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PubMed2005

Mary Glover Lecture 2004: leaving a legacy.

Mary Glover was a Head Nurse at St. Paul's Hospital in Vancouver. She was killed in a plane crash more than 25 years ago. Yet, through this neuroscience nurse's passion for her specialty, we share in her legacy through the annual Mary Glover Lecture, which was established by her parents after her death. The first Mary Glover Lecturer was Pamela Mitchell, a well-known neuroscience nurse from the School of Nursing at the University of Washington. She is leaving a multifaceted legacy through her research on intracranial pressure and quality of care as well as her books and her mentorship. Jessie Young has left a legacy as the founder and first president of the Canadian Association of Neuroscience Nurses (CANN). CANN is leaving a legacy with many firsts among Canadian nursing specialty organizations. Leaving a legacy is not just about donating money or writing a famous book. For most of us, our legacy comes in the little everyday things of life. Ask yourself, what is the legacy that you are leaving as a neuroscience nurse and as an individual?

Canada↗
PubMed1997

The Jeremiah Metzger Lecture. Humanities in medicine: treatment of a deficiency disorder.

Al Jonson pointed out that Sir William Osler provided one of the best rationales for Humanities in Medicine (21, 65). In 1919, in one of Sir William's last lectures given just a few months prior to his death, a lecture to the British Classical Society, he discussed how the sciences and the humanities can inform each other. He compared the humanities to thyroid hormone-thyroxine had just been discovered in 1914-"a hormone...," Sir William said, "...which lubricates the wheels of life... Deprive man of the lubricants ... and ... he sinks into dementia..." And so to the Classical Society, Sir William said, "You secrete materials which do for society at large what the thyroid gland does for the individual. The humanities are the hormones..." And Al Jonsen suggested that we in Medicine reaffirm Sir William's metaphor that the humanities are the hormones which will do for medicine what they do for society at large.

Cartoons as Topic↗
PubMed1998

The Henderson Trust Lecture. The development of the vertebral canal and associated neuro-physiological abnormalities.

In this lecture I have attempted to demonstrate that the size of the lumbar vertebral canal has clinical importance. The canal develops very early in life, and impaired growth at this time affects other growing systems. The patient with spinal stenosis has more than a spinal disadvantage. Improved obstetric and childhood care has the potential not only to prevent some of the troublesome back problems, but also to influence the health and neurological status in adult life. I hope that the first Henderson Trustees would have been encouraged by this lecture. It supports some of the philosophy that stimulated an interest in Phrenology. In the lumbar spine at least, the container-the vertebral canal-seems to have an important relationship to the function of its neurological contents.

Adult↗
PubMed1998

Career progress of temporary lecturers in anatomy: a surgical success story.

A questionnaire concerning career progress was sent to 159 previous holders of temporary lecturer posts in anatomy (TLAs) at the University of Manchester (UK) between 1975 and 1992. Replies were received from 123 TLAs, of whom 90% were male and 71% had achieved Fellowship(s) of a Royal College of Surgeons. Of the 86 respondents who had reached career appointments, 72% held surgical posts, 16% were in general practice, 6% were in nonsurgical hospital specialties, and 6% in nonclinical careers. The duration of training for the surgical specialties overall had been 12 years. Postgraduate diplomas and degrees had been obtained by 93% of career post holders. Most respondents (87%) had found the posts to be useful for their ongoing careers, citing improved communication skills and teaching. The positive values of temporary lecturer posts in anatomy are discussed in relation to the declining numbers of medically qualified anatomists, and the implications of changes in postgraduate surgical training in the UK are highlighted.

Anatomy↗
PubMed1979

The effectiveness of the psychodramatic double method, the reflection method, and lecturing in the training of empathy.

Studied the effectiveness of the psychodramatic Double method, the Reflection method, and the Lecture method in improving empathic ability. Sixty-four high school sophomores were assigned randomly to four groups of 16 Ss, 8 males and 8 females, each. Three groups received one of the three training methods and the fourth served as no-training control. The Ss' level of empathy, before and after the training, was measured by a modified version of the Accurate Empathic Scale. The results showed that all three training methods produced significant improvements compared with the control group. The effect of the Double method was significantly greater than that of the other two methods. The Reflection method ranked second, yet was not significantly better than the Lecture method. Females scored higher than males both before and after the training, but there was no significant sex and training method interaction effect.

Adolescent↗
PubMedDate not supplied

In memoriam Dr Marlene DeLuca. 1987 O. M. Smith Lecture. Firefly luciferase: mechanism of action, cloning and expression of the active enzyme.

