A proposed format for tracking the Centers for Disease Control and Prevention's national HIV prevention goal.

In January 2001, the Centers for Disease Control and Prevention published a national HIV prevention strategic plan with the overarching goal of reducing new HIV infections in the United States from 40,000 to 20,000 per year by 2005, with a particular emphasis on eliminating the racial/ethnic disparities in new infections. In this article, a framework is proposed for tracking progress toward achievement of the goal. Information available to date suggests there apparently has been little progress in achieving the national goal and sparse expansion of resources needed to achieve the goal.     

Impact of teaching and assessment format on electrocardiogram interpretation skills

Medical Education 2010: 44 : 731–740 Objectives Interpretation of the electrocardiogram (ECG) is a core clinical skill that should be developed in undergraduate medical education. This study assessed whether small‐group peer teaching is more effective than lectures in enhancing medical students’ ECG interpretation skills. In addition, the impact of assessment format on study outcome was analysed. Methods Two consecutive cohorts of Year 4 medical students (n = 335) were randomised to receive either traditional ECG lectures or the same amount of small‐group, near‐peer teaching during a 6‐week cardiorespiratory course. Before and after the course, written assessments of ECG interpretation skills were undertaken. Whereas this final assessment yielded a considerable amount of credit points for students in the first cohort, it was merely formative in nature for the second cohort. An unannounced retention test was applied 8 weeks after the end of the cardiovascular course. Results A significant advantage of near‐peer teaching over lectures (effect size 0.33) was noted only in the second cohort, whereas, in the setting of a summative assessment, both teaching formats appeared to be equally effective. A summative instead of a formative assessment doubled the performance increase (Cohen’s d 4.9 versus 2.4), mitigating any difference between teaching formats. Within the second cohort, the significant difference between the two teaching formats was maintained in the retention test (p = 0.017). However, in both cohorts, a significant decrease in student performance was detected during the 8 weeks following the cardiovascular course. Conclusions Assessment format appeared to be more powerful than choice of instructional method in enhancing student learning. The effect observed in the second cohort was masked by an overriding incentive generated by the summative assessment in the first cohort. This masking effect should be considered in studies assessing the effectiveness of different teaching methods.     

MedMARx report may aid in error prevention

Sentinel events represent only the tip of the iceberg in uncovering errors. Use targeted reporting in areas where errors are likely to occur. A high number of reported errors does not necessarily mean low quality.     

Core strength: A new model for injury prediction and prevention

Objective  

Many work in injury prone awkward positions that require adequate flexibility and strength in trunk stabilizer muscle groups. Performance on a functional movement screen (FMS) that assessed those factors was conducted and an intervention was designed.     

Video-tape in teaching and examining clinical skills: a short case format

The need for a compact psychiatric skills test usable in medical examinations is outlined. The parallel need to develop training procedures in clinical skills is noted and relevant research data is briefly reviewed. The authors then describe the trial run of a teaching and testing procedure, together with preliminary results of a new rating instrument. The relevance of this procedure both to examinations and skills training is critically discussed.     

A new undergraduate teaching course in geriatric medicine

The construction of a new teaching course in geriatric medicine is described. Course objectives are established, and teaching arrangements designed to meet these objectives. The course takes place late in the medical curriculum when students have some knowledge of clinical medicine, therapeutics and pathology. Particular features of the course include residential attachments in hospital departments of geriatric medicine and coordinated teaching with the departments of general practice and mental health. The attainments and methods of assessment are then discussed.     

分子生物学实验课程教学与考核新模式的探索

培养具有较强动手能力的创新型人才是分子生物学实验课程教学的重要目标,同时也要注重合作精神、认真和实事求是的科学态度的培养.文章探讨了一种新的分子生物学实验课程教学及考核模式,包括实验设计与准备、教师演示实验、学生分组实验、提交实验报告、实验总结与讨论、开设综合性实验的教学模式,以及对平时表现、实验设计与准备、实验过程、实验报告、基础理论知识及设计性实验为一体的考核模式.实施结果表明,该模式对学生实验操作能力、创新能力、自我管理能力、严谨的科研态度及团队合作精神的培养具有重要作用,促进了学生综合能力的提高,有利于高素质创新人才的培养.