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Teaching Resource (teaching + resource)
Selected AbstractsMagnetic Resonance Imaging in the staging of cervical carcinoma: A pictorial reviewJOURNAL OF MEDICAL IMAGING AND RADIATION ONCOLOGY, Issue 5 2008GEC Smith Summary The purposes of diagnostic imaging in cervical carcinoma are to determine the size and extent of the tumour for accurate staging and to establish lymph node status. Historically, cervical tumours were staged by clinical examination and by examination under anaesthesia according to the International Federation of Gynecology and Obstetrics staging system. This system does not incorporate imaging findings or lymph node status, but it is now accepted that cross-sectional imaging, and in particular MRI, has an important role to play in the staging of these tumours. We carried out an audit of all patients having a staging MRI for suspected cervical carcinoma in South Australia and the Northern Territory for 2 years from January 2005. This was the first time the clinicians had been offered routine MRI, and despite the strong supporting published reports, they had some reservations about its performance. Our audit covered a wide range of tumour stages and provided a good teaching resource for radiologists and clinicians alike. [source] A structured communication adolescent guide (SCAG): assessment of reliability and validityMEDICAL EDUCATION, Issue 5 2005Kim Blake Purpose, To assess the reliability and validity of a Structured Communication Adolescent Guide (SCAG) in an undergraduate medical education setting using trained adolescent raters. Method, The SCAG is a 49-item, 6-section (A,F), protocol derived from the Calgary Cambridge Observation Guide that incorporates adolescent psychosocial data collection with the physician's communication skills. Four trained female adolescents scored 42 videotaped adolescent clinical encounters using the SCAG; a trained psychologist's rating for each videotape was used as the gold standard. Results, Agreement among adolescent raters was determined by calculating intraclass correlation coefficients (ICC). The individual SCAG item scores, combined with the global ratings for each section, resulted in an overall ICC value of 0.93, indicating very strong agreement among the 4 raters. The global rating scores for the sections (,initiating the session', ,initiating separation', ,once adolescent is alone , lifestyle' and ,closure') produced an ICC range of 0.58,0.93. However, the ICC values for the 2 remaining sections (,how was information collected' and ,gathering information') global rating scores were below 0.30, signifying low agreement. Overall agreement between the adolescent raters and the gold standard resulted in an ICC value of 0.78. This is evidence of the SCAG's criterion validity. Conclusion, The SCAG is a reasonably valid tool for use in guiding an encounter with an adolescent patient. However, 2 sections require modifications to improve their reliability and thus the SCAG's overall performance. Our results suggest that the SCAG shows promise as a potentially useful teaching resource in undergraduate medical education in adolescent medical interviewing. [source] Assessing competency in Dentoalveolar surgery: a 3-year study of cumulative experience in the undergraduate curriculumEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2007J. A. Durham Aim:, To assess and observe the development of competence in oral surgical skills during a 3-year undergraduate programme. Method:, Over a 3-year period 75 students were followed through from the beginning of their clinical course to their Bachelor of Dental Surgery graduation and their surgical experience monitored by the use of logbooks. Their development of competence was assessed objectively through structured assessments and subjectively by a single tutor responsible for each year. Assessments were made of their ability in exodontia, pre-surgical assessment and the surgical extraction of teeth/roots. Results:, Seventy-three students completed the course (97%). Successful completion rates for the objective testing were 100% for both exodontia and pre-surgical assessment. The surgical assessment, (surgical extraction of a tooth or root) had a successful completion rate of only 23% and the caseload for students was low with a mean of four teeth removed surgically upon graduation. Relationships were examined between total numbers of teeth extracted, total number of minor oral surgical procedures completed and the successful completion of the surgical competence assessment, but no significant relationships were found. Conclusions:, This study demonstrates that it is possible to achieve objectively measurable levels of competence in undergraduates undertaking oral surgery procedures. It is however, a labour and time intensive process and appropriate clinical and teaching resources are required. National co-operation towards agreed standardised competencies should be encouraged to allow data to be pooled and more powerful analyses to occur. [source] Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biologyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2007Roman Taraban Abstract Active-learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab-based activities, with active-learning labs compared to traditional instruction. In-class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab-based curriculum indicated that they perceived changing their behaviors as intended by the student-centered principles of the labs. The major implication of this study is that active-learning,based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student-centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960,979, 2007 [source] | ||||||||||