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Biomedical subjects

H J Knopke

Publications and source records attributed to H J Knopke.

16 recordsLinked to original sources
PubMed1987

Educating family physicians to care for the chronically mentally ill.

More than 50 percent of the chronically mentally ill receive their medical, psychiatric, and social support services from primary care physicians in the general health sector. Despite this high level of involvement with these patients, the majority of family physicians consider their training in the management of patients with mental disorders to be inadequate. This paper describes six categories of critical competencies that should be included in the mental health curricula of family physician training programs: therapeutic attitudes and skills, diagnosis and differential diagnosis, functional assessment, psychopharmacology, management of emergencies, and psychosocial treatments. It outlines the manner in which specific competencies could be incorporated in medical school, in family practice residency training, and in postgraduate continuing medical education as well as the specific elements included in each. The discussion is based on the assumption that more effective participation by family physicians in the treatment of chronic psychiatric illness requires active attention throughout the continuum of medical education.

Adult↗
PubMed1986

BioPrep. A premedical program for rural high school students.

To address physician maldistribution in Alabama and the Southeast region. The University of Alabama established the Biomedical Sciences Preparation Program (BioPrep) in five rural high schools. Its purpose is to help rural, disadvantaged high school students develop academically and socially so that they will be motivated and able to enroll in and progress successfully through college, specifically in pre-health professional curricula. It aims to develop their desire to return eventually to rural areas of Alabama as professionals. Project students are compared with two control groups. Performance on the American College Testing Program college entrance examination revealed significantly higher achievement by the project students. The project students also chose professional careers earlier and more frequently than matched high school students not receiving this special program, but similar to medical students and premedical students. The implications of the project for increasing the size of the rural, disadvantaged student applicant pool are discussed.

Alabama↗
PubMed1981

A curriculum for the psychiatric training of family physicians.

This curriculum is designed with the expectation of considerable involvement by family physicians in mental health care delivery. Psychiatry education is initiated early, before attitudes become fixed, to emphasize self-reliance and mental health problem-solving skills, to make the learning experience longitudinal, and to integrate psychiatric training into the rest of the residents' curriculum. Seminars, clinical experience, and liaison with a mental health team are all utilized in the training design. The effectiveness of this training program will be studied over time to obtain needed data about the best teaching model for the mental health role of the family physician.

Curriculum↗
PubMed1981

The current status of neurology of family practice residency programs.

The status of neurology in family practice residency programs was determined. Of 373 programs surveyed by questionnaire, 266 responded (71.3%). Neurology is a required rotation in 48% of the programs, most frequently done during the second year of residency. Preceptors are mainly neurologists in private practice. There is a need for cooperation between neurologists and family practitioners to develop appropriate educational experiences for family practice residents.

Curriculum↗
PubMed1981

Shaping the mental health role of family physicians.

Family physicians have an important role in mental health care delivery. The psychiatry and family practice faculty at the University of Alabama College of Community Health Sciences recently examined the principal elements of this role and the ways in which these elements might best be incorporated into the teaching/learning process of a family medicine residency. Competency based approaches to curriculum development were chosen to permit flexibility of implementation and to allow involved physicians to participate in definition of their mental health roles. Methods used to construct the curriculum included interviews with graduated residents of the first four classes of the program, literature review, and a modified delphi/nominal group technique with family medicine and psychiatry faculty. The result was a competency based psychiatric curriculum supervised cooperatively by both psychiatry and family medicine faculty. This program is begun early in the residency, is integrated longitudinally into the rest of the residents' curriculum, and utilizes seminars, clinical experience, and liaison with a mental health team in the training design.

Alabama↗
PubMed1981

Academic development in family practice.

To date most faculty development programs in family practice have concentrated on aspects of the educational process as well as on the acquisition of research and administrative skills. While effective, such programs have characteristically been directed at a limited range of elements of a typical faculty member's professional role. A model of academic development is proposed that combines an epigenetic pattern of adult development and a sequential pattern of an individual's development in the academic role. The model permits a reasonable approximation to be made of the developmental status of an individual faculty member which, when viewed in the context of personal and institutional needs, can be used as the basis for defining and implementing appropriate assistance strategies. Adoption of the model offers two general approaches to planning, organizing, and delivering faculty development activities: promotion and intervention. Promotion activities are aimed at helping faculty assume the academic role in the most effective manner possible, while intervention activities occur when the process of development has gone awry.

