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Biomedical subjects

J W Tysinger

Publications and source records attributed to J W Tysinger.

9 recordsLinked to original sources
PubMed1997

Developing strategic plans for academic general internal medicine.

There is an increasing need to train more primary care physicians. Therefore, it would be advantageous for academic general internal medicine (GIM) to develop strategies to meet these demands. Our GIM division developed a strategic planning process with the participant groups being the division faculty, a pertinent literature review (the surrogate expert), and selected medical administrators. The IDEALS systems design provided the conceptual framework for the strategic planning process. This process used the Delphi technique to develop the theoretically ideal work system based on the division's vision for its future role, and the Nominal Group Process Technique to create the recommended work system, using the Delphi results. The strategic planning process was economical and division faculty agreed that it was useful.

Delphi Technique↗
PubMed1997

Teaching ethics using small-group, problem-based learning.

Ethics is the emphasis of our first-year Introduction to Clinical Medicine-1 course. Introduction to Clinical Medicine-1 uses problem-based learning to involve groups of seven to nine students and two facilitators in realistic clinical cases. The cases emphasize ethics, but also include human behaviour, basic science, clinical medicine, and prevention learning issues. Three cases use written vignettes, while the other three cases feature standardized patients. Groups meet twice for each case. In session one, students read the case introduction, obtain data from the written case or standardized patient, identify the case's ethical problems, formulate learning issues, discuss ways to resolve the moral conflicts, and assign research responsibilities. In session two, students discuss their assigned learning issues and specify and justify clinical actions to address the case's ethical dilemmas. Following three cases, groups write an essay discussing what they learned and describing how they would approach and resolve the case's learning issues.

Education, Medical, Undergraduate↗
PubMed1995

Reading skills of dietetic interns and readability of dietetics literature.

OBJECTIVE: To assess and compare reading skills of dietetic interns with reading levels of internship references. DESIGN: A standardized reading test, the Nelson-Denny Reading Test, measured reading skills of entering dietetic interns over 7 years. A computerized readability program assessed the readability of references. SETTING: Dietetic internships in university and Veterans Affairs hospitals. SUBJECTS: Of 194 entering interns, 178 (92%) were included and 16 (89%) were omitted. MAIN OUTCOME MEASURES: Nelson-Denny percentile and grade equivalent scores for vocabulary, comprehension, and total. The Fog Index identified reference reading-grade levels. STATISTICAL ANALYSES PERFORMED: Descriptive statistics and analysis of variance. RESULTS: Interns from the two programs did not differ significantly on Nelson-Denny Reading Test scores or in application grade point average. Percentile means and standard deviations were 54.7 +/- 23.8 for vocabulary, 51.2 +/- 25.0 for comprehension, 52.9 +/- 23.9 for total, and 41.6 +/- 24.7 for reading rate. Nearly 20% (33 of 178) of interns read significantly below expected grade level. The fog Index assigned reference grade levels from 6.98 to 21.63 years. CONCLUSIONS: The majority of dietetic interns have strong reading skills and read within the references' reading levels. A minority may experience difficulties reading assignments. Preinternship reading skills assessment could lead to greater success in reading professional literature.

Adult↗
PubMed1989

A strategy for designing effective patient education materials.

Health care professionals have long voiced a concern about the mismatch between patients' reading skills and the readability of printed educational materials. The gap between patients' reading levels and the readability of diet education materials has not been closed in the past 20 years. This article details a strategy for developing effective printed educational materials that was used to develop and revise dietetic materials for patients at a university medical center. The process includes the use of a computerized readability software program to assess reading levels. Three major steps are to (a) analyze patient education needs, (b) develop the instructional plan and materials, and (c) evaluate the materials. Examples are given of the application of the readability program in the development of one diet booklet and in the simplification of four other booklets. Without the readability formulas, the reading level of the materials would have remained above the stated educational levels of the target population, and the objectives of the booklets would not have been achieved. Cautions against overreliance on the readability formulas without other assessment steps are given. A systematic approach including readability assessment is needed to ensure the effectiveness of dietetic educational materials.

Humans↗
PubMed1987

A review of recruitment and retention programs for minority and disadvantaged students in health professions education.

Since the late 1960s, allied health educators have been providing special activities designed to recruit and graduate minority and disadvantaged students. Summer enrichment, prematriculation, and a variety of other student support programs have been used to benefit students, institutions, and society. Colleges of allied health are becoming increasingly concerned with recruiting and retaining all students. Fortunately, lessons learned from these special programs can be used to ensure the enrollment of capable learners and the graduation of competent allied health professionals. To accomplish this, student recruitment and retention must be viewed as a process of interrelated activities. Faculty, students, and administrators must be involved in planning, implementing, and evaluating programs to ensure that the components of the recruitment and retention process are meeting the needs of the learner and the institution. This article provides a historical perspective of these activities and suggests means by which process components could be made more effective.

Allied Health Personnel↗
PubMedDate not supplied

Implementing problem-based learning in a family medicine clerkship.

BACKGROUND AND OBJECTIVES: Problem-based learning (PBL) has been implemented in the curriculum of many medical schools, but limited information is available about the outcome of this learning technique. The educational intervention presented in this paper implemented a PBL learning component in our third-year family medicine clerkship and measured the outcomes of this curricular change. METHODS: One third of the curricular time devoted to didactic teaching in our family medicine clerkship was replaced with PBL activities. Simulated cases were developed and presented to students who, with the aid of faculty facilitators, studied the cases, gathered information about the cases, and developed diagnostic and management plans for the cases. The outcome of the intervention was measured by a) comparing students' scores on the National Board of Medical Examiners (NBME) family medicine clerkship examination to scores achieved by students in the year before PBL was introduced and b) students' evaluations of the relevance and success of PBL in the clerkship curriculum. RESULTS: Students' NBME clerkship examination scores increased from a mean of 66 the year before PBL began to 73 after PBL was implemented. More than 80% of students reported that PBL was a good way to learn family medicine, and 85% reported that the PBL technique provided sufficient information to formulate learning issues. CONCLUSIONS: PBL can be introduced into a third-year family medicine clerkship curriculum with general acceptance by students. Students rated the technique highly, and their examination scores improved.

Clinical Clerkship↗