Innovations in Medical Education of the 1950s Contrasted with Those of the 1970s and 1980s

Kendall, Patricia L.; Reader, George G.

doi:10.2307/2136863

Cited by 14 publications

(9 citation statements)

References 16 publications

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“…Poorly prepared lectures cause students to lose interest. New methods of teaching should be developed and the possibilities of problem‐oriented learning should be utilized, although it is true that this will not solve all the problems of medical education nor create more qualified doctors (Kendall & Reader 1988; Berkson 1993). Medical schools should reduce the number of lectures and promote small‐group learning, and give students the opportunity to select some optional courses in areas of particular interest to them.…”

Section: Discussionmentioning

confidence: 99%

Where should special attention be paid in undergraduate medical education? Two surveys among Finnish doctors

et al. 1996

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The study focuses on Finnish doctors' views of their undergraduate medical education. In 1988, a study (Junior Physician 88 Study) involving all the doctors registered during the years 1977-1986 in Finland (n = 5208) was carried out. A questionnaire was sent to a random sample of 2632 doctors, and after two mailings 1745 questionnaires (66.3%) were returned. A total of 1334 gave at least one answer to the question: 'Where should special attention be paid in undergraduate medical education?' Five years later, in 1993, another study (Physician 93 Study) involving all medical doctors registered in Finland during the years 1982-1991 (n = 4671) was carried out. The same questionnaire was sent to a random sample of 2332 doctors, and after two reminders 1818 questionnaires (78.0%) were returned, and 1228 doctors also answered the open-ended question. Content analysis was used to analyse the answers qualitatively and quantitatively. About 90% of the answers could be classified into two main categories: practical skills and evaluation of subjects. The most common proposal for the improvement of undergraduate medical education was that the practical skills needed in general practice should be taught. More education in administration and health economics was also desired. Respondents said that preclinical and clinical studies should be more closely integrated. In answers to the open question, the course in public health was strongly criticized for being too theoretical. Learning of the core knowledge for medical practice was considered essential.

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Section: Discussionmentioning

confidence: 99%

Where should special attention be paid in undergraduate medical education? Two surveys among Finnish doctors

et al. 1996

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“…These trends have also influenced the recommendations issued in the late 20 th century (see Chapter 2.2.2). It was hoped that the acquisition of appropriate attitudes and values as well as medical knowledge (Kendall & Reader 1988) would be achieved by problem-based learning (see Chapter 2.3.2). Engeström (1999) described an emerging contradiction in the present medical practice between the biomedical (curing disease) and psychosocial (caring for patients) orientations.…”

Section: Sense Meaningmentioning

confidence: 99%

The Becoming

et al. 2015

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Professional identity formation (PIF) within medical education is the multifaceted, individualized process through which students develop new ways of being in becoming physicians. Personal backgrounds, values, expectations, interests, goals, relationships, and role models can all influence PIF and may account for diversity of both experience and the active constructive process of professional formation. Guided reflection, including reflective writing, has been used to enhance awareness and meaning making within the PIF process for both students and medical educators and to shed light on what aspects of medical education are most constructive for healthy PIF. Student voices about the PIF process now emerging in the literature are often considered and interpreted by medical educators within qualitative studies or in broad theoretical overviews of PIF.In this Commentary, the authors present a chorus of individual student voices from along the medical education trajectory. Medical students (years 1-4) and a first-year resident in pediatrics respond to a variety of questions based on prevalent PIF themes extracted from the literature to reflect on their personal experiences of PIF. Topics queried included pretending in medical education, role of relationships, impact of formal and informal curricula on PIF (valuable aspects as well as suggestions for change), and navigating and developing interprofessional relationships and identities. This work aims to vividly illustrate the diverse and personal forces at play in individual students' PIF processes and to encourage future pedagogic efforts supporting healthy, integrated PIF in medical education.

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“…In particular, departmental autonomy, a reward structure based on teachers’ contributions to departmental research, and restricted resources appear to be incompatible with innovations requiring interdisciplinary collaboration. On the other hand, factors found to counteract structural resistance include centralized curriculum governance, resources earmarked for education, and leadership committed to change (Bussigel et al 1988; Kendall & Reader 1988). Thus, Bloom (1992, pp.…”

Section: Factors Related To Innovationmentioning

confidence: 99%

“…A review of descriptive and empirical case studies of medical education change supports the hypothesis that innovation is more likely to occur when resistance from internal structures is minimal. Studies of experimental parallel‐track programmes attribute their success to the fact that they operate outside the traditional decision‐making and departmental structures (Kaufman 1985; Bussigel et al 1988; Kendall & Reader 1988). New medical schools, such as McMaster University and Limburg (Maastricht), have had the advantage of putting in place organizational structures specifically designed to support innovative programmes (Neufield & Barrows 1974; Bouhuijs 1990).…”

Section: Factors Related To Innovationmentioning

confidence: 99%

Medical education change: a detailed study of six medical schools

Cohen¹,

Dannefer²,

Seidel³

et al. 1994

Medical Education

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This article reports a comparative case study of six selected USA medical schools, undertaken to identify factors that facilitate or obstruct innovation in medical education. The findings suggest that the culture of each medical school results from a combination of intra-institutional and external factors. Together these forces influence substantially the fate of educational innovations. The institutional culture influences critical elements such as educational philosophy, leadership and resources provided in support of innovation. Equally important, the culture shapes the level and type of change a school considers and implements. The findings also suggest that the availability of resources and the creative impetus present in schools giving priority to research can benefit the educational goals and facilitate educational change.

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Innovations in Medical Education of the 1950s Contrasted with Those of the 1970s and 1980s

Cited by 14 publications

References 16 publications

Where should special attention be paid in undergraduate medical education? Two surveys among Finnish doctors

Where should special attention be paid in undergraduate medical education? Two surveys among Finnish doctors

The Becoming

Medical education change: a detailed study of six medical schools

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