Effectiveness of a simulated clinical examination in the assessment of the clinical competencies of entry-level trainees in a family medicine residency programme     

Vernon R. Curran  Roger Butler  Pauline Duke  William H. Eaton  Scott M. Moffatt  Greg P. Sherman 《Assessment & Evaluation in Higher Education》2012,37(1):99-112

Clinical competence is a multidimensional concept and encompasses a variety of skills including procedural, problem-solving and clinical judgement. The initial stages of postgraduate medical training are believed to be a particularly important time for the development of clinical skill competencies. This study reports on an evaluation of a Simulated Clinical Examination (SCE) method as a means of assessing the clinical skill competencies of entry-level family medicine residents. Two entering cohorts of PGY1 family medicine residents (N = 35) participated in a SCE encompassing realistic clinical encounters with standardised patients (SPs). Residents were asked to complete pre- and post-evaluation surveys, and both faculty and residents were invited to participate in separate focus groups. The SCE was perceived as a useful method during the early phases of postgraduate training for assessing clinical skill competencies, providing constructive feedback to residents and enhancing self-awareness and confidence. The SCE also appeared to be useful in fostering confidence in interviewing and diagnostic reasoning, however self-reported confidence in the ability to perform clinical skill tasks related to history taking, physical examination and differential diagnosis was not associated with observed performance in these areas. The SCE was an effective technique for benchmarking skill performance, however further research is required to evaluate the effect of this on the self-assessment abilities of trainees over the course of postgraduate medical education.  相似文献   

Team-based curriculum design as an agent of change     

Andrew R. Burrell  Michael Cavanagh  Sherman Young  Helen Carter 《Teaching in Higher Education》2013,18(8):753-766

Curriculum design in higher education environments, namely the consideration of aims, learning outcomes, syllabus, pedagogy and assessment, can often be ad hoc and driven by informal cultural habits. Academics with disciplinary expertise may be resistant to (or ignorant of) pedagogical approaches beyond existing practice. In an environment where there is a need to develop online activities for students, one way to counter this friction is through a team-based approach underpinned by design-thinking. A design-thinking team brings together content, pedagogical and technical expertise to examine and resolve curriculum design issues. This paper explores a number of case studies in which such teams developed units of study and programmes for online delivery. The paper looks at the possibilities that the team approach can be a vehicle to instigate cultural change within and beyond the team; that is, from an individualist to a collective approach and ownership of the curriculum and its design, maintenance and continuous improvement.  相似文献   

The relationship of listener personality to perceptions of three dimensions of credibility     

Lawrence B. Rosenfeld  Timothy G. Plax 《Communication Studies》2013,64(4):274-278

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“Initialization” in international broadcasting     

Charles E. Sherman  F. Kim Hodgson 《广播与电子媒介杂志》2013,57(2):259-266

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The principles of effective radio speaking     

Sherman P. Lawton 《Quarterly Journal of Speech》2013,99(3):255-277

The mass media's capacity to create reality senes as the stimuli for rhetorical responses. Two categories of rhetorical activity are directly attributable to the influence of mass media: (1) that exacted by defects and problems in reality as it is created and shaped by media and (2) that exacted by sheer awareness on the part of the spokesmen and audiences that reality can be persuasively shaped, maintained, or altered by media. Each category of response poses special problems and dangers important to critics concerned with the functions of rhetoric and media.  相似文献   

Ladies and gentlemen     

Leah Sherman 《Communication quarterly》2013,61(1)

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The effects of cued interaction and ability grouping during cooperative computer-based science instruction   总被引：1，自引：0，他引：1  

Gregory P. Sherman  James D. Klein 《Educational technology research and development : ETR & D》1995,43(4):5-24

The purpose of this study was to investigate the effects of verbal interaction cues and ability grouping within a cooperative learning computer-based program. We blocked 231 eighth graders in a required science class by ability and randomly assigned them to homogeneous lower-ability, homogeneous higher-ability, or heterogeneous mixed-ability dyads. Each dyad was randomly assigned to a computer program that either did or did not contain verbal interaction cues designed to facilitate summarizing and explaining between partners. Results indicated that students using the cued version of the program performed significantly better on the posttest than students using the noncued version. Direct observation of student interaction indicated that students in cued dyads exhibited significantly more summarizing and helping behaviors than noncued students. Furthermore, higher-ability dyads exhibited significantly less off-task behavior than the other dyads. Implications for designing computer-based instruction for cooperative settings are provided.  相似文献   

Evaluating instructional films by television     

Mendel Sherman 《Educational technology research and development : ETR & D》1958,6(3):109-115

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特权用户阻碍IT建设     

Rick·Sherman 《信息系统工程》2005,(8):23-23

谈到商业智能(BI),专栏作家Rick Sherman说,商业用户和IT企业之间就此问题存在着种种矛盾。但人们并不用对此过于担心,因为商业智能取得成功的关键在于那些特权用户。你是否想过,为什么很多公司从商业智能销售商那里购买了具有成百上千功能的软件,却仅使用其中的少许功能?为什么企业的员工在他们的IT解决方案中已经选定了一个商业智能工具,并打算不使用微软公司的Ex- cel时候,仍然还使用Excel作为他们的  相似文献   

Volunteer youth sport coaches' perspectives of coaching education/certification and parental codes of conduct     

Wiersma LD  Sherman CP 《Research quarterly for exercise and sport》2005,76(3):324-338

The vast majority of youth sport programs in the United States relies primarily on parent volunteers to serve as coaches. Unfortunately, most of these volunteer coaches have not received formal training to prepare them adequately for the role of youth sport coach. To exacerbate the issue, according to the popular media, parents and other adults can commit belligerent and even violent acts around, and often resulting from, poorly managed youth sport events. Although some efforts have been made to standardize curricula, provide training for coaches, and contain or prevent inappropriate parent behaviors, few efforts have been directed at investigating the self-described needs and concerns of the coaches from their perspectives. The purpose of the current study was to investigate the concerns and issues of youth sport coaches related to coaching and parental education. Five focus group interviews with 25 volunteer youth sport coaches were conducted to investigate these issues. Results were organized around four higher order themes that emerged from inductive content analyses: (a) coaching education content areas of need, (b) barriers and problems of offering coaching education, (c) coaching education format recommendations, and (d) efficacy of parental codes of conduct. Results were discussed in terms of the potential impact administrators, coaches, and parents could have in implementing formal coaching education programs and developing their coaching education practices.  相似文献