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Evaluation of teaching on interpersonal interactions

K V Jones, A R Hornblow, J W Tiller

    Medical Education
    |January 1, 1981
    PubMed
    Summary
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    Restructuring a medical school course improved student learning about interpersonal relationships. The new approach enhanced staff evaluation of both student performance and teaching effectiveness.

    Area of Science:

    • Medical Education
    • Behavioural Sciences
    • Gerontology

    Background:

    • The second-year pre-clinical Behavioural Sciences course at Monash University Medical School required enhancement for monitoring student-elderly relationships.
    • Effective evaluation of interpersonal skill development in medical students is crucial.

    Purpose of the Study:

    • To restructure the Behavioural Sciences course to better monitor and provide feedback on student-elderly relationships.
    • To assess the impact of the restructured course on student learning and staff evaluation.

    Main Methods:

    • Integrated lectures, discussions, and practical experiences.
    • Implemented a carefully defined, multistage project involving students and old age pensioners.
    • Focused on developing and evaluating interpersonal relationships.

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    Main Results:

    • The integrated approach facilitated student learning in understanding interpersonal dynamics.
    • Staff were better equipped to evaluate student performance in this area.
    • Teaching effectiveness was also improved through enhanced evaluation methods.

    Conclusions:

    • The restructured course successfully improved the monitoring and feedback mechanisms for student-elderly interactions.
    • Integrating diverse learning methods within a structured project enhances both student skill acquisition and faculty assessment in medical education.