Problems in the use of one-time external examiners to assess nursing students in clinical practice include overemphasis on individuals, lack of criterion referencing, input of clinical staff, halo effect, and cost. Continuous assessment, appropriately recorded, may be more satisfactory. (SK)

Task-based learning (TBL) is an educationally sound, effective, and efficient strategy for delivering relevant education. In TBL, the tasks of the health care professional provide the context and the focus for learning, but are not the objective of the student's learning. Students gain a basic understanding of the principles of health and disease…

The Objective Structured Clinical Examination used in British nursing education can enhance skill development through simulated experiences. Survey results from 86 students and 39 lecturers show that it can be effective when used formatively for hands-on practice and feedback. (Contains 16 references.) (SK)

In-depth descriptions of practice of 38 Australian nurses in 17 settings were derived from interviews. Cross-case comparisons yielded themes with implications for nursing education: flexibility and adaptability, competence in interacting with diverse people, assessment abilities, communication and leadership skills, and coping with challenges…

Four due process cases in which judicial decisions were made about dental students' dismissals occurring as a result of poor clinical performance are reviewed. All decisions reiterate the opinion that educators are uniquely qualified to assess a student's academic achievement and professional development. The school's responsibility is also…

Elements and considerations in the provision of effective remediation for optometry students not achieving in clinical competence are discussed. Remediation of technical, cognitive, and noncognitive skills are included. A course in professional communication offered by the Pennsylvania College of Optometry is described. (MSE)

Looks at the sociopolitical factors that influence the implementation of clinical intervention studies in long-term care settings and suggests ways of minimizing threats to a study's internal validity. (Author)

This photoessay recounts the experiences of a U.S. graduate nursing student in Romania. (SK)

Kolb's experiential learning theory was used as a framework to study 179 generic baccalaureate students' perceptions of the different types of learning environments and adaptive competencies. Clinical experience and preceptorships contributed more to competency development than did nursing or nonnursing classes. (JOW)

Describes the need for a practice-focused doctoral nursing curriculum that will prepare clinical leaders. Indicates that research and practice doctorates should be differentiated by faculty, curriculum, resources, and placement of graduates. Includes a model curriculum. (JOW)

Nursing students were paired with a staff nurse for the clinical day, working to care for a group of patients. Students are able to observe practice situations, nurses can serve as role models, and faculty can serve as educators rather than clinical experts. (JOW)

Studies in five senior medical school classes at Southern Illinois University investigated whether using multiple standardized patients to simulate the same case in postclerkship medical student evaluation affects the measure's reliability. Results of three studies show little or no effect on reliability of total, checklist, or written test…

In July 1989 the American Board of Emergency Medicine conducted a field test of the oral recertification examination process. Sixteen examiners and 25 examinees participated in the field test. The examination included 3 chart-stimulated recall and 3 simulated-patient encounter cases. (MLW)

A University of Adelaide (Australia) study investigated the effect of administering identical stations to different classes over a 12-year period within the objective structured clinical examination component of a final-year medical school examination. Repeat administrations correlated with improved student performance over time. (Author/MSE)

Discusses why fieldwork is an essential component of occupational therapy education and looks at such issues as a perceived shortage of suitable placements, desire for "perfect" placements, and traditional versus alternative practices. (JOW)