Medical Education 2005: Vol 39 Index

2005·4.8 MB·English

Author index
Page numbers with suffix (C) = Correspondence, (E) = Editorial
Adamo, G see Roter, D Auewarakul, C, Downing, S M, Jatur- Beckman, T ] & Mandrekar, J N.
Ahearn, C S see Shapiro, | atamrong, U & Praditsuwan, R. Interpersonal, cognitive and effi-
Ahluwalia, N S, Das, A & Verity, R. Sources of validity evidence for an ciency domains of clinical teaching:
Radical curriculum design: an internal medicine student evalua- construct validity of a multi-dimen-
experiment in learner empower- tion system 276 sional scale 1221
ment 509 Aultman, J M see Wear, D Ben-David, M seeJ iinger, J
Ahmad, L, Sawley, E & Creasey, H. Do Benndorf, R see Hahne, A K
informal interviews improve medi- Baillie, S, Paley, B, Guiton, G, O’Con- Bergold, M see Weberschock, T B
cal student empathy with the nor, M & Stuber, M. Using fetal Best, A M see Hoban, J D
elderly? 1077(C) alcohol syndrome as an integrating Betz, W see Schol, S
Aktug, T see Atacanli, F M circular theme 508 Beullens,J , Struyf, E & Van Damme, B.
Albanese, M. Coming to a medical Ball, S see Beard, J Do extended matching multiple-
school near you: full motion video Balslev, T, Grave, W S de, Muijtjens, choice questions measure clinical
medical education 1081(E) AM M & Scherpbier, A J J A. reasoning? 410
Ameh, E A, Shehu, B B & Yakubu, A A. Comparison of text and video cases Bhagar, H A. Should cinema be used
Utilisation of surgical literature by in a postgraduate problem-based for medical student education in
learning format 1086 psychiatry? 972(C)
implications for training and Barbour, R S. Making sense of focus Bhoopatkar, H see Wearn, A
research 116(C) groups 742 Bickford, | see Crowshoe, L
Amin, A see Gaston, MS Barclay, C see Dannefer, E F Bierer, S B see Dannefer, E F
Amin, A N. Business of medicine Bardella, I J, Janosky,J , Elnicki, D M, Birchwood, M see Lester, H
curriculum for medical students Ploof, D & Kolarik, R. Observed Bjorndal, A see Bradley, P
510 versus reported precepting skills: Blake, K, Vincent, N, Wakefield, S,
Amin, A N & Rucker, L. Innovative teaching behaviours in a commu- Murphy,J , Mann, K & Kutcher, M.
advanced patient-doctor course for nity ambulatory clerkship 1036 Structured communication adoles-
medical students 518 Barker, L R see Ratanawongsa, N cent guide (SCAG): assessment of
Amin, Z, Hoon Eng, K, Gwee, M, Dow Barnes, R. Conversation analysis: a reliability and validity 482
Rhoon, K & Chay Hoon, T. Medical practical resource in the health care Bleakley, A. Stories as data, data
education in Southeast Asia: emer- setting 113 as stories: making sense of narrative
ging issues, challenges and oppor- Barnet, A see Kneebone, R L; Nestel, D inquiry in clinical education 534
tunities 829 Baroffio, A see Huber, P Bligh,J
Amin, Z, Tan, Y & Pang, C. Successful Baron, R see Lai, C Editorial direction and relevance
format for a breastfeeding advocacy Barragan, E I, Mercado, A & Hoyos, 140(E)
skills workshop 515 G De. Horizontal integration in Editorial imperative 1174(E)
Anderson, D R see Singh, R teaching within a biomedical de- Faculty development 120(E)
Anderson, M B. Really good stuff partment 1148 Professionalism 4(E)
507(E), 1145(B) Barratt,J .R esponse to explanations in see also Bradley, P Brice, JM orrison, ]
Anderson, R C see Zebrack, | R consultations: the combined effec- Bligh, |& Brice,J .N ew Year reflections
Andreou, P see Mann, K V tiveness of doctors’ and nurses’ on professionalism 2(E)
Archer, | see Morton, J]A communication with patients Boker, | see Shapiro, J
Armson, H, Crutcher, R & Myhre, D. 1140(C) Bore, M, Munro, D, Kerridge, I &
Cabin Fever: an innovation in Bates, ], Frinton, V & Voaklander, D. Powis, D. Selection of medical
faculty development for rural pre- New evaluation tool for admissions students according to their moral
ceptors 531 1146 orientation 266
Arnsten, |]H , Grossman, P & Town- Bax, N see Newble, D Bore, M see Lumsden, M A
send, | M. Scholarship-generating Beagan, B L. Everyday classism in Boshuizen, H see Dornan, T
project for clinical educators 532 medical school: experiencing mar- Boshuizen, H P A see Prince, K] A H
Arnsten, | H_ see also Stein, M R ginality and resistance 777 Boulet, | R see van Zanten, M
Assis, C R de, Sigulem, D & Carvalho, Beales, I see Wilkinson, M Bowe, C M see Stevenson, F T
W B de. Simulation of paediatric Beard,J , Strachan, A, Davies, H, Bowes, G see Bearman, M; Sanci, L
basic life support on the Internet Patterson, F, Stark, P, Ball, S, Bowman, D & Hughes, P. Emotional
522 Taylor, P & Thomas, S. Developing responses of tutors and students in
Atacanli, F M & Aktug, T. Medical an education and assessment fra- problem-based learning: lessons for
students’ motivation 752(C) mework for the Foundation Pro- staff development 145
Atkinson, P & Pugsley, L. Making sense gramme 841 Bradley, P, Oterholt, C, Herrin,J ,
of ethnography and medical edu- Bearman, M, Bowes, G & Jolly, B. Nordheim, L & Bjorndal, A. Com-
cation 228 Looking for the child’s perspective parison of directed and self-direc-
Aubin, L. see Burch, V C 757(E) ted learning in evidence-based
© Blackwell Publishing Ltd 2005. MEDICAL EDUCATION 2005; 39: 1259-1266
medicine: randomised controlled Cannings, R, Hawthorne, K, Hood, K & Cooper, A V, Cox, R L, Pearson, D J &
trial 1027 Houston, H. Putting double mark- Haider, A-J. Not just widening
Bradley, P & Bligh, J. Clinical skills ing to the test: a framework to assess access, but widening experiences
centres: where are we going? if it is worth the trouble 299 during medical school: students’
649(E) Cannings-John, R see Wood, F perspective 979
Bradley, P see also McHarg, | Carroll, M & Powell-Tuck,J . Paired Cox, E D see Koscik, R L
Brauner, H & Grenholm, P. Student- lecturing by a basic medical scientist Cox, R L see Cooper, A V
organised introduction to clinical and a clinician 751(C) Creasey, H see Ahmad, L
rotations 517 Cartwright, M S, Reynolds, P S, Rodri- Crossley, J, Eiser, C & Davies, H A.
