education. Complex change involving partnerships across organizational and functional boundaries is often extremely challenging in terms of coordination and management owing to its unpredictability and ownership problems. Success in change management could be enhanced by use of a framework that includes a clear statement of purpose, stakeholder concordance and trust, clear leadership and structures, and fast action together with recognition of achievements.     

Evolution of the second medical school in Nepal: a case study

Nepal is located between China and India in the Asian subcontinent, with one of the lowest doctor:population ratios in the world, 1:30,000. A systematic approach was undertaken in the development of academic programmes at B. P. Koirala Institute of Health Sciences, Dharan.This paper presents the expectations and perceptions of health care professionals, medical graduates, teachers and employers regarding criteria for student selection, entrance examination pattern, curriculum, qualification of teachers and nature of graduates. It also elaborates on perceptions of non-medical people about the types of doctors and the desired attitude of doctors to their patients. This paper also discusses briefly the curriculum implementation carried out by the Institute in the 5 years of its existence, the important feature of the curriculum being incorporation of early patient contact and exposure in the community.These are achieved with problem-based learning through the student-centred integrated curriculum.