Ratings of students' performances in a third-year internal medicine clerkship: a comparison between problem-based and lecture-based curricula.

PURPOSE: To compare clinical performances in a third-year medicine clerkship between studies from a problem-based learning (PBL) curriculum and students from a traditional, lecture-based learning (LBL) curriculum. METHOD: The study participants were 88 PBL students and 364 LBL students rotating through a common third-year internal medicine clerkship at the Bowman Gray School of Medicine at Wake Forest University, classes of 1991-1995. Faculty and housestaff assessed the students' performances using four clinical rating scales. The student also completed the medicine student ("shelf") test of the National Board of Medical Examiners (NBME). RESULTS: On average, the PBL students received significantly higher ratings from housestaff and faculty on all four rating scales. No difference in scores on the NBME medicine shelf test was observed. CONCLUSION: The results support the hypothesis that preclinical PBL curricula as found at the Bowman Gray School of Medicine may enhance third-year students' clinical performances.

Problem-based curriculum and its value to Indian medical schools: description of the curriculum.

The decade of the 80's has seen the implementation of the problem-based curriculum (PC) (also called "parallel" or "student-centred" curriculum) in several medical schools in the United States. This new educational technique emphasizes active student participation and a hands-on learning process supplemented by judicious intervention by the faculty teachers. The students (often volunteers) are usually selected for their motivation rather than for highest intelligence or class ranking. For a period of two years, they meet twice or thrice-weekly in group sessions to explore problem cases developed by faculty for that special purpose. We describe the parallel curriculum here in some detail and suggest that medical educators in India give serious consideration to implementation of such a curriculum or its modification in their institutions. Medical graduates will benefit from the hands-on emphasis of this curriculum as well as the development of a disciplined approach in the handling of clinical problems. PC diminishes the stress levels associated with the traditional curriculum and lets the students play an active role in their education. PC will make them better prepared to face challenges during their clinical years and subsequent careers and should offset some of the weaknesses in the current educational system.

Child care choices of women physicians.

The majority of women physicians will have children, and they will also shoulder the major responsibility for child care arrangements, in spite of immense professional responsibilities. To date, little information has been made available regarding the child care choices of women physicians. This article summarizes the results of a national survey of women physicians' child care choices.

Survey of women physicians on issues relating to pregnancy during a medical career.

Many women in medical training want to combine a family life and a career. Of major interest to these women is determining the most desirable time for pregnancy during their medical education and career. The results of a study on women physicians' timing of pregnancy are reported. A 53 percent response rate was obtained in a randomized national survey of women physicians who had completed residency training and were less than 50 years of age. Their first pregnancies (of which 77 percent were planned) occurred as follows: prior to medical school, 4 percent; during medical school, 7 percent; in first year as house officer, 11 percent; in other residency year, 32 percent; in fellowship year(s), 13 percent; in practice, 28 percent, on leave or other, 5 percent. Seventy percent of the respondents considered "after completion of residency" to be the best time to become pregnant. Sixty percent of the respondents' maternity leaves were six weeks or less in duration. Seventeen percent required some medical leave before delivery, although only 5 percent required more than eight weeks of medical leave. Only a third reported that their training or work sites had maternity leave policies. Ninety-one percent of the respondents reported satisfaction in their careers.

A course on teaching for house officers.

A pilot course on clinical teaching methods was given to 11 volunteer third-year medical residents. The course consisted of four weekly two-hour sessions designed to cover the areas in which house officers do the most teaching. Both clinical and nonclinical educators participated as faculty members in an attempt to create balance in perspective. A homogeneous group was invited to volunteer to create an atmosphere in which trust, common experience, and clinical experience could be used to maximum advantage by the faculty. A relaxed "nonclassroom" atmosphere was created that facilitated interchange. The course was uniformly well received. Though only a pilot course, the experience suggests that formal education in the field of clinical teaching is well received by house staff members.

Dentistry in medical education: results of a comprehensive survey.

A survey of all U.S. and Canadian medical schools was undertaken to assess the current extent and nature of instruction in dental topics for medical students. The perceived importance of including such instruction in the undergraduate medical curriculum was ascertained, and barriers to teaching dental topics to medical students were identified.