Adult↗
PubMed1980

Geriatrics in family practice. A comparison of data from Wisconsin and Virginia.

For 109 Wisconsin family practices, 18% of all contacts were with patients 65 years of age and older. Of these contacts, 45% took place in the office and 40% in the hospital; the patient was female in 58.7%. The number of problems or diagnoses was 2.28 per patient contact. Comparison of the geriatric problem profile from the Wisconsin study with similar data from Virginia showed striking similarity. The diagnostic category "diseases of the circulatory system" contained more than 30% of patient problems. No other category contained 10% or more problems in either study. The problem profiles for men and women were almost identical, suggesting little difference in medical care needs according to sex.

Age Factors↗
PubMed1979

A study of family practice in Wisconsin.

Studies of family practice in Wisconsin and elsewhere show that the clinical content of family practice has about 20 to 45 patient contacts per day and about two to six diagnoses per patient contact. Seventy-five percent of patient contacts are in the office and on the telephone, 15 to 20 percent in the hospital, and 5 to 10 percent elsewhere. There is a broad array of patient problems. Special Conditions and Examinations Without Illness contain the largest number of patient problems. About 60 percent of patients are female and present more endocrine and genitourinary problems. Men present more trauma, circulatory, and respiratory problems, and less health maintenance care. Well-baby and well-child examinations stop at age 15 years. Pre and postnatal care decline sharply at age 35 years, at which time surgical care increases. Infectious disease and trauma, ranking high in the young, are low in the elderly. Circulatory problems, obesity, diabetes, and arthritis increase greatly with age. There is no major difference in type of patient problems related to town size (ie, population). However, comparative studies may uncover different disease occurrence rates between regions.

Adolescent↗
PubMed1977

Factors influencing internship/residency and practice locations: implications for public policy.

This study analyzed the location attachment characteristics of graduates of the University of Wisconsin-Madison Medical School to test three hypotheses describing the relationship of these characteristics to the graduates' choice of internship and practice location. Data analyses revealed no significant relationships between graduates' place of birth and academic performance and their decisions to intern and/or practice in Wisconsin.

Achievement↗
PubMed1976

The relation between physician and patient age in family practice.

A study of 100 selected Wisconsin family physicians demonstrated that younger physicians generally had more contact with younger patients, middle-aged physicians had an even distribution of patient age contacts, and older physicians had more contact with older patients. The increase in older patients became pronounced for 56 to 60-year-old physicians. Generally a ten-year increase in physician age was accompanied by a five-year increase in patient age. The rising average age of the American population, combined with the direct physician-patient age relationship demonstrated here suggest that geriatrics will become increasingly relevant not only in the continuum of medical education but also for the individual practicing physician.

Age Factors↗
PubMedDate not supplied

Instructional change in health care education.

Faculty in the nursing, medical, and pharmacy schools of a midwestern university health sciences center responded to a two-part instrument intended to determine the extent of 1) their commitment to implement recommended changes in their teaching activities and 2) their perceptions of the extent to which such changes had been implemented throughout their respective schools. Factor analysis and analysis of variance revealed variable degrees of commitment to change in teaching activities, as well as perceptions that such changes had not been implemented widely throughout the schools. The data suggested that faculty adjusted traditional instructional practices to fit new resources and expanded programs, rather than implementing changes in their instructional methods and techniques as the overall programs changed.

Education, Medical, Undergraduate↗
PubMedDate not supplied

Predicting student attrition in a baccalaureate curriculum.

A longitudinal study of enrollment data of the Universtiy of Wisconsin--Madison School of Nursing identified several trends in student attrition over a six-year period and formed the basis for the development of a model to predict student attrition. The model proposed to satisfy the need for more precise measures of probable student retention and attrition for counseling and planning purposes in the school's new curriculum. To arrive at a means for predicting student attrition, scores of random samples of continuing and dropout student on achievement, learning style, and psychologial variables obtained during the first three years of the new curriculum were examined using a discriminant analysis technique. A significant differentiation between continuing and dropout students (p less than .000) resulted and allowed a predictive function to be developed. Using a conservative method of identification with student scores transformed by this function, predictions of successful and nonsuccessful students were obtained.

Curriculum↗