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Article: Interactive logbooks for medical students: Are they useful?

TitleInteractive logbooks for medical students: Are they useful?
Authors
KeywordsCurriculum
Education, medical, undergraduate/methods
Educational measurement/methods
Hong Kong
Knowledge of results
Issue Date2002
PublisherWiley-Blackwell Publishing Ltd.. The Journal's web site is located at http://www.wiley.com/bw/journal.asp?ref=0308-0110
Citation
Medical Education, 2002, v. 36 n. 7, p. 672-677 How to Cite?
AbstractObjectives: The use of logbooks in the education of medical undergraduate students is not well-established. Traditionally, logbooks are used simply as a means for students to document their activities. This report examines whether logbooks used as an interactive vehicle between students and tutors can assist both student learning and Faculty teaching. Method: As part of the New Medical Curriculum implemented by the Faculty of Medicine, The University of Hong Kong, all third year students beginning their formal hospital and community health clerkships were given pocket-sized logbooks to document and monitor their learning activities. The logbooks were specially designed to mirror the activities of the teaching blocks, including bedside teaching, tutorials, teaching clinics, health care projects, and whole class sessions, etc. Results: At the end of each teaching block, effort, accuracy of the notes, appropriateness of the notes and the assessor's overall impression of logbook entries formed the basis of 20-point assessment. Randomly-selected logbooks were reviewed at the end of every rotation and compared with course outlines in order to evaluate if, according to the students' notes, the learning objectives were being met. Throughout each teaching block, the logbook process identified students who could benefit from counselling and/or remediation. The logbook feedback mechanism was immediate and therefore, remediation was timely and appropriate. Conclusions: The logbooks were effective in 3 ways: logbooks were a means of continuous assessment of small group learning; logbooks encouraged immediate and ongoing interaction between tutors and students; and they provided a feedback loop for the evaluation of learning activities.
Persistent Identifierhttp://hdl.handle.net/10722/83077
ISSN
2015 Impact Factor: 3.369
2015 SCImago Journal Rankings: 1.913
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorPatil, NGen_HK
dc.contributor.authorLee, Pen_HK
dc.date.accessioned2010-09-06T08:36:43Z-
dc.date.available2010-09-06T08:36:43Z-
dc.date.issued2002en_HK
dc.identifier.citationMedical Education, 2002, v. 36 n. 7, p. 672-677en_HK
dc.identifier.issn0308-0110en_HK
dc.identifier.urihttp://hdl.handle.net/10722/83077-
dc.description.abstractObjectives: The use of logbooks in the education of medical undergraduate students is not well-established. Traditionally, logbooks are used simply as a means for students to document their activities. This report examines whether logbooks used as an interactive vehicle between students and tutors can assist both student learning and Faculty teaching. Method: As part of the New Medical Curriculum implemented by the Faculty of Medicine, The University of Hong Kong, all third year students beginning their formal hospital and community health clerkships were given pocket-sized logbooks to document and monitor their learning activities. The logbooks were specially designed to mirror the activities of the teaching blocks, including bedside teaching, tutorials, teaching clinics, health care projects, and whole class sessions, etc. Results: At the end of each teaching block, effort, accuracy of the notes, appropriateness of the notes and the assessor's overall impression of logbook entries formed the basis of 20-point assessment. Randomly-selected logbooks were reviewed at the end of every rotation and compared with course outlines in order to evaluate if, according to the students' notes, the learning objectives were being met. Throughout each teaching block, the logbook process identified students who could benefit from counselling and/or remediation. The logbook feedback mechanism was immediate and therefore, remediation was timely and appropriate. Conclusions: The logbooks were effective in 3 ways: logbooks were a means of continuous assessment of small group learning; logbooks encouraged immediate and ongoing interaction between tutors and students; and they provided a feedback loop for the evaluation of learning activities.en_HK
dc.languageengen_HK
dc.publisherWiley-Blackwell Publishing Ltd.. The Journal's web site is located at http://www.wiley.com/bw/journal.asp?ref=0308-0110en_HK
dc.relation.ispartofMedical Educationen_HK
dc.rightsThe definitive version is available at www3.interscience.wiley.comen_HK
dc.subjectCurriculumen_HK
dc.subjectEducation, medical, undergraduate/methodsen_HK
dc.subjectEducational measurement/methodsen_HK
dc.subjectHong Kongen_HK
dc.subjectKnowledge of resultsen_HK
dc.subject.meshCurriculum-
dc.subject.meshEducation, Medical, Undergraduate - methods-
dc.subject.meshEducational Measurement - methods-
dc.subject.meshHong Kong-
dc.subject.meshHumans-
dc.titleInteractive logbooks for medical students: Are they useful?en_HK
dc.typeArticleen_HK
dc.identifier.emailPatil, NG: ngpatil@hkucc.hku.hken_HK
dc.identifier.authorityPatil, NG=rp00388en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1046/j.1365-2923.2002.01163.xen_HK
dc.identifier.pmid12109990-
dc.identifier.scopuseid_2-s2.0-0036067106en_HK
dc.identifier.hkuros76937en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0036067106&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume36en_HK
dc.identifier.issue7en_HK
dc.identifier.spage672en_HK
dc.identifier.epage677en_HK
dc.identifier.isiWOS:000176751800016-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridPatil, NG=7103152514en_HK
dc.identifier.scopusauthoridLee, P=18935660700en_HK

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