Medical Education Unit Research Articles

How to do it: be a new professor

Medical EducationVolume 34, Issue 12 p. 1036-1036 How to do it: be a new professor First published: 18 July 2008 https://doi.org/10.1111/j.1365-2923.2000.00809.x Professor Trudie ERoberts Medical Education Unit, Leeds University School of Medicine, Worsley Building, Clarendon Way, Leeds LS2 9NL, UK Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume34, Issue12December 2000Pages 1036-1036 RelatedInformation

Interventions for advanced communication skills

Medical EducationVolume 42, Issue 4 p. 440-440 Interventions for advanced communication skills Vikram Jha, Vikram Jha Leeds, UKSearch for more papers by this authorZeryab Setna, Zeryab Setna Leeds, UKSearch for more papers by this author Vikram Jha, Vikram Jha Leeds, UKSearch for more papers by this authorZeryab Setna, Zeryab Setna Leeds, UKSearch for more papers by this author First published: 12 March 2008 https://doi.org/10.1111/j.1365-2923.2008.03028.xCitations: 2 Dr Vikram Jha, Medical Education Unit, Level 7 Worsley Building, University of Leeds, Leeds, LS2 9JT, UK. Tel: 00 44 (0)113 343 8836; Fax: 00 44 (0)113 343 4910; E-mail: v.jha@leeds.ac.uk Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume42, Issue4April 2008Pages 440-440 RelatedInformation

Addressing the needs and priorities of medical teachers through a collaborative intensive faculty development programme

Faculty development in medical education is crucial for developing and sustaining quality education in medical schools. However, examples of successful intensive programmes based on experiential and collaborative learning are generally lacking in the literature. The Medical Education Unit of National University of Singapore conducted a three-day intensive programme on core competences in medical education. This paper highlights the process of programme development, programme structure, challenges faced and strategies adopted. It also describes the approach taken to educational programme evaluation along with the results. The programme structure was based on experiential and collaborative learning models. Participants contributed to all activities and emerged as facilitators and learners to gain first-hand experience of the complex educational processes. Each individual session was sequential with a brief plenary, demonstration, practicum and reflection. Pre-programme needs assessment showed that even the experienced teachers perceived a need to further improve their educational competencies.

A further example of paired-teacher lecturing to link theory to practice

Medical EducationVolume 39, Issue 12 p. 1254-1254 A further example of paired-teacher lecturing to link theory to practice J N Hudson, J N HudsonSearch for more papers by this author J N Hudson, J N HudsonSearch for more papers by this author First published: 25 November 2005 https://doi.org/10.1111/j.1365-2929.2005.02325.xCitations: 2 Dr JN Hudson, Senior Lecturer in Clinical Education, Medical Education Unit, University of Adelaide, Director of Clinical Studies, The Queen Elizabeth Hospital, Woodville SA 5011, Australia. E-mail: [email protected] Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume39, Issue12December 2005Pages 1254-1254 RelatedInformation

Use and misuse of Likert scales

Medical EducationVolume 39, Issue 9 p. 970-970 Use and misuse of Likert scales Godfrey Pell, Godfrey PellSearch for more papers by this author Godfrey Pell, Godfrey PellSearch for more papers by this author First published: 03 September 2005 https://doi.org/10.1111/j.1365-2929.2005.02237.xCitations: 71 Godfrey Pell, Senior Statistician, Medical Education Unit, Schools of Education and Medicine, Worsley Building, University of Leeds, Leeds LS2 9NL, UK. Fax: 0113 343 4910; E-mail: g.pell@leeds.ac.uk Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume39, Issue9September 2005Pages 970-970 RelatedInformation

Medical education in Southeast Asia: emerging issues, challenges and opportunities