The untimely death of Marlene DeLuca in 1987 has deprived the scientific community of an outstanding expert on bioluminescence. Earlier in that year she was honoured as the thirty-ninth recipient of the Otto Mitchell Smith Lectureship Award at Oklahoma State University, Stillwater, Oklahoma. On 20 March 1987 Dr DeLuca presented a scientific lecture entitled 'Firefly Luciferase--Mechanism of Action, Cloning, and Expression of the Active Enzyme' and a popular lecture at the banquet that evening entitled 'Light and Life'. She was selected for her excellence in research, her oral presentation ability, and her personableness. Marlene was the first woman so honoured. To honour Dr Otto M. Smith the Alpha Delta Chapter of Phi Lambda Upsilon, a national chemistry honorary organization, inaugurated The Otto Mitchell Smith Lectureship in 1948 at Oklahoma State University. Former awardees include Nobel Laureates H. C. Brown, Stanford Moore, and Arthur Kornberg and the following prominent biochemists/molecular biologists: Robert A. Alberty, University of Wisconsin; Daniel E. Koshland, Brookhaven National Laboratory; Sol Spiegelman, University of Illinois; Carl Djerassi, Stanford University; and John T. Edsall, Harvard University. The lectureship honours Dr O. M. Smith, who was Director of the Research Foundation, professor, and Head of the Departments of Chemistry and Chemical Engineering. As a tribute to Dr DeLuca's outstanding contribution to bioluminescence we reproduce here the edited text of her Otto Mitchell Smith Lectureship and a selected bibliography of her work on firefly bioluminescence.

Awards and Prizes↗
PubMed2002

Problem- vs. lecture-based pharmacology teaching in a German medical school.

We have compared the effectiveness of problem-based learning (PBL) and classical lecture-based learning (LBL) in conveying medical facts in a general pharmacology class of third year medical students ( n=107). Three groups with a total of 31 students were randomly assigned to PBL. The PBL groups (9-12 students each) received ten 2-h sessions in which a clinical case was discussed and ten 2-h sessions in which areas of pharmacology not covered by the case discussions were presented in an LBL format (one group with all 31 students). The other students were assigned to groups of 14-15 students and received 20 2-h sessions in an LBL format. At the end of the semester all students received a questionnaire and participated in the same 30-question multiple-choice exam. The mean number of false answers was 7.6+/-4.0 and 9.7+/-4.7 in the PBL and LBL groups, respectively ( P<0.05 in a two-tailed t-test), and the percentage of failing students (>10 false answers) was 27% and 38%, respectively. Both groups were asked to rate their pharmacology class on a scale of 1 (lowest) to 10 (highest). In this questionnaire, PBL students by average rated generated interest in pharmacology, conveyed knowledge in pharmacology and understanding of medical questions approximately 1 point higher than LBL students. In an additional questionnaire given to the PBL students only, they reported to have prepared themselves 0.9+/-1.1 h for their lecture sessions but 3.0+/-1.4 h for their case discussions. The above findings were largely confirmed in the next semester when students were allowed to decide whether to participate in PBL or LBL classes. Moreover, PBL students did not score worse than LBL students in nation-wide pharmacology exams (523+/-76 vs. 500+/-91 points, P=0.09). We conclude that a switch from LBL to PBL teaching of pharmacology does not occur at the expense of factual knowledge transmission.

Education, Medical, Undergraduate↗
PubMed1982

The computer programmed multi-image lecture.

Computer programmed multi-image presentations enhance considerably the visual content of an audiovisual presentation. A multi-image production provides ample opportunity to present the pre- and post-operative images simultaneously, enabling the audience to compare and comprehend the results with ease. With more than one image the natural sequence of dissection details can be shown, resulting in continuity of thought. The dissolve mechanism offsets any visual fatigue of the audience. The films contribute animation sequences which cannot be demonstrated well on slides. A presentation of all material provides the lecturer with maximum control with the minimum of effort, utilising one button. A computer programmed multi-image production is a complex medium of audiovisual presentation and needs a great deal of time and experience and is not to be lightly undertaken. With the increased number of slides, images and projectors the margin for error is small. Careful slide assembly and repeated rehearsals are the keys to success. At the moment, its use is recommended for special lectures only with adequate consideration being given for the increased expense of production.

Audiovisual Aids↗
PubMed1992

Students' and lecturers' preferred teaching strategies.

A survey of lecturers (n = 47) and students (n = 110) was undertaken to explore their preferred teaching strategies, using a questionnaire based on Heron's (1977) Dimensions of Facilitator Styles (Human potential research project, University of Surrey, Guildford). Overall it was found that the students tended to prefer a teacher-centred approach to teaching, whilst the lecturers preferred a student-centred approach. These findings are discussed in the light of current educational trends in the nursing profession.

Education, Nursing, Baccalaureate↗
PubMed1990

The lecture as a teaching method in modern nurse education.