Breyer, W A see Cartwright, M S guez, Z M, Breyer, W A & Cruz, ] M. Children and their parents asses-
Brice, J & Bligh,J Lumbar puncture experience sing the doctor-patient interaction:
Author misconduct: not just the among medical school graduates: a rating system for doctors’ com-
editors’ responsibility 83 need for formal procedural skills munication skills 820
Erratum 753 training 437(C) Crossley, J]& Davies, H. Doctors’
‘Dear editor.....’: advice on writing a Carvalho, W B de see Assis, C R de consultations with children and
covering letter 876 Chamberlain, S see McHarg,J ; their parents: a model of compe-
Brice, | see also Bligh, | Ricketts, C tencies, outcomes and confounding
Bridgemohan, C F, Levy, S, Veluz, A K Chamberlain, S E & Searle,J . Assessing influences 807
& Knight, | R. Teaching paediatric suitability for a problem-based Crowshoe, L, Bickford, ] & Decottig-
residents about learning disorders: learning curriculum: evaluating a nies, M. Interactive drama: teaching
use of standardised case discussion new student selection instrument aboriginal health medical educa-
versus multimedia computer tutor- 250 tion 521
ial 797 Chamot, E see Huber, P Cruess, R see Steinert, Y
Britten, N Charlin, B see Gagnon, R Cruess, S see Steinert, Y
Making sense of qualitative Chay Hoon, T see Amin, Z Crutcher, R see Armson, H
research: a new series 5(E) Chen, F M, Burstin, H & Huntington, Cruz, J M see Cartwright, M S
see also O'Keefe, M J. Importance of clinical outcomes Curran, V R & Fleet, L. Review of
Brooks, L R see Woods, N N in medical education research 350 evaluation outcomes of web-based
Brown, | B see Kenyon, C F Chernoff, R see Roter, D continuing medical education 561
Brown, M see Dornan, T Chou, C L. Physical examination Custers, E J]F M see Koens, F
Brown, P see O'Neill, B teaching curriculum for senior
Brown, R see Kneebone, R L medical students 1151 Dacre, J see Haq, |
Brownett, H see Byron, M Clarke, K see Wurm-Schaar, M Daelmans, H E M see van der Hem-
Bundy, C see Walter, A Coady, S, Kalet, A & Hopkins, M A. Stokroos, H H
Burch, V C, Nash, R C, Zabow, T, Online classrooms enhance clerk- Dahlin, M, Joneborg, N & Runeson, B.
Gibbs, T, Aubin, L, Jacobs, B & Hift, ship small group teaching 1152 Stress and depression among med-
R J. Structured assessment of newly Cocksedge, S & May, C. The listening ical students: a cross-sectional study
qualified medical graduates 723 loop: model of choice about cues 594
Burch, V C & Seggie,| . Portfolio within primary care consultations Dannefer, E F, Henson, L C, Bierer,
assessment using a structured in- 999 S B, Grady-Weliky, T A, Meldrum, S,
terview 1169 Cockshott, Z see Byron, M Nofziger, A C, Barclay, C & Epstein,
Burstin, H see Chen, F M Coffey, C see Sanci, L R M. Peer assessment of profes-
Burton, H & Zimmern, R. Education Cohen, D, Rollnick, S, Smail, S, Kin- sional competence 713
in the genetics era: genetics edu- nersley, P, Houston, H & Edwards, Das, A see Ahluwalia, N S
cation for health professionals — K. Communication, stress and dis- Dauphinee, W D & Frecker, R C.
essential component of genetics tress: evolution of an individual Routinely collected educational
policy 243 support programme for medical data: challenges to ethics and to
Busari, |O], Weggelaar, N M, Knott- students and doctors 476 privacy 877
nerus, A C, Greidanus, P-M & Cohen, D & Kinnersley, P. The future Davies, H see Beard,J ; Crossley, J
Scherpbier, A ] ] A. How medical is flexible? 653 Davies, H A see Crossley, J
residents perceive the quality of Cohen-Schotanus, | see Reinders, | J Davy, P & Hendry, G D 672
supervision provided by attending Cohn, J]M . Bioethics curriculum for Day, E, Hunt, L, Islam, S & Vasanth,
doctors in the clinical setting 696 paediatrics residents: implementa- N C. Widening participation in
Bushnell, J A see Willkinson, T ] tion and evaluation 530 medicine 511
Byron, M, Cockshott, Z, Brownett, H & Cole, G. Definition of portfolio Decottignies, M see Crowshoe, L
Ramkalawan, T. What does “disabil- 1141(C) DeFouw, D see Vasan, N S
ity’ mean for medical students? Cole, K A see Kern, D E DeStephen, D see Koles, P
Exploration of the words medical Coletti, M see Gagnon, R Dick, M-L see Régo, P M
students associate with the term Collett, T |] & McLachlan, J C. Does * Dolmans, D H J M, Grave, W De,
‘disability’ 176 doing art’ inform students’ learning Wolfhagen, I H A P & van der
of anatomy? 521 Vleuten, C P M. Problem-based
Caan, W & Hillier, D. Contribution of Collins, S. Explanations in consulta- learning: future challenges for edu-
the social sciences to academic tions: the combined effectiveness of cational practice and research 732
medicine 345(C) doctors’ and nurses’ communica- Dornan, T, Hadfield,J ,B rown, M,
Calman, K see Eva, K W tion with patients 785 Boshuizen, H & Scherpbier, A.
