AMEE Berlin 2002 Programme

lends itself to making diagnostic classifications. The
evidence shows that medical atlases aimed at illustrating
typical appearances are useful, but should perhaps cover
less typical appearances.
7G8 Community-based Public Health
Education in Healthy City Project
Yosuke Yamane*, Kuninori Shiwaku, Keiko Kitashima and
Anuurad Erdembileg
Department of Environmental Medicine, Shimane Medical
University, Enya 89, Izumo 693-8501, JAPAN
The drastic changes in the field of public health require
educational innovation in the university. The
development of a new learning strategy should be
problem-solving; student autonomy; holistic approach
to the complicated physical-mental-social
phenomenon. We have performed community-based
public health education integrating family health,
school health, occupational health and community
health since 1979. The persistent exposure of the
student into the community dynamics is useful to
understand the health promotion strategy. The
education in the healthy city model is especially
effective to recognize community empowerment,
collaboration with the inhabitants, care workers,
researchers and policy makers, the partnership between
the community and the academic, social support
networking and policy making for amenity community.
7G9 Two different types of professorial
authority: results in a traditional
faculty of medicine
Carlos E. de la Garza-Gonzalez*, Norberto Lopez-Serna
and Ma Esthela Morales-Perez
Facultad de Medicina, Universidad Autonoma de Nuevo Leon,
Administracion de Correos no 3, Apartado postal no 712, 64460
Monterrey N.L., MEXICO
We compare the results of the final examination of four
groups of students. Two of them had the Embryology
course on an annual, and the other on a semi-annual
basis. All groups had the same professor during the
entire course. In one of the groups in each term, the
examination was performed on a highly authoritarian
basis, for example: seat assignment in alphabetical
order; once the professor was in the lecture hall, the
students have to use only one of the access doors; five
minutes after the scheduled start time re-entry was
forbidden, students were not allowed to talk to each
other, among others. In the other groups none of the
above conditions was demanded. A z test on the final
exam results at a level of confidence of 95% was done.
We did not find a significant difference.
7G10 The “excellent teacher” seen by
mid-course students
M Patrício, A V Carneiro and J Fernandes e Fernandes
Faculdade de Medicina de Lisboa, University of Lisbon, Av Prof
Egas Moniz, Piso 1, 1649-028 Lisboa Codex, PORTUGAL
Wednesday 5 September
- 4.72 -
The importance of a role model in the teaching-learning
process is well accepted. The objective of the study
was to identify perceptions of mid-course students on
the characteristics of an “excellent teacher”. Third year
students (n=66) completed a semi-structured
questionnaire on the profile of an excellent teacher
(open questions followed by 32 specific characteristics
- Likert scale). Quantitative analysis reveals a teacher
is perceived as:
• information provider (selection of topics to be
taught 99%; transmission of clear information 97%;
distinguishing essential from non-essential
knowledge 97%).
• facilitator (creating the opportunities for practical
training 95%; available to students 90%)
• assessor (fair when assessing 94%)
• nice person (agreeable when dealing with students
94%), and
• planner (organizing the program 90%; integration
of the discipline in other course areas 83%)
Qualitative analysis confirms, in general, these results.
Curiously enough, 21% of the students state as nonimportant
qualities: being a role model, having a broad
culture, good leadership and good research abilities.
A discussion will take place on the implications for
the teaching-learning process.
7G11 Underrepresented minority (URM)
students’ perception of mentoring,
advising and role modelling in
medical school
Ara Tekian*, Laura Hruska and Jorge Girotti
University of Illinois at Chicago, Department of Medical
Education (m/c 591), 808 S. Wood St, CME 986, Chicago IL
60612, USA
This study investigates the underrepresented minority
(URM) students’ perception of particular characteristics
and functions associated with their mentor, adviser, or
role models. A two-part brief questionnaire was given
to 56 URM and non-URM first and second year
medical students studying at the University of Illinois
at Chicago College of Medicine. Paired t-test revealed
significant results among all levels of comparisons that
include opinion differences between URM and non-
URMs, mentor, role model and advisor functions and
characteristics like empathy, maturity, resourcefulness,
providing resources, and availability. The results show
a clear differentiation among the perceived
characteristics and expected functions of mentors,
advisors and role models between URMs and non-
URMs. Results from the first part of the questionnaire
are reinforced by an evaluation of the second part that
includes open responses from students emphasizing
particular qualities and responsibilities for each role.