The students' view of an innovative undergraduate medical course: the first year at the University of Newcastle,N.S.W.†

An innovative medical course commenced in 1978 in a new medical school at the University of Newcastle. An evaluation of the student response to the first year of this course was carried out. This evaluation aimed to assess how far the students had progressed towards the attainment of the long-term Faculty objectives on which the Newcastle curriculum is based. Students' perceptions of educational innovations were obtained and compared with the Faculty's stated aims. Students felt that they could approach a problem scientifically, in a manner consistent with the Faculty's specified methods. In the area of team work, students had accepted the need for training in team skills as preparation for work after graduation. Students have adapted to the use of objectives, to assessment for competence, and to the marking of one another's papers. These methods had been introduced to facilitate the development of skills necessary for independent and continuing self-education. Patient contact was designated as the greatest strength of the first year. Students expressed concern for patient well-being and the influence of student activities on patients. This indicated that students had progressed some way towards the attainment of the Faculty objective that they should develop an humanitarian approach to patients.     

The assessment and manipulation of personal diet: an undergraduate practical in human nutrition

The Department of Paediatrics at King Saud University, Riyadh, Saudi Arabia offers to medical undergraduates an optional course in nutrition and growth. This paper describes the practical experiences offered in dietary assessment and manipulation which was one component of the course, together with an assessment of its value by the students and the authors. Generally, it seemed that the component had been successful but three changes might be considered: although hand analysis of crude dietary data to determine nutrient intakes is a useful exercise, computer analysis should also be included; the principles of dietary manipulation (in effect, the principles of therapeutic dietetics) will require more emphasis; the students should make a detailed analysis of a patient's diet as well as their own. Regarding the nutrition and growth course as a whole: assessment of clinical skills would probably benefit from the same structured approach as used in the dietetic assessment; a preliminary assessment of the students' nutritional knowledge at the start of the course should be incorporated.     

The tracer method of curriculum analysis: identifying changes in oncology subject matter in medicine

Changes occurring in oncology subject matter in an undergraduate medical curriculum over a 5-year period were documented using the tracer method of curriculum analysis. The tracer method is an empirical approach somewhat analogous to tracing one thread through a tapestry, as a way of following a subject matter interwoven throughout a curriculum. Advantages of the method can be to bring particular material to the attention of teaching staff and students, to facilitate more efficient instruction, and to introduce peer review of educational material.     

Does premedical academic background influence medical graduates' perceptions of their medical school or their subsequent career paths and decisions?

A survey of McMaster University's first six medical classes (1972-1977) has shown that neither completion of the science courses that are usually required for admission to other medical schools nor achievement of high grades in premedical studies has an important impact on graduates' perceptions of the medical curriculum or on their evaluation of their preparation for the first year of postgraduate training in comparison to other trainees. No influence of either premedical science background or grade point average was detected on career choices in relation to field of medicine entered, level of specialization, location and type of practice, or on factors influencing these choices.     

Moving toward online courses

PurposeThe purpose of this study was to learn if educators in radiography programs throughout the United States of America consider an online format appropriate for distribution of their curriculum.MethodsThis study was conducted with the use of an online questionnaire and telephone interviews to gather radiographic educators' opinions on teaching their curriculum online.ResultsThe results of the study were consistent with literary conclusions on this topic [White R. Learning science. Oxford: Blackwell Publishers; 1988. p. 158–79. Hartman H, Glasgow N. Tips for the science teacher. Thousand Oaks: Corwin Press, Inc.; 2002. p. 1–55. Gunderman R, Kang Y, Fraley R, Williamson K. Instructional technology and radiologic education. Perspectives 1997;221:1–4. Newman F, Secada W, Wehlage, G. A guide to authentic instruction and assessment: vision, standards, and scoring. Wisconsin: Wisconsin Center for Education Research; 1995. p. 7–29.]. The radiographic educators did consider some didactic course material appropriate for an online format; however, these educators did not consider scientific material requiring hands-on laboratory experience entirely appropriate for an online format.ConclusionsThe conclusion of this study is such that laboratory and clinical experience cannot be eliminated from the requirements of a radiography program. Thus, some radiography courses have been successfully moved to an online environment, but the hands-on experience must still be accomplished either in a campus laboratory or a clinical setting [White R. Learning science. Oxford: Blackwell Publishers; 1988. p. 158–79. Hartman H, Glasgow N. Tips for the science teacher. Thousand Oaks: Corwin Press, Inc; 2002. p. 1–55. Gunderman R, Kang Y, Fraley R, Williamson K. Instructional technology and radiologic education. Perspectives 1997;221:1–4. Newman F, Secada W, Wehlage, G. A guide to authentic instruction and assessment: vision, standards, and scoring. Wisconsin: Wisconsin Center for Education Research; 1995. p. 7–29.].     

Behavioural objectives for medical auxiliary training in Tanzania: 9 years'' experience with an education model

The behavioural objectives model of curriculum design was introduced to the Medical Auxiliary Training Sector in Tanzania during the 1970s while problems of expansion, novelty and economic stress were abundant. Experience in a relatively privileged school, Rural Medical Training Centre, Sengerema, shows that the model did not result in more practical teaching time, due mainly to various constraints. The students did, however, appreciate the 'sharing of objectives' at the onset of a teaching block as a great help for their (theoretical) learning. Due to unfamiliarity of teachers with new subject matter related to primary health care, the model has failed thus far to result in a relevant practical course in public health promotion. A more problem-oriented approach to curriculum development is recommended.     

Developments in medical education in the U.S.S.R. in the last decade

The modern medical school in the Soviet Union today is undergoing many different and significant changes. The chief consideration of great importance is that today's students are the doctors of the future, and the health of the community will be in their hands.