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Letters ot the Editor

Subsequently, when we sought the views of all academicand clinical teachers in the Leicester Medical School oncriteria established in our study we found a similar lowapproval of two of the same component skills but a muchhigher approval for ‘shows respect for learners’ (Preston-Whyte et al., 1999). This latter finding was reassuring as‘respect for learners’ should be an attribute of all teachersbut their lack of awareness of how students should beinvolved actively in learning was of some concern.

To gain further insight into how well teachers teach,teachers need to be observed teaching. We are addressingthis in the clinical setting in the Leicester Warwick MedicalSchool using observers who are experienced, clinicallyqualified teachers. Feedback from observer and partici-pating students is provided and further observation followsup its effects.

Eliciting students’ views and sharing these with facultyis an important first step but it must lead to direct observa-tion to determine whether a teacher who ‘knows how’ also‘shows how’ and ‘does’.

Elan Preston-Whyte,Senior Lecturer (Clinical) in Staff Development

Department of General Practice and Primary Health CareLeicester Warwick Medical School

University of LeicesterLeicester General Hospital

Leicester LE5 4PW, UK.Tel: 0116 2584078; email: mep5@le.ac.uk

References

MCLEAN, M. (2001) Qualities attributed to an ideal educator bymedical students: should faculty take cognizance?, MedicalTeacher, 23, pp. 367–370.

PRESTON-WHYTE, M.E,. MCCULLOCH, R. & FRASER, R.C. (1996)Establishing the face validity of the criteria of teaching in theLeicester package for the assessment of teaching skills (L-PAST)for tutor-led, task-orientated small group teaching, MedicalTeacher, 18, pp. 135–139.

PRESTON-WHYTE, M.E, CLARK, R., PETERSON, S. & FRASER, R.C.(1999) The views of academic and clinical teachers in LeicesterMedical School on criteria to assess teaching competence in thesmall-group setting, Medical Teacher, 18, pp. 500–505.

DOI: 10.1080/01421590120112254

Assessing use of computers amongst undergraduatemedical students at the Aga Khan University,Pakistan

Dear SirRelevant use of information technology is crucial to thefuture survival of health professionals in a rapidly changinghealthcare arena. Unfortunately, advancements in this fieldhave not been matched by an adequate increase in itsmeaningful use amongst health professionals (GeneralMedical Council, 1993; Corry et al., 1994; Osman & Muir,1994; Bolton & Gay, 1995; Verhoeven et al., 1997;Bachman & Panzarine, 1998). At the Aga Khan University

(AKU), ability to use the computer effectively has beenidentified as an important and essential skill for graduates.Consequently, a survey was designed to evaluate this skillin the medical college students. A computer-correctablequestionnaire was developed and administered to theoutgoing classes of 1997, 1998 and 1999. Another ques-tionnaire was administered to the classes of 2003 and 2004to obtain baseline data on entry-level medical students.

Data obtained show that many entry-level students arefamiliar with computer usage, whereas the graduatingclasses are showing a steady rise in computer use. Thedifference is statistically significant for classes 1997 and1998 (p = 0.001) (t = 5.670, df = 11) and classes 1997 and1999 (p = 0.01) (t = 2.759, df = 11), whereas the changewas insignificant for classes 1998 and 1999 (p = 0.301) (t =1.077, df = 11) and classes 2003 and 2004 (p = 0.23) (t =1.33, df = 6). Students are using computers more for wordprocessing, data analysis, presentations and emails. Theentry-level students are conducting electronic literaturesearches more frequently than the outgoing classes. Some55% of the new students say that they would like to improvetheir computer skills through formal or informal courses.

Graduates of 1997 and 1998 mostly learnt computerusage at AKU but in the new class more than half arealready competent in its use. Most of the new class is stillinterested in opportunities to learn and polish this requisiteskill. This indicates that the students are generally aware ofthe requirements for learning in the computer age and aremotivated enough to benefit from the resources providedto them through appropriate guidance and faculty support(Wright, 1995).

Zoon Naqvi, Jamsheer Talati, Rashida Ahmed & Anwar AliSiddiqui

Department for Educational Development,Aga Khan University, Stadium Road, Karachi, Pakistan.

Email: zoon.naqvi@aku.edu

References

BACHMAN, J.A. & PANZARINE, S. (1998) Enabling student nurses touse the information superhighway, Journal of Nursing Education,37(4), pp. 155–161.

BOLTON, P. & GAY, R. (1995) Review of computer usageamong RACGP members, Australian Family Physician, 24(10),pp. 1882–1885.

CORRY, A.M., BUTLER, W.O. & ROSETTA, R.M. (1994) Thecomputer bandwagon: has everyone else jumped on?, MonthlyDental Journal, 74(1), pp. 25–27.

General Medical Council (1993) Tomorrow’s Doctors: Recommenda-tions on Undergraduate Medical Education (London, GeneralMedical Council).

OSMAN, L.M. & MUIR, A.L. (1994) Computer skills and attitudes tocomputer aided learning amongst medical students, MedicalEducation, 28, pp. 381–385.

VERHOEVEN, A.A., BOERMA, E.J. & MEYBOOM-de-JONG, B. (1997)Management of bibliographic information by Dutch researchers ingeneral practice, Family Practitioner, 14(1), pp. 69–72.

WRIGHT, J.E. (1995) Computer literacy is helpful. Surgical audit inprivate practice, Journal of Quality Clinical Practice, 15(3),pp. 159–160.

DOI: 10.1080/01421590120112263

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