A factor analytic study of clinical competence in undergraduate psychiatry

McFarlane, A C; Goldney, Robert D.; Kalucy, Ross S.

doi:10.1111/j.1365-2923.1989.tb00897.x

Cited by 7 publications

(3 citation statements)

References 21 publications

(47 reference statements)

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“…The study sample is homogenous and of a reasonable size (Comrey 1978) and the sex distribution closely resembles the national picture. A number of smaller studies using factor analysis have been reported using similar criteria (Feletti et al 1983; McFarlane et al 1989). Trainees in the sample were all at the beginning of their general practice year and may not be representative of more experienced trainees nor of established principals.…”

Section: Discussionmentioning

confidence: 99%

Independent learning among general practice trainees: an initial survey

Bligh¹

1992

Medical Education

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Self-directed learning is a natural way for adults to learn. Vocational training for general practice is a preparation for unsupervised clinical work that will be supported, in the main, by continuing medical education. This study uses the Self-Directed Learning Readiness Scale to investigate factors influencing readiness for such learning among a sample of general practice trainees. Three principal factors emerged from analysis: enjoyment and enthusiasm for learning; a positive self-concept as a learner and a factor suggesting the possibility of a 'reproducing' orientation to learning. These factors may reflect approaches to learning in general rather than these adopted for professional learning, but offer helpful pointers for the development of both vocational training and of continuing medical education.

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Section: Discussionmentioning

confidence: 99%

Independent learning among general practice trainees: an initial survey

Bligh¹

1992

Medical Education

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“…But, the ability to retain facts has not been shown to correlate with clinical performance (13,16) and, clinical competence is, presumably, our goal. Therefore, our students pass our exams and we know what they know; but we are less certain about what they know how to do (4,17). This conundrum lies at the center of clinical education.…”

Section: What Do Our Students Learn?mentioning

confidence: 90%

Less is more: The case for “basic” psychiatry and the Colorado medical student log

Weissberg

1996

Psych Quart

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Because of the rapid growth of our field, psychiatric educators are faced with two related questions. Are we teaching our students about too many things thereby making it difficult for them to discern our essential message(s)? And, two, have we really decided on what our essential message(s) actually is? The answer is "yes" to the former and "no" to the latter. The problem is deceptively simple: as distinct from what we teach, as a profession we have not yet parsed out the minimum we expect our students to really know-and really know how to do-by the time they graduate from our schools. We, therefore, developed the menu and method of the Colorado Medical Student Log which articulates the minimal educational goals for our students: ten core clinical experiences and ten core psychiatric screens. The log also provides an easy method by which we can be satisfied that our minimal goals are being met.

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“…3 A key feature of the viva is that it affords considerable flexibility to the examiner, allowing them to switch between subject areas, tailor questions to the needs of a particular candidate and apply a degree of individuality within the framework of an often generic examination. 4,5 This type of flexibility is ideal within the field of clinical diagnosis in both medicine and dentistry, the viva allows the assessment of knowledge in this field and facilitates some probing of its depth, whilst testing additional qualities such as communication skills, 6 mental agility, 7 problem-solving and reasoning, 8 clinical competence 9 and professionalism. 8 It is also important for medical professionals to be able to think coherently under pressure and a viva is generally thought to facilitate the kind of environment that can achieve this.…”

Section: Why Has the Traditional Viva Been Used As A Form Of Examinatmentioning

confidence: 99%

What’s wrong with the traditionalvivaas a method of assessment in orthodontic education?

Cobourne

2010

Journal of Orthodontics

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The oral or viva voce (viva) examination has been a mainstay of assessment throughout the history of medical education and widely used as a component of both undergraduate and postgraduate university examinations and professional examinations conducted by the medical and surgical Royal Colleges in the United Kingdom. This form of assessment has traditionally been chosen for its flexibility and potential for the testing of clinical and academic skills, both of which are closely associated with medical practice. However, in more recent years, the viva has fallen out of favour, leading to a reduction in use as a method of assessment, particularly for examinations conducted by the Royal Colleges. This trend has been seen within orthodontics, with the introduction of structured clinical reasoning and objective structured clinical examinations to replace oral and direct clinical examination in membership examinations. This article examines the reasoning behind why the traditional viva is regarded as being unreliable, describes some methods that are available to improve it and discusses recent developments in assessment within the context of oral examination, orthodontic education and training.

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A factor analytic study of clinical competence in undergraduate psychiatry

Cited by 7 publications

References 21 publications

Independent learning among general practice trainees: an initial survey

Independent learning among general practice trainees: an initial survey

Less is more: The case for “basic” psychiatry and the Colorado medical student log

What’s wrong with the traditionalvivaas a method of assessment in orthodontic education?

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