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Biomedical subjects

P J Blizard

Publications and source records attributed to P J Blizard.

17 recordsLinked to original sources
PubMed1991

International standards in medical education or national standards/primary health care--which direction?

This paper examines the concept of 'international standards' in undergraduate medical education and concludes that, with one material exception, these do not exist. It also examines the two major forces which sustain these non-existent standards. It contends that programmes of undergraduate medical education are only likely to become relevant to people's health needs, health policies and priorities if and when the concept of 'international standards' is jettisoned and replaced by the concept of 'national standards'. The final section of the paper identifies five strategies which might be used to 'unfreeze' programmes of medical education and render these more responsive to both 'planning in relation to national needs' and to assist these programmes to become more responsive to 'educational innovation and change'.

Asia↗
PubMed1980

Systematic curriculum development in an Indonesian pos-graduate Faculty of Public Health.

This paper describes a programme of curriculum development in an Indonesian post-graduate Faculty of Public Health. This faculty redefined all its curricula with a 2-year period, and these curricula are now stated in terms of sets of instructional objectives which are skill-based and learner-centered. These curricula are now being implemented in ways which are consistent with contemporary educational thinking. It is contended that the rapidity with which these changes occurred can be accounted for in terms of: (a) the strong support of the faculty's leadership; (b) the methods used to bring about these changes; and (c) the sustained efforts made by many of the teaching staff.

Attitude↗
PubMed1980

The long term effectiveness of workshops in curriulum planning and design for teaching staff in Indonesian medical schools.

A programme of basic curriculum change was concurrently introduced into ten Indonesian faculties of medicine which constitute an established system of medical schools with 260 separate academic departments. The programme was based on a 2-week workshop in curriculum planning and a series of follow-up activities. Within a 3-year period almost three quarters of the academic departments involved have defined a more selective curriculum based on sets of instructional (i.e. behavioural) objectives, and are involved in its implementation. This paper describes the methods used to bring about these developments and the attempts which were made to develop a structure within each medical school which would localize and ensure continuity of the changes set in motion. Because of the context from which conclusions have been drawn they have direct significance for large scale educational change in systems of medical schools in developing countries. The conclusions are however also applicable to changes in medical education in developed countries.

Curriculum↗
PubMed1980

Some positive benefits that could arise from an 'over-supply' of doctors in Australia.

This paper proposes that five main advantages can flow from an increase in the number of doctors in Australia. These advantages relate to: (1) improvements in the quality of clinical medical care; (2) a renewed emphasis on preventive medical care; (3) a more equitable, need-related distribution of doctors; (4) the ability of doctors to participate in regular professional up-grading programmes; and, (5) an increased capacity to participate in aid programmes within the South-East Asia region. It is argued that these positive factors should also be taken account of, along with the negative consequences, of an increase in the number of doctors in Australia.

Australia↗
PubMed1978

Introducing instructional objectives in Indonesian medical schools.

This paper reports on the responses of nearly 600 Indonesian medical academics, from ten different medical schools, to a series of 2 week workshops in educational science. These workshops set out to help participants: (a) to acquire skills in constructing educational objectives, at all levels, from those of the institution to those connected with a particular course; and (b) to develop positive attitudes towards the use of these skills in curriculum design and planning. The results demonstrate that the workshops helped most participants to meet the above objectives. The instructional model chosen and the reasons for its effectiveness have been discussed. It has been concluded that the development of basic educational skills can be acquired in a relatively short, condensed workshop, by a large number of participants: that is, the approach is feasible and economical for large numbers. It has also been shown that concepts of 'modern educational technology' are acceptable in a socio-cultural context with very different practices and traditions from those within which most applications of educational technology in medicine have been achieved. The results have general implications for the training of health workers in developing countries.

Attitude of Health Personnel↗
PubMed1975

Medical students' retention of knowledge of physics and chemistry on entry to a course in physiology.

In this paper we have assessed the extent to which two cohorts of medical students retained skills acquired in two of their basic science courses, i.e. physics and chemistry. It has been shown that a great deal of attrition takes place with respect to factual information and also, therefore, the capacity to apply this information in a relevant manner. It has been argued that this occurs, in part, because students do not appear to regard chemistry and physics as a useful part of their preparation as doctors and, in part, because of the methods used to teach these basic science subjects. Finally, some implications of this preliminary study have been discussed.

Australia↗
PubMed1975

Recall and retrieval of anatomical knowledge.

The performance outcomes of a course in anatomy based on the use of specific behavioural objectives and group discussion techniques have been followed up over a period of 21 months. At the end of this time attrition of knowledge averaged 17-5% of the original performance. 72% of students still performed at better than pass level. Performance levels on retest were significantly associated with original levels of performance and were significantly better in respect of items 'reinforced' by subsequent teaching in other subjects. It is suggested that the performance on retest also reflected the nature of the original course, which was dependent on the use of general and specific behavioural objectives and on active learning methods using group discussion techniques.

Anatomy↗