Undergraduate Medical Education for Primary Care

Kaufman, A; D, Klepper; Ss, Obenshain; Jd, Voorhees; Galey, William R.; Duban, S; Moore-West, Maggi; Jackson, Rachel; Bennett, Mark; Waterman, Richard P.

doi:10.1097/00007611-198209000-00021

Cited by 23 publications

(17 citation statements)

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“…The reconsideration of the existing educational system towards a more student-centred orientation could facilitate collaborative learning and interpersonal support amongst students, which may have a protective effect against difficulties faced whilst in a dental institution (29).…”

Section: Discussionmentioning

confidence: 99%

“…Questions related to clinical training 3,4,10,16,18,19,25,26,27,28,29 and 38 were excluded from the questionnaire administered to non-clinical students (first and second year). The response for each question was based on a Likert-type scale with response options of 1-not stressful, 2 -slightly stressful, 3 -moderately stressful and 4 -severely stressful.…”

Section: Procedures and Instrumentmentioning

confidence: 99%

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Perceived sources of stress amongst Indian dental students

Kumar

Dagli

Mathur

et al. 2009

Eur J Dental Education

138

149

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Introduction: Dental students have to face the additional stress of their studies in addition to the stresses related to dentistry as a profession. Furthermore, increasing stress may result in declining student performance. The aim of the present study was to assess perceived sources of stress amongst dental undergraduate students at a private dental institution in India. Materials and methods: A modified dental environment stress (DES) questionnaire which consisted of 38 questions was used to assess the levels of stress. Results: The first major stressor for all the students was examination and grades with a mean score of 2.86 (SD 1.06) followed by full working day, receiving criticism from supervisors about academic or clinical work, amount of cheating in dental faculty, rules and regulations of the faculty and fear of unemployment after graduation. Amongst the six highest stressors in each year, at least three were dental faculty related. There was a significant difference in stress perception between genders with a predilection for males. Twelve of the 38 questionnaire items had significant differences across the year groups including clinical DES items. Conclusion: The primary sources of stress as perceived by nearly 275 students at one private dental school in India were examinations and grades followed by full working day and receiving criticism from supervisors about academic or clinical work. It appears there is a need for the establishment of student advisors and counsellors combined with a faculty advising system in addition to student‐oriented programmes.

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Section: Discussionmentioning

confidence: 99%

Section: Procedures and Instrumentmentioning

confidence: 99%

Perceived sources of stress amongst Indian dental students

Kumar

Dagli

Mathur

et al. 2009

Eur J Dental Education

138

149

View full text Add to dashboard Cite

show abstract

“…These attempts have consisted of baccalaureate-MD programs (Norman and Calkins 1992), and programs combining internal medicine and pediatrics with primary care or family medicine (Roland et al 1975;Kaufman et al 1982;Brotherton et al 2001) and behavioral science-psychiatry (Balis et al 1974). In 1991, the W. K. Kellogg (Bland et al 2000) and Robert Wood Johnson (Colwill et al 1997;Lewin et al 1999) foundations initiated in selected medical schools curricular changes with similar objectives.…”

Section: Path 1: Interventions and Consultations Specialtiesmentioning

confidence: 99%

Expected benefits of streamlining undergraduate medical education by early commitment to specific medical specialties

Benbassat

Baumal

2011

Adv in Health Sci Educ

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Undergraduate medical education is too long; it does not meet the needs for physicians' workforce; and its content is inconsistent with the job characteristics of some of its graduates. In this paper we attempt to respond to these problems by streamlining medical education along the following three reforms. First, high school graduates would be eligible for undergraduate medical education programs of 4 years duration. Second, medical school applicants would be required to commit themselves to a medical specialty and choose one of four undergraduate paths: (1) "Interventions/consultations" path that would prepare its graduates for residencies in secondary and tertiary specialties, such as cardiology and surgery, (2) "continuous patient care" path for primary care specialties, such as family medicine and psychiatry, (3) "diagnostic laboratory medicine and biomedical research" path that would prepare for either laboratory-based careers, such as pathology, biochemistry and bacteriology, or research in e.g., immunology and molecular genetics, and (4) "epidemiology and public health" path that would include population-based research, preventive medicine and health care administration. Third, the content of each of these paths would focus on relevant learning outcomes, and medical school graduates would be eligible for residency training only in specialties included in their path. Hopefully, an early commitment to a medical specialty will reduce the duration of medical education, improve the regulation of physicians' workforce and adapt the curricular content to the future job requirements from medical school graduates.

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“…1 We found 14 research reports with data comparing students' evaluations of PBL and traditional programs. 2 In contrast, we found only a single study, by Kaufman et al, 3 presenting comparable data derived from a survey of participating faculty. Kaufman et al 3 showed that participating faculty judged PBL to be "more effective" than traditional methods in the large majority of areas considered (but not in the "ability to evaluate the students' knowledge content" or in the "coverage of different science content areas").…”

mentioning

confidence: 60%