Integrated lectures: Some proposals to substantiate their significance.
- VernacularTitle:統合講義を意義のあるものにするための模索
- Author:
Harumichi SHINOHARA
;
Yuchi NARUSE
;
Takeshi MATSUDA
;
Masayoshi KURACHI
;
Tadashi KAWASAKI
;
Takashi KATAYAMA
- Publication Type:Journal Article
- From:Medical Education
1990;21(2):127-129
- CountryJapan
- Language:Japanese
-
Abstract:
Undergraduate medical students in their 5th year were given integrated lectures on two topics, “ The cerebellum ” and “Patient -centered medical care”. The results of a questionaire survey indicated that students had hoped for continuation and expansion of the lectures to include many other topics. A series of discussions among faculty however, disclosed two problems with regard to continuation and expansion, i. e., a lack of experts for integration and lack of adequate means to assess educational impact. Teaching personnel in integrated lectures need not necessarily be experts or professors, but persons who can be in close contact with one another for the purpose of integration. Setting aside rigid discussions on validity, small achievement tests may be useful in assessing the degree of student comprehension.