Medical education in Southeast Asian countries is undergoing rapid changes, with the realignment of medical schools' curricula to meet national needs and priorities, the adoption of and experimentation with innovations, and greater emphasis on staff development initiatives. The Medical Education Unit of the National University of Singapore undertook a project to compile the educational processes taking place in these medical schools. This was a process-focused initiative. We developed a custom-made questionnaire that emphasised narrative description. We compiled profiles of 30 selected medical schools in the Southeast Asian region and, after editing and review, published these profiles. This report summarises the key findings from the project. Medical schools in Southeast Asia are in a dynamic state. Schools are gradually adopting student-centred learning approaches, including problem-based learning. Many schools offer their students early clinical training, opportunities for out-of-hospital postings, and student-selected electives. Multiple-choice questions and oral examinations are almost universally used in student assessment. Portfolios and self- and peer-assessments are seldom used. Major challenges faced by the schools involve shortages of qualified staff and financial constraints. Major goals for the future include the implementation of student-centred learning, the revamping of the assessment process, and staff training. This is a compilation of self-reported profiles of selected medical schools where we encouraged self-reflection and analysis. As with other surveys, there could be potential self-selection bias. Nevertheless, the profiles of these selected schools provide a broad overview of the status of medical schools in Southeast Asia.

Core Curriculum and Special Study Modules at the Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak

The Faculty of Medicine and Health Sciences (FMHS), follows a problem-based learning, integrated and community-based curriculum which reflects the specific needs of doctors working in Sarawak. Using paediatrics as an example, this paper describes the process of development of core content (knowledge, procedural and communication skills, attitudes), additional knowledge and special study modules at the FMHS. In 2003, the Department of Paediatrics and Child Health conducted a workshop to evaluate and update its 5-year-old curriculum. The wise-men approach was adopted. Local and guest academicians (including members of the Department of Community Medicine and Basic Health Sciences), consultants, registrar, house officer and nursing staff of the Paediatric Department of Sarawak General Hospital (SGH), paediatric nursing lecturer and members of Medical Education Unit were involved. The review was based on three approaches: Problem/Task-based learning; Spiral curriculum; Outcome-based education. Core content and additional knowledge topics were modified. The special study modules were retained, but their duration was reduced. It was recommended that the curriculum should be reviewed at regular intervals. To select the core content and additional knowledge topics, clear and specific criteria were developed. Some topics were dropped, others were added, and some were moved from core to the additional knowledge section. It was a rewarding activity. The reviewed curriculum was received well by both the students and faculty. The enthusiasm and cooperation extended, especially by the faculty at SGH in the implementation of this curriculum, was remarkable.

Anatomy of Nerves and Muscles

New Media Anatomy The age of the multimedia hypertext book has arrived. Anatomy of Nerves and Muscles is an interactive CD-ROM focused on the detailed anatomy of peripheral nerves and muscles. The CD is produced by GREMI, a nonprofit medical research and education unit composed of neurologists and their research team whose purpose is to develop multimedia projects. Anatomy of Nerves and Muscles offers a user-friendly guided tour through 2000 drawings, muscle animations, and text descriptions. It traces nerves from their root origins to their end organs and supplements the muscle illustrations with animated representations of the motions they summon. Several features give Anatomy of Nerves and Muscles the potential to be a more immediately useful learning tool than the traditional textbook: the narration, which points out special details and teaches correct pronunciation, the interactive ability to backtrack along with the narrator (how easily can the student do this in

Computer-based learning materials for medical education: a model production.

Computer-based learning materials (CBL or courseware) have the potential to be valuable learning resources for medical education. However, CBL has failed to realize its potential primarily because of unstructured approaches towards design and development. This paper describes the courseware development model (CDM), a conceptual model produced and used by the Medical Education Unit at The University of Liverpool. The model describes a structured multi-disciplinary approach to the design and production of CBL materials. It promotes meticulous planning, communication and organization. The CDM draws on three areas of expertise: (1) education; (2) computer science; and (3) medical content.

