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"Teaching"

Although there is an extensive literature available on individualised instruction and self-paced learning, much of it concerns particular methods and systems. This review looks at the development of individualised instruction, identifies issues and problems common to all variants and assesses the evidence on outcomes in terms of student achievement, student access, costs, and the role of the teacher. It is concluded that: individualised instruction is unlikely to reduce costs; may improve access but not automatically for all target groups; requires a commitment on the part of the teachers to be effective; provides a range of strategies which extend the options to educators intent on improving teaching and learning. © 1983, Taylor & Francis Group, LLC. All rights reserved.

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When creativity is considered as an approach to problem-solving, rather than as an innate talent, then education can play an important role in its development. This paper postulates that competency-based education, because of its emphasis on stated objectives, feedback, self-evaluation, and alternative learning experiences, is an approach to curriculum design that should lead students to become more creative thinkers. A description of competency-based-education is given, and research on educational methods and creativity is surveyed. The implications of this type of program for occupational therapy education are considered.

One hundred thirteen medical schools which offered full degree programs, were identified and surveyed by questionnaires to obtain information which identified the existence, characteristics and involvement of physical medicine or rehabilitation medicine programs. The survey also attempted to identify specific changes which have occurred in undergraduate medical education in rehabilitation medicine since the Commission on Education and Rehabilitation Medicine survey of 1963-64. The results suggest that growth of the programs has not followed the expansion in the number of medical schools nor in the number of students enrolled. The programs have, however, improved their administrative standing and involvement in medical schools. The impact on the undergraduate medical student is not satisfactory as judged by elective enrollment and recruiting of residents. Lack of funding was found to be one of the major obstacles to curriculum development, along with a marked shortage of academic physiatrists. The impact of the changes in undergraduate medical school curricula on rehabilitation medicine has produced considerable conjoint teaching in conjunction with a large number of basic science and clinical departments.

The adequacy of postgraduate trainees is assessed rather more frequently than that of the teaching process. A survey was therefore undertaken of the views of sixty‐two junior psychiatrists regarding the clinical units they had worked on during their 3‐year rotational training programme at the Maudsley Hospital. The quality of the training experience was felt to be related to work load (not too light), to the number of trainees attached to each consultant, and to the attention given by the consultant to instruction on practical management. The factors felt to need most attention were feedback from consultants on the trainee's performance, and the standards of academic instruction and of interdisciplinary team‐work. 1976 Blackwell Publishing

In 1971, the Department of Physical Medicine at Ohio State University accepted 6 students directly after graduation from medical school into a 3 yr integrated internship residency program. The incoming residents had 6 mth of conventional internship experience in a local community hospital and then 2.5 yr of training in physical medicine at various hospitals. The authors have now further modified the program so that the entire first year of postgraduate training is spent in a university affiliated community hospital with a comprehensive physical medicine department. These changes were made to permit the new physician to make a gradual transition from medical school to specialty training and to provide an initial exposure to physical medicine in an acute hospital setting. This approach has permitted young physicians in the integrated program to have sufficient postgraduate training in internal medicine as well as an introduction to rehabilitation medicine and to develop a strong identity as physiatrists during the first year after graduation from medical school.

The best methods to use in planning a residency curriculum have been a topic of controversy and of great concern in most rehabilitation training programs. A satisfactory physical medicine and rehabilitation curriculum which can train a resident to be a clinician first and a specialist second cannot be improvised. To restructure and revise its curriculum, the Temple University Department of Rehabilitation Medicine spent 2 yr in designing a basic science and clinical medicine syllabus. The Curricculum Committee tackled the following fundamental questions: Who should organize the curriculum? How is the curriculum best derived? How is the curriculum to be implemented? How are efforts and results measured? The methods in which the questions were answered and the solutions felt most appropriate for the Temple residency program are highlighted. A logical and orderly curriculum may be one of the better ways to attract the kind of medical student who will do honor to the specialty of physiatry.

To help improve on methods of measuring the quality of training programmes for general practice, postal questionnaires were used to collect data from trainees and teaching practices in three selected areas, Oxford (Region), North of England (Tyneside and Teesside), and Scotland (West of Scotland, Dundee, and Edinburgh). This paper reports mainly trainee responses since much of the material from teachers was similar to that reported earlier. Some results were presented at the second National Conference of Trainee General Practitioners in Edinburgh in 1974. In principle comment on regional differences is restricted to those found to be statistically significant at the conventional 5% level.

Proposed changes in physical therapy clinical education have been generated from data collected from the three key populations: academic faculty members responsible for clinical education; clinical faculty members, and students about to enter their full time phase of clinical education. Proposed changes include a change in terminology from clinical education to internship. The internship is proposed for a mean period of 6 mth. It is to be directed and provided by a primary institution with possible satellite institutions. Learning experiences would be provided in the major physical therapist roles including direct patient care, consultation, teaching research, and administration. The curricula would be flexible and allow for individualisation for each participating institution and intern. A stipend or minimum wage for the intern is recommended with consideration of tuition being paid to the internship institution. This proposed internship is to replace the present full time clinical education.