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Biomedical subjects

Patricia Solomon

Publications and source records attributed to Patricia Solomon.

10 recordsLinked to original sources
PubMed2006

Temporal and spatial trends of mercury in fish collected in the English-Wabigoon river system in Ontario, Canada.

The First Nations communities of Grassy Narrows and Wabaseemong (Ontario, Canada) have been impacted by mercury pollution since the 1960s. This study was implemented with the objective of providing these communities with information on current mercury concentrations in their catch, in order to make appropriate fish consumption choices. A total of 851 fish samples, including Walleye, Northern Pike, Large-mouth Bass, and Whitefish, were collected from thirteen lakes and rivers. Total mercury was measured and the relationship between fish length, mercury concentration, and lake of origin were assessed. It was found that fish from most of the lakes exhibit a positive relationship between length and mercury accumulation. Mercury concentrations in fish collected from Clay Lake, closest to the original source of contamination, are higher than those from other lakes. Mercury concentrations have declined over the last 25 years but the gradient of contamination was still observed. Results were communicated to the communities for public health purposes.

Animals↗
PubMed2005

People with HIV as educators of health professionals.

This qualitative study examined the impact upon people living with HIV (PHAs), of being trained and utilized as educators of health professionals. PHAs participated in a training program to help them develop skills to facilitate learners in problem-based educational events. After training the PHAs participated in small group problem-based tutorials with separate groups of physiotherapy and occupational therapy students and family medicine residents. Content analyses of the PHAs' reflective journals and semistructured interviews conducted at completion of the project indicated there was a positive impact on their teaching skills, self-awareness, personal understanding of HIV, confidence in teaching, and everyday life. Learner feedback indicated that they valued their interactions with the PHAs. This model of education has the potential to positively benefit patients living with a variety of illnesses and disabilities.

Adult↗
PubMed2004

Barriers and facilitators in pain management in long-term care institutions: a qualitative study.

The purpose of this study was to identify barriers to the management of pain in long-term care institutions. Formal caregivers practising in four long-term care institutions in Hamilton, Ontario participated in eight focus groups. Participants included 6 physicians, 19 registered nurses, 8 registered practical nurses, 13 health care aides and 8 occupational therapists or physiotherapists. Three types of barriers were found: caregiver-related, patient-related and systems-related. Four themes for facilitating pain management were identified: (a) caregivers knowing the patient, (b) family support, (c) caregivers demonstrating understanding and compassion, and (d) teamwork by caregivers. Formal caregivers practising in long-term care institutions encounter a multitude of barriers that hinder the adequate assessment and treatment of pain, such as caregiver beliefs and knowledge and cognitive impairment in patients. Innovative strategies and strong political will are needed to overcome them.

Female↗
PubMed2003

An interprofessional problem-based learning course on rehabilitation issues in HIV.

This study examined students' perceptions of their learning through participation in an interprofessional problem-based course on rehabilitation and HIV. Students representing five health professions participated in an eight-week tutorial course. Qualitative analysis of journals that the students completed throughout the course, and of interviews of the students at completion of the course, revealed that they valued their learning experience. Students gained an appreciation of the roles of others and developed a sense of confidence through justifying their professional role. Through the interprofessional discussions, students were able to increase the breadth and depth of their learning and also gained a rehabilitation perspective. Learning related to HIV and rehabilitation is ideally suited to an interprofessional, problem-based environment.

Attitude of Health Personnel↗
PubMed2003

Integration of persons with HIV in a problem-based tutorial: a qualitative study.

BACKGROUND: This qualitative study examined the effect of using persons with HIV-AIDS (PHAs) as facilitators of learning in an interdisciplinary problem-based learning curriculum. DESCRIPTION: Ten students representing 5 professions (medicine, occupational therapy, physical therapy, nursing, and social work) volunteered to participate in an 8-week course on rehabilitation issues in HIV. Two tutorial groups met weekly to discuss problems with the assistance of a faculty tutor and a PHA. Students completed a weekly journal outlining their experiences. At completion of the course, students participated in semistructured interviews. A qualitative analysis of the transcribed interviews and the journals was undertaken. EVALUATION: The PHA provided a unique perspective on living with HIV, acted as a resource, and challenged the students' values and assumptions. The presence of the PHA also presented challenges in that the students worried their comments might offend them. CONCLUSIONS: PHAs contributed significantly to students' learning and can be successfully incorporated into problem-based tutorials.

Curriculum↗
PubMed2002

The influence of a move to program management on physical therapist practice.

BACKGROUND AND PURPOSE: The purpose of this qualitative study was to examine how a move to program management (PM) from a traditional department structure affected the professional practice of physical therapists in a large Canadian teaching hospital. SUBJECTS: Twenty-five physical therapists participated in 1 of 5 focus groups, and 4 physical therapists participated in individual interviews. METHODS: Focus groups and structured interviews were conducted by an experienced facilitator who was not a physical therapist. All focus groups and interviews were audiotaped and transcribed. Using an open-coding technique, 2 investigators undertook line-by-line analysis of each transcript to identify and code specific events related to the physical therapists' experiences. The investigators reached a consensus on all coding categories and then identified themes. RESULTS: Seven themes that addressed issues of affect (a sense of loss, low morale, and positive coping), professional practice (loss of professional development activities, professional advantages, the assuming of multiple roles), and patient care were identified. DISCUSSION AND CONCLUSION: Physical therapists who were deployed from a department to a program described both positive and negative effects of the move to PM on their practice. There were reported influences on their personal affect, professional practice, and patient care. Staff and physical therapy administrators need to be aware of potential implications of an organization's move to PM on the professional practice of frontline staff.

Adaptation, Psychological↗
PubMed2001

Perceptions of student peer tutors in a problem-based learning programme.

The use of student peer tutors is an attractive and affordable alternative in a problem-based programme. Previous literature has focused on comparing the academic performance of faculty-tutored and student-tutored groups. This study used qualitative methods to examine a peer-tutoring model from the perspective of the student tutor. Students in the final semester of a two-year accelerated physiotherapy programme kept a reflective journal outlining their experiences in facilitating a group of peers from the same class. Content analysis of 56 journals indicated that the students struggled with basic facilitation skills and had difficulty separating the role of student from that of tutor. Students also developed strategies to allow them to succeed, were able to evaluate their performance in a positive light and appeared to value their tutoring experience.

Journal Article↗
PubMed2001

A systematic process for content review in a problem-based learning curriculum.

The integrative nature of a problem-based curriculum provides unique challenges to the task of maintaining a current curriculum. This paper describes a systematic process for content review in a problem-based curriculum, which utilizes consultation among students, faculty and the clinical community, use of external reviewers and a faculty consensus process. Advantages of the process include increased communication and cooperation among faculty and development of a curriculum that balances the need for preparing students for new evidence-based practice with preparing them for clinical reality.

Journal Article↗
PubMedDate not supplied

Problem-based learning: a review of current issues relevant to physiotherapy education.

This article reviews the development of problem-based learning (PBL) over the past decade within the context of physiotherapy practice. Although there is an emerging literature in physiotherapy, the research is primarily from medical education. Some of the original claims of superiority of PBL in developing problem-solving and self-directed learning skills have not been supported. Results from studies comparing traditional and PBL curricula are inconsistent and have numerous methodological shortcomings. There is no evidence to suggest there is one best way of implementing PBL, however it appears faculty training is required to be most successful. There is a need for physiotherapy specific research; although based on the experiences of our medical colleagues long term studies comparing the outcomes of programs of different curricular designs may not be warranted. PBL may help promote skills important for current practice and remains a viable alternative for those interested in curricular innovation.

Education, Medical↗