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Biomedical subjects

P R Manning

Publications and source records attributed to P R Manning.

At least 37 records · Page 2Linked to original sources
PubMed1980

Determining educational needs in the physician's office.

Techniques to identify educational needs from real events in office practice are usually unwieldy, intrusive, and expensive. We are developing an approach based on review and analysis of individual physicians' prescriptions. This technique imposes little additional effort on the participating physician, yet effectively identifies problems in drug prescribing that can lead to specific educational remedies. Experience with 44 physicians using the system shows wide variation in prescribing practices as well as in the needs identified. The problems can be grouped into seven major categories: inappropriate indications; excessively frequent prescriptions for certain drugs; prescription of drugs with abuse potential; inadequate instructions; excessive dosage, especially in elderly patients; prescription of ineffective drugs; and potential drug interactions. The method offers promise as a component of an individualized guidance system linking continuing medical education with actual medical practice.

Dosage Forms↗
PubMed1980

How internists learned about cimetidine.

We surveyed 449 general internists to determine how they first heard about, learned the clinical principles of usage of, and gained update information on cimetidine. Fifty-six percent of those responding named two or more sources for learning how to use cimetidine, and 59% named two or more sources for updating their knowledge. Medical journals were the single most popular source of information in all stages of learning; the next commonest sources were continuing medical education programs and discussion with colleagues, followed by Medical Letter, pharmaceutical company representatives, and hospital rounds. The importance of individual learning should not be overlooked by medical educators in attempts to improve continuing medical education.

Cimetidine↗
PubMed1979

How cardiologists learn about echocardiography. A reminder for medical educators and legislators.

Mandatory continuing medical education, because of the need to validate participation, rewards classroom activities but not self-education. To determine if self-education is still a major study method for practicing physicians, we surveyed 158 cardiologists to learn how they first heard of, and continued their education in, echocardiography, a technique in which 81% of the physician-sample receiving no training in medical school, residency, or fellowship. Initial and continuing sources of information included professional journals and literature, meetings and conferences, discussion with colleagues, and courses. Professional journals ranked first in use; individual and group learning activities were used about equally by physicians. Recent legislation requiring validation of attendance may cause educators and legislators to ignore the self-learner. This study should remind educators and legislators that variations in learning style must be considered when planning and legislating approaches in continuing medical education.

Cardiology↗
PubMed1979

Continuing medical education: linking the community hospital and the medical school.

Community hospitals and medical schools have different but complementary resources to carry out continuing medical education. To strengthen the educational capabilities of both, a group of community hospitals has been linked to a medical school in a continuing medical education network. A peripatetic educational development team based at the medical school completes the link by helping community hospital physicians identify educational needs and develop educational responses, using both local and medical school experts as faculty. The educational development team provides skills and staffing which no small or moderate-sized community hospital could afford alone. The program is financially feasible for community hospitals and the medical school, does not consume the resources of either, and conserves the time of the community physician and medical school faculty.

California↗
PubMed1979

Continuing education and library services for physicians in office practice.

A program is described which incorporates library services into continuing medical education for physicians. The educational service is based on the actual needs of the physician rather than on his perceived needs. The needs assessment is accomplished by reviewing drug-prescribing habits. Current medical literature is then selected for the physician to coincide with his unique educational needs. The program is further designed to evaluate the change in the physician's drug-prescribing habits as a result of his study of the literature received.

Drug Prescriptions↗
PubMed1978

Continuing medical education in midpassage.

Mandatory continuing education for physicians and other health professionals raises numerous problems. Issues that were considered academic when continuing education was voluntary now take on major practical and political significance. There is the risk that future legislation will mandate activities and methodologies which have not been proven. Research and development in continuing education must be accelerated so that decisions can be based on proper data. Centers of research and development should be established to encourage research and provide a sound foundation for the future of continuing education.

Education, Medical, Continuing↗