The author examines the case for the continuation of the lecture as a practical teaching method within the armoury of the nurse teacher. The pressures to oust this time-honoured method of imparting knowledge by the student-centred, experiential-type methods are obvious to anyone in the field. The writer feels that the lecture may co-exist with these in harmony, without compromise.

Curriculum↗
PubMed2002

Multimedia comprehension skill predicts differential outcomes of web-based and lecture courses.

College students (134 women and 55 men) participated in introductory psychology courses that were offered largely online (on the World Wide Web) or in a lecture format. Student comprehension skills were inferred from their scores on a multimedia comprehension battery. The learning of content knowledge was affected interactively by comprehension skill level and course format. Differences between format increased with comprehension skill such that the Web-based course advantage became greater as comprehension skill increased. This same pattern was not seen when self-reports of comprehension ability were used as the predictor. Furthermore, comprehension skill did not predict course satisfaction. Generally, students of all skill levels preferred the lecture courses.

Adolescent↗
PubMed1998

Lecturer practitioner: a concept analysis.

The concept of the lecturer practitioner arose in one health authority in Britain in the late 1980s. Since its inception there, the concept has been widely adopted across the country suggesting that there is a perceived need for this role. However, there is much confusion over what a lecturer practitioner is, since each post is multifaceted, complex and unique. Rodgers' (1993) evolutionary concept analysis is used in an attempt to clarify and to identify those elements that are common to this concept. Through a review of all the available literature on this concept, the attributes, antecedents and consequences are identified and their implications discussed. Rodgers' evolutionary method is described and critiqued throughout the paper and is shown to be a suitable method for clarifying a complex concept.

Faculty, Nursing↗
PubMed2002

The educational preparation of undergraduate nursing students in pharmacology: a survey of lecturers' perceptions and experiences.

BACKGROUND: Nurses have key responsibilities in the administration and management of medication therapy and client education. It is of some concern therefore that the literature indicates that nurses are inadequately prepared in this area. AIMS: This paper explores the perceptions and expectations of lecturers about teaching and learning pharmacology in preregistration nursing courses. RESEARCH METHODS: Questionnaires were distributed to lecturers involved in teaching pharmacology to undergraduate nursing students during 2000. The questionnaire was distributed to all university campuses (n = 13) in Victoria, Australia, that are involved in undergraduate nursing education. The questionnaire was an adaptation of the survey instrument used in the Nursing and Medication Education [NAME] project and examined in this questionnaire: the integration of pharmacology teaching into nursing, range and depth of classroom-based pharmacology teaching, approaches to teaching and learning, nursing practice in a clinical context, related importance of patient education and communication skills, and the appropriate professional background of academics teaching pharmacology to preregistration nursing students. RESULTS: There was great variation between institutions as to the number of hours devoted to pharmacology and when it was offered. A number of respondents indicated that they were dissatisfied with the preparation of graduates and their knowledge base in pharmacology. LIMITATIONS: The study was limited by a low response rate of 34%. CONCLUSIONS: A review of nursing curricula is required to improve the knowledge base of nurses in pharmacology and to facilitate their skills in life-long learning.

Attitude of Health Personnel↗
PubMed2001

Influence of curriculum type on student performance in the United States Medical Licensing Examination Step 1 and Step 2 exams: problem-based learning vs. lecture-based curriculum.

INTRODUCTION: The results of the United States Medical Licensing Examination Step 1 and 2 examinations are reported for students enrolled in a problem-based and traditional lecture-based curricula over a seven-year period at a single institution. There were no statistically significant differences in mean scores on either examination over the seven year period as a whole. There were statistically significant main effects noted by cohort year and curricular track for both the Step 1 and 2 examinations. These results support the general, long-term effectiveness of problem-based learning with respect to basic and clinical science knowledge acquisition. CONTEXT: This paper reports the United States Medical Licensing Examination Step 1 and Step 2 results for students enrolled in a problem-based and traditional lecture-based learning curricula over the seven-year period (1992-98) in order to evaluate the adequacy of each curriculum in supporting students learning of the basic and clinical sciences. METHODS: Six hundred and eighty-nine students who took the United States Medical Licensing Examination Step 1 and 540 students who took Step 2 for the first time over the seven-year period were included in the analyses. T-test analyses were utilized to compare students' Step 1 and Step 2 performance by curriculum groups. RESULTS: United States Medical Licensing Examination Step 1 scores over the seven-year period were 214 for Traditional Curriculum students and 208 for Parallel Curriculum students (t-value = 1.32, P=0.21). Mean Step 2 scores over the seven-year period were 208 for Traditional Curriculum students and 206 for Parallel Curriculum students (t-value=1.08, P=0.30). Statistically significant main effects were noted by cohort year and curricular track for both the Step 1 and Step 2 examinations. CONCLUSION: The totality of experience in both groups, although differing by curricular type, may be similar enough that the comparable scores are what should be expected. These results should be reassuring to curricular planners and faculty that problem-based learning can provide students with the knowledge needed for the subsequent phases of their medical education.

