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Biomedical subjects

I B Harris

Publications and source records attributed to I B Harris.

At least 19 recordsLinked to original sources
PubMed1992

A comparison of knowledge of medical students and practicing primary care physicians about cardiovascular risk assessment and intervention.

BACKGROUND: Heart attack and stroke are still prevalent causes of death and disability in the U.S. adult population (1, 2). Studies (3-9) have shown that modification of hypertension, smoking, and hypercholesterolemia can reduce risks for atherosclerosis and subsequent cardiovascular events. Therefore, it is important that physicians be skilled in assessing and modifying patients' overall cardiovascular risk. This study compares acquired knowledge of second-year medical students about cardiovascular risk assessment with knowledge in a selected group of practicing primary care physicians, who are members of the medical school's clinical faculty, using a new experimental testing technique called the tailored response test (TRT). METHODS: Students performed a structured cardiovascular risk intervention on a patient in primary care clinics. Their acquired knowledge was then tested using the TRT, which contained 43 discrete judgments about a clinical case. Test scores of students and faculty were compared. RESULTS: Both students and faculty demonstrated knowledge about the most important risk factors, appropriate screening tools, and interventions. However, the selected physicians did not demonstrate knowledge of certain important risk assessment and intervention recommendations, based on national standards. Only 38% of faculty and 27% of students were aware that a "fasting" serum cholesterol is not needed for screening, 30% of faculty believed that if cholesterol was over 300 they would "probably prescribe medicine" before other intervention strategies were tried, and 32% of faculty and 30% of students would order a screening chest X-ray, which is incorrect in the case history. CONCLUSIONS: The TRT, in contrast to self-report surveys, demonstrates that important cardiovascular risk assessment and intervention knowledge, with implications for cost effectiveness in health care delivery, has not penetrated to a selected group of physicians who are members of the medical school's clinical faculty and therefore serve as role models for medical students. This is disturbing, in light of current emphases on cost effectiveness in health care. Greater undergraduate curricula and CME emphasis on cardiovascular preventive practice is needed, such that almost 100% of students and faculty demonstrate knowledge, and practice, of preventive medicine according to national standards. In turn, groups developing national standards are enjoined to design and implement effective approaches for disseminating these recommendations.

Cardiovascular Diseases↗
PubMed1992

Senior medical students as simulated patients in an objective structured clinical examination: motivation and benefits.

Third and fourth year medical students were recruited to participate as simulated patients and examiners in an Objective Structured Clinical Examination (OSCE) administered for second year medical students. Students reported they were motivated to participate, not only by the honorarium, but because they believed the OSCE would be fun and interesting and because they were interested in medical education and in improving clinical evaluation. The third and fourth year medical students benefitted academically and financially from participation. Faculty benefitted by having a readily available source of enthusiastic and knowledgeable simulated patients.

Education, Medical, Undergraduate↗
PubMed1991

Comparing students' feedback about clinical instruction with their performances.

Validation of students' feedback as a measure of teaching effectiveness has been problematic for courses teaching clinical skills. This is true in part because establishing a valid and reliable method of assessing students' mastery of clinical skills has been a stumbling block. Reported here is the correlation of students' performances on an objective structured clinical examination (OSCE) with previously and independently collected feedback from students. In 1987-88, 190 second-year medical students at the University of Minnesota Medical School--Minneapolis spent one fourth of a second-year clinical skills course on neurology randomly assigned to one of four teaching sites--hospitals A, B, C, and D. Following their rotations, 180 of the students completed usable feedback forms. The students were consistently and significantly more positive about the teaching at hospital A. At the end of the year, all 190 students were tested using an OSCE having 20 stations, four of which presented neurologic problems. The students who had the neurology course at hospital A performed better on all four neurology problems, and differences were statistically significant for two of the problems. Feedback in this case accurately reflected a more effective teaching program.

Education, Medical, Undergraduate↗
PubMed1991

Structured clinical teaching strategy.

