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Biomedical subjects

T J ten Cate

Publications and source records attributed to T J ten Cate.

7 recordsLinked to original sources
PubMed2001

[Initial experience with selection procedures for admission to medical school].

Admittance to a medical school in the Netherlands has for decades been based on a grade point average weighted lottery system of secondary school leavers. Since 2000, the Dutch Higher Education and Scientific Research Act has given medical schools the option of selecting candidates. In 2000, two of the eight Dutch medical schools started selection experiments for 10 percent of their places. Leiden University Medical Center invited school leavers who had studied a more varied range of extra subjects to attend a 10-day summer school. All 54 candidates were ranked on the basis of assessments and tests; 24 of them were admitted. Utrecht University invited students with a higher education degree to a selection day. An application form, a structured interview and a questionnaire determined the ranking of 53 candidates; 24 of them were admitted. Both schools were satisfied with the manner in which the selection procedure worked. However, it is not yet possible to draw any definite conclusions about the effectiveness of the selection procedure.

Adult↗
PubMed2000

Evaluation of a postgraduate educational programme for occupational physicians on work rehabilitation guidelines for patients with low back pain.

OBJECTIVES: The postgraduate educational programme for occupational physicians on guidelines for work rehabilitation of patients with low back pain was evaluated as to what extent did knowledge of the guidelines increase, and did the workers improve their performance at work. METHODS: An experimental group (n=25) attended an educational programme and a reference group did so (n=20) 6 months later. Knowledge and performance were assessed for both groups, before and after education of the experimental group. Knowledge was assessed for the reference group after education. RESULTS: Knowledge increased significantly more in the experimental group. The reference group's score increased further after education. The experimental group's adjusted gain score for performance indicators was significantly positive. Analysis of covariance also showed a significant effect for the experimental group for increased performance score. CONCLUSIONS: The educational programme improved the quality of care because knowledge and performance of occupational physicians improved and complied better with practice guidelines.

Clinical Competence↗
PubMed1996

[Computer-assisted education in problem-solving in neurology; a randomized educational study].

OBJECTIVE: To determine the effect of computer-based medical teaching (CBMT) as a supplementary method to teach clinical problem-solving during the clerkship in neurology. DESIGN: Randomized controlled blinded study. SETTING: Academic Medical Centre, Amsterdam, the Netherlands. METHOD: 103 Students were assigned at random to a group with access to CBMT and a control group. CBMT consisted of 20 computer-simulated patients with neurological diseases, and was permanently available during five weeks to students in the CBMT group. The ability to recognize and solve neurological problems was assessed with two free-response tests, scored by two blinded observers. RESULTS: The CBMT students scored significantly better on the test related to the CBMT cases (mean score 7.5 on a zero to 10 point scale; control group 6.2; p < 0.001). There was no significant difference on the control test not related to the problems practised with CBMT. CONCLUSION: CBMT can be an effective method for teaching clinical problem-solving, when used as a supplementary teaching facility during a clinical clerkship. The increased ability to solve problems learned by CBMT had no demonstrable effect on the performance with other neurological problems.

Computer-Assisted Instruction↗
PubMed1996

The development of diagnostic competence: comparison of a problem-based, an integrated, and a conventional medical curriculum.

PURPOSE: To compare the diagnostic performances of students in five curriculum years educated at schools with problem-based, integrative, or conventional medical curricula. METHOD: Data were analyzed in 1994 for 612 students in their second, third, or fourth (preclinical) or fifth or sixth (clinical) years at three Dutch medical schools with problem-based, integrative, or conventional curricula. The students gave differential diagnoses for 30 case histories that were epidemiologically representative of Dutch society and covered all organ systems. The numbers of accurate diagnostic hypotheses were tallied for each of the groups involved. The data were analyzed using analysis of variance and post-hoc Newman-Keuls tests. RESULTS: Overall, the students trained within the problem-based framework and the students trained within the integrated curriculum made more accurate diagnoses than the students trained within the conventional curriculum. No overall differences were found between the students in the problem-based and integrated curricula, although the second- and third-year students from the latter performed better than the second- and third-year students from both other schools. CONCLUSION: Integration between basic and clinical sciences and an emphasis on patient problems may be the critical factors that determine superior diagnostic performance rather than whether a curriculum is self- or teacher-directed. Problem-based learning seems to live up to its expectations, but so does the integrated approach to medical education. In addition, the procedure for measuring diagnostic performance appears to be valid and to provide a simple means of measuring curriculum effects. It remains to be seen whether the findings would be replicated when students are allowed to freely gather data in open interaction with patients rather than respond to written presentations of cases.

Aged↗
PubMed1990

[Can nearly finished medical students interpret their professional literature?].

The ability of senior medical students to interpret clinical research articles was examined by means of a written examination based upon two papers from general medical journals. The subjects of the articles were a diagnostic test and a therapeutic trial respectively. Knowledge of basic methodological and statistical concepts mentioned in the articles was in 86% of the students examined (n = 90) below the minimal level required for correct interpretation. 60% of the participants could not correctly apply the results mentioned in the diagnostic paper to a written clinical problem, and 11% could not apply the result of the therapeutic trial. From the reasons the participants gave for their decisions it appeared that 77% and 35% respectively had not been able to interpret the articles correctly. A comparison between self-rated knowledge and results of the test showed that the students tended to overestimate their knowledge. Knowledge of basic concepts of clinical epidemiology and statistics of these nearly graduated medical doctors is insufficient, and many of them cannot interpret clinical research articles correctly.

Clinical Competence↗