Clinical endocrinology 1993: April 12–16, 1993 Location: Boston, Massachusetts, USA. Contact: Barbara Wagner, Massachusetts General Hospital, Medical Education Unit, 14 Fruit Street, Boston, MA 02114, USA, Tel. (617) 726-3905

Clinical endocrinology 1993: April 12–16, 1993 Location: Boston, Massachusetts, USA. Contact: Barbara Wagner, Massachusetts General Hospital, Medical Education Unit, 14 Fruit Street, Boston, MA 02114, USA, Tel. (617) 726-3905

Making better use of qualitative research: illustrations from medical education research

THERE has been increasing interest in the use of qualitative methodologies in many health-related areas. Several studies, undertaken by the New South Wales Medical Education Unit on Alcohol and Other Drugs, to examine doctors' attitudes and experiences towards treating patients with drug and alcohol problems, are presented to illustrate the comp lementary nature of qualitative and quantitative methods of investigation. The inherent strengths of each approach are highlighted, as is the potential for their application in a wide range of health-related areas.

Beyond CME: diabetes education field-interactive strategies from Sweden.

The Diabetes Educational and Training Unit (DETU) at Karolinska Hospital is a permanent, continuing medical education unit working with general practitioners and nurse teams from Stockholm's neigh borhood health centers. It offers a two-week educational program four times a year, teaching a comprehensive approach to diabetes care. Evaluation research found that centers that had implemented the approach taught at the CME course had excellent staff rapport and produced patients who were more knowledgeable about their disease and better able to engage in self-care. As a result of this research, the Stockholm DETU has added innovative field- interactive strategies to stimulate centers that have not implemented the program. These strategies include techniques to enhance staff rapport, increase knowledge and interest in care for people with diabetes, and arrive at staff- determined approaches for organizing diabetes care. Initial evaluation of these strategies indicate encouraging results.

Introduction of an objective structured clinical examination (OSCE) to an undergraduate clinical skills programme.

Medical EducationVolume 16, Issue 6 p. 362-364 Introduction of an objective structured clinical examination (OSCE) to an undergraduate clinical skills programme R. L. KIRBY, Corresponding Author R. L. KIRBY Department of Medicine, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, CanadaDr R. L. Kirby, Nova Scotia Rehabilitation Centre, 1341 Summer Street, Halifax, Nova Scotia, Canada, B3H 4K4.Search for more papers by this authorLYNN CURRY, LYNN CURRY Medical Education Unit, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, CanadaSearch for more papers by this author R. L. KIRBY, Corresponding Author R. L. KIRBY Department of Medicine, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, CanadaDr R. L. Kirby, Nova Scotia Rehabilitation Centre, 1341 Summer Street, Halifax, Nova Scotia, Canada, B3H 4K4.Search for more papers by this authorLYNN CURRY, LYNN CURRY Medical Education Unit, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, CanadaSearch for more papers by this author First published: November 1982 https://doi.org/10.1111/j.1365-2923.1982.tb00951.xCitations: 11Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume16, Issue6November 1982Pages 362-364 RelatedInformation

Academic Position in Medical Education Research

The Office of Post Graduate Medical Education (PGME), together with the Medical Education and Research Unit (MERU), invites applications for a full-time academic position in medical education research at the Assistant or Associate Professor level.

Biological Factors in Temporal Lobe Epilepsy, by Christopher Ounsted, Janet Lindsay, and Ronald Norman. London: Published by the Spastics Society Medical Education and Information Unit in association with William Heinemann Medical Books Ltd. (Clinics in Developmental Medicine No. 22), 1966, 135 pp., $3.00

In Gilbert Glaser's "Foreword" to this book, the term "temporal lobe seizures" is taken to mean "psychomotor seizures." The authors also apparently consider these terms synonymous, for on page 2 they cite a case which meets their criteria for the diagnosis of temporal lobe epilepsy. The patient had an aura of abdominal discomfort, a succession of autonomic signs, semi-purposeful psychomotor movements, visual hallucinations, and a spike focus in the anterior temporal area. By considering temporal lobe epilepsy and anterior temporal lobe or psychomotor epilepsy as identical, they follow a usage that is almost universal in Europe and one that is also common in the United States.