This study investigated the impact of a structured exercise on low back pain, as part of a second year ambulatory course, on students' low back pain examination skills. One-hundred and eighty-eight medical students participated in one of four types of instructional intervention: 1) structured clinical exercise and reading, 2) random clinical experience and no reading, 3) reading only, and 4) no clinical experience or reading. At the end of the year, students completed an Objective Structured Clinical Exam (OSCE) in which two stations assessed back pain history and physical exam skills. An analysis of variance of the OSCE scores showed no significant difference in students' performance in relation to the type of instructional intervention. The General Professional Education of the Physician Report argues for the importance of structured clinical education. In medical education, unpredictable patient exposure and crowded curricula frequently result in students having none or only one structured learning opportunity to acquire critical skills. Unfortunately, this study found that assuring at least one structured clinical experience for a specific common problem seen in ambulatory care did not enhance student ability to select and use specific history or physical exam skills for that problem as assessed by an OSCE, as compared with students who did not have this experience. To assure that essential clinical skills are acquired, it most likely requires that both systematic instructional strategies and repeated learning opportunities are available to reinforce learning.

Ambulatory Care↗
PubMed1988

Residents' perceptions of the effects of a practice plan on their training.

Residents were surveyed about the characteristics and quality of their education before and twice after a new practice plan for faculty members was implemented at a county medical center. The residents assessed the impact of the practice plan on their training programs. Compared with the ratings before the plan began (1984), the responses one and two years (1985 and 1986) after institution of the plan were significantly more positive on three of nine characteristics: quality of staff, quality of supervision, and heterogeneity of patients. Contrary to concerns expressed by faculty members and residents prior to the plan, the 1985 and 1986 residents did not identify significant decline in the level of their patient care responsibility and opportunities for independent decision-making. One-third of the residents in 1985 and 1986, however, commented (usually negatively) about increased time required for attending rounds due to involvement of faculty members in ward care and documentation activities. These results suggest that changes in faculty organization to increase patient care reimbursement are not necessarily incompatible with maintaining and even improving graduate education.

Attitude of Health Personnel↗
PubMed1987

The diagnostic value of the medical history. Perceptions of internal medicine physicians.

We investigated the perceptions of 71 internal medicine faculty and residents regarding the diagnostic value of the medical history and other attitudes toward the medical interview. Physicians perceive the medical history as having much higher value in diagnosis than either the physical examination or laboratory/radiography information (mean scores, 5.76, 2.41, and 2.49, respectively). The perceptions of the importance of the physician-patient relationship were significantly correlated with the diagnostic value of the history. There was also a strong relationship between the perceived value of the history and preferences for more skilled interviewing responses, as measured by the Helping Relationship Inventory. Contrary to expectations, the perceptions of residents toward the diagnostic value of the patient's history increased significantly over the course of training (5.00 to 6.00). We conclude that despite the increasing emphasis on diagnostic technology, internal medicine residents and faculty continue to view the patient's history as the preeminent source of diagnostic information. Physician attitudes toward the physician-patient relationship and toward the medical interview may contribute to the diagnostic value of the history.

Attitude of Health Personnel↗
PubMed1986

A comparison of locus of control between men and women in an internal medicine residency.

In this comparison of men and women PGY-1 residents, a significant difference in perceived locus of control, a personality variable, was detected. At the beginning and the end of PGY-1, women residents perceived a more external locus of control than men residents. These findings may be important in understanding the different responses of men and women to the stresses of medical training.

Female↗
PubMed1980

Effect of variations in sequencing of clinical tutorials.

The sequence in which different specialties are presented to medical students may influence their impact. However, the subjects has been rarely examined. In the present study a variety of educational outcomes were evaluated for a second-year medical school class. They followed a series of eight clinical tutorials but did so in four different sequences. The outcomes assessed were: (1) student achievement during their tutorial year and in several major clinical courses taken in the third medical school year; (2) student perceptions of the tutorial experiences and the impact of the tutorials on subsequent clinical training; and (3) student choices of clinical courses and programmes in their third and fourth years. The results indicated that the sequence of the eight tutorials had no adverse effect upon the educational outcomes examined.

Achievement↗