Curriculum↗
PubMed2001

Herbert Moran Memorial Lecture. Exploring the legacy of history.

Herbert Michael Moran was born on 29 April 1885 in Sydney and died on 20 November 1945. I never had the good fortune to meet him but in 1946, when I was a fourth year medical student in Brisbane, I purchased a small brown-coloured book called Beyond the Hill lies China. To this day I cannot recall what led me to that purchase but I have looked at it from time to time over the past years and found it increasingly evocative of my own student and early hospital days. I have drawn deeply from the previous Moran lectures, particularly Sir John Loewenthal's lecture in 1974, which revealed for me the greatest detail about the man himself. I am indebted to Colin Smith, the College Archivist, for information held in his files; and Michael Moran who is here today for a number of personal reminiscences as well as family memorabilia. Moran was intensely interested in history. He was the founder of the first society dedicated to the study of the history of medicine in Australia, and through this activity he met the physician Leslie Cowlishaw whom he introduced to the College with the aim of securing Cowlishaw's 'vast knowledge of medical history and (his) wonderful library'. By a nice coincidence the third Cowlishaw Symposium was held at the College just 3 days ago, and Moran's College legacy is thereby increasingly recognized.

Australia↗
PubMed1999

Facilitating learning in the community with lecturer-practitioner posts.

The purpose of this paper is to present a case study of the perspectives of their role of a group of community lecturer-practitioners and a community teacher, who referred to themselves as 'community facilitators'. A qualitative design was used and data were collected by semi-structured interviews. These were transcribed and content analysis was undertaken. All participants provided a liaison role between the college and the community practitioners, prepared students for their clinical experience and assisted in relating theory to practice. The participants described how they managed the role and how they supported each other. Developing small teams of facilitators may provide a bridge between teachers and practitioners and can serve as a basis for further study of the lecturer-practitioner role.

Adult↗
PubMed2000

[The 100th anniversary of Gustav Wilhelm Störring's "Lectures on Psychopathology". A review of his early years].

The aim of this essay is to retell the life and work of philosopher and psychiatrist Gustav Wilhelm Störring (1860-1946) during his early years in Leipzig and Erdmannshain. His "Lectures on Psychopathology and its Impact on Normal Psychology", written 100 years ago, are acknowledged as his most important work. With this book Störring stands in opposition to many of his contemporaries, which is illustrated with his concept of mania. In some aspects, however, his ideas coincide with those of other well-known psychiatrists such as Emil Kraepelin. Both were inclined to the idea that psychiatry and psychology could mutually stimulate each other. Störring's work in Wundt's laboratory of experimental psychology had a major impact on his work. Wundt's ideas gave impetus to a lot of his work and also influenced papers Störring was to write later on. Störring's biography is followed until 1902 when he was appointed professor of philosophy of Zurich University, in which his friend Ernst Meumann was substantially involved. In Leipzig Störring had started his work as Flechsig's assistant at the hospital of psychiatry and neurology of Leipzig University. In 1897 he founded his own sanitarium for mentally and neurologically ill in Erdmannshain, a village near Leipzig, which he managed together with his wife Marie, née Bonacker. With the help of Wundt Störring qualifies as a university lecturer. During the years regarded here, however, he got more and more attracted to philosophical matters, thus turning away from neurosciences. In time he started to regard his work as physician as nothing more than necessary for making his living. His relationship with Wundt, who together with his laboratory of experimental psychology had previously made him wish to come to Leipzig, cooled down, at least on the part of the first. That puts an end to Störring's early years not only from the point of view of his biography but also from his work.

Germany↗
PubMed1999

The Rudolf Schoenheimer Centenary Lecture. Isotopes in nutrition research.

The present lecture begins with a brief overview of the professional and scientific journey taken by Rudolf Schoenheimer, before turning to a discussion of the power of isotopic tracers in nutrition research. Schoenheimer's remarkable contributions to the study of intermediary metabolism and the turnover of body constituents, based initially on compounds tagged with 2H and later with 15N, spanned a mere decade. It is difficult, however, to overestimate the enormous impact of Schoenheimer's research on the evolution of biological science. After a relative hiatus, following Schoenheimer's death in 1941, in the use of stable nuclides as tracers in metabolism and nutrition, especially in human subjects, there is now an expanded and exciting range of techniques, experimental protocols and stable-isotope tracer compounds that are helping to probe the dynamic aspects of the metabolism of the major energy-yielding substrates, amino acids and other N-containing compounds, vitamins and mineral elements in human subjects. Various aspects of the contemporary applications of these tracers in nutrition research are covered in the present lecture.

Animals↗