© Blackwell Publishing Ltd 2005. MEDICAL EDUCATION 2005; 39: 1259-1266
How can medical students learn in Fato, M see Wurm-Schaar, M Goedhuys, J] see Schol, S
a self-directed way in the clinical Faunce, T A & Gatenby, P. Flexner’s Goldacre, M J see Lambert, T W
environment? Design-based ethical oversight reprised? Contem- Gordon, J
research 356 porary medical education and the Arts and humanities 976(E)
Dornan, T, Scherpbier, A, King, N & health impacts of corporate globa- Not everything that counts can be
Boshuizen, H. Clinical teachers and lisation 1066 counted 551(E)
problem-based learning: a phe- Ferguson, K J. Problem-based learning: Grady-Weliky, T A see Dannefer, E F
nomenological study 163 let’s not throw the baby out with the Grant,J , Marshall, J& Gary, N E. Pilot
Dornan, T see also Walter, A bathwater 352 evaluation of the World Federation
Dow Rhoon, K see Amin, Z see also Rosenbaum, M E for Medical Education’s global
Dowell, A see Weller, J Ferrier, S see Sargeant, J standards for basic medical educa-
Downing, S M Fertleman, C, Gibbs, ] & Eisen , S. tion 245
Threats to the validity of clinical Video improved role play for Grave, W De see Dolmans, D H J M
teaching assessments: what about teaching communication skills Grave, W S De see Balslev, T
rater error? 353 1155 Gray, C S see Morton, J A
see also Auewarakul, C Finlay, I, Maughan, T & Williams, S. Greidanus, P-M see Busari, JO
Driessen, E, van der Vleuten, C, Schu- Does student teaching harm or help Grenholm, P see Brauner, H
wirth, L, van Tartwijk, ]& Vermunt, cancer patients? 1166 Greveson, G C & Spencer, J A. Self-
J. Use of qualitative research criteria Finset, K see Gude, T directed learning - importance of
for portfolio assessment as an alter- Fischer, M A see Mazore, K M concepts and contexts 348(E)
native to reliability evaluation: a Fischer, M R, Herrmann, S & Kopp, V. Gronvold, N T see Gude, T
case study 214 Answering multiple-choice ques- Grossman, P see Arnsten, |H
Driessen, E W, van Tartwijk, J, Over- tions in high-stakes medical exam- Groves, H M see Tshibwabwa, E T
eem, K, Vermunt, J D, van der inations 890 Gruppen, L D see Eva, K W; Stern, D T
Vleuten, C P M. Conditions for Fleet, L. see Curran, V R Gude, T, Vaglum, P, Tyssen, R, Eke-
successful reflective use of portfo- Fletcher, N D see Santen, S A berg, @, Hem, E, Rovik, J O, Finset,
lios in undergraduate medical edu- Frank, B & MacLeod, A. Beyond the K & Gronvold, N T. Identification
cation 1230 four Ds of Multiculturalism: taking with the role of doctor at the end of
Drukker, | see Prince, K ] A H difference into account in medical medical school: a nationwide long-
Drummond, M J see MacDougall, J education 1176 itudinal study 66
Dubey, A K see Shankar, P R Frankel, R M see Pololi, L. H Guiton, G see Baillie, S
Duke, A see Shapiro, J Frecker, R C see Dauphinee, W D Gukas, I D & Leinster, S J. Effective
Dusek, T see Likic, R Freemantle, N see Lester, H tool for feedback on problem-based
Dyrbye, L N. Reflective teaching: the Frey, P see Hahne, A K learning (PBL) course 1168
value of e-mail student journaling Frinton, V see Bates,| Gull, S E. Embedding the humanities
524 Frohna, A & Stern, D. Nature of into medical education 235
qualitative comments in evaluating Gwee, M see Amin, Z
Edwards, K see Cohen, D
professionalism 763
Eisen, S see Fertleman, C Frohna, A Z see Stern, D T Haarman, H J Th M see van der Hem-
Eiser, C see Crossley, J
Furin,J , Paternek, M & Katz, | T. Stokroos, H H
Ekeberg, @ see Gude, T Global health equity as the focus of Hadfield, J see Dornan, T
Elger, B S & Harding, T W. Avoidable graduate medical education 1161 Hafler, | P see Kerfoot, B P
breaches of confidentiality: a study Hahne, A K, Benndorf, R, Frey, P &
among students of medicine and Gagnon, R, Charlin, B, Coletti, M, Herzig, S. Attitude towards compu-
law 333 Suavé, E & van der Vleuten, C. ter-based learning: determinants as
Elnicki, D M see Bardella, I J Assessment in the context of un- revealed by a controlled interven-
Epstein, R M see Dannefer, E F certainty: how many members are tional study 935
Eva, K W needed on the panel of reference of Haider, A-] see Cooper, A V
What every teacher needs to know a script concordance test? 284 Haley, H-L see Mazore, K M
about clinical reasoning 98 Gandour-Edwards, R see Stevenson, F T Haq, I, Higham,J , Morris, R & Dacre,
Erratum 753 Gary, N E see Grant,J J. Effect of ethnicity and gender on
see also Norman, G R Gaston, M S, Amin, A & Stewart, KJ . performance in undergraduate
Eva, K W, Calman, K & Gruppen, L D. Should plastic surgery experience medical examinations 1126
Establishment of a quality and be an integral part of orthopaedic Harding, T W see Elger, B S
standards advisory group 760 and trauma surgical training? Hart, A see Lockspeiser, T
Eva, K W & Norman, G R. Heuristics 345(C) Harthill, M see Morrison, E H
and biases — biased perspective on Gatenby, P see Faunce, T A Hastings, A M see McKinley, R K
