Assessing the usefulness of using standardized patients in a clinical medicine course.
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Clinical Competence↗
Biomedical subjects
J B Battles
Publications and source records attributed to J B Battles.
Developing a support system for teaching and assessing clinical competence.
Primary care medical school faculty, in partnership with the faculty and staff of a Department of Biomedical Communications (Office of Medical Education) developed a teaching and logistical support system using standardized patients. The patients are used to teach history and physical examination skills to students in an introductory clinical medicine course. Having both clinical assessment team members, who are skilled biomedical communicators, and designated clinic rooms for standardized patients provides the foundation necessary for this growing area in medical education. Improved student performance, as measured by an Objective Structured Clinical Examination (OSCE), and students' positive ratings and comments in the evaluation of the course demonstrated the efficacy of using standardized patients in teaching and assessing clinical performance.
Clinical Competence↗
The FLEXTRA kit: a model for instructor support materials.
The FLEXTRA Kit is a model for the development of resource materials to support instructor-delivered continuing education. Each FLEXTRA Kit consists of camera-ready copy of handout materials; presentation slides, overheads, videotapes, etc.; evaluation instruments; and an instructor's guide. The FLEXTRA Kit is packaged in such a way that it can be easily shipped and stored. Desktop publishing makes the production of FLEXTRA Kits a cost-effective means of providing support to repeated and locally variable training events.
Cost-Benefit Analysis↗
The health sciences communicator as faculty developer.
To determine the content for a model faculty development program for primary care faculty, a combination of the Delphi and Nominal Group Technique was used resulting in a curriculum with five units of instruction: development of curriculum and instruction, teaching methods, evaluation, administration, and academic survival skills. A philosophy for conducting faculty development is presented which includes concepts of andragogy, technology transfer, the diffusion of innovation, and networking. Program types include short-term, long-term, and extended programs such as fellowships.
Communication↗
Determining the core competencies of the ideal health sciences communicator.
The Education Committee of HeSCA conducted a Delphi study to generate agreement among a panel of experts regarding the core competencies of an ideal health sciences communicator. Seventy-five present and future competencies were identified and classified in terms of relative importance. Competencies concerning general communications techniques were determined to be most important, followed by abilities specifically related to the health sciences communications field. Management competencies were third in order of importance, and competencies that dealt with having a knowledge of the health sciences ranked fourth. The information reported helps to describe the knowledge and skill basis of the profession, as perceived by leaders in the field. The results can serve as guidelines for planning continuing education programs and professional development activities for health sciences communicators.
Communication↗