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Biomedical subjects

R P Durand

Publications and source records attributed to R P Durand.

7 recordsLinked to original sources
PubMed1991

Association between third-year medical students' abilities to organize hypotheses about patients' problems and to order appropriate diagnostic tests.

The authors studied the abilities of three groups of third-year medical students (a total of 310) at two schools to order appropriate diagnostic tests and procedures for four cases studies. Each student was classified as "organized," "mixed," or "non-organized" based on the degree of organization of the approach the student used to list hypotheses for the two cases he or she was assigned. Analysis of variance revealed that the students in the organized and mixed groups spent significantly fewer dollars for inappropriate diagnostic evaluations than did the students in the non-organized group for three of the four cases (p less than .05). Analyses of the mean expenditures for all cases revealed that the students in the organized and mixed groups spent significantly fewer dollars for inappropriate evaluations than did the students in the non-organized group (p less than .05). The medical school that was teaching its students to organize hypotheses had more students in the organized group than expected for every case. The authors conclude that the ability of students to organize hypotheses is directly related to their ability to avoid increased expenditures for inappropriate diagnostic tests and procedures, and that organized thinking about patients' problems is a skill that can be taught.

Clinical Competence↗
PubMed1988

Teachers' perceptions concerning the relative values of personal and clinical characteristics and their influence on the assignment of students' clinical grades.

Twenty senior teachers were asked to rank, in order of influence, the seven clinical and five personal characteristics used to grade third-year medicine clerks. Seventeen perceived themselves to be more influenced by clinical characteristics when assigning grades. Independently, the actual ratings completed over a 3-year period by these same teachers were analysed to measure the congruency between their perceived and actual grading behaviour. When actually rating students only nine raters were more influenced by clinical characteristics and just one half of the teachers displayed a congruency between their perceived and actual rating behaviour. The implications of these findings are discussed.

Attitude of Health Personnel↗
PubMed1987

Death education in U.S. professional colleges: medical, nursing, and pharmacy.

Physicians, nurses, and pharmacists often practice in death environments. A questionnaire was mailed to 126 medical schools, 396 baccalaureate nursing schools and 72 pharmacy colleges to determine the extent of death education offerings in their curricula. A response rate of better than 80 percent was received. The majority of professional programs had some emphasis on thanatology which was initiated within the past decade.

Attitude to Death↗
PubMed1987

Death education: a survey of U.S. colleges and schools of pharmacy.

This survey was conducted to assess the present state of death education available to pharmacy students at both the BS and PharmD degree levels. Eighty-five percent of the colleges and schools of pharmacy located in the United States provided information concerning: (i) attitudes toward teaching death education; (ii) present offerings; (iii) academic background of instructors and departments responsible for death education programs; and (iv) course information. It was determined that 38 colleges of pharmacy offered some form of death education in their curricula during 1985. However, only 12 schools offered a full semester course, and many schools offered death education as an elective through a discipline other than pharmacy. As a result, a majority of graduates are still leaving pharmacy schools without any instruction in death education. The implications of these and other findings are discussed.

Attitude to Death↗
PubMed1983

Guidelines for planning faculty development workshops.

This article presents guidelines for developing workshops based on practical experience and a review of the literature. Health science faculty tend to prefer workshops as a method of learning. However, the success of a workshop depends on thoughtful planning. The needs and expectations of participants should be thoroughly assessed. Workshop leaders must be competent, enthusiastic, and flexible; they must create a successful adult learning environment, especially for professionals with teaching experience. Evaluation of workshops should include both formative and summative methods.

Curriculum↗
PubMedDate not supplied

Family physicians' attitudes toward death and the terminally-ill patient.

Family physicians often experience a continuing relationship with the terminally-ill patient. Like other physicians, they may experience difficulty in these relationships. We surveyed 441 family physicians practicing in South Carolina to determine their personal attitudes toward death, and their feelings and reactions toward terminally-ill patients and their families. Physicians aged 50 years and older had a significantly more positive attitude toward death than did physicians aged 25-34 years (p less than .05). In addition, more positive attitudes were present in physicians who had a strong religious orientation (p less than .002) or had received some death education instruction in medical school (p less than .002). The study suggests that the basic concepts of death and dying should be included in medical school curricula. In addition, a medical education series offering practitioners an opportunity to express their feelings about this topic might also be beneficial.

Adult↗