Catalogo Articoli (Spogli Riviste)

OPAC HELP

Titolo:
Comparison of methods for teaching clinical skills in assessing and managing drug-seeking patients
Autore:
Taverner, D; Dodding, CJ; White, JM;
Indirizzi:
Univ Adelaide, Dept Clin & Expt Pharmacol, Adelaide, SA 5005, Australia Univ Adelaide Adelaide SA Australia 5005 ol, Adelaide, SA 5005, Australia
Titolo Testata:
MEDICAL EDUCATION
fascicolo: 4, volume: 34, anno: 2000,
pagine: 285 - 291
SICI:
0308-0110(200004)34:4<285:COMFTC>2.0.ZU;2-9
Fonte:
ISI
Lingua:
ENG
Soggetto:
COMPUTER-ASSISTED-INSTRUCTION; CONSULTATION SKILLS; MEDICAL-STUDENTS; ABUSE;
Keywords:
clinical medicine, education; computer-assisted instruction; education, medical, undergraduate, methods; patient simulation; physician-patient relationship; substance abuse, drug therapy; video recording;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
14
Recensione:
Indirizzi per estratti:
Indirizzo: Taverner, D Univ Adelaide, Dept Clin & Expt Pharmacol, Adelaide, SA 5005, Australia Univ Adelaide Adelaide SA Australia 5005 , SA 5005, Australia
Citazione:
D. Taverner et al., "Comparison of methods for teaching clinical skills in assessing and managing drug-seeking patients", MED EDUC, 34(4), 2000, pp. 285-291

Abstract

Aims New medical graduates lack clinical skills in assessing and managing patients seeking drugs of dependence. This study compares the effectivenessof three different clinical skills training methods, with similar content,which were developed to teach these skills to senior medical students. Methods A preliminary survey indicated that common problems seen by primary care practitioners included both new and previously known patients seeking either benzodiazepines or opiates. The common content of the teaching wasdetermined from this survey. A didactic small group tutorial (DT), a video-based tutorial (VBT) using professional actors, and a computer-aided instruction package using digitized video (CAI) were developed with this common content, and trialled with undergraduate medical students over 2 years in aparallel-group design. Outcome was assessed by student feedback, performance on a case-based written examination and by a structured evaluation of interviews with simulated patients requesting drugs. Comparison was also madebetween methods on the basis of knowledge tests. Results No difference was seen in written examination and simulated patient outcomes between the three groups. However, the VBT was thought by the students to be preferable to other methods. The estimated development costs of CAI were higher, but total costs over a 6-year period were lower than forthe DT and VBT. The results suggest that clinical skills can be taught equally effectively through several different methods. Collaboration between institutions in the development of widely applicable CAI tools should be an efficient and economical mode of teaching with a wide range of applications.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 10/07/20 alle ore 11:43:46