clinical reasoning 870 Gibbs, J see Fertleman, C Hatem, D see Mazore, K M
Evans, C & Mori, B. Web-based diaries Gibbs, T see Burch, V C Hawthorne, K see Cannings, R; Wood, F
— windows to student internship Gill, E see O'Neill, B Hayashi, K see Ozasa, K
feedback experiences 1169 Ginn, T C see Weberschock, T B Hays, R. Improving efficiency in med-
Ginsberg, S, Kachan, N & Lingard, L. ical education: the next big chal-
Farmer, E A & Page, G. Practical guide
Before the white coat: perceptions lenge? 641(C)
to assessing clinical decision-mak-
of professional lapses in the pre- Heller, A R see Mueller, M P
ing skills using the key features
clerkship 12 Hem, E see Gude, T
approach 1188
© Blackwell Publishing Ltd 2005. MEDICAL EDUCATION 2005; 39: 1259-1266
Hemphill, R R see Santen, S A Huntington, J see Chen, F M Kern, D E & Cole, K A. More than
Hendry, G D, Hyde, S ] & Davy, P. Hyde, S J & Hendry, G D 672 doctors’ communication skills 445
Independent student study groups Kern, D E see also Ratanawongsa, N
672 Inui, T. Dither: indecisive agitation 443 Kerridge, I see Bore, M
Hendry, R G, Kawal, G K, Moody, W E, Iputo, J E & Kwizera, E. Problem-based Khaliq, F. Introduction of problem-
Sheppard, | E, Smith, L C R, learning improves the academic solving activities during conven-
Richardson, M, Mathers, J]M & performance of medical students in tional lectures 1146
Parry, |]M . Consultant attitdues to South Africa 388 Khera, A see Lester, H
undertaking undergraduate teach- Irby, D A see Kuo, A K Kidd, | see Kneebone, R L
ing duties 1129 Islam, S see Day, E King, N see Dornan, T
Henson, L C see Dannefer, E F King, R see Kneebone, R L
Hepburn, A see Potter, | Jabbour, M see Wood, T ] Kinnersley, P see Cohen, D
Heritage, | see Maynard, b W Jack, R see Lumsden, M A Kitzes, |]A , Kalishman, S & Morris, C.
Herrin, | see Bradley, P Jacobs, B see Burch, V C Process of integration of 12 cross-
Herrmann, F see Huber, P Jamieson, C see Wilkinson, M cutting themes 508
Herrmann, S see Fischer, M R Jamieson, S. Use and misuse of Likert Kljakovic, M see Weller, J
Herwaldt, L A see Rosenbaum, M E scales.Author’s reply 971(C) Kneebone, C see McHarg, J
Herzig, S see Hahne, A K Janosky, | see Bardella, I J Kneebone, R see Nestel, D
Hift, R J see Burch, V C Jaturatamrong, U see Auewarakul, C Kneebone, R L, Kidd,J , Nestel, D,
Higgins, M P & Tully, M P. Hospital Jolly, B see Bearman, M Barnet, A, Lo, B, King, R, Yang, G Z
doctors and their schemas about Joneborg, N see Dahlin, M & Brown, R. Blurring the bound-
prescribing 184 Jones, A & Holmwood, C. Are there aries: scenario-based simulation in a
Higham, | see Haq, | specific competencies required by clinical setting 580
Hillier, D see Caan, W prison GPs? 530 Knight, C see Pinsky, L E
Hilton, S R & Slotnick, H B. Proto- Jones, M see Hooper, C Knight, J R see Bridgemohan, C F
professionalism: how professionali- Jones, R see Roberts, C Knotterus, A C see Busari, |O
sation occurs across the continuum Julian, K see Lai, C Knutson, D & Kreger, C G. Using web-
of medical education 58 Julian, K A see Wamsley, M A based technology to teach physical
Hoban, | D, Lawson, S R, Mazma- Jiinger,J , Schafer, S, Roth, C, Schell- examination 523
nian, P E, Best, A M & Seibel, berg, D, Ben-David, M F & Niken- Koch, T see Mueller, M P
H R. The Self-Directed Learning dei, C. Effects of basic clinical skills Koenigsberg, M R see Singh, R
Readiness Scale: a factor analysis training on objective structured Koens, F, Mann, K V, Custers, E J] F M
study 370 clinical examination performance & ten Cate, O T J. Analysing the
Hodges, B 1015 concept of context in medical edu-
Many and conflicting histories of cation 1243
medical education in Canada and Kachan, N see Ginsberg, S Koens, F, Rademakers,J ]J ]D J M & ten
the USA: an introduction to the Kalet, A see Coady, S Cate, O T J. Validation of core
paradigm wars 613 Kalishman, S see Kitzes, JA medical knowledge by postgradu-
see also Segouin, C Kamali, A W, Nicholson, S & Wood, ates and specialists 911
Holland, M see O'Neill, P A D F. Model for widening access into Kohlwes, R J]& Shunk, R. Electrocar-
Holmwood, C see Jones, A medicine and dentistry: the SAM- diogram curriculum for resident
Hood, K see Cannings, R; Wood, F DA-BL project 918 doctors 1163
Hoon Eng, K see Amin, Z Kannai, R. Systematic approach for Kokotailo, P K see Koscik, R L
Hooper, C, Meakin, R & Jones, M. teaching the home visit 1152 Kolarik, R see Bardella, I ]
Where students go when they are Katz, | T see Furin,| Koles, P, Nelson, S, Stolfi, A, Parmelee,
ill: how medical students access Kawal, G K see Hendry, R G D & DeStephen, D. Active learning
health care 588 Kearney, R A. Defining professionalism in a Year 2 pathology curriculum
Hopkins, M A see Coady, S in anaesthesiology 769 1045
Horsburgh, M, Merry, A F & Seddon, Kentala, E, Mattila, P S & Nieminen,J . Kopp, V see Fischer, MR
