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At least 343 records · Page 19Linked to original sources
PubMed1995

A model for improving generalist physician output: the osteopathic experience.

Osteopathic medicine is identified closely with primary care. Approximately one-half of all doctors of osteopathy (DOs) are family practitioners. The educational model responsible for producing such a high percentage of generalist physicians should be better understood for its achievements. Colleges of osteopathic medicine are unique in sharing a common mission of producing primary care physicians, and their methodologies reflect a similarly shared educational emphasis. Compared to allopathic medical schools, colleges of osteopathic medicine are the highest producers of generalist physicians because of several common features. This article evaluates colleges of osteopathic medicine by profiling each institution according to characteristics that have a potential impact on the output of generalist physicians: (1) institutional ownership; (2) age; (3) class size; (4) leadership; (5) educational focus; (6) whole-time as opposed to adjunct clinical faculty; (7) clinical educational settings; (8) clinical training sites; and (9) reliance on MD rather than DO clinical faculty. Comparisons between colleges of osteopathic medicine according to these characteristics yield mixed results but also highlight many differences from allopathic educational models. Factors separating the highest from lowest producers of generalist physicians vary at colleges of osteopathic medicine, and other characteristics or circumstances beyond their control may affect the number of graduates pursuing careers in primary care.

Career Choice↗
PubMed2001

An audit of the theoretical basis of education during dietetic consultations with diabetic patients.

BACKGROUND: This article describes my attempts to reflect my current practice. It was conducted in order to determine which of three educational models, Empowerment, Motivational Interviewing and Helping People to Change, were being used during a diabetic dietetic consultation. METHOD: Analysis of interviews with 15 patients selected at random from an outpatient clinic was undertaken. Each consultation was assessed and relevance to steps in each model noted. RESULTS: Overall the results suggest that all three models were used for different reasons. Therefore, I conclude that any one of a number of educational approaches may be used within a consultation, as there may be elements that overlap. The different skills required by each of the models are invaluable at different times to assist patients at different phases in their life. CONCLUSIONS: An understanding of different educational models is therefore useful and has helped to clarify my practice. In future, I anticipate a more formal evaluation of the educational process to help identify steps used. These could then be formally assessed for their impact on patient outcomes, and so identify specific aspects of educational models that assist patient education and help to improve outcomes.

Clinical Competence↗
PubMed2004

An introduction to patient education: theory and practice.

Patient education is the process of enabling individuals to make informed decisions about their personal health-related behaviour. It aims to improve health by encouraging compliance with medical treatment regimens and promoting healthy lifestyles. Behavioural change for patients is a complex process and requires more than the simple acquisition of knowledge. Several educational models based on behavioural theories have been developed to explain individuals' health-related behaviour. The health belief model is the one most commonly used in research. The four principal components of this model are the individual's perception of his or her personal susceptibility to disease, perception of the severity of the disease and perception of the benefits from and barriers to modifying behaviour. The health belief model can be used to design educational interventions that are most likely to be effective. Patient education is a duty for all health practitioners and it should be a core component of medical school curricula.

Ghana↗
PubMed1997

Cancer pain education for patients.

OBJECTIVES: To review the basic principles of patient education, models of innovative approaches to patient education, and needs for future development in patient education. DATA SOURCES: Review articles, research studies, book chapters, personal communication, and standards pertaining to cancer pain education. CONCLUSIONS: Patient education based on principles of effective teaching and learning is the cornerstone of effective pain management. Improved methods of patient teaching combined with novel approaches to delivering appropriate pain content can lead to enhanced patient compliance with the prescribed pain medication regimen. IMPLICATIONS FOR NURSING PRACTICE: Nurses are essential to improving the care of cancer patients in pain by providing patient education as a care component of professional nursing practice. The challenge remains to overcome significant barriers of limited time and resources to achieve these goals.

Curriculum↗
PubMed1992

The Yankton Model Program.

Changes in medical education towards a student-centered, problem-based learning, with continuity care experience in ambulatory settings have been recommended. The University of South Dakota School of Medicine has developed such an educational model for third year medical students named the Yankton Model Program and is herein described.

Curriculum↗
PubMed2000

Faculty development and support needed to integrate the learning of prevention in the curricula of medical schools.

Comprehensive coverage of prevention-related topics in the curricula of medical schools is important for the training of future physicians; however, the changes needed in educational programs to include such topics are likely to challenge many institutions. Faculty members are central to the successful adoption of any new curricular paradigm, yet many of the impediments to change are also likely to be found within the faculty ranks. Achieving major curricular change requires institution leaders to define a new vision and allocate sufficient resources to support faculty efforts. Appropriate steps should be taken to actively involve the faculty early in the process of change and to recruit stakeholders from within the faculty ranks to play prominent roles. The educational models should be based on educationally and scientifically sound underpinnings that will facilitate acceptance of the models by the faculty, and faculty members must be offered appropriate opportunities to develop the skills to successfully implement the models. A school-wide faculty development program should address organizational development, instructional development, and personal development. The expertise needed to design and implement these activities may be secured from within or outside the institution. Individuals who have played key roles in the curricular change process must be rewarded and given appropriate recognition for their contributions. These steps will help in the successful integration of prevention-related topics into the curriculum, which will add a much-needed dimension, resulting in students' being better prepared to address the needs of their patients and the community.

Community Health Services↗
PubMed1994

KADIS: model-aided education in type I diabetes. Karlsburg Diabetes Management System.

Education and training in self-management of blood glucose control has become a permanent task for all people involved in the care of diabetic patients. Since this may be facilitated by applying state-of-the-art information technology, we have developed the decision support system KADIS (Karlsburg Diabetes Management System). It comprises computer-aided tools for (1) the evaluation (selection, aggregation, storage, statistics, graphics) of therapeutic data, e.g. from patients' logbooks, and (2) the simulation of daily profiles of glycaemia and insulinaemia on the basis of a mathematical model of the glucose-insulin regulatory system, parameters of which can be adapted to the characteristics of individual patients. The latter tool allows the patient to predict his response to any modification in the therapeutic regime and to learn how variations in timing, formulation and doses of insulin, in carbohydrate equivalents and absorption characteristics of meals, and in exercise may influence the daily pattern in glycaemia. This procedure has been well accepted as an educational tool by those patients who were 'self-managing' their metabolic control.

Computer Graphics↗
PubMed2001

Postgraduate education for nurses: the Middlesex model.

Nurse education has been subject to many changes and much debate and criticism over recent years. What has become increasingly evident is that with the changing nature of nursing within society, nursing curricula have to be more flexible and dynamic if they are to meet a multiplicity of needs. There is also a need to recognize that many levels of curricula will be required to prepare the nurses of the future. At Middlesex University the development of specialist practice programmes at postgraduate diploma level, and preparation of nurses for a higher level of practice at masters level has required the development of a new curriculum model which allows both the individualization of academic programmes to meet the needs of nurses, their clients and the organization in