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- Edgren, Gudrun, et al.
(författare)
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Comparing the educational environment (as measured by DREEM) at two different stages of curriculum reform.
- 2010
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Ingår i: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 32:6, s. 233-238
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The medical programme at Lund University, Sweden, has undergone curricular reform over several stages, which is still ongoing. Students have been somewhat negative in their evaluations of the education during this time. AIM: To find out how the students perceived the educational climate using the Dundee Ready Education Environment Measure (DREEM), and to compare the findings taken at two given points in time. METHOD: The DREEM instrument was distributed in semesters 2, 6 and 10 in 2003 and 2005, to a total of 503 students. RESULTS: The students rated their climate as positive. The total DREEM score (145) was somewhat higher than other published results and in the same range as for other reformed curricula. There was hardly any difference between the genders in their perceptions of the climate. Certain items were rated low and became subject of development between the measurements. These items concerned a perceived lack of a support system for stressed students and a lack of feedback and constructive criticism from teachers. Some improvement was detected in 2005. CONCLUSION: The educational climate was high in a reformed curriculum and could be maintained high during on-going curricular reform. Educational development resulted in better results on some items.
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- Gedeborg, Helena, et al.
(författare)
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Samverkan lärare-studenter nyckeln till lyckad förändring
- 2007
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Ingår i: Läkartidningen. - 0023-7205. ; 104:38, s. 2689-2692
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Tidskriftsartikel (refereegranskat)abstract
- Vår utgångspunkt är den nya kursen »Individ och samhälle« på den reformerade läkarutbildningens avslutande termin. Som lärare betonar vi vikten av att kompetensmål, arbetsformer och examination hänger samman på ett klart och tydligt sätt, så att de studerande styrs rätt i sitt lärande. Som studerande lyfter vi fram förutsättningarna för en aktiv studerandemedverkan: att involveras medan möjlighet till påverkan ännu finns, att bli väl insatta i de aktuella frågorna och, inte minst, att bli tagna på allvar. Nu återstår att se om de fina planerna håller måttet i den pedagogiska vardagen, också på lite längre sikt.
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- Haffling, Ann-Christin, et al.
(författare)
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Early patient contact in primary care: a new challenge
- 2001
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Ingår i: Medical Education. - : Wiley. - 0308-0110 .- 1365-2923. ; 35:9, s. 901-908
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Tidskriftsartikel (refereegranskat)abstract
- Background The Medical School of Lund University, Sweden, has introduced an early patient contact course, including training in communication and examination skills. The course runs parallel with theoretical subjects during the students' first two-and-a-half years. General practitioner (GP) participation is gradually increasing, and in the last half-year of the course GPs in all health centres in the area are involved. Little is known about the GPs' interest, competence and time for this new task. Aim To describe the GPs' attitudes towards teaching and the rewards and problems they experience. Subjects 30 GPs teaching third-year medical students. Method Semistructured interview study. Data analysis by a method described by Malterud. Results The attitude towards teaching was mostly positive and the teachers were confident about teaching examination procedure. Among rewards of teaching, improved quality of, clinical practice was the main theme, but imparting knowledge to others, contact with enthusiastic students, and gains in self-esteem were also mentioned. Problems with teaching were mostly due to external factors such as lack of time and space, but concern about a negative effect on patient care was also recognized. Educational objectives of the course were not completely accepted. GPs were not fully aware about what to expect from the students, with subsequent problems concerning how to assess students' performance and how to give effective feedback. Conclusions The teaching of junior medical students is maintained by the GPs' enthusiasm for teaching. However, teacher training is required and the crucial issues of time and space have to be considered.
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- Haffling, Ann-Christin
(författare)
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Medical students in general practice: students' learning experiences and perspectives from supervisors and patients
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- During the last decades considerably more of medical students’ clinical training has shifted into general practice. The aim of this thesis was to study medical students’ learning experiences in general practice, work-based assessment, and the perspectives of GP supervisors and patients. Results Senior students’ learning in a portfolio pilot was mainly on patient-centred communication, clinical reasoning and professional development. Junior students appreciated contact with good role models. Long-term use of a work-based assessment tool for senior students significantly increased the proportion of specific goals and feedback to students, supervisors’ stringency of the assessment, and their satisfaction with the tool. The work-based assessment and the portfolio assessment had acceptable reliability, validity and educational impact. GPs were highly motivated teachers and took pride in their discipline. In their teaching of junior students, their main reward was improved quality of own work. Their predominant problem was lack of time for teaching, but relationship to patients and provision of feedback were other concerns. Teacher training was required. The vast majority of patients were satisfied with both senior and junior student encounters, even though caution was recommended when patients attend for sensitive matters. Patients perceived their teaching role mainly as facilitators of students’ development of professional skills.
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- Haffling, Ann-Christin, et al.
(författare)
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Patients consulting with students in general practice: Survey of patients' satisfaction and their role in teaching.
- 2008
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Ingår i: Medical Teacher. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 30:6, s. 622-629
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Tidskriftsartikel (refereegranskat)abstract
- Background: General practice is a common setting for medical students' clinical training. However, little is known about patients' views on consulting with senior students. Aims: To investigate patients' attitudes to consultations conducted by senior students alone, before patients saw their GP; and to enquire into patients' perception of their teaching role. Method: Adult patients attending 50 health centres in Sweden completed a questionnaire directly after their consultation with a fifth-year medical student and their GP. Results were analysed quantitatively and qualitatively. Results: The questionnaire was completed by 495 patients, and 92% were satisfied with their consultation. Reasons were personal gain as well as altruism. Almost all patients were prepared to consult with a student again, however in a third of cases conditional on the nature of their presenting complaints. Emotional problems and intimate examinations could cause reluctance. Patients' conception of their teaching role supported previous research: patients as "facilitators of students" development of professional skills and as "experts" or "exemplars" of their condition. An additional theme, patients as "part of a real context", emerged. Conclusions: Patients in general practice have a positive view towards consulting with senior students. Even unprepared patients see themselves as contributors to teaching, and their capacity in this respect is probably under-utilized.
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