Résumé
We have previously reported that tutorials help medical students develop analytical ability, which is necessary for problem-solving. In this study we analyzed students' assessments of tutorials, results of term-end examinations, and posttutorial questionnaires to determine whether tutorials help students develop interests and proper attitudes for studying. The results suggest that our tutorials are not sufficient for medical students to develop interests and proper attitudes for studying.
Résumé
The small-group-learning course “Introduction to Medical English” was introduced to the 1st-year students' curriculum in 1994. The effects of this course were examined by analyzing students questionnaires and by comparing results of the term-end examination. The following results were obtained. 1) Results of the term-end examination (multiple-choice method) showed a normal distribution. 2) Results of the questionnaires suggest that although medical English seemed difficult at first, the course produced a good response from students which conventional courses could not. These results suggest that “Introduction to Medical English” has a valuable role at the start of medical education.
Résumé
We previously reported that the tutorial system had a beneficial effect on our students' scores on term-end examinations in 1994: the assessments of the tutorials correlated positively with the results of the term-end test. This time we analyzed each student's assessment of the tutorials, results of the term-end examinations, and responses to a follow-up questionnaire to determine what abilities the tutorial system helped students develop. The results suggest that tutorials help medical students develop analytical ability: a prerequisite for the problem-solving process.