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Biomedical subjects

M C Clay

Publications and source records attributed to M C Clay.

4 recordsLinked to original sources
PubMed2000

Using a standardized family to teach clinical skills to medical students.

BACKGROUND: The use of standardized patients has been an accepted instructional methodology in medical education for many years. A logical evolution of this methodology is the creation of a standardized patient family. DESCRIPTION: This article describes one such standardized family, the Jones family, and how the family is used to teach interpersonal skills, interviewing, communication, counseling, and history-taking skills to medical students. EVALUATION: After several years of using the Jones family, we have found that more comprehensive scripts need to be developed, that recruitment and retention of standardized patients for a year long program does not seem to be a problem, and that the value added by a standardized family greatly enhances the educational experience for students. A standardized family seems a logical educational vehicle for teaching continuity of care, confidentiality, contextual placement of medical information within family dynamics, cultural beliefs, community orientation, and generalism. CONCLUSION: A standardized family is a viable instructional methodology that deserves greater use in medical education.

Adolescent↗
PubMed1999

Teaching medical students cancer risk reduction nutrition counseling using a multimedia program.

BACKGROUND AND OBJECTIVES: There are many barriers to medical students receiving education about the linkage between nutrition and cancer, including the lack of role models and teachers and insufficient curricular time. We tested the use of a multimedia program as a possible solution to teaching diet-risk assessment and counseling skills. METHODS: Images of Cancer Prevention, The Nutrition Link is a CD-ROM multimedia program that was developed and evaluated by 147 medical students. Pre-use and post-use surveys, computer log files, and recorded response sessions were used to determine the learner's 1) ease in using the program, 2) attitudes about the treatment of the content, 3) knowledge gain, and 4) attitudes about the role of physicians in nutrition assessment and counseling for cancer risk reduction. RESULTS: Students improved their knowledge of dietary guidelines for cancer risk reduction and made positive changes in their attitudes toward the role of physicians in dietary counseling. However, most students reported that they would not use the program unless it was required that they do so. CONCLUSIONS: The multimedia program was successful; it affected students' knowledge and attitudes concerning nutrition as a modifiable risk factor for some cancers. In addition, the design and delivery of the multimedia product was positively reviewed by the students for ease of access, message design, individualized instruction, and flexibility. Despite these favorable ratings, it was not clear that students would use the program unless required to do so.

Health Knowledge, Attitudes, Practice↗
PubMedDate not supplied

Components of effective faculty orientation.

A number of factors make effective faculty orientation even more important for family medicine. Surveys indicate that the small number of available new faculty tends to be young and relatively inexperienced in academic medicine and that many go directly from residency training into faculty positions. Once in these roles, new faculty may find few senior colleagues to serve as experienced guides. Reports show that many department chairs plan to step down soon and may not be available as role models. The components of effective orientation are explained, along with their relationship to professional success. Recommendations are made for family medicine programs.

Faculty, Medical↗