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Biomedical subjects

Y Steinert

Publications and source records attributed to Y Steinert.

28 records · Page 2Linked to original sources
PubMed1993

Creativity in medical education: the use of innovative techniques in clinical teaching.

This paper describes the use of innovative teaching techniques in clinical teaching. Advantages proposed include increasing teacher and learner enthusiasm, improving participation and developing techniques that are most appropriate to learning goals. Examples of different innovative techniques are provided which are grouped into the categories of experiential learning, role-playing, competition and games, stimulus materials, brain-storming and sub-grouping. Finally, practical guidelines to develop and utilize innovations are suggested. The use of innovative techniques requires time, planning, a commitment to the teaching process and a belief that the resulting learning will be both more enjoyable and productive.

Competitive Behavior↗
PubMed1993

Faculty development in family medicine. A reassessment.

The 16 Canadian departments of family medicine were surveyed to ascertain the availability and content of faculty development activities. The results suggest numerous changes since 1985 and a strong commitment to faculty development. With the consolidation of many faculty development activities to date, departments should now consider other methods of faculty development, broaden their activities beyond the current emphasis on "teaching skills," examine the possibility of integrating faculty development with faculty evaluation, and conduct more systematic program evaluations.

Canada↗
PubMed1978

The teaching of human sexuality in a family medicine training program.

Sexual health is an important component of the individual's total health picture. The primary physician, however, is often ill-prepared to deal with issues around sexuality and sexual dysfunction, and family medicine units need to structure programs for teaching in this area. This article describes a teaching program on human sexuality in a family medicine setting. Its major goals were the transmission of information, the teaching of skills, and the desensitization of the health care professional in this area. The program consisted of a series of four seminars and ongoing teaching. The seminars focused on the human sexual response, sexual myths, sexual history taking, and sexual dysfunction and treatment. Ongoing teaching included case discussion, consultation, and joint interviews. It is hoped that the description of this program will serve as a model and/or impetus to other family medicine training programs.

Family Practice↗
PubMedDate not supplied

Can computerized risk profiles help patients improve their coronary risk? The results of the Coronary Health Assessment Study (CHAS).

BACKGROUND: The Coronary Health Assessment Study (CHAS) was developed to determine the feasibility of using patient-specific, multifactorial computerized coronary risk profiles as a clinical decision aid to support primary prevention of CHD. METHODS: Study participants included 253 community based physicians, randomized into profile and control groups, and 958 of their patients. The profile group physicians received coronary risk profiles for their patients within 10 working days after the baseline patient assessment providing early feedback. The control group received their profiles only if the patient was clinically reevaluated during a 3-month follow-up visit. Patients' coronary risk factors were evaluated at baseline and at follow-up. RESULTS: The profile group had a significantly higher (P < 0.05) ratio of high-risk/low-risk patients who returned for a follow-up visit compared to the control group (1.23 vs 0.77). The patients in the profile group also had significantly (P < 0.05) greater mean reductions in total cholesterol (-0.5 vs -0.1 mmol/L), LDL cholesterol (-0.4 vs 0.0 mmol/L), the total cholesterol/ HDL ratio (-0.6 vs -0.2), and the predicted 8-year coronary risk (-1.8 vs -0.3%). CONCLUSIONS: Computer-generated coronary risk profiles can be effective in assisting physicians to identify high-risk patients. Their use is also associated with significantly greater improvements in the serum lipid profiles and the overall coronary risk of these patients.

Adult↗
PubMedDate not supplied

Experimental manipulation of aerobic fitness and the response to psychosocial stress: heart rate and self-report measures.

To determine whether aerobic fitness training alters response to psychosocial stress, 38 males were randomly assigned to either aerobic, anaerobic (weight-lifting), or waiting-list control groups. Experimental groups met three to four times per week in 1-hr sessions aimed at improving either cardiovascular endurance or muscular strength. Aerobic fitness level, heart rate and subjective response to laboratory psychosocial stress, and self-reports of daily stress, coping resources and psychologic symptoms were assessed prior to and following 10 weeks of training. Although posttraining fitness measures confirmed the effectiveness of aerobic training, no group differences were seen on laboratory or self-report measures. However, for aerobic trainers alone, fitness improvement tended to correlate with faster heart rate recovery following psychosocial stress. Fitness improvement was not correlated with any other psychologic changes. This experiment provides only modest support for the hypothesis that aerobic training alters response to psychosocial stress. It is suggested that future work on the psychologic effects of aerobic fitness explore the contribution of training parameters as well as subject characteristics.

Adult↗
PubMedDate not supplied

Psychosocial problems: what do patients want? What do physicians want to provide?

This study addressed the question of whether caregivers and patients in the same medical centers agree in their expectations of the family doctor regarding psychosocial problems, and whether demographic, socioeconomic, and family characteristics affect patient desires. A total of 375 family practice patients were asked to indicate what kind of involvement they would like from their family doctor for each of 30 problems, mostly psychosocial. Sixty-three physicians in the same settings completed a similar questionnaire indicating how involved they were in the same 30 problems. In general, physicians saw themselves as much more involved than patients wanted them to be. Patients expected referral much more frequently than physicians considered it, and for problems ranging from headaches to anxiety and life-cycle issues. Over 50% of the physicians expected to give help for relationship problems whereas 46% of the patients did not want the physician to even know that the problem existed. Demographic comparisons did not yield particularly noteworthy findings. The implications of these results are discussed.

Adaptation, Psychological↗
PubMedDate not supplied

Working with the "problem" resident: guidelines for definition and intervention.

Clinical teachers often work with residents whom they view as "difficult." For some, it is a knowledge deficit that first alerts them to a problem; for others, it is an attitudinal problem or distressing behavior. The goal of this article is to describe a framework for identifying residents' problems and to outline strategies for intervention. When teachers first suspect a problem, they should try to define the resident's troubling behavior, assess other contributing factors, and evaluate the potential impact of the problem. Following this initial process, teachers should try to confirm their suspicions by determining the resident's perception of the problem, relevant life history, and perceived strengths and weaknesses. They should also examine their own strengths and weaknesses and obtain other teachers' views of the perceived difficulty. In designing an intervention, teachers should carefully define the goal and time frame of the intervention, determine how the problem will be addressed, and decide how the intervention will be documented and evaluated. Although residents' difficulties are often seen as residing within the resident alone, teacher and systems factors must be considered, and the resident should be involved in every step of the process.

Adult↗