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Biomedical subjects

A Yonke

Publications and source records attributed to A Yonke.

11 recordsLinked to original sources
PubMed2001

The Interdisciplinary Generalist Curriculum Project at the University of Illinois at Chicago College of Medicine.

The Interdisciplinary Generalist Curriculum (IGC) Project was initiated at the University of Illinois at Chicago (UI-Chicago) College of Medicine to link an ongoing longitudinal primary care experience with a didactic curriculum emphasizing generalism. The result of this educational initiative was a more extensive reform of the preclinical curriculum than originally had been planned. The IGC Project catalyzed a critical analysis of the first- and second-year curriculum that continues and that has resulted in the integration of all of the early clinical course work under a single longitudinal curriculum. The IGC Project also established a model for interdisciplinary collaboration in course and curriculum design and expanded the walls of the university to include greater numbers of community-based generalist preceptors. This modestly funded and focused educational initiative had unanticipated and far-reaching implications for educational activities throughout the College of Medicine at UI-Chicago.

Chicago↗
PubMed1996

Recruiting and retaining volunteer community preceptors.

As more medical schools are providing primary care experiences for their students, competition among schools to recruit and retain volunteer community preceptors is increasing dramatically. The University of Illinois College of Medicine at Chicago competes for preceptors with six other major medical schools in the metropolitan area. Its Longitudinal Primary Care (LPC) Program is one of the largest programs of its kind in the country, with 320 preceptors at approximately 250 sites in metropolitan Chicago. By studying the literature, carefully reviewing their pilot program, and surveying preceptors about their motivations and needs, the authors have created a successful model for increasing and maintaining a pool of preceptors. This paper describes the development of this model and the specific methods used to recruit new preceptors (e.g., using a recruitment brochure), and to retain and reward preceptors (e.g., offering adjunct faculty positions, faculty development programs, etc.).

Academic Medical Centers↗
PubMed1995

A longitudinal primary care program in an urban public medical school: three years of experience.

The experience of the University of Illinois at Chicago's College of Medicine with implementing a pilot generalist program focuses on institutionalization and management. Various features of the program make it an interesting case study: It is inter-disciplinary, comprising pediatricians, general internists, and family practitioners; students join the program in the autumn of their first year; and it is changing from a voluntary to a required, institutionally ingrained course of study. The difficulties and procedures encountered in making room for an interdisciplinary primary care program in a traditional medical school curriculum are discussed.

Chicago↗
PubMed1995

Communication as an essential part of program and institutional development.

The Longitudinal Primary Care Program, an innovative curriculum in generalist medicine at the University of Illinois at Chicago College of Medicine, has been enhanced by a commitment to fostering good communication among all of its participants (who include more than 350 students and nearly 300 office-based generalist preceptors) and between participants and administrators. The diverse and widely scattered group of preceptors is brought together through orientation sessions and faculty development workshops that stress precepting skills and mentoring. Preceptors are regularly surveyed and the survey data are analyzed to help administrators learn how best to recruit and retain these faculty members. Students' input comes through surveys, small-group meetings, and their participation on committees. Program evaluation data and formal notes from committee meetings are promptly compiled and disseminated. Such efforts to promote good communication among preceptors, students, program administrators, and the medical college have both enhanced the generalist program and encouraged other curricular reforms in the college.

Chicago↗
PubMed1985

Initial instruction in the pelvic examination in the United States and Canada, 1983.

Initial instruction in the pelvic examination in the United States and Canada was reviewed by questionnaire. Seventy-two percent of the 116 responding medical schools taught this material in the second year, two-thirds with a specific course devoted to the subject. Ninety-three percent used "live models" or "teaching associates" in place of, or in addition to, traditional methods such as the examination of clinic patients. The use of teaching associates was uniformly rated as an extremely effective educational method. A continued trend toward use of an educational methodology that emphasizes communication as well as psychomotor skill instruction is identified.

Canada↗
PubMed1985

The role of the medical artist in maxillofacial prosthetics.

This paper describes a task analysis methodology for defining the role of medical artists as members of a maxillofacial team. On-the-job performances are identified, functionally analyzed and scaled to determine the level of complexity in relation to three dimensions: data, people, and things. Implications for professional role definition and curriculum development are discussed.

Humans↗
PubMed1979

Teacher-student interaction in a medical clerkship.

Seventeen randomly selected clinical teaching sessions in a medical school clerkship were videotaped during a one-month period, including teaching rounds, working rounds, morning report sessions, lectures, patient management conferences, grand rounds, and journal clubs. Using a verbal behavior classification schedule, the investigators analyzed the videotapes in terms of the proportion of talking done by clerkship instructors, medical students, residents, and others. The nature of the verbal interaction was examined by assessing the proportion of time devoted to giving information versus asking questions. The proportions on these dimensions were further analyzed according to the cognitive level of the verbal interaction. The data suggest that the teaching observed was not optimal for promoting problem-solving ability, since students were placed in a very passive role in which they received a preponderance of low-level, factual information.

Communication↗