Clinical Competence ; standards ; Education, Medical ; methods ; standards ; Educational Measurement ; methods ; Humans

Aged ; Calcinosis ; diagnosis ; pathology ; surgery ; Female ; Humans ; Mediastinal Neoplasms ; diagnosis ; pathology ; surgery ; Mediastinum ; pathology ; surgery ; Thoracic Surgery, Video-Assisted

INTRODUCTIONTo compare class attendees versus absentees in their ability to retain knowledge during a diagnostic radiology course.

MATERIALS AND METHODSThis study recruited 146 fourth-year medical students who attended a diagnostic radiology course from February 2004 to June 2004. Eight unit tests were conducted. Questions for each test covered content taught in the prior class. Another examination (which students were not aware of beforehand) was conducted in June, and the questions for this examination included content from all lectures in the course. The class attendance rates were measured separately 6 times during the course. Students who were present on the last of these dates were categorised as attendees (group A students) and those who were absent were categorised as absentees (group B).

RESULTSThe average class attendance was 76.8% and the lowest attendance was 56.8%. For the unit tests, the average score of group A students (80.7 +/- 7.3) was significantly higher than that of the group B students (76.2 +/- 8.8) (P = 0.001). However, in the unanticipated examination, there was no significant difference in the scores between group A (68.1 +/- 10.3; range, 36-92) and group B students (65.5 +/- 13.5; range, 28- 88) (P = 0.19). Self-learning time was related to the unit test scores (P = 0.001) but not to the unanticipated examination scores (P = 0.27).

CONCLUSIONStudents who frequently attend classes or study for longer can retain their knowledge over a short period of time, but there is no difference in knowledge retention between class attendees and absentees at the end of a 4-month course.

Absenteeism ; Education, Medical, Undergraduate ; Educational Measurement ; Knowledge ; Radiology ; education ; Retention (Psychology) ; Students, Medical

INTRODUCTIONWe developed "Case-Based Integrated Teaching (C-BIT)" in our medical school to integrate the content of various disciplines through a core patient design that introduces major diseases to students. This article presents the concepts, development and initial evaluation of the teachers' and students' responses to C-BIT.

MATERIALS AND METHODSTeachers' manuals for 18 major diseases were completed. Eighty teachers from various disciplines participated in writing the first 10 manuals. On the basis of this experience, 57 teachers subsequently prepared another 8 manuals. Each manual is composed of a brief summary of a patient with a major disease, learning objectives, case presentation, questions, a teaching guide and references for all disciplines. Teachers' and students' responses to a questionnaire were recorded.

RESULTSMost respondents agreed that C-BIT is patient-centred and can be used to improve curriculum integration, reduce duplication in teaching and enhance communication among the faculty members from various disciplines. One-third of the teachers contributed to more than one C-BIT manual, indicating their enthusiasm for the development of C-BIT. Most of the students agreed that C-BIT can enhance discussion, integrate the curriculum and promote active learning.

CONCLUSIONWe have developed a new format for teaching materials that enhance teacher-student and teacher-teacher interactions, reduces redundant content and integrates disciplines through patient-oriented medical education.

Education, Medical, Undergraduate ; methods ; standards ; Educational Measurement ; Humans ; Manuals as Topic ; standards ; Pilot Projects ; Problem-Based Learning ; organization & administration ; Retrospective Studies ; Surveys and Questionnaires ; Taiwan

Carcinoid Tumor ; diagnostic imaging ; Female ; Humans ; Lung Neoplasms ; diagnostic imaging ; Tomography, X-Ray Computed ; Young Adult