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Biomedical subjects

E N Brandt

Publications and source records attributed to E N Brandt.

At least 19 recordsLinked to original sources
PubMed1995

Education and research in adult family violence: a perspective.

There are compelling reasons to promote the education of medical students about family violence. First, such violence is a significant health problem, but one that has been hidden or ignored for too long by the medical and health communities and even by law enforcement agencies. Once physicians look for family violence among their patients, however, they will find it. Second, it is important for physicians to know about family violence because they typically are the first line of defense and will see victims of family violence who cannot, or are afraid to, call the police. A third reason for including family violence in the curriculum is that this topic is eminently teachable. Obstacles to greater emphasis on family violence in the curriculum are akin to the obstacles in physicians' practices: ignorance, denial, a feeling that the problem is a law enforcement one, and a mistaken notion about how easy it is for an abused woman to leave her abuser. Also, medical students often come from sheltered backgrounds and will have to be taught about the prevalence and importance of family violence. Curricula in family violence should be multidisiplinary, integrated into current teaching, and have an emphasis on experiential learning. Also, change must be built into the curriculum so that it can reflect the latest understanding of the problem. Faculty who have the interest and training to teach this topic are limited, so they must teach their colleagues to prevent misinformed teaching. Finally, community resource people should be involved, since they are responsible for much of the management and rehabilitation of abused persons.

Adult↗
PubMed1995

Breast cancer in Oklahoma. Unnecessary deaths.

Deaths of Oklahoma women can be prevented by early detection using mammography and clinical breast examinations. This study summarizes the responses from the Oklahoma Behavioral Risk Factor Study, and the results indicate that Oklahoma women, especially low income and less well educated women, are not receiving these screening tests in adequate numbers. Physicians have a major responsibility to correct this by recommending such tests and encouraging women to take advantage of them.

Adult↗
PubMed1995

Women smokers: the tragedy is, Oklahoma is number one.

Oklahoma leads the nation in the proportion of women who smoke, and is sixth in the proportion in the childbearing ages. Furthermore, the incidence of deaths from carcinoma of the lung in women is increasing, as is the number of low birthweight babies. Both of these conditions are associated with smoking. It is clear that Oklahoma physicians should become aggressive in encouraging women to stop smoking.

Adolescent↗
PubMed1994

Progress toward Healthy People 2000: a preliminary look at Oklahoma.

Over 10,000 Oklahomans die each year from coronary artery disease or stroke. This study examined the behavioral risk factors for these illnesses present in Oklahomans. Oklahomans are at considerably higher risk than the desirable national goals for such risk factors. For example, too many Oklahomans smoke and too few exercise. The data to support these findings are included herein, and some steps to reverse these trends are recommended.

Adolescent↗
PubMed1994

Medicaid in Oklahoma.

Medicaid expenditures in Oklahoma increased 98.2% from 1986 through 1991 while those of the United States went up 111.0%. Of this increase, 21.6% was due to inpatient care and 25.9% to nursing home care. With respect to beneficiaries, 34.9% of the increase was attributable to the aged and 31.4% to the disabled. AFDC recipients accounted for only 19.1% of the increase.

Health Expenditures↗
PubMed1990

Continuing education/beyond higher education.

Publicly funded institutions, such as NIH, NLM, and state-supported universities, have explicit public service missions that extend beyond the walls of a single institution. During the past few years, national organizations, such as NLM and AAMC, have funded studies and projects to measure how well universities are adapting to technological change and educational reform. The IAIMS models are evidence of universities fostering cooperative rather than duplicative effort. Opportunities and problems facing universities extending systems and services to the private practice setting, to community-based health care HMO's, and to state and local health care agencies are discussed in terms of political, economic, and geographic realities. Instilling lifelong learning concepts begins before the health professional enters practice and is dependent on the emphasis universities place on "excellence in teaching." Without cooperation among core facilities, such as libraries, computer centers, and excellent instructors, continuing education will remain a parochial issue instead of a national thrust toward the continuum of the learning process. If continuing education is to become a high priority for universities and take its place on the education spectrum, flexible policies must be established to accommodate individual practitioners' expectations and interests.

Computers↗
PubMed1989

Policy implications of modelling of the AIDS epidemic.

Health policy issues associated with AIDS are complex and controversial, including health care, research priorities, education, testing and confidentiality. Modelling may provide information relevant to their solution. Estimates of the future numbers of symptomatic persons and of the mix of severity are necessary for developing the capability to provide and fund health care services. Models may suggest other data needs and research directions. An important policy role of models is to permit evaluation of potential intervention steps and especially to project negative consequences. The critical contribution of models will be improved understanding of the dynamics of the AIDS epidemic.

Acquired Immunodeficiency Syndrome↗
PubMed1989

Medical school survival versus social responsibility: finances as a driving force.

Medical educators are an interesting group of people. They thrive on new knowledge. They get excited and enthusiastic, and readily adopt new ways when the evidence is sufficient. Yet, at the same time, they resist with great vehemence change in the way they do their business. Ask how often the curriculum structure is examined. Indeed, the function of most curriculum committees is to ensure that that does not happen. Ask how often the criteria for medical school admission are examined, especially with respect to the knowledge requirements. Ask how often the faculty discusses, or even examines, the expectations of society as they are expressed by alumni, legislators, or members of the public. Ask how often faculties try to determine strategies for dealing with all of these external forces. Are those strategies approached with the same degree of objectivity and data-gathering skills that would be used in examining new therapeutic regimens? Medical educators are talented, creative people. They have a very large appetite for information and great ambition to be as fine academicians as possible. It is those characteristics that have served them well, as students and as responsible academicians. Indeed, the great strength of medical education, in my view, is that medical schools take some very bright people called faculty and some very bright people called students, mix them together for four years, and graduate a group of very smart people who will then spend three years or more mixed up with some very bright and creative people. That is a strength that can-not lost. Will the future allow us to continue that in an equally effective manner?

Schools, Medical↗