Effectiveness of instructional computers in teaching basic medical sciences

The present study was designed to investigate the effectiveness of computer-based PLATO IV basic medical science lessons. Effectiveness was operationalized in terms of increased performance on basic medical science examinations for those medical students who had used the lessons when compared to those students who had not. Usage of the PLATO lessons was quantified as 'minutes of use' of the relevant lessons. Data were gathered in 1976-77 from first-year medical students at two sites, both under the auspices of one college of medicine. Usage of PLATO lessons and subsequent performance on three subtests from three different examinations were analysed. The findings from the current study offer encouragement that use of PLATO basic medical science materials contribute to increased performance on subsequent examinations.     

Differential evaluation of students'' performance in histology

Construction of multiple choice questions in histology is often hampered by the difficulty in finding alternatives to the correct answer which will be neither trivial nor ludicrous. An additional problem appears when the student performance on the morphological and the functional aspects needs to be assessed. A method of test construction is presented which includes 'multi-dimensional' questions. The questions reflect the objectives of the course and performance is evaluated differentially according to the importance attributed to their content. 'Essential knowledge' is more highly rewarded than knowledge deemed secondary by the course's planners.     

Harmonizing multiple choice question marks with essay marks

Many examinations contain both a multiple choice question (MCQ) section, which has wide-marking and is often norm-based, and an essay or other section which is criterion-based and often close-marked. The necessary addition or averaging of the marks is unsatisfactory without adjustment. We propose a procedure that adjusts the MCQ marks to the essay marking scale by equating the interquartile ranges of the two sets of marks.     

The value of self-test items in tape-slide instruction

Two tape-slide sequences in general pathology were used in an experiment to assess the value of self-test items and to determine whether it is better to intersperse the self-test items in the programme or place them all at the end of the sequence. The programmes were presented to a random sample of thirty-six students from a class of 149 in one of three forms: version 1, tape-slide programme without self-test items; version 2, tape-slide programme with self-test items interspersed between sections of the sequence; and version 3, tape-slide programme with all self-test items at the end of the sequence. Each student worked a pre-test before studying versions 1, 2 or 3 of a programme. A week later they worked through the post-test which was identical to the pre-test. At the same time they filled in a short attitude questionnaire on the teaching method. All students learned from the programmes. There was improvement in the post-test on the mean pre-test scores for all versions of both programmes. For one programme there was no significant difference between the mean post-test scores for students studying versions 1, 2 or 3, but for the other programme there was a significant difference between the versions. In this case the inclusion of self-test items was better for learning than no self-test items, and it was better if the self-test items were placed at the end of the sequence. A highly favourable attitude to the method is reported.     

To the point: reviews in medical education teaching techniques

Medical educators are faced with the difficult dilemma of decreased time available for teaching as a result of increased demands for clinical time. Yet few physicians have formal training in teaching methods. Educational research is reviewed to assist educators to select the best teaching technique to meet the learning objectives.     

Television viewing and smoking volume in adolescent smokers: a cross-sectional study

BACKGROUND: Previous research has shown a relationship between television viewing and smoking initiation. The relationship between television viewing and the amount of cigarettes consumed by adolescent smokers per time unit (day, week, month...) has not yet been studied. METHODS: A cross-sectional sample of children by means of self-reports administered by research assistants in schools was obtained. Participants were 421 smokers in a random sample of 4th year students in 15 secondary schools in Flanders, Belgium. Main outcome measures were quantifiable, closed survey questions about smoking volume, whether or not parents and friends smoked, frequency of going out and average weekly TV viewing volume. RESULTS: Television viewing was a significant predictor of smoking volume. Smokers who watch more TV smoke more. The relationship was curvilinear (quadratic). The relationship becomes stronger (curves upward) for higher levels of viewing. Those who watch 5 or more hours a day smoke between 60 and 147 cigarettes more per week than those who watch 1 h or less. CONCLUSIONS: Television viewing is significantly related to smoking volume. The content of television may glamorize smoking. Children may learn to associate smoking with viewing regardless of content. It is also possible that heavier smoking leads to more viewing or that a third variable influences both smoking volume and viewing. Regardless of the causal direction of the relationship television viewing appears to be an indicator or predictor of smoking volume. The curvilinear nature of the relationship deserves further attention.     

妇产科学临床教学体会

妇产科临床见习教学是医学高等教育中的一个重要环节。加强教师的培训、激发学生的学习积极性以及采用多样化的教学方式，可以提高妇产科临床教学的质量，取得良好的教学效果。     

635名3～6岁儿童口腔健康行为与母亲文化素质关系的研究

目的:研究母亲的文化程度与学龄前儿童龋病和口腔健康行为的相关性。方法:对2004年1月～2005年3月来该院就诊的635名3～6岁初诊儿童按母亲的文化程度分为两组,并依据乳牙龋失补牙数(dmft)评价龋病状况。同时,就儿童的口腔健康行为向其母亲进行问卷调查。结果:两组儿童的龋均,两组儿童采用竖刷法、早晚刷牙和1～3个月更换牙刷等健康行为以及对龋病与食糖量关系的认识有显著性差异(P<0.05)。两组儿童对于一些口腔健康行为,龋病与食糖次数和龋病与饮用碳酸饮料密切的关系认识不足。结论:应加强学龄前儿童及其母亲的口腔健康教育,对文化程度较低的母亲要从孕期就开始宣传指导。加强宣传减少含糖食品摄入的次数,少喝或不喝碳酸饮料有益于降低龋病的发生率。     

Some thoughts on the perceptions of the role of educational psychologists in early childhood intervention

The importance of early childhood intervention in a developing country is indisputable. Even though we have a relatively clear idea of what effective early childhood intervention (ECI) means, there are still uncertainties about the roles of professionals in this ever-changing field. In South Africa we face particular challenges because of huge disparities in the system. Within this context educational psychologists need to find ways in which to make constructive contributions. To explore this question a study was undertaken to find out what educational psychologists can and are doing in early childhood intervention. Three focus groups were conducted, involving educational psychologists and transdisciplinary representatives who work in the field of ECI. Results indicate a number of trends, for example the perception that educational psychologists are making increasing use of an asset-based approach, focusing on learning and teaching, and an increased emphasis on their role in ECI within a context of group work, prevention and a focus on the community.