Abstract
A total of 277 third and fourth year medical students and 304 house officers and senior house officers were asked to prioritise the content and methods of clinical teaching. Response rates were poor, but similar to that in market surveys. Bedside teaching and medical clerking were considered the most valuable methods of teaching and training in practical procedures such as venepunctures and urinary catheterisation was seen as valuable. The design of new curricula in medical education will need to accommodate the views of its clients.
Full text
PDF
Selected References
These references are in PubMed. This may not be the complete list of references from this article.
- Alexander D. A., Haldane J. D. Medical education: the observations of pre-clinical and clinical teachers. Med Educ. 1981 Jan;15(1):4–10. doi: 10.1111/j.1365-2923.1981.tb02308.x. [DOI] [PubMed] [Google Scholar]
- Bolger C., Staines A. Survey of student opinion of the medical curriculum at Trinity College, Dublin, Republic of Ireland. Med Educ. 1985 Sep;19(5):382–384. doi: 10.1111/j.1365-2923.1985.tb01341.x. [DOI] [PubMed] [Google Scholar]
- Older J., Cloud-Sinton C. Medical students design their ideal medical school. N Z Med J. 1976 Sep 22;84(572):239–241. [PubMed] [Google Scholar]
- Rosinski E. F., Hill P. M. Student expectations and personal perceptions as an approach to course evaluation. Med Educ. 1986 May;20(3):228–233. doi: 10.1111/j.1365-2923.1986.tb01173.x. [DOI] [PubMed] [Google Scholar]
- Yonke A. M. The art and science of clinical teaching. Med Educ. 1979 Mar;13(2):86–90. doi: 10.1111/j.1365-2923.1979.tb00927.x. [DOI] [PubMed] [Google Scholar]