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Biomedical subjects

C M Burns

Publications and source records attributed to C M Burns.

78 records · Page 5Linked to original sources
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Towards viable, useful and usable human factors design guidance.

This paper investigates the factors relevant to producing effective human factors design guidance, using the Engineering Data Compendium (EDC) as a research vehicle. A series of three exploratory experiments focusing on the factors that affect the usability, usefulness and viability of human factors handbooks was conducted. The results of these studies were interpreted in the context of the process by which the EDC was developed, leading to the following recommendations: (a) human factors guidance should be organized in a manner that is stepped in context; (b) human factors guidance should be based on an explicit requirements analysis; (c) the calibration of designers' perceptions of the cost of obtaining human factors information must be improved; (d) organizational policies must be changed to induce more effective information search behaviour.

Analysis of Variance↗
PubMedDate not supplied

Implementation of an elective wellness course.

In an effort to increase knowledge and attitudes toward promoting health rather than treating disease, faculty in one school developed an elective wellness course open to all university students. The authors discuss how students learned concepts of wellness and developed individualized plans to improve their own health status.

Curriculum↗
PubMedDate not supplied

Compete or complement? An interdisciplinary approach to training health professionals.

The recommendation that future practitioners have the competency to work effectively in interdisciplinary teams is not new, but educating students for this type of practice remains a challenge for the health care professions (1-4). Early interdisciplinary teams usually worked in parallel. There were no common goals, but each group's goals stemmed from its professional education (5). In the traditional model, medical doctors were the "team leaders." Current recommendations challenge health professions educators "to move beyond traditional discipline-bound educational models to future-oriented interdisciplinary teaching/learning models" (6). Taking this recommendation seriously, educators from the University of South Florida (USF) formed a team to develop a model to guide the education of students from four health professions. Our goal was to model, by our philosophy, actions, and words, the art of teaching as an interdisciplinary team. This article describes the first phase of the process and four critical steps--establishing a common goal, developing a team process, creating a model to guide our interactions, and developing support networks within the community.

Education, Nursing, Baccalaureate↗