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What We Say and What We Do: Self-Reported Teaching Behavior versus Performances in Written Simulations among Medical School Faculty.
Peer reviewed Peer reviewed
Hartman, Sandee L.; Nelson, Marc S. – Academic Medicine, 1992
A study of 47 clinical medical faculty teaching behaviors had teachers report their teaching behaviors in four areas: interactive skills; knowledge or abilities important for students to develop; factors influencing curriculum development; and sources of pedagogical assistance. Subjects' written simulations on teaching techniques, curriculum…
Descriptors: Classroom Techniques, Comparative Analysis, Curriculum Design, Discussion (Teaching Technique)
An Evaluation of the Use of Continuous Assessment in the Teaching of Physiology.
Peer reviewed Peer reviewed
Tan, C. M. – Higher Education, 1992
A study of 30 first-year medical students in a physiology course found that frequent evaluation had a profound negative effect on learning, with students adopting a surface reproductive approach geared to passing exams rather than integrating knowledge. Lectures and curriculum organization failed to affect student use and structure of knowledge.…
Descriptors: Curriculum Design, Evaluation Methods, Formative Evaluation, Higher Education
How the Topic of Homosexuality is Taught at U.S. Medical Schools.
Peer reviewed Peer reviewed
Wallick, Mollie M.; And Others – Academic Medicine, 1992
A national survey of 82 medical schools concerning curriculum and instruction on homosexuality found mean instruction time of 3 hours 26 minutes, with significant geographic variation. The most common strategy was lectures in human sexuality, followed distantly by panel presentations and interaction with gays and lesbians. Integration of the topic…
Descriptors: Curriculum Design, Educational Strategies, Higher Education, Homosexuality