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Biomedical subjects

T C Meyer

Publications and source records attributed to T C Meyer.

At least 19 recordsLinked to original sources
PubMed1991

Alternative medical school curriculum design: the independent study program.

The University of Wisconsin Medical School established an alternative Independent Study Program (ISP) in the basic medical sciences in 1972. This program enabled class size to be increased without increasing laboratory teaching space, provided better education for students with diverse educational backgrounds, permitted individual progress, and promoted independent study. When compared to the most receptive oriented regular curriculum students (RCR) and those most discovery oriented (RCD), the preferred learning style of self-selected ISP students was more discovery or self-directed. They retained that style after graduation, while RCD students frequently became less discovery oriented. The ISP group was older, had more females, and had more advanced degrees. Although they had lower undergraduate grade point averages, they did well on the Verbal, General Information, Problem-Solving, and Quantitative sections of the MCAT. They also did well scholastically in Medical School, scored well on the National Boards Medical Examination, had the same distribution of residencies, and obtained the same quality of residency placement for medicine, surgery, and pediatrics. They have been very supportive of the program and feel that it was valuable in developing their abilities for continued self education.

Achievement↗
PubMed1983

Teleconferencing as a medium for continuing education of health professionals.

This paper describes 15 years' experience with narrow band telephony applied to continuing education of physicians and nursing staff in the state of Wisconsin. The telephonic approach is shown to be viable, effective and economical; especially so when compared to wideband video alternatives or peripatetic teachers. The department of Continuing Medical Education, University of Wisconsin-Madison, initiated the use of telephony for instructional purpose in non-credit continuing education in November, 1965. Facilities were installed for 18 hospitals, up to 350 miles from Madison, for use by 286 physicians two hours weekly. The program included lecture outlines, visuals and a full array of telephone equipment with lectures strictly timed yet allowing for questions and answers. The technical system was validated by a series of pretests and immediate and late-posttests of 52 physicians taking a telephone course. Technology was found not to interfere with the education process. The University has since enlarged the network by more than a factor of 10. By 1979-80 there were 1,320 program sessions with participation exceeding 34,000--or 270,596 student contact hours, at approximately $5.33 per student contact hours. Drawbacks include lack of eye contact, difficulty in understanding foreign accents, and necessity for videocassettes when demonstrations require movement. Strong points of telephony include its flexibility; variation in numbers attending and in visual aids; location of instructors and use in single subject/single day teaching. Telephony was found to be a uniquely useful means of providing continuing education to hospital and medical staffs.

Education, Medical, Continuing↗
PubMed1978

The use of instructor-patients to teach physical examination techniques.

The increasing difficulty in obtaining appropriate hospitalized patients to give enlarging classes of medical students their first exposure to abnormal physical findings has led to the development of an instructor-patient program. Sixteen community residents with relatively stable respiratory, cardiovascular, musculoskeletal, or neurological findings were recruited and trained as instructor-patients to teach the technical elements of the examination of the affected organ system. Evaluation of the technical skills of 46 second-year students trained by instructor-patients and those of 41 randomly selected students trained in these skills by physician instructors demonstrated that the two have comparable technical skills five to eight weeks after the training sessions. Faculty recruitment, instructor-patient recruitment and training, and evaluation are discussed.

Education, Medical, Undergraduate↗