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Titolo:
What learners and teachers value most in ambulatory educational encounters: A prospective, qualitative study
Autore:
OMalley, PG; Kroenke, K; Ritter, J; Dy, N; Pangaro, L;
Indirizzi:
Uniformed Serv Univ Hlth Sci, Dept Med EDP, Bethesda, MD 20814 USA Uniformed Serv Univ Hlth Sci Bethesda MD USA 20814 Bethesda, MD 20814 USA Indiana Univ, Sch Med, Indianapolis, IN USA Indiana Univ Indianapolis IN USA ana Univ, Sch Med, Indianapolis, IN USA Regenstrief Inst Hlth Care, Indianapolis, IN 46202 USA Regenstrief Inst Hlth Care Indianapolis IN USA 46202 apolis, IN 46202 USA Walter Reed Army Med Ctr, Dept Med, Washington, DC 20307 USA Walter Reed Army Med Ctr Washington DC USA 20307 Washington, DC 20307 USA Uniformed Serv Univ Hlth Sci, Bethesda, MD 20814 USA Uniformed Serv Univ Hlth Sci Bethesda MD USA 20814 Bethesda, MD 20814 USA
Titolo Testata:
ACADEMIC MEDICINE
fascicolo: 2, volume: 74, anno: 1999,
pagine: 186 - 191
SICI:
1040-2446(199902)74:2<186:WLATVM>2.0.ZU;2-M
Fonte:
ISI
Lingua:
ENG
Soggetto:
PRECEPTORS STRATEGIES; TEACHING BEHAVIORS; CLINICAL TEACHERS; CRITICAL INCIDENT; CARE MEDICINE; PERCEPTIONS; STUDENTS; RESIDENTS; SETTINGS;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
31
Recensione:
Indirizzi per estratti:
Indirizzo: O'Malley, PG Uniformed Serv Univ Hlth Sci, Dept Med EDP, Bethesda, MD 20814 USA Uniformed Serv Univ Hlth Sci Bethesda MD USA 20814 20814 USA
Citazione:
P.G. O'Malley et al., "What learners and teachers value most in ambulatory educational encounters: A prospective, qualitative study", ACAD MED, 74(2), 1999, pp. 186-191

Abstract

To determine what learners and teachers value most in ambulatory learning encounters and whether the choices of the two groups are in concordance. Method. In 1996, the authors surveyed learners and teachers at a walk-in clinic immediately after each of 103 consecutive learning encounters. The participants answered two open-ended questions: (1) What was the one most valuable aspect of this learning encounter? and (2) List one thing that would make it better. Using qualitative analysis methods, two raters categorized the responses; their agreement was substantial (kappa =.75). Results. Half the responses fit five categories: diagnosis (15%), general management (14%), physical examination skills (9%), patient selection (6%),and time issues (6%), The participants most valued general exposure to diagnosis (29%) and general management issues (29%). Regarding their suggestions for improving the encounters, 33% cited structural issues (often "more time"), while 43% had no suggestions ("nothing" or "fine as is"). Substantial concordance existed between the rankings by category of the teachers' andlearners' comments, but (1) learners were more likely to rate the educational value of the encounter excellent or very good (64% vs 47%, p < .01); (2) teachers were more likely than medical students (but not interns) to place the most educational value on the physical examination (30% vs 4%, p = .001); and (3) agreement on what was most valuable in any individual encounter was poor (kappa = .03). Conclusions. In evaluating ambulatory educational encounters, learners andteachers placed highest value on general exposure to diagnosis and diseasemanagement; while the most commonly recommended changes related to structural issues, particularly inadequate time. While learners and teachers agreed in general on the relative ranking of teaching activities, they often found different things to be educationally salient in a particular encounter.

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Documento generato il 15/08/20 alle ore 14:11:11