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Biomedical subjects

R M Harden

Publications and source records attributed to R M Harden.

At least 19 recordsLinked to original sources
PubMed1992

General dental practitioners' needs for continuing education on the management of fissure caries.

A process of identifying GDPs' perceptions of their needs for continuing education on one topic area is described. The method employed a combination of two traditional approaches for assessing educational needs, the so-called 'wisemen' approach and interviews with members of the target audience. The process identified three groups of GDPs with differing educational needs. Their perceptions of their educational needs are described, and the advantages and disadvantages of the process discussed and compared with other methods of assessing educational needs. The study confirmed the importance of identifying educational needs in the development of an educational programme.

Dental Fissures↗
PubMed1992

GDPs' and specialists' decisions in the management of fissure caries.

As part of a continuing education programme in dentistry, four specialists and 27 selected general dental practitioners were asked to rate 58 clinical management options relating to fissure caries in six simulated patient management problems called challenges. Their ratings are presented and the advantages and disadvantages of the approach are discussed. Areas of agreement and disagreement are highlighted and possible reasons for these explored.

Composite Resins↗
PubMed1992

Continuing education for general dental practitioners using a printed distance learning programme.

This paper describes the development of a printed distance learning programme by a coordinated team approach. The programme has two components, a resource book and three patient management problem leaflets or challenges and is designed to update general dental practitioners on the management of fissure caries. It includes strategies to meet the educational needs of three groups of general dental practitioners with different educational requirements. It is concluded that the approach described meets the CRISIS criteria for effective continuing education and offers a useful approach to distance learning in dentistry.

Education, Dental, Continuing↗
PubMed1992

Effective continuing education: the CRISIS criteria.

The need for continuing medical education (CME) is now well recognized. The challenge is to make it effective. CRISIS, an acronymn, stands for the criteria which must be met to produce effective CME programmes: convenience, relevance, individualization, self-assessment, interest, speculation and systematic. CRISIS is a practical tool, based on 15 years of experience in the production and evaluation of CME programmes at the Centre for Medical Education, University of Dundee. The application of the CRISIS criteria to a CME programme will highlight any areas needing improvement and will guide programme producers in the creation of new CME materials. It will also help those responsible for planning CME activities to choose from a range of existing programmes.

Clinical Competence↗
PubMed1991

Undergraduate obstetrics and gynaecology in the United Kingdom and the Republic of Ireland, 1989.

Undergraduate obstetrics and gynaecology has given rise to concern at a time when the community has become increasingly sensitive about genital structure and function and human reproduction. A survey of clinical schools in the United Kingdom and the Republic of Ireland shows that an average of 11 weeks is available for undergraduate learning in the discipline. Nearly all schools provide written aims and objectives for clinical students. Pelvic examination is taught in what is concluded to be a sensible and responsible manner; students are expected to conduct an average minimum of eight deliveries. Family planning instruction is seen as generally inadequate. Comparison of clinical courses with those in Australia and New Zealand shows striking similarities. Undergraduate courses need to be under constant review and revision so that the best students are encouraged to see obstetrics and gynaecology as a desirable career path.

Clinical Competence↗
PubMed1991

Twelve tips on using double slide projection.

Double slide projection is not a technique that everyone will choose to use. It is a technique, however, which does offer the lecturer a number of advantages and it is not difficult to implement in the average lecture theatre. Careful consideration, however, must be given to the use to which the two projection system is to be put. In this paper 12 tips are given in the use of double slide projection and 10 possible uses for double slide projection are described. Three ways in which the lecturer can control the slide changes are presented.

Audiovisual Aids↗
PubMed1990

Bridging the gap between hospital experience and general practice during vocational training.

This paper describes a strategy for learning that may effectively link the hospital and general practice parts of vocational training. It suggests the use of a locally developed study guide for each hospital post that is based on certain priority objectives for general practice training. The learning needs of individual trainees are the central focus of the strategy.

Education, Medical, Graduate↗
PubMed1988

Measuring attitudes of doctors: the doctor-patient (DP) rating.

An attitude scale was devised to discriminate between the extremes of doctor-centred, disease-oriented as opposed to patient-centred, problem-oriented (the DP scale). Four groups of subjects (214 in all) were tested with a Likert-type questionnaire based on this scale. Significant differences in attitude between the groups were found. Educational implications are discussed.

Attitude of Health Personnel↗
PubMed1988

What is an OSCE?

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Clinical Competence↗