[Learning among medical students. Teachers' commitment a decisive factor]. / Inlärning hos läkarstuderande. Lärarnas engagemang en avgörande faktor.

During their medical education, students take many courses in a variety of scientific subjects. This is most noticeable during the 5th term, when 6 subjects are taught in parallel during a 10 week period. This makes the process of learning very important. Using a modified written questionnaire we asked for students' opinions on factors important for learning. For crucial parameters such as coherence in knowledge and study motivation the students considered teachers' interest in students' learning to be the critical factor.

Combining feedback from simulated cases and prescribing. Design and implementation of an educational intervention in primary care in Sweden.

OBJECTIVES: To develop and evaluate a new model of continuing medical education (CME) for general practitioners (GPs). The study is part of the joint European Drug Education Project (DEP). This paper presents the Swedish part regarding the design of the evaluation study, the educational methodology, and the participants' evaluation. METHODS: An educational model was developed. Two peer group discussions (facilitated by a GP/pharmacist team), including individual feedback on the GPs' judgments of written simulated cases and prescribing, were main components. The model was tested in a parallel randomized controlled study including 36 GP groups, allocated to education on asthma or urinary tract infections. Background and outcome data were knowledge and attitudes (K/A) assessed by a questionnaire and prescribing practices for actual and written simulated cases. The GPs' evaluation of the model was captured through a questionnaire. RESULTS: All 36 groups completed the program. The mean participation rate in the group discussions was 75%. The response rates were 82-98% regarding outcome data K/A questionnaire and written cases), and 80% regarding the evaluation questionnaire. Prescribing data were captured for 99% of the GPs. Both group discussions were considered important by 84-89%. Eighty-seven percent wished to take part in similar CME activities for other conditions. About 80% reported that their purpose in participating had been fulfilled. CONCLUSIONS: It was feasible to evaluate the developed educational model by using a two-armed parallel study design. The model was well received by the participants.

Learning by mutual commitment: broadening the concept of learning contracts.

A learning environment where students may negotiate with the course directors on the objectives and contents of a course, and where the teachers from pre-stated teaching and pedagogical obligations, may also negotiate with the students on what realistic demands they can meet when adjusting to individual students' needs, could be regarded as a set-up where learning by mutual commitment takes place. In order to support and to elaborate on reported experiences from using contracts as a learning device (Solomon, 1992), experiences gained from the Medical School of Witten/Herdecke, Germany, will be presented.

Reflections on possible virtues of European medical education.

Political and social development in Europe will lead to increased mobility of doctors between countries as well as opening up new possibilities and horizons for educational institutions. In this emerging process the charge that universities are too traditional to change may not be valid when the virtues of academic traditions in Europe are considered. When those virtues are taken into account, they are seen to facilitate the integration of more current goals for future development into undergraduate medical curricula. The use of external examiners between different countries in Europe will promote greater quality in European medical education.

An introductory 'survival course' for first-year medical students: a brief account of the course.

At the School of Medicine, Tromsø, Norway, an intensive 2-day week-end course was offered to students in the first year of their studies. The content covered study approaches and study skills, learning issues, strategies for improving the current curriculum, and preparing for the first comprehensive final examination. A brief account of the content and outcome is presented.