M. Patient safety in an interprofes- Follow-up evaluation of Finnish Koscik, R L, Kokotailo, P K & Cox, E D.
sional learning environment 512 undergraduate education in otor- Medical student education: addres-
Horsfall, S see Spencer, A hinolaryngology 1076(C) sing patients’ mental health needs
Horvat, D see Likic, R Kenyon, C F & Brown, | B. Mission 514
Houston, H see Cannings, R; Cohen, D Statement Day: introducing pro- Kreger, C G see Knutson, D
Hoya, G De see Barragan, E | fessionalism to medical students Kreiter, C D & Lakshman, V. Investi-
Huber, P, Baroffio, A,C hamot, E, 1165 gating the use of sampling for
Herrmann, F, Nendaz, M R & Vu, Kerfoot, B P, Masser, B A & Hafler, | P. maximising the efficiency of stu-
N V. Effects of item and rater Influence of new educational tech- dent-generated faculty teaching
characteristics on checklist record- nology on problem-based learning evaluations 171
ing 852 at Harvard Medical School 380 Kropmans, T J B see Reinders|, J
Hudson, J N. Further example of Kerfoot, B P, Nabha, K S & Hafler, Krug, D see Weberschock, T B
paired-teacher lecturing to link J P. Impact of duty hour restric- Kumari, V G see Stevenson, F T
theory to practice 1254(C) tions on teaching by surgical Kuo, A K, Irby, D I & Loeser, H. Does
Hughes, P see Bowman, D residents 528 direct observation improve medical
Hunt, L see Day, E Kerfoot, B P see also Masser, B A students’ clerkship experiences? 518
© Blackwell Publishing Ltd 2005. MEDICAL EDUCATION 2005: 39: 1259-1266
Kutcher, M see Blake, K McHarg,J , Bradley, P, Chamberlain, S, Mazmanian, P E see Hoban, J D
Kwizera, E see Iputo, J E Ricketts, C, Searle, J& McLachlan,J Mazor, K M, Fischer, M A, Haley, H-L,
C. Assessment of progress tests 221 Hatem, D & Quirk, M E. Teaching
Labadarios, D see Mash, R J McHarg, J & Kneebone, C. All the and medical errors: primary care
Lagro-Janssen, A L M see Verdonk, P world’s a stage... 520 preceptors’ views 982
Lai, C, Julian, K & Baron, R. Teaching McHarg, J see also McLachlan, J C Meakin, R see Hooper, C
chronic disease management to McKinley, D see van Zanten, M Meldrum, S see Dannefer, E F
interdisciplinary medical learners McKinley, R K, Hastings, AM & Peter- Melville, C. Discrimination and health
1162 sen, S. Long case revisited 442 inequalities experienced by dis-
Lakshman, V see Kreiter, C D McLachlan, JC . Outreach is better than abled people 124
Lambert, T W & Goldacre, M J. selection for increasing diversity 872 Mercado, A see Barragan, E |
Progression of junior doctors into see also Collett, T J; McHarg, J Merry, A F see Horsburgh, M
higher specialist training 573 McLachlan, J C & McHarg,J . Ethical Migeon, M see Pinsky, L E
Larson, S see Roter, D permission for the publication of Millar, K see Lumsden, M A
Lawson, M see Newble, D routinely collected data 944 Millar, N see Mann, K V
Lawson, S R see Hoban, J D MacLeod, A see Frank, B Mires, G J see Rudland, J R
Leinster, S ] see Gukas, I D McNair, R P. Case for educating health Moody, W E see Hendry, R G
Lempp, H K. Perceptions of dissection care students in professionalism as Mori, B see Evans, C
by students in one medical school: the core content of interprofes- Morris, C see Kitzes, J A
beyond learning about anatomy. A sional education 456 Morris, R see Haq, I
qualitative study 318 MacRae, H M see Musselman, L J Morrison, E H, Shapiro, J]F & Hart-
Lennard, T see Spencer, J Majoor, G D see Niemantsverdriet, S hill, M. Resident doctors’ under-
Lester, H, Tait, L, Khera, A, Birch- Mandrekar, J N see Beckman, T ] standing of their roles as clinical
wood, M, Freemantle, N & Patter- Mann, K see Blake, K; Sargeant,J teachers 137
son, P. Development and Mann, K V. Reflecting on the chal- Morrison, E H see also Wamsley, M A
implementation of an educational lenges facing continuing medical Morrison, J
intervention on first episode psy- education today 546(E) How to choose tomorrow's doctors
chosis for primary care 1006 see also Koens, F 240(E)
Levy, S see Bridgemohan, C F Mann, K V, Ruedy, J, Millar, N & Outcomes-based education for a
Likic, R, Dusek, T & Horvat, D. Andreou, P. Achievement of non- changing health service 648(E)
Analysis and prospects for curricu- cognitive goals of undergraduate Morrison, J & Bligh,J . Assessing the
lar reform of medical schools in medical education: perceptions of quality of research 542(E)
Southeast Europe 833 medical students, residents, faculty Morton, J A, Archer, J & Gray, C S.
Lin, M, Wilkinson, J & Teherani, A. and other health professionals 40 Student perceptions of undergrad-
Wound closure: instructional DVD Mans, L see Verdonk, P uate teachers 1147
1149 Marais, D see Mash, R J Moss, B see Roberts, C
Lingard, L see Ginsberg, S Marino, R & Stuart, G W. Validity and Mueller, M P, Heller, A R & Koch, T.
