Finlay I G, Maughan T S, Webster D J
University of Wales College of Medicine, Heath, Cardiff, UK.
Med Educ. 1994 Jan;28(1):79-82. doi: 10.1111/j.1365-2923.1994.tb02690.x.
This paper describes a randomized study to evaluate a longitudinal approach to undergraduate education using cancer patients and cancer medicine as a model. Medical students were randomized to the study or control group. Those in the study were allocated to tutors (general practitioners or consultants) in groups of three. Each student was allocated three consenting patients with cancer to follow longitudinally. They compiled a portfolio to record events, interactions, relevant articles, etc. based around the patients' case histories. The students received tutorials to provide direction, discussion and support bimonthly during the course. Evaluation was by central review of the portfolios, appraisal in the clinical competence examination and hidden questions in the standard MCQ examinations. The aim was to provide the learner with a personal experience of cancer patients at all stages of the disease, an understanding of the natural history of cancer and an insight into the impact of the disease and its treatment on the patient and family. The study evaluates whether these aims were achieved to a greater extent in those students receiving the portfolio teaching compared with a control group receiving the standard curriculum teaching only.
本文描述了一项随机研究，以评估一种以癌症患者和癌症医学为模型的本科教育纵向方法。医学生被随机分配到研究组或对照组。研究组的学生三人一组分配给导师（全科医生或顾问）。每个学生分配三名同意参与的癌症患者进行纵向跟踪。他们围绕患者的病史编制了一份档案，记录事件、互动、相关文章等。在课程期间，学生们每两个月接受一次辅导，以获得指导、进行讨论并获得支持。评估方式包括对档案进行集中审查、临床能力考试中的评估以及标准多项选择题考试中的隐性问题。目的是让学习者亲身经历癌症患者在疾病各个阶段的情况，了解癌症的自然史，并深入了解该疾病及其治疗对患者和家庭的影响。该研究评估了与仅接受标准课程教学的对照组相比，接受档案教学的学生在多大程度上更能实现这些目标。
