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Biomedical subjects

H H Baker

Publications and source records attributed to H H Baker.

16 recordsLinked to original sources
PubMed1995

Female enrollment in colleges of osteopathic medicine: five years and five percentage points behind.

An estimated one fifth of graduates of the colleges of osteopathic medicine (COMs) before 1910 were women. However, the proportion of women declined after 1900, so that by 1969, less than 3% of osteopathic medical students were women. Dramatic gains have been made in the past 25 years: for the 1993-1994 academic year, women made up 35% of all osteopathic medical students. Although these gains seem impressive, allopathic medical school enrollment comprised 40% women during the same academic year (5 percentage points higher than in osteopathic medical schools). Allopathic medical schools have had significantly more women enrolled every year between academic years 1969-1970 and 1993-1994. In academic year 1988-1989, allopathic medical schools already had an enrollment that consisted of 35% female students, a percentage that COMs would first reach 5 years later. Based on these findings, enrollment of women in COMs is 5 years and 5 percentage points behind that of allopathic medical schools.

Education, Medical↗
PubMed1993

Microalbuminuria in NIDDM.

OBJECTIVE: To determine an effective screening procedure for microalbuminuria. RESEARCH DESIGN AND METHODS: The prevalence of microalbuminuria in NIDDM patients whose urine was negative on routine Albustix testing was studied. Microalbuminuria was measured in overnight urine samples from 128 NIDDM patients on at least two of three occasions over a 6-mo period. Patients were tested with Micro-Bumintest or Micral-Test. RESULTS: Ten of 128 patients had albumin concentrations > or = 20 mg/L on two or more occasions, 14 patients had A-C ratios > or = 3 mg/M on two or more occasions, and 9 patients had both. CONCLUSIONS: Neither Micro-Bumintest nor Micral-Test is a useful or feasible screening procedure for microalbuminuria.

Aged↗
PubMed1993

Lifestyle changes associated with osteopathic medical education.

A written survey of second-year osteopathic medical students at West Virginia School of Osteopathic Medicine was conducted to determine if detrimental lifestyle changes had occurred in the first 15 months of their medical education. Fifty-two (79%) of the 66 students returned the survey. The large majority of the responders (96%) reported a detrimental alteration in at least one area, and 81%, in two or more of the four areas surveyed. Changes in eating patterns were indicated by 79% of responding students. Increases in caffeinated beverage consumption were reported by 71% of respondents, and decreases in activity level, by 78%. Weight gains were indicated by 64% of respondents. Entering students should be advised of the risk that detrimental lifestyle changes may occur during their osteopathic medical education and be encouraged to prevent these harmful changes.

Adult↗
PubMed1993

Crafting effective internal memos.

If properly written and used, internal memoranda communicate effectively, build morale, and facilitate quality work in osteopathic graduate medical education programs. This article outlines a format and method to use internal memoranda, with the overall purpose being to positively contribute to the education programs.

Education, Medical, Graduate↗
PubMed1993

Assessing outcomes of the educational program of the West Virginia School of Osteopathic Medicine.

In education, "assessment" refers to the ongoing, systematic process of identification of goals, development of methods for measuring progress toward attaining those goals, and use of resulting information to make revisions in educational programs. Recently, state-review programs and accrediting agencies have focused review efforts on outcomes of the educational process. The West Virginia School of Osteopathic Medicine has developed a successful outcomes assessment program that includes information regarding graduates' activities. The school is now considering new programs regarding more comprehensive assessment of clinical outcomes.

Education, Medical↗
PubMed1993

Procedures to follow when dismissing an intern or resident.

Rarely, interns or residents may be unable or unwilling to perform satisfactorily in a graduate medical education program. In such instances, the director of medical education or residency director (or both) must inform the trainee of his or her deficiency and provide appropriate counseling, generally with the opportunity for remediation. If dismissal becomes necessary, due process must be followed, and the institution must keep documentation that appropriate procedures were followed. These necessary procedures are outlined herein.

Employee Discipline↗
PubMed1991

Osteopathic graduate medical education.

Osteopathic graduate medical education is still in transition. The AOA Department of Education will continue to monitor and report on the impact of these changes.

Certification↗
PubMed1990

Osteopathic postdoctoral education.

Osteopathic postdoctoral education is still in transition. With a projected modest decline in the number of graduates and continued increase in the number of intern positions, the profession can now accommodate all graduates in osteopathic internships. Changes have been made in the intern program curriculum and in procedures for approval of residency training to be more responsive to the current healthcare environment and needs of osteopathic graduates. The AOA Department of Education will continue to monitor and report on the impact of these changes.

Curriculum↗
PubMed1989

Osteopathic postdoctoral education.

Osteopathic postdoctoral education is still in transition. With a projected modest decline in the number of graduates and continued increase in the number of intern positions, the profession can now accommodate all graduates in osteopathic internships. Changes have been made in the intern program curriculum and in procedures for approval of residency training to be more responsive to the current healthcare environment and needs of osteopathic graduates. The AOA Department of Education will continue to monitor and report on the impact of these changes.

Education, Medical, Graduate↗
PubMed1982

Subjective and objective admissions factors as predictors of clinical clerkship performance.

Subjective and objective measures available at the time of medical school admission were related to subjective and objective clinical performance measures during medical school. Strategies were developed for coding narrative faculty comments from admissions interviews and clinical performance evaluations. Factor analysis was used to examine underlying structures for both admission and clinical performance measures. Summed scores were calculated to represent each factor, and multiple regression was used in predicting each of the clinical factors from the admission factors. Multiple regression showed that admission interview comments best predict narrative clerkship performance, while objective scores best predict an objective measure of clinical knowledge. Conclusions were: (a) narrative information can be coded reliably. (b) Objective and subjective measures are distinct, identifiable structures both at admission and during the third year of medical school. (c) Prediction formulas will vary depending on what outcome variables are chosen.

Achievement↗