Lingard, L A see Musselman, L J reliability of the Tertiary Student New simulator-based psychological
Lo, B see Kneebone, R L Values Scale (TSVS) 895 training on crisis management
Lochnan, H see Wong, R W G Marks, M see Wood, T J 1155
Lockspeiser, T, Hart, A & Loeser, H. Marshall, | see Grant, J Muijtjens, A M M see Balslev, T
Medical education fellowship: fos- Marshall, R J. Knowledge is a call to Mukohara, K & Schwartz, M D. Elec-
tering early interest in education action 978 tronic delivery of research summa-
1158 ; Marusic, A. Author misconduct: edi- ries for academic generalist doctors:
Loeser, H see Kuo, A K; Lockspeiser, T tors as educators of research integ- a randomised trial of an educa-
Loy, G see Yudkowsky, R rity 7 tional intervention 402
Lumsden, M A, Bore, M, Millar, K, Mash, R J, Marais, D, van der Walt, S, Munro, D see Bore, M
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Lyon-Maris, J. Wessex Professional (WebCT) or interactive television midation and harassment in surgi-
Programme: general professional (ITC) 1093 cal education 926
development for SpRs 533 Masser, B A, Woo, B & Kerfoot, B P. Myhre, D see Armson, H
Randomised trial of early clinical
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Development of medical teachers: Maynard, D W & Heritage,J .C onver- Teaching communications skills for
enquiry into the learning histories sation analysis, doctor-patient in- handover: perioperative specialist
of 10 experienced medical teachers teraction and medical practitioners 1157
1213 communication 428 Nestel, D see also Kneebone, R L
© Blackwell Publishing Ltd 2005. MEDICAL EDUCATION 2005; 39: 1259-1266
Newble, D, Stark, P, Bax, N & Lawson, Patton, G see Sanci, L judgements as a method of
M. Developing an outcome-focused Pearson, D ] see Cooper, A V assessing undergraduate medical
core curriculum 680 Pell, G. Use and misuse of Likert scales students’ personal and
Nicholson, S see Kamali, A W 970(C) professional behaviours 49
Niemantsverdriet, S, van der Vleuten, Petersen, S see McKinley, R K Students’ and assessors’ attitudes
C P M, Majoor, G D, Scherpbier, Pinsky, L E, Migeon, M & Knight, C. towards students’ self-assessment
AJ] A. Explorative study into ROMP & ROL: peer-based profes- of their personal and professional
learning on international sional development 1159 behaviours 30
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processes dominate 1236 Pololi, L H & Frankel, R M. Humanis- learning population and preventive
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Norcini, J J Pope, C. Conducting ethnography in hopefulness: tool for doctor well-
Current perspectives in assessment: medical settings 1180 being 1158
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Nordheim, L see Bradley, P interaction in medical settings 338 students and their scientific output
Norman, G. Research in clinical rea- Erratum 645 after graduation 237(C)
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NN education 756(E) Ricketts, C, Price, |& Chamberlain, S.
Notten, T see Schol, S see also Searle, | Interactive online assessment train-
Prince, K ] A H, Boshuizen, H P A, van ing for busy practitioners 525
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LR. Promoting humanistic care in
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Parmelee, D see Koles, P questions about development 9 video feedback technique to en-
Parry, |M see Hendry, R G Use (and abuse) of the term “‘port- hance communication skills train-
Paternek, M see Furin,| folio’ 436(C) ing. Erratum 645
Patterson, F see Beard,| Rees, C & Shepherd, M Roth, C see Jiinger,J
Patterson, P see Lester, H Acceptability of 360-degree Rovik, | O see Gude, T
© Blackwell Publishing Ltd 2005. MEDICAL EDUCATION 2005; 39: 1259-1266
Rucker, L see Amin, A N makes the medicine go down: Stewart, K J see Gaston, M S
Rudland, ] R & Mires, G J. Character- introducing literature into a family Steyn, M see Mash, R J
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shared teaching 448 Shepherd, M see Rees, C Struyf, E see Beullens, J
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medical students learning proce- the ACGME core competencies ward multidisciplinary team
dures 365 1195 approach 1255(C)
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usefulness 497 process for a medical education based training 1176
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Wimmers, P F not on your own, please 548(E) 1148
Schol, S, Goedhuys, J, Notten, T & see also Snell, L Tully, M P see Higgins, M P
Betz, W. Individualised training to Spencer, J& Lennard, T. Time for gun Tyssen, R see Gude, T
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general practitioner trainers: ran- Spencer, | A see Greveson, G C Vaglum, P see Gude, T
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Schulze, | see Weberschock, T B students using simulation to train van der Hem-Stokroos, H H, van der
Schuwirth, L see Driessen, E medical students 1083 Vleuten, C P M, Daelmans, H E M,
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CPM Stein, M R, Parish, S J & Arnsten, A] J A. Reliability of the Clinical
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Searle, ]& Prideaux, D. Medical educa- tion tool for substance abuse 904
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McHarg,J Snell, L. Faculty development for van der Vieuten, C P M & Schuwirth, L
Seddon, M see Horsburgh, M teaching and evaluating profession- W T. Assessing professional compe-
Seggie, |]s ee Burch, V C alism: from programme design to tence: from methods to pro-
Segouin, C & Hodges, B. Educating curriculum change 127 grammes 309
doctors in France and Canada: are Stern, D see Frohna, A van der Vleuten, C P M see also
the differences based on evidence Stern, D T, Frohna, A Z & Gruppen, L Dolmans, D H J M; Driessen, E W;
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Seibel, H R see Hoban, J]D viour 75 H; van der Hem-Stokroos, H H
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C S. Just a spoonful of humanities differently? 194 EW
a©Cc Blackwell Publishing Ltd 2005. MEDICAL EDUCATION 2005; 39: 1259-1266
van Zanten, M, Boulet, |R , Norcini, JJ oppression in literature and beyond Wolfhagen, I H A P see Dolmans,
& McKinley, D. Using standardised 1056 DHJM
patient assessment to measure pro- Wearn, A & Bhoopatkar, H. Clinical Wong, R W G & Lochnan, H. Online
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Vasan, N S & DeFouw, D. Team from? 1078 medical residents 527
learning in a medical gross anatomy Weberschock, T B, Ginn, T C, Rein- Woo, B see Masser, B A
course 524 hold,J , Strametz, R, Krug, D, Wood, D F see Kamali, A W
Vasanth, N C see Day, E Bergold, M & Schulze,J .C hange in Wood, F, Hawthorne, K, Hood, K &
Veluz, A K see Bridgemohan, C F knowledge and skills of year 3 Cannings-John, R. Can peer review
Vener, M H see Wamsley, M A undergraduates in evidence-based help the marking experience? 1156
Verdonk, P, Mans, L ] L & Lagro- medicine seminars 665 Wood, T J, Marks, M & Jabbour, M.
