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Biomedical subjects

R M Harden

Publications and source records attributed to R M Harden.

17 recordsLinked to original sources
PubMed1992

General dental practitioners' needs for continuing education on the management of fissure caries.

A process of identifying GDPs' perceptions of their needs for continuing education on one topic area is described. The method employed a combination of two traditional approaches for assessing educational needs, the so-called 'wisemen' approach and interviews with members of the target audience. The process identified three groups of GDPs with differing educational needs. Their perceptions of their educational needs are described, and the advantages and disadvantages of the process discussed and compared with other methods of assessing educational needs. The study confirmed the importance of identifying educational needs in the development of an educational programme.

Dental Fissures↗
PubMed1979

Doctors accept a challenge: self-assessment exercises in continuing medical education.

A new approach to continuing medical education by distance learning has been implemented. A series of six patient-management problems or challenges were posted to 20 000 doctors throughout Britain. Each doctor had to decide on the diagnosis, investigations, and treatment of the patients described. The challenges covered problems that were important in the doctor's day-to-day work and were designed so that he could obtain immediate feedback about his decisions and compare his own responses with those of a specialist and those of his colleagues. Additional information was available by telephone and by post on request. The series has been well received and is being widely used.

Attitude of Health Personnel↗
PubMed1979

A new approach to a final examination in surgery. Use of the objective structured clinical examination.

In an attempt to overcome the disadvantages of the conventional final examination an objective structured clinical examination (OSCE) was introduced into the final examination in surgery at the University of Dundee. In this approach are tested at 20 stations through which the candidates rotate. At some stations the students are assessed, by an examiner using a check list, on their ability to take a history or examine a patient. At other stations objective questions are used to assess the students' findings and their interpretation, his (or her) management of the patient, and his assessment of laboratory investigations. This approach to the final examination is more reliable and more valid than traditional methods and has practical advantages over them.

Clinical Competence↗
PubMed1977

A new textbook.

Explore the source record for details and available documents.

Books↗
PubMed1976

Quantitative aspects of pertechnetate concentration in human parotid and submandibular salivary glands..

Quantitative uptakes of 99Tcm-pertechnetate by the salivary glands have been measured in 36 subjects and normal values established. While uptake over the parotid gland increased with time, parotid uptakes were higher at all time intervals than uptakes over the submandibular glands. The uptake over the submandibulars also increased with time. There was no significant difference between resting uptakes of right and left glands, a significant difference would therefore suggest the presence of pathology. Values over the parotid gland are greater under resting conditions than following stimulation, but no such difference was noted for submandibular glands. However, with stimulated glands it was also shown that there was no significant difference between the right and left parotid, or rignt and left submandibular uptakes. The clinical relevance of these findings is discussed.

Adult↗
PubMed1975

Assessment of clinical competence using objective structured examination.

To avoid many of the disadvantages of the traditional clinical examination we have introduced the structured clinical examination. In this students rotate round a series of stations in the hospital ward. At one station they are asked to carry out a procedure, such as take a history, undertake one aspect of physical examination, or interpret laboratory investigations in the light of a patient's problem, and at the next station they have to answer questions on the findings at the previous station and their interpretation. As they cannot go back to check on omissions multiple-choice questions have a minimal cueing effect. The students may be observed and scored at some stations by examiners using a check list. In the structured clinical examination the variables and complexity of the examination are more easily controlled, its aims can be more clearly defined, and more of the student's knowledge can be tested. The examination is more objective and a marking strategy can be decided in advance. The examination results in improved feed-back to students and staff.

Clinical Laboratory Techniques↗
PubMed1975

Student feedback from MCQ examinations.

A simple method is described for providing feedback to students from multiple choice question examinations. A mask with holes punched at positions corresponding to the correct answers and labelled with the subject of the questions is superimposed on the student's answer sheet. Correct answers appear as black circles and a photocopy may be taken as a permanent record. The method is inexpensive, not dependent upon computers, and is economical in staff time. It is appropriate in a wide variety of situations where MCQs are used.

Educational Measurement↗
PubMed1975

Textbooks -- a new approach.

A new approach to medical textbooks has been applied by a team comprising a publisher, educationalist, and subject specialist. The binding of the book can be opened so that additional material can be added and the pages rearranged. Illustrations are printed on separate sheets so as to be available for study at any point in the text. An interdisciplinary approach has been adopted throughout and each section of the book examines the subject from a different viewpoint, for example, a disease, a clinical presentation, or an approach to therapy. An important feature is the separation of core material from additional material. Layout and design have been used to facilitate learning and to make possible the use of the book for reference and revision.

Bookbinding↗
PubMed1975

The use of name and address spirit masters in general practice.

The use of an address master system in a general practice can save the doctors and secretarial staff a significant amount of time. A spirit master system (e.g. ;Scriptomaster' sets) best suits the requirements of general practice. Uses include labelling documents, request forms, prescriptions, envelopes and compiling lists of patients.

Family Practice↗
PubMed1975

Handling information in general practice--using feature cards with computers.

A two-tier system of handling information has been developed for use in general practice. Punched feature cards, with the conventional patients' record cards are used for the handling of primary data in the doctor's surgery. At the same time the feature cards provide an input to the computer using a feature card reader, converter, and paper-tape punch. This is especially useful where information has to be collected together centrally, for more advanced statistical analysis and where multiple searches of individual feature cards are required.

Computers↗
PubMed1975

Tape/slide programmes for independent study. Methods of presentation to students.

Programmed audio tape/slide presentations have been presented to students by a variety of methods, (a) individual or pairs of students using automatic equipment in study booths; (b) students using simple portable equipment in or out of the learning centre; (c) groups of students in which discussion was encouraged; and (d) groups of students in which the student answered the questions individually without discussion. Each method has its advantages and disadvantages. With the exception of the groups without discussion, all were popular and chosen by a significant number of students as the method of choice. Automatic equipment in study booths was the most popular single method though the use of simple portable equipment had particular advantages. The majority of students prefer to have access to more than one method of presentation and attempts should be made to provide the learner with a variety of opportunities. The use of individual learning materials by groups of students should be further explored.

Attitude↗