Small good things.
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Education, Medical, Undergraduate↗
Biomedical subjects
J F O'Donnell
Publications and source records attributed to J F O'Donnell.
Communication skills for preventive interventions.
Effective communication relevant to preventive services and practices has at its basis the physician's skills in not only basic history taking and data collection but also relationship building, facilitation, negotiation, and partnership. These skills, fundamental to doctor-patient communication, are now routinely and systematically taught in many U.S. medical schools. This article defines and examines a communication model for enhancing the provision and adoption of preventive practices in the primary care setting and discusses teaching that model in the medical school context. Within the office visit, broad areas for communication tasks important to providing preventive services are defined as: (1) the medical interview and preventive counseling; (2) working with patients to change unhealthy behaviors, promote healthy behaviors, and enhance adherence; and (3) communication related to office procedures for screening and prevention. Within each of these areas, communication and counseling skills and approaches are defined, and examples of associated prevention activities are provided. Methods for integrating communication skills for prevention into the medical school curriculum are discussed, and examples at Dartmouth, Brown, and MCP Hahnemann medical schools are presented.
Clinical Competence↗
The Medical School Objectives Project (MSOP)
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Curriculum↗
The impact of early clinical training in medical education: a multi-institutional assessment.
With funding from The Robert Wood Johnson Foundation's Generalist Physician Initiative, Dartmouth Medical School (DMS), New York Medical College (NYMC), and Virginia Commonwealth University School of Medicine (VCU-SOM) adopted early community-based training models for longitudinal clinical experiences. These schools developed different evaluation strategies to assess these models. This paper describes each program, the method used to evaluate an aspect of the program, lessons learned about early clinical teaching and learning, and challenges encountered. Each program used cross-sectional evaluation, and the analysis methods included descriptive statistics, chi-square, t-tests, analysis of variance, and generalized linear models. Dartmouth determined that the type of preceptor does not greatly influence the development of clinical skills, although case-specific differences were discovered. NYMC learned that students taught clinical skills in community-based settings performed as well as or better than their peers who received early patient experience on hospital wards. Virginia Commonwealth discovered that community experiences contributed positively to students' education, critical thinking, and problem-solving skills. Students value early clinical experiences and make important achievements in clinical skills and knowledge development, although logistic challenges exist in conducting these courses. Evaluations are critical to ensure competency, and faculty development must be linked to the evaluation process.
Curriculum↗
The 1998 Margaret Hay Edwards Achievement Medal.
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Awards and Prizes↗
"A life in medicine": stories from a Dartmouth Medical School elective.
The authors describe the content and pedagogy of "A Life in Medicine," an elective for fourth-year students at the Dartmouth Medical School. After briefly describing the rationale behind the course, the authors outline its basic structure and how they teach it (setting, class assignments, etc.). Incorporated in the text are brief descriptions of the reading and writing assignments and examples of students' responses, both verbal and written, to these assignments. Finally, they detail the strong reactions of one set of students to their reading of A Midwife's Story by Penny Armstrong and Sheryl Feldman and how the students handled their feelings of anger toward Armstrong's criticism of physicians. This classroom experience highlights the power and potential value of offering medical students a place to reflect on their education and what it means to live "a life in medicine."
Attitude↗
Ideas for medical education.
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Curriculum↗
A medical school's plan for anti-tobacco-use education in community schools and hospitals.
BACKGROUND: Tobacco use in the United States remains a significant health concern. In 1992, students at Dartmouth Medical School began a community service program that targeted the prevention of local tobacco use. METHODS: The program combined primary prevention, through education of school-aged children, with secondary prevention, through smoking cessation clinics. RESULTS: The program has received widespread community as well as national support for its actions. The program is in its initial stages of gathering data to determine whether there has been a significant impact on the tobacco use of the community. CONCLUSIONS: This paper is an introduction to the program's efforts, and a potential template for other medical schools to follow.
Adolescent↗
Nature, nurture, and educational outcomes.
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Education, Medical↗
A christmas letter.
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Correspondence as Topic↗
Pediatric oncologists' assessment of oncology education in U.S. medical schools: Cancer Education Survey II.
