The present article investigates conceptualizations of social motivations and social goals. These conceptualizations are brought together toward an integrated taxonomy of social goals, and concurrently an integrated measurement instrument. Goal statements were administered to 571 college students, and dimensionality was assessed using factor analysis of the responses. Seven internally consistent dimensions were identified, interpreted, and labeled. The goal categories are social responsibility and concern, social attractiveness, power, intimacy and interpersonal play, belongingness, receiving assistance, and giving advice.
In the first year of medical school, our students have a comprehensive course in history taking, physical examination skills, clinical reasoning, and patient-centered care. We have observed that first year students struggle to conduct a focused history and perform a focused physical examination on a given chief complaint. We developed an innovative program to address this concern in our Essentials of Medicine-Physical Diagnosis course. We created an online outline and audio podcast for students to review illustrating the key elements of the history of presenting illness, review of systems, other historical patient information, and focused physical examination for 3 specific chief complaints to assist them in their approach to these patients. This resource also included the discussion of the work up and treatment plans and was created in collaboration of Internal, Family, and Emergency Medicine to account for the various approaches to the same chief complaint within the various specialites of medicine. Students completed a brief pre-and post-session survey to assess their utilization of the resource, quality of the content, and delivery of the session materials. The preceptor's were also surveyed regarding the students' ability to conduct a patient encounter and discuss their assessment and plan comparing current students to those in previous years who did not use this resource. We also asked for feedback on how these resources might be improved for future use. The resource was highly effective for first-year medical students in preparation for focused history taking and physical examination of a patient with a specific chief complaint. Students were more engaged in the critical reasoning discussion of the case assessment and plan after using this resource and preceptors were in agreement. We believe this model we called the "Doctors' Lounge" developed for the chief complaints of sore throat, chest pain,
An easily interpreted title, A Pig Don't Get Fatter the More You WeighIt, implies that more assessment is not an answer to improved instruction. On the contrary, too much assessment will detract from other key parts of education, such as having positive relationships with students and engaging in meaningful instructional practices. It then holds that students do not learn more the more you assess them. While reading this title many questions arose. One central question was, what would the authors have the readers believe? In answering this question, the overarching claim or theme of the book became apparent. That claim is that educators should use a variety of meaningful assessments to inform instruction on an ongoing basis. At the foundation of a better quality of education is losing the notion that assessments are add-ons to instructional practices rather than an integral part of instruction. This claim is found implicitly and explicitly throughout the book.In addition to this central claim, many of the authors in this book refer to diversity in culture and language and are concerned with, as are the editors, the learning context. The authors lead the reader to believe that there are specific, focused approaches to assessment at the classroom level that lend themselves to improved instruction. Furthermore, assessment is a part of instruction, not something tacked onto it as an afterthought. Effective instructional practices are believed, by the authors, to be those that use assessment in a continuous feedback process that informs instruction. Moreover, these focused approaches to assessment can help to foster cultural and linguistic diversity while improving instruction and enhancing standardized test scores. The discussion of cultural and linguistic diversity in the book brings forward a secondary theme of book-that of diversity. This second theme of the book addresses diversity of students, of assessments, and of instructional practices.
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