Children of Very Low Birth Weight: A Survey of 1,128 Children with a Birth Weight of 4 lb. (1800 g) or Less, by Alison McDonald. London: Published by the Spastics Society Medical Education and Information Unit in association with William Heinemann Medical Books, Ltd., 1967, 126 pp. $4.00

This excellent monograph is a survey of 1,128 children whose birth weights were less than 4 lb (1,800 gm). The original birth records were collected as part of an earlier study of retrolental fibroplasia; the births occurred between 1951-1953. A remarkably high proportion of these children were tracked down and studied at the age of 6 to 8 years with respect to intelligence, hearing, sight, and neurological defects, especially cerebral palsy.

Practical Training for the Severely Handicapped Child

for the Severely Handicapped Child. By Milan Morgenstern, Helen L\l=o\w-Beer,and Franz Morgenstern. Translated by Franz Morgenstern. Preface by Jack Tizard. Price, 21s. Pp 134. Spastics Society Medical Education and Information Unit in Association with William Heinemann Medical Books, Ltd., The Press at Kingswood, Tadworth, Surrey, England, 1966. The most encouraging aspect of the book, to this reviewer, is already implicit in the title. Practical Training is surely the aspect of which seems likely in the present state of our knowledge to offer most promise for the amelioration of the lot and the useful function of the severely handicapped child. As was amply demonstrated at the most recent meeting of the American Academy of Cerebral Palsy in November 1966, regimes of therapy which claim to be capable of a fundamental alteration of the natural processes underlying established mental defect and cerebral palsy as yet merit merely the verdict of proven. This little book, as indeed is true for all publications from the Spastics Society, is stimulating and provocative. This is, however, not to say that the theories and practices it invokes should automatically be accepted

The Child Who Does Not Talk-Clinics in Develpmental Medicine 13, edited by Catherine Renfrew and Kevin Murphy. London, England: The Spastics Society Medical Education and Information Unit in Association with Heinemann Medical Books Ltd., 1964, 206 pp., $5.00

Communication being crucial to the human way of life, and considered by some authorities to be the most recent evolutionary development, it is significant that The National Spastics Society held one of their Clinics in Developmental Medicine on this problem. The Child Who Does Not Talk is the report of an International Study Group on the Development and the Disorder of Hearing, Language and Speech in children held in St. Mary's College, Durham, England, in 1963.

DISORDERS OF LANGUAGE AND SPEECH IN CHILDREN

Journal Article DISORDERS OF LANGUAGE AND SPEECH IN CHILDREN Get access Neurological Mechanisms of Hearing and Speech in Children. By IAN G. TAYLOR, with the Foreword by Alexander Ewing. 1964. Pp. 237. Manchester University Press. Price 42s. The Child Who Does Not Talk. Clinics in Development Medicine, No. 13, Edited by CATHERINE RENFREW AND KEVIN MURPHY. London: The Spastics Society Medical Education and Information Unit in association with William Heinemann Medical Books Ltd. Price 30s. or Five Dollars. The Non-Verbal Child. By SOL ADLERPh. D. 1964. Pp. 163. Springfield, Illinois, U.S.A.: C. C. Thomas. Price 6.75 Dollars. The Syndrome of Stuttering. Clinics in Development Medicine, No. 17. By GAVIN ANDREWS and MARY HARRIS. 1964. Pp. 191. London: Published by The Spastics Society Medical Education and Information Unit in association with William Heinemann Medical Books Ltd. Price £2 or Six Dollars. The Development and Disorders of Speech in Childhood. By MURIEL E. MORLEY. Second Edition. Pp. 464. Edinburgh and London: E & S. Livingstone Ltd. Price 45s. net. BRAIN BRAIN Search for other works by this author on: Oxford Academic PubMed Google Scholar Brain, Volume 88, Issue 3, September 1965, Pages 645–646, https://doi.org/10.1093/brain/88.3.645 Published: 01 September 1965