Janssen, A L M. Integrating gender Weggelaar, N M see Busari, JO Development of a participant ques-
into a basic medical curriculum Weller, J, Dowell, A, Kljakovic, M & tionnaire to assess continuing med-
1118 Robinson, B. Simulation training ical education presentations 568
Verity, R see Ahluwalia, N S for medical emergencies in general Woods, N N, Brooks, L R & Norman,
Verkoeijen, P P | L see Wimmers, P F practice 1154 G R. The value of basic science in
Vermunt, | D see Driessen, E W Wells, | E see Willkinson, T J clinical diagnosis: creating coher-
Vermunt, | see Driessen, E Westberg, K, Sandlund, M & Lynée, N. ence among signs and symptoms
Vincent, N see Blake, K Effect of giving information in 107
Voaklander, D see Bates, ] advance on the clinical training of Wurm-Schaar, M, Clarke, K & Fato, M.
Vu, N V see Huber, P medical students 1021 Centralising curriculum feedback
Whitham, | see O'Keefe, M from graduates of small pro-
Wahler, R G see Singh, R Wilkinson, | see Lin, M grammes 1164
Wakefield, S see Blake, K Wilkinson, M, Beales, I & Jamieson, C.
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Walsh, K. Virtual patients get real 1153 notes 516 Yan, D see Spencer, A
Walter, A, Bundy, C & Dornan, T. How Wilkinson, T J, Wells, J E & Bushnell, Yang, G Z see Kneebone, R L
JA
should trainees be taught to open a Yokode, M see Tanaka, M
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Walters, K, Osborn, D & Raven, P. The and undergraduates in a medical Young, T see Spencer, A
development, validity and reliability course due to age or prior degree? Yudkowsky, R, Loy, G & York, J.
of a multimodality objective struc- Corrigendum 118 Ensuring medical student com-
tured clinical examination in psy- Using a diary to quantify learning petency in basic procedural skills
chiatry 292 activities 657 515
Wamsley, M A, Julian, K A, Vener, M H Williams, S see Finlay, I; Spencer, A Yuge, M see Ozasa, K
& Morrison, E H. Using an objective Wimmers, P F, Schmidt, H G, Ver-
structured teaching evaluation for koeijen, P PJ L & van de Wiel, MW Zabow, T see Burch, V C
faculty development 1160 J. Inducing expertise effects in Zebrack, J R, Anderson, R C & Torre,
Wass, V see Roberts, C clinical case recall 949 D. Enhancing EBM skills using goal
Watanabe, Y see Ozasa, K Winston, I & Szarek, J L. Problem- setting and peer teaching 513
Watt, G C M. Where health services based learning using a human Zimmern, R see Burton, H
research has led, medical education patient simulator 526
research may follow 555 Wires, S & Thampi, N. Peace-building
Wear, D & Aultman, | M. Limits of through an international child
narrative: medical student resis- health elective 1161
tance to confronting inequality and Wissow, L see Roter, D
© Blackwell Publishing Ltd 2005. MEDICAL EDUCATION 2005; 39: 1259-1266
Subject index
Page numbers with suffix (C) = Correspondence, (E) = Editorial
AAMC-Hartford Geriatrics Curriculum research quality 542(E) Clinical outcomes, medical education
Program, caring for older people structured of newly qualified medical research 350
655 graduates 723 Clinical practice
Aboriginal issues, Canadian medical Assessors, attitudes to students’ self- and research: professionalism 4(E)
programmes 1101 assessment of personal and profes- scenario-based simulation 580
Abuse sional behaviours 30 students’ opinions about preparation
student experience 868(E) Attending doctors, supervision quality for 704
surgical education 926 perception by resident doctors Clinical reasoning
Academic medicine 696 extended matching multiple-choice
electronic delivery of research sum- Author misconduct questions 410
maries for academic generalist doc- editors and research integrity 7 heuristics and biases 870
tors 402 responsibility 83 panel of reference member numbers
social sciences contribution 345(C) for script concordance test 284
Access Biases, clinical reasoning 870 research 418
and experience widening 978 Biomedical department, horizontal value of basic science in diagnosis 107
model for widening into medicine integration in teaching 1148 what every teacher needs to know 98
and dentistry: SAMDA-BL project Clinical skills
918 Canada centres 649(E), 1078(C)
ACGME core competencies, patient Aboriginal issues 1101 training: objective structured clinical
safety residency curriculum 1195 educating doctors 1205 examination performance 1015
Admissions see medical schools, admis- Cancer patients, student teaching Clinical teachers
sion harming or helping 1166 interpersonal, cognitive and effi-
Adolescents Caring for older people, curriculum ciency domains 1221
health education for general practi- development 655 problem-based learning 163
thoners 999 Case discussions, teaching paediatric resident doctors’ understanding of
structured communication guide residents about learning disorders roles 137
assessment 482 797 Clinical Teaching Effectiveness Instru-
Anaesthesiology, defining profession- Checklist recording, standardised ment, reliability 904
alism 769 patients 852 Clinical training
Anatomy Children early for students 1150
clinical: student knowledge 326 doctors’ consultations with 807 giving information in advance to
perceptions of dissection 318 early identification of at-risk students patients 1021
ultrasound integration in education by parents 958 Clinician-examiners, checklist record-
programme 1148 peace-building through international ing 852
Anthropology, educational 1110 child health elective 1161 Cognitive domains
Arts, and humanities 976(E) perspectives 757(E) informal learning in postgraduate
Assessment and their parents: assessment of medical education 859
acceptability of 360-degree feedback doctor-patient interactions 820 interpersonal and efficiency domains
for assessing undergraduate medi- Chronic disease management, teach- in clinical teaching 1221
cal students personal and profes- ing to interdisciplinary medical Comments, qualitative in professional-
sional behaviours 49 learners 1162 ism evaluation 763
clinical decision-making skills 1180 Cinema, use for medical student psy- Communication /communication skills
competency-based 1110 chiatry education 972(C) doctors’ 445
double marking 299 Classism, in medical schools 777 effectiveness of doctors and nurses
