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At least 217 records · Page 12Linked to original sources
PubMed2002

Curricular and pedagogic questions raised by recent medical education efforts on bioterrorism.

This article outlines the development of learning materials to educate osteopathic medical students about biological terrorism at the American Association of Colleges of Osteopathic Medicine (AACOM). The author then poses two questions that arose from this and concurrent AACOM projects and new technologic developments in medical education, regarding what colleges of osteopathic medicine teach and how they teach it.

Bioterrorism↗
PubMed2003

[Remedial pedagogic developmental intervention with children displaying psychosocial disorders].

What is the significance of theory of attachment for practical remedial therapeutics? It is a current and intensive debate on this issue in the socio-psychological field of work. The intention of the article is to make public the possible applications of attachment theory. To start with, fundamental assumptions of attachment theory will be introduced (following J. Bowlby 1975), then the role of attachment processes in problematic human relationships will be described. The author will attempt to make clear how fundamental remedial-therapeutic concepts of actual treatment can be deduced from the considerations, theory of attachment makes, and how this can be practically applied, illustrated by a case study from actual remedial-therapeutic work with a girl with psycho-social behavioural difficulties and her mother. Thus, the author tries to show a highly promising way from theory of attachment to attachment therapy.

Adult↗
PubMed2003

[Pedagogic reflexions on the evidence-based medicine curriculum of the German Central Agency for Quality in Medicine and the German Network for Evidence-Based Medicine].

The German Agency for Quality in Medicine (AQuMed) and the Network for Evidence-based Medicine (EbM) have recently published the draft of an EbM Curriculum for continuing medical education. This standardised concept might lead to an improvement of the quality of EbM courses for physicians. Critical appraisal of the curriculum from a didactic point of view reveals both a substantial lack of teaching methods and teaching aids, and a lack of appropriate tools for the evaluation of the actual increase in professional competence. This includes specialised subject knowledge, methodological considerations as well as highly developed communication and social skills. We recommend incorporation of these components into the curriculum design to facilitate its successful implementation.

Communication↗