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Biomedical subjects

B R Maxim

Publications and source records attributed to B R Maxim.

8 recordsLinked to original sources
PubMed1987

Dimensionality, internal consistency and interrater reliability of clinical performance ratings.

A total of 6444 ratings of the financial performance of 424 third- and fourth-year medical students were made by house officers and attending teachers during 12 separate internal medicine rotations. Ratings were based on 13 behaviourally anchored rating scales. One rating was randomly selected per student per evaluator type (house officer and attending teacher) during each of the 12 rotation periods. Ratings were factor analysed separately within each rotation period. Two factors emerged consistently, and congruence coefficients across the 12 occasions were high (0.88 or greater). The factors were labelled 'problem-solving (10 items) and 'interpersonal skills' (three items) on the basis of their content. Internal consistency coefficients of the indices constructed from items in the two factors and the total of the 13 items were high (0.9 or greater) and did not differ substantially when computed separately on the ratings from house officers and attending teachers. Interrater reliabilities on the individual items ranged from 0.14 to 0.33.

Clinical Clerkship↗
PubMed1984

Medical education in facilities for the elderly. Impact on medical students, facility staff, and residents.

The development of positive attitudes toward elderly patients has been identified as being an important factor in providing quality geriatric care. Medical students (N = 234) interviewed elderly individuals in three types of facilities, ranging from independent apartment living to nursing homes, as part of a required medical interviewing course. The students' attitudes were measured by an Attitudes Toward the Elderly scale before and after this course. Analyses disclosed significant posttest improvement in students' attitudes concerning the functioning, integrity, and personal acceptability of the elderly at all sites, except for attitudes toward functioning at nursing home sites. Staff and residents of participating facilities rated the experience favorably. This study shows that students' attitudes toward the elderly can be positively changed through incorporation of training at appropriate community facilities for the elderly into existing curricula.

Administrative Personnel↗
PubMed1984

Evaluating the medical history: observation versus write-up review.

The ability to develop a medical history data base relevant to the total care of a patient is a requisite skill for clinical problem-solving. Assessment of this skill by faculty members in medical students has been based on direct observation of the student-patient encounter as well as on evaluation of the student's written patient history. In the study reported here, both methods were compared by the authors for the same student-patient interview. Preceptor ratings of the students' data-elicitation skills were correlated with their ratings of the students' interview-process skills and the time spent by the preceptor observing the interview. A criterion-based, checklist scoring of the student's write-up was not correlated with preceptor ratings. In this study, the authors suggest that a criterion-based evaluation of the student's patient write-up is a less faculty-intensive and more reliable method of evaluating medical student data-collection skills than direct observation of the student-patient encounter.

Clinical Competence↗
PubMed1982

A multisite comparison of student activities in the surgery clerkship.

The purpose of this study was to develop a method that would provide baseline data for the ongoing assessment of surgical clerkships at The University of Michigan Medical School. Of specific concern was the comparability of clerkship experiences among five different sites and the degree of variability in student experiences as the academic year progressed. Students (n = 168) in the required surgery clerkship at five affiliated sites completed a standardized daily log of the time spent on seven patient care activities and five formally structured educational activities for 1 week during each of five rotations. Analysis educational activities for 1 week during each five rotations. Analysis of variance and the Scheffe method for multiple comparisons were used to determine differences attributable to clerkship site and time of academic year. The results of the study revealed significant site-, rotation-, and activity-specific variations in the surgery clerkship experiences. However, the students at each of the five sites distributed their time almost equally between patient care and formal educational activities. The study has provided a model for assessing variability and change in the surgery clerkship program both within individual sites and across an entire affiliated hospital system. The instruments and methods are presented for adoption by other institutions with similar goals.

Education, Medical, Undergraduate↗
PubMedDate not supplied

Systematic evaluation and increased structure in a radiology elective.

Diagnostic radiology is expanding, playing an increasingly central role in patient care, which heightens the importance of radiology teaching in undergraduate medical education. This study examined the impact of increased structure and systematic evaluation on student performance in a radiology elective. The evaluation protocol included premultiple and postmultiple choice examinations (70 questions each), a film interpretation quiz (ten films, 20 questions), faculty assessment of a student oral case presentation, and student evaluations of the elective experience. The relationships among the evaluation techniques, as well as differences in class level and course ratings were also examined. Two different treatment groups were studied. Group 1 was given general objectives and information regarding availability of recommended resources, including self-learning materials for the elective, didactic seminars, and viewbox exposure. Group 2 was given specific written instructional objectives, a structured schedule for viewing the self-learning materials, and the same seminars and viewbox exposure. The statistically significant higher performance of the structured group suggests that medical students achieve the objectives of an elective better when learning activities are well defined, structured, and systematically evaluated. In addition, those students receiving the structured experience rated the radiology elective more favorably.

Education, Medical, Undergraduate↗