framework for Foundation Pro- Clinical case recall, inducing expertise with patients 785
gramme 841 effects 949 medical: conversation analysis 428
internal medicine student evaluation Clinical decision-making, skills assess- misunderstandings in multilingual
system 276 ment 1180 consultations 465
participant questionnaire for conti- Clinical education, making sense of rating system for doctors’ skills 820
nuing medical education presenta- narrative inquiry 534 response to explanations in consulta-
tion 568 Clinical environment, self-directed tions 1140(C)
performance at work 880 learning 356 and stress and distress: support pro-
personal and professional behaviours: Clinical examination, long cases gramme 476
students’ and assessors’ attitudes 30 442 structured communication adoles-
portfolio using structured interview Clinical faculty members, basic science cent guide assessment 482
1169 teaching comparison 194 teaching
professional attributes 20 Clinical interview, teaching trainees for handover 1157
professional competence 309 how to open 492 how to open a clinical interview 492
© Blackwell Publishing Ltd 2005. MEDICAL EDUCATION 2005: 39: 1267-1273
video role play 1155 change: faculty development 127 rating system for skills 820
Community ambulatory clerkship, development response to explanations in consul-
teaching behaviours 1036 caring for older people 655 tations 1140(C)
Competence outcome-focused 680 support programme for: stress and
assessment electrocardiogram for resident doc- distress 476
peer 713 tors 1163 consultations with children and their
of professional 309 gender integration 1118 parents 807
problem-based learning and non-PBL lay participation in development 651 educating in France and Canada 1205
graduates 394 lumbar puncture experience among identification with the role 66
Competency-based assessment and graduates 437(C) and nurses: shared teaching 448
cultural compression 1110 patient safety residency 1195 DVD, instructional on wound closure
Competency-based training 1176 physical examination teaching for 1149
Computer-based learning, determi- medical students 1151
nants of attitude 935 problem-based learning: student Editorials
Computerised tutorials, teaching pae- selection instrument 250 direction and relevance 440(E)
diatric residents about learning psychology-type theories in interven- role 1174(E)
disorders 797 tions 247 Editors
Confidentiality, avoidable breaches reform of medical schools in South- author misconduct and research
333 east Europe 833 integrity 7
Consent Southeast Asia medical education responsibility for author misconduct
ethical permission for publication of changes 829 83
routinely collected data 944 Education
medical students learning procedures Data, educational acceptability of 360-degree feedback
365 ethical permission for publication for assessing undergraduate medi-
Consultants, attitudes to undergradu- 944 cal students personal and profes-
ate teaching duties 1129 routinely collected 877 sional behaviours 49
Consultations Debriefing, simulation for training interprofessional 443
doctors medical students 1083 professionalism as the core 456
with children and their parents 807 Decision-making, clinical: skills assess- perceptions of characteristics of doc-
communication skills 445 ment 1180 tors and nurses and shared teaching
explanations in 785 Dentistry, model for widening access 448
multilingual and misunderstandings into: SAMDA-BL project 918 professionalisation across medical
in 465 Depression, medical students 594 education 58
response to explanations 1140(C) De-roling, simulation for training really good stuff 505
teaching trainees how to open 492 medical students 1083 surgical literature utilisation in train-
Context, concept analysis 1243 Diagnosis, value of basic science in 107 ing and research in Nigeria 116(C)
Continuing medical education Diaries undergraduate, perceptions of
challenges 546(E) learning activity quantifying 657 achievement of non-cognitive goals
focus groups 742 web-based 1169 40
participant questionnaire for presen- Difference, four Ds of multiculturalism what teachers need to know about
tation assessment 568 1178 clinical reasoning 98
web-based: evaluation outcomes 555 Disability, meaning for medical stu- Educational practice and research,
Continuing professional development, dents 176 challenges of problem-based learn-
focus groups 742 Disabled people, discrimination and ing 732
Conversation analysis health inequalities 124 Educational technology, problem-
doctor-patient relationship 428 Discourse analysis, theme-oriented of based learning influences 380
explanations in consultations 785 medical encounters 632 Efficiency
practical resource in a health care Discrimination, experienced by dis- domains: interpersonal and cogni-
setting 113 abled people 124 tive domains in clinical teaching
Core curriculum, outcome-focused Dissection, student perceptions 318 1221
680 Distance learning programmes, quality in medical education 641(C)
Corporate globalisation, health im- of interaction 1095 Elderly people see older people
pacts 1066 Distress, stress and communication: Elective, peace-building through in-
Crisis management, simulator-based support programme 476 ternational child health elective
psychological training 1155 District general hospitals, staff atti- 1161
Cues, model of choice: listening in tudes to undergraduate education Electrocardiogram curriculum, resi-
primary care consultations 999 increase 688 dent doctors 1163
Cultural compression, and compe- Diversity, increasing in medical schools Emergencies, medical: simulation
tency-based assessment 1110 872 training in general practice 1154
Culturism, informal learning in post- Doctor—patient relationship Entrustability, professional activities
graduate medical education 859 children and their parents assessment 1176
Curriculum of interactions 820 Errors, medical: teaching 982
active learning in pathology 1045 conversation analysis 428 Ethics
centralising feedback from graduates Doctors permission for publication of routi-
of small programmes 1164 communication nely collected data 944
© Blackwell Publishing Ltd 2005. MEDICAL EDUCATION 2005; 39: 1267-1273