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Biomedical subjects

J H Lanphear

Publications and source records attributed to J H Lanphear.

7 recordsLinked to original sources
PubMed1997

Effectiveness of problems used in problem-based learning.

Where problem-based learning (PBL) is the main method used in medical curricula, the literature suggests that it is crucial that the problems used are effective in facilitating students to identify relevant learning issues. These learning issues guide the students' studying. The present investigation explores the extent to which students identify relevant issues following exposure to prepared paper problems. In the preparatory year, in an Introduction to Medicine module, four groups of students were exposed to six themes (Health Care System, Environment and Health, Alternative and Islamic Medicine, Chronic Illness, Infectious Diseases, and Prevention and Health Promotion). Each group had two facilitators per theme. Having discussed the prepared problems, the students identified learning issues which were collected for the purpose of the study. Two content experts, using a Likert scale, analysed learning issues for their concordance to staff objectives per theme. Kappa coefficients were computed for the six PBL themes in order to assess inter-rater agreement. Learning issues identified as having no relationship to theme objectives were further analysed for their relevance to theme objectives. No objective was totally omitted by any student group. There was a 100% concordance of objectives to learning issues demonstrated over four themes. The relationship of learning issues to theme objectives ranged from 55-85% in the theme on health care system, and 73-94% in the theme on environment and health. Irrelevant learning issues were identified in the first two PBL themes addressed. Kappa coefficients over the six PBL themes varied from 0.49 to 0.82.

Education, Medical, Undergraduate↗
PubMed1997

Intercontinental postmortem studies using interactive television.

For cultural reasons, medical students in the United Arab Emirates (UAE) are not offered postmortem studies. In a collaborative project between the medical schools of Aberdeen University and the UAE University the feasibility, acceptability and effectiveness of telepathology teaching were evaluated. The transmission of postmortem video images at a quality high enough for teaching purposes was achieved at a data transmission speed of 384 kbit/s. Videoconferencing as a method of presentation was viewed by the students as both interesting and useful. All students participating in the telepathology teaching sessions exceeded the minimum acceptable score of 60% in a multiple-choice examination. Although international videoconferencing at 384 kbit/s is expensive, the costs involved in the telepathology project were small in relation to the educational benefits.

Autopsy↗
PubMed1997

A pilot study in medical education using interactive television.

Medical students in the United Arab Emirates do not receive postmortem teaching. This is because postmortems are not normally carried out, for cultural reasons. In order to address this problem a collaborative project was established between the medical schools of Aberdeen University and the United Arab Emirates University to evaluate the feasibility, acceptability and effectiveness of telepathology teaching. A videoconferencing link was established between the UK and the Middle East using ISDN at a transmission speed of 384 kbit/s. Although some technical problems relating to line continuity were encountered, the results relating to feasibility, acceptability and effectiveness were very positive. Although expensive, this form of teaching may still be cost-effective in relation to the benefits.

Autopsy↗
PubMed1994

Learning preferences of medical students.

Learning styles and preferred learning approaches are believed to have an influence on student learning. This study investigated the learning preferences of first-, second- and fourth-year medical students as well as explored differences in learning preferences from first- to fourth-year students. In June 1992, 95 students were administered the learning preferences inventory (LPI) designed by Rezler at the United Arab Emirates University. Analysis of variance (ANOVA) was used to test the significance of the differences of the six LPI mean scores on Abstract/Concrete, Teacher-structured/Student-structured, and Individual/Interpersonal categories across the academic year and sex. The two predominant preferences were concrete and teacher-centred. Results of this study showed students preferred teacher-structured learning experiences dealing with concrete and applied tasks, rather than abstract tasks.

Choice Behavior↗
PubMed1987

Faculty development. An essential consideration in curriculum change.

Our experience suggests that curricular innovation, such as that proposed in Physicians for the 21st Century--the General Professional Education of Physicians report--often causes the faculty to reexamine both their career and their personal goals. For some faculty members, major career changes can result when major curricular innovation occurs in a department. The department planning curricular change should have a comprehensive faculty development program ready to deal in a fair and effective way with both the curricular and the personal issues that arise. The faculty should, first, be brought into active participation early in the development of the new curriculum. Next, the faculty should be trained in teaching methods required by the new curriculum. Finally, counseling and even alternative career choices should be made available for any faculty members who are doubtful about their roles in the new curriculum. Departments lacking such a program may experience problems that interfere with well-intended improvements in the curriculum. The faculty development program described here contributed to our faculty's enthusiastic adoption of an innovative pathology curriculum.

California↗