The status of cancer education in U.S. medical schools was reassessed in the Cancer Education Survey II, which was initiated in 1989. One thousand and thirty-five cancer educators from 126 of the country's 128 medical schools participated, including 65 pediatric oncologists and 36 family physicians. All agreed that the most important aspects of cancer to teach medical students are early detection and cancer prevention; they considered less important electives in basic science, radiation therapy, and surgical oncology. The 101 pediatric oncologists and family physicians believed that more curriculum time should be devoted to cancer epidemiology, psychosocial aspects, and palliative care. Approximately one third of these 101 physicians also expressed the desire to have more teaching materials available in five general areas: patient education about pediatric cancer, nutrition, epidemiology, palliative care, and continuing care. Lay-language information about pediatric cancer, participation in clinical trials, and current cancer research is still needed.
Curriculum↗
The teaching of medical ethics in oncology education.
The teaching of medical ethics is an important aspect of oncology education. To prepare future physicians to cope with the many and complex ethical issues in the care of oncology patients, Dartmouth Medical School developed a two-hour medical ethics component in the required second-year course on the principles of oncology. The paper describes the goals and case method for the teaching of ethics.
Aged↗
Gender differences in mortality rates for coronary artery bypass surgery.
This study utilized a state-wide data base containing clinical risk factors for cardiac surgery to investigate differences in in-hospital mortality rates for men and women undergoing coronary artery bypass surgery. The crude mortality rates for coronary artery bypass surgery for men and women were 3.08% and 5.43% respectively, in New York State in 1989. When logistic regression analysis was used to control for preoperative risk, gender remained a significant predictor of mortality. Risk-adjusted (indirectly standardized) mortality rates were 3.33% and 4.45% for men and women, respectively. The risk-adjusted odds ratio of women to men experiencing in-hospital death was 1.52 (95% confidence interval 1.25 to 1.90).
Age Factors↗
Survey design and observations relating to cancer education funding. Cancer Education Survey II: cancer education in United States medical schools (conducted by The American Association for Cancer Education with the support of the American Cancer Society).
A survey has been conducted of cancer education programs for medical students in United States medical schools by the American Association for Cancer Education with grant support from the Department of Detection and Treatment of the American Cancer Society (formerly the Professional Education Department). Two questionnaires were used, an Educational Resources Questionnaire (ERQ), which 126 of the 128 medical schools completed and returned, and a Faculty and Curriculum Questionnaire (FCQ), which was completed and returned by 1,035 faculty members who had been named as active in undergraduate medical student cancer education by respondents in each school who had been designated by the Dean's Office to complete the ERQ. Overall conclusions included: (1) increased coordination of cancer education activities is a major need in many schools; (2) there is widespread interest in the further development of cancer education objectives; (3) development of a national cancer education curriculum is needed; (4) there is interest in the development of improved instructional materials and methods; (5) development of evaluation methods is needed for cancer education programs; and (6) an ongoing funding process is needed to provide support for interdepartmental coordination of cancer education activities. Cancer prevention and detection topics were ranked above cancer treatment in plans for future curriculum emphasis. More detailed conclusions and recommendations are provided in this publication and three subsequent articles in this issue of the Journal of Cancer Education.
American Cancer Society↗
Instructional methods and the use of teaching resources in cancer education curricula. Cancer Education Survey II: cancer education in United States medical schools.
The findings on cancer teaching methodology presented in this abstract come from an American Association for Cancer Education (AACE)/American Cancer Society-sponsored survey of American allopathic medical schools in 1989 and 1990 to determine how and how well cancer is presented in the medical school curriculum. Responses were received from 126 institutional and approximately 1,000 faculty respondents. Approximately one-third (368) of faculty respondents indicated the use of specific learning objectives; utilization does vary across disciplines. The lecture remains the dominant form of instructional method. Computers were reported as an instructional modality by only 16% of the faculty respondents. Prepared audiovisual instructional materials appeared to be widely utilized. Use varied from 86% for 35mm slides to 11% for video discs. Faculty favored the development of new teaching materials for ten topic areas ranging from approximately 40% for early detection and prevention to a low of approximately 25% for rehabilitation and continuing care. The survey identified an underutilization of existing outpatient facilities and tumor registries for cancer teaching purposes. The findings give rise to questions concerning the appropriateness of the match between specific instructional goals and the teaching methods employed. Eight recommendations designed to strengthen cancer training are made.
Computer-Assisted Instruction↗