Biomedical subjects

L C Youmans

Publications and source records attributed to L C Youmans.

3 recordsLinked to original sources

PubMed1988

The surgical clerkship experience: self, departmental, and institutional assessment.

The purpose of this study was to investigate to what extent students' assessments of their clerkship experiences varied in relation to perceptions of self-improvement, the time of year in which the clerkship experience took place, and the origin of the assessment device (departmental versus institutional). All students enrolled in each of six surgery clerkship rotations over the course of 1 academic year (224 students) were administered two questionnaires on completion of the clerkship. One questionnaire was institutionally developed and supported, whereas the other was departmentally sponsored. Results of multiple regression analyses indicated that (1) when students felt their medical skills had improved as a result of clerkship participation, the clerkship was considered of high quality; (2) students' perceived improvement in communication skills decreased as the academic year progressed; and (3) students did not alter their responses to the questionnaires based on whether the instrument was institutionally or departmentally sponsored.

Clinical Clerkship↗

PubMed1985

Oral examinations: actual and perceived contributions to surgery clerkship performance.

Controversy persists regarding the validity, utility, and practicality of oral examinations. This study of a recent 3-year experience at the University of Michigan Medical School was undertaken to determine the value of the oral examination in the required junior year surgery clerkship. Multiple regression analysis of the relationship between the oral examination and ward grades, written examination grades, and the final grades for the clerkship years 1980 to 1981 (n = 198), 1981 to 1982 (n = 234), and 1982 to 1983 (n = 215) (classes of 1982, 1983, and 1984) revealed significant correlation between the oral examination and other evaluation parameters. Stepwise regression analysis revealed that the oral examination contributed unique information to final grade determination. Two surveys identified faculty and student opinion regarding the oral examination. The results were consistent during the 3-year period of study. Faculty and student opinion regarding the examination as an evaluation process and motivational device were positive, as was opinion regarding the breadth and depth of knowledge tested and the examination as a learning experience and an accurate reflection of students' performance. Both faculty and students agreed that the examination was worth the time and effort invested by faculty, was an appropriate evaluation process, and was a source of worthwhile faculty and student interaction.

Attitude of Health Personnel↗

PubMed1982

Resident selection: applicant selection criteria compared with performance.

One hundred three surgical house officers, 41 in general surgery and 62 in specialty surgery, entered the residency program from 1975 through 1979. Their application data, including the National Board of Medical Examiners test part I scores, preclinical course honors, clinical course honors, surgical clerkship honors, election to Alpha Omega Alpha (AOA), published research, medical school grading system, medical school rating, and National Resident Matching Program rank, were tabulated. Each house officer's performance was assessed by monthly faculty evaluation and by annual standard American Board of Surgery In-Training Examination (ABSITE) score through the second year of the program. The application data were compared with the performance data to determine significant indicators of success. Factor analysis computed on the monthly evaluation forms identified a knowledge factor and an interpersonal skills factor. Statistical analyses were used to study the relationships among the independent (preentry) variables and the knowledge, interpersonal skills, and ABSITE postentry variables. The results were significant (P less than 0.05) for medical school honors, election to AOA, and medical school grading system. No significance was found for the remaining preentry variables. The knowledge and interpersonal skill evaluation scores for the house officer I and II years were significantly correlated. Although the postentry assessment of knowledge correlated with certain applicant data, the assessment of interpersonal factors was not statistically related.

Educational Measurement↗