Admissions procedures to medical schools

Walton, H. J.

doi:10.1111/j.1365-2923.1994.tb02709.x

Cited by 5 publications

(1 citation statement)

References 4 publications

(3 reference statements)

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“…The vast literature on the selection of medical students bears witness to the uncertainty about the success of the systems used. Academic achievement in medical school does not correlate directly with subsequent success in medicine (Walton 1992). Moreover, many students who do poorly in preclinical years improve in the clinical phase (McManus 1982).…”

Section: Pre‐medicinementioning

confidence: 99%

Learning skills and the acquisition of clinical skills

Kopelman

1997

Medical Education

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Section: Pre‐medicinementioning

confidence: 99%

Learning skills and the acquisition of clinical skills

Kopelman

1997

Medical Education

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The changing context of undergraduate medical education

Parsell

Bligh

1995

Postgraduate Medical Journal

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SummaryIt has long been recognised that intensive efforts are needed to reform medical education in order to meet the future needs of populations worldwide. Pressure for changes to the organisation, content and delivery of both undergraduate and postgraduate medical education has greatly increased in the last two decades. The experience of innovative medical schools, the emergence of learner-centred teaching methods and the implications of healthcare reforms in North America and Britain are major factors influencing calls for change. The pace of change has accelerated to such an extent in recent years that progress towards widespread reform appears to be more attainable than ever before. This article provides an overview of the changing context of health-care, some patterns of existing medical education and some strategies for change. Health care has become a central public issue and is no longer seen as the prerogative of doctors or medical schools.'`3 Governments, the public and the medical profession recognise that medical education has not kept pace with the health-care needs of populations around the world. Problems in medical education have been clearly documented over many years and efforts are being made to find solutions.4-6These problems include new patterns of disease in developing and developed countries, inadequate health-care systems and a shortage of the right kind of doctors, ie, generalists as opposed to specialists.7 Aging populations, chronic disease, and rehabilitation medicine are making increasing demands on health services. Public health issues and social problems such as maternal and child health, AIDS, and alcohol and substance abuse, are presenting major challenges for health-care and for medical education.8-'0The health-care context In Britain, changes in management structures and funding arrangements have introduced a competitive market economy to the national health-care service. Rapid advances in medical knowledge and technical skills have widened therapeutic and research opportunities. Advances in information technology have increased opportunities for communicating information, sharing ideas and facilitating research." Government legislation and the Patients' Charter are clearing the way for the public to expect much more from the national health-care system. Increased emphasis on the role of the community in the care of the ill, in preventing disease and promoting health has placed a heavy burden on existing services. "-" As a result, relationships between those involved in health-care are changing, both towards each other and towards patients. If doctors are to function effectively in this new context, their education and training as medical students and professionals must undergo reform. University medical schoolsThe responsibility for producing appropriately trained doctors lies with university medical schools. It is here that educational foundations are established, affecting patient care and community health in the future. The ways in which students are selected and the cont...

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The orientation of health professional students towards the care of older adults: the case of podiatry

Chumbler

Ford

1998

Health (London)

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Although podiatrists treat a large number of older adults, few studies have examined podiatry students' attitudes to treating them. Using data from a nationally representative random sample of podiatry students (n = 528), a theoretical model was tested that examined the impact on the level of expected satisfaction from treating older adults in terms of: students' perceptions of the effectiveness of podiatry for treating older adults (i.e. the belief that the students can have a meaningful impact on the health outcomes); the extent to which students enter podiatry for intrinsic rewards; the amount of exposure to instruction on geriatric health issues students receive in podiatry school; and the amount of clinical contact students have with older adult patients. Consistent with the hypothesized model, the findings indicated that respondents who believe that podiatrists can have a meaningful impact on the health outcomes of older adults reported a higher level of expected satisfaction with treating them. In addition, intrinsic motivation exhibited a positive indirect effect on satisfaction via its direct effect on perceptions of the effectiveness of treating older adults.

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Admissions procedures to medical schools

Cited by 5 publications

References 4 publications

Learning skills and the acquisition of clinical skills

Learning skills and the acquisition of clinical skills

The changing context of undergraduate medical education

The orientation of health professional students towards the care of older adults: the case of podiatry

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