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Role of the lecturer practitioner: 1.

The lecturer practitioner role is a practice-led educational development which has been sparsely studied. This two-part article aims to show that the role is central to dynamic development within the nursing profession and that, despite many potential problems, it can be both rewarding and valuable. Part 1 describes the development of the lecturer practitioner role and examines various aspects of the role, including clinical learning and assessment.

Education, Nursing, Continuing↗

Effects of guided notes versus completed notes during lectures on college students' quiz performance.

We compared the effects of guided lecture notes versus completed lecture notes on pre- to postlecture improvements in quiz performance across two sections of a college course. The results of a counterbalanced multielement design did not reveal consistent differences between the two note formats on students' mean quiz scores. However, fewer errors occurred on complex (analysis-level) quiz questions in the guided notes condition than in the completed notes condition.

Achievement↗

Eugene W. Caldwell Lecture. Why Caldwell?

Every year for the past 75 years, the American Roentgen Ray Society has honored Eugene W. Caldwell by including the Caldwell Memorial Lecture as one of the features of the society's annual meeting. In this anniversary year--a year that highlights the history of radiology--it is appropriate to look back on Caldwell's career to examine the reasons for the society's decision to honor him, rather than numerous other eminent radiologists who might have been selected in his place. In the first Caldwell lecture in 1920, Walter Alvarez said, "Caldwell was a pioneer, an inventor, a research worker, a versatile, enthusiastic, and lovable man" [1]. Surely, many radiologists who lived during Caldwell's lifetime and who came later--including some living today--can be described in this way. The purpose of this essay is to offer an explanation of why Caldwell was chosen over the others.

History, 19th Century↗

Effects of counselor's profanity and subject's religiosity on content acquisition of a counseling lecture and behavioral compliance.

Effects of counselor's profanity and subject's religiosity on acquisition of lecture content and behavioral compliance were investigated. 40 male and 80 female undergraduate students volunteered to attend a lecture about "coping with problems of daily living." They were divided into low, medium, or high religiosity groups based upon scores on Rohrbough and Jessor's Religiosity Scale. Each subject listened to a 15-min, videotaped rational-emotive mental health presentation which included a recommendation that they pick up a card (initial compliance) and send for a free book (delayed compliance) expanding upon the principles discussed in the tape. Half listened to a tape containing 16 profane words and half watched a nonprofane tape. At the end of the tape subjects were given a test on content. Analysis showed that profanity had a negative effect on acquisition of content and on initial compliance. Religiosity had no effect on any of the dependent variables. In contrast to the behavior modeled by some senior clinical practitioners, it was concluded that counselors be wary of using profanity in an initial session. Also, in keeping with the 1989 recommendations of Heppner and Claiborn, the importance of studying behavioral measures in influence studies was stressed.

Adolescent↗

Comparison of textual analysis applied to two lectures written three years apart by one author: the language satellites.

A comparative textual analysis was carried out on two essays "Thanatol" and "Double Talk," by F. Perrier, which were originally lectures given three years apart by the author, a psychoanalyst. This study involved the use of the ALCESTE software program, a computer-assisted method of discourse analysis. It consists of modelling the distribution of the main words occurring in speeches or texts with a view toward identifying the repetitive language patterns most frequently used by a speaker or writer. This method is described in the first part of the paper. Various types of discourse emerged from analysis along with specific topics. There were three types in the case of Thanatol and four in that of Double Talk. Upon comparing the separate results obtained on each corpus, a pool of significant words observed in the corpus Thanatol was also present in Double Talk. These words were organised into groups called "language satellites" which were dispatched in the various types of discourse. Considering the underlying language structure (the enunciation), they formed another discourse running between the lines of two lectures. This supplementary discourse was recurrent and could be said to label the author and his thoughts. The ALCESTE method brings to light in the textual production of an author a recurrent pattern of discourse which might hold some clues for the analysis of texts and speech and even about the author as evident in his own ideas and thoughts.

Humans↗

The pedagogical toolbox: computer-generated visual displays, classroom demonstration, and lecture.

This analogue study compared the effectiveness of computer-generated visual displays, classroom demonstration, and traditional lecture as methods of instruction used to teach neuronal structure and processes. Randomly assigned 116 undergraduate students participated in 1 of 3 classrooms in which they experienced the same content but different teaching approaches presented by 3 different student-instructors. Then participants completed a survey of their subjective reactions and a measure of factual information designed to evaluate objective learning outcomes. Participants repeated this factual measure 5 wk. later. Results call into question the use of classroom demonstration methods as well as the trend towards devaluing traditional lecture in favor of computer-generated visual display.

Adult↗

Lecture note-taking, learning and recall.

Note-taking by students is generally seen as an integral and essential part of the process of learning from lectures. Here we review the literature on the efficiency of students' note-taking and the extent to which they actually learn as a direct or an indirect result of taking notes. Attention is also paid to the relevance of research in this area to modern lecturing practice and to the problems of researching in the area.

Attention↗

Should clinical lecturers produce their own CAL material?

Clinical lecturers may embark upon the task of creating CAL material unaware of the effort required to produce the simplest of programs. This study aimed to measure the effort involved in such a task in order that those contemplating such development might make a judgement which is well informed. The study entailed a computer literate, yet non-programming clinical lecturer producing a ten-minute CAL program using three different authoring templates. A diary and time log were kept. The resulting pleces of software are discussed as well as the process by which they were created.

Computer-Assisted Instruction↗

Structured controversy versus lecture on nursing students' beliefs about and attitude toward providing care for persons with AIDS.

Like many nurses in clinical practice, a small sample of RN-to-BSN nursing students reported their negative attitude toward providing care for persons with AIDS (PWA). Structured controversy is an interactive educational approach that may promote positive attitudes. This experimental study compared the effectiveness of structured controversy with lecture on BSN students' beliefs about and attitude toward providing care for PWA. A questionnaire, based on Ajzen and Fishbein's (1980) theory of reasoned action, was completed by 51 BSN students following an AIDS class session, and by nursing faculty. When compared with students who had listened to the lecture, students who had participated in structured controversy were more positive in general, and were significantly more positive on individual attitude and belief items. Faculty perceptions of these nursing students' beliefs and attitudes were less positive than the students' actual beliefs and attitudes.

Acquired Immunodeficiency Syndrome↗

Formative evaluation of a nursing orientation program: self-paced vs. lecture-discussion.

Formative program evaluation is a useful process to assess the effectiveness and stability of changes in a program over time. This process documented the effectiveness of changing a medical center nursing orientation program from traditional lecture-discussion to self-learning modules (SLMs). The results of the formative program evaluation confirmed that SLMs were the method of choice for most learners. SLMs focus on adult learning principles more than traditional methods, i.e., lecture-discussion. However, the results of this program evaluation also indicate that staff development educators need to vary teaching methods along with the use of SLMs.

Education, Nursing, Continuing↗

Major themes in occupational therapy: a content analysis of the Eleanor Clarke Slagle lectures, 1955-1985.

This article presents a content analysis of 26 Slagle lectures, representing 30 years. Lectures were analyzed for primary, secondary, and tertiary themes, and eight recurrent themes were identified: practice, professionalism, education, philosophy/ideology, theory, research, marketing, and history. Implications of these findings for role definition and professional status are addressed.

Humans↗

Making a difference: the osteopathic approach lecture series.

The Osteopathic Approach Lecture Series (Osteopathic AppLeS) was created in response to both the current need in the osteopathic medical profession for a distinctive osteopathic identity and lack of readily available information regarding an osteopathic approach. The series consisted of 16 lectures given to interns, externs, residents, and attendings at a community-based osteopathic hospital during a 10-month time span which emphasized and inculcated an osteopathic approach to patients with a variety of illnesses. Emphasis was placed on osteopathic manipulative treatment training throughout the series. Data were collected at individual presentations using a survey of participants and studied retrospectively. The results of the surveys indicated that using this type of presentation series may substantially increase confidence and knowledge in an osteopathic approach and osteopathic manipulative treatment skills.

Humans↗

["I would like to so much--but then also; but, but--!!!"--torment of a private lecturer at the beginning of the 19th century].

The biography of Carl Friedrich August Theodor Kastner (1797-after 1841), the brother of the famous chemist and teacher of Justus von Liebig (1803-1873) Karl Wilhelm Gottlob Kastner (1783-1857), is an interesting example of the difficult situation of outside lecturers at the universities in the first half of the 19th century; a big group of scientists, which are absolutely underrepresented in the source material and in the historiography too. This paper tries to show the facts and the backgrounds for the problems in the career of outside lecturers.

Correspondence as Topic↗

[Words and action of medical instruction: surgical lectures of Antonio Scarpa].

Antonio Scarpa (1752-1832) was chairman of anatomy and surgery at the university of Pavia for thirty years since 1783. The study of the manuscripts containing his surgical lectures, collected by his pupils, is the basis for the knowledge of the method of teaching in its twofold dimension of the theoretical matter and of the practical demonstration. Starting from the analysis of one of these manuscripts, entitled "Lezioni di operazioni chirurgiche del Cav. Prof. Antonio Scarpa" the value of these collections of notes is discussed and their significance as a textbook for the students is emphasized. The survey of every single lecture demonstrates that the theoretical exposition immediately preceded the operative procedure on the corpse. Finally the qualities expected by Scarpa in the teachers and the students for a satisfactory education in surgery are considered. Fulfilling his mastership Scarpa struggled to convey to the pupils the method learned when he himself was a student. He was therefore considered the head of the anatomy and surgery school in Pavia.

Anatomy↗

John Gregory (1724-1773) and his lectures on the duties and qualifications of a physician establishing modern medical ethics on the base of the moral philosophy and the theory of science of the empiric British Enlightenment.

In 1769/70 the Scottish physician and philosopher John Gregory (1724-1773) published Lectures On the Duties and Qualifications of a Physician. Gregory developed a truely ethical - in the sense of (moral) philosophically based - system of conduct in a physician. His concept of practising and teaching ethics in medicine and science is established on a very broad footing: combining Bacon's (1561-1626) general philosophy of nature and science with both, the general, likewise empirically based moral philosophy of his personal friend David Hume (1711-1776), and with the principles upheld by the so-called Common-Sense Philosophy. His Lectures had - particularly via the famous Code of Medical Ethics of Thomas Percival (1740-1804) - a decisive influence on our contemporary concepts of ethics in medicine and science. John Gregory is, without doubt, one of the most important and certainly the most comprehensive among the founders of what is known today as modern Bioethics.

Bioethics↗

[Lecturers in chemistry at the Medical Faculty of the University of Nagyszombat].

After a short introduction on the development of the medieval universities at Pécs, Obuda, and Pozsony, and mentioning those who lectured in medicine in Hungary, the authors emphasise that modern chemistry was born during the 16th and 17th century. They stress the role of Paracelsus who invented iatro-chemistry, and that the first independent chairs, were founded in Germany in the beginning of 17th century at Altdorf, Marburg, Jéna, but were followed suit by Paris, when the Jardin des Plantes were erected. The first chemical textbook, the Cours de Chimie (Paris 1665), was also the work of a Frenchman, namely Nicolas Lémery (1645-1715). From the 18th century chemistry was also included in the curriculum of medical education in Hungary. Among the chairs of the newly founded medical faculty at Nagyszombat we find the chemical-botanical department in 1769. Its first professor was an Austrian physician Jakab Winterl (1773-1809), who had been a head physician at Selmecbánya, in Northern Hungary. Owing to a rash and premature publication Winterl's international reputation was unfortunately undermined in the last century by a leading German science historian, Hermann Kopp. The authors stress, however, that Winterl indeed played an important role in organizing the chemical department, and purchasing all the necessary equipment needed for up to date researches and analyses. And above all, in his Prolusiones ad chemiam saeculi decimi noni, he foresaw many forthcoming paths and discoveries of 19th century chemistry. After Winterl's retirement the department was divided into two parts. Pál Kitaibel (1757-1817) led the botanica department and János schuster (1777-1838) the other one for chemistry. Kitaibel made a name for himself by depicting Hungarian flora, but he also made discoveries in chemistry. He discovered chlore lime, before Tennant in 1795, a material which might have been used for whitening textiles. Schuster, on the other hand, introduced a system of Hungarian terms for chemical science. He was also the first chemist among the members of the Hungarian Academy of Sciences. after his death in 1838 the professorship had been vacant for two years, because the authorities did not want to nominate Schuster's assistant, the devoted patriot Károly Nendtvich (1811-1892). It was eventually E. Sangaletti, who was appointed, in spite that he had not produced any publication at all, upon which his application to the professorship in chemistry to the Prague University had been turned down. Though Nendtvich led the department during the revolution of 1848/49, Sangaletti returned in 1849 and remained there until 1853. His successor, Theodor Wertheim from Vienna, was a much better chemist and lecturer. He led the department until 1860, when he moved to the University of Graz. Though in 1850 the department was removed from the medical faculty to the faculty of arts, because the universitiy began to educate secondary-school teachers as well, the education of medical students was carried on there for another century. The authors mention Károly Than (1834-1908), who became Wertheim's successor at the department.

Chemistry↗

[Hungarian university lecturers and professors of pathology from Arányi to the present days].

Lajos Arányi (Lostainer), who introduced pathological anatomy into Hungary, was born in Komárom in 1812. He lost his father at the age of three, and then was adopted by one of his wealthy uncles. Arányi first studied at the faculty of arts and later law at university, but after a cholera epidemic in 1831, in which he helped the infected in Pest, he changed his mind and went over to the faculty of medicine. After he had received his degree he worked as an assistant to Ferenc Bene from 1837. Two years later he spent six months at Italian clinics, and four years in Vienna. In Vienna, where he worked with Professor Rokitansky at the Allgemeines Krankenhaus, he learned the techniques of pathology, and studied the humouralpathological theory of his principal, and above all the clinicopathologic views of the Vienna medical school. Returning home he decided to introduce patholoogy into the medical curriculum. In his objectives he was helped by Ignác Stáhly, Agost Schöpf-Merei and János Balassa. His introductory lecture took place in 10 April 1844, and his regular lectures and demonstrations started from the autumn. His autopsy records were rather modern, he used clear and logical categories. ...

Education, Medical↗

Meeting the requirements for becoming a nurse lecturer.

Career planning is essential for nurses considering a change in role, as it provides direction and enables them to use time and money efficiently. This article describes a survey of 25 universities in which each participating institution was asked to comment on the required characteristics of nurse lecturers. The results should be useful to nurses who are planning to become nurse lecturers in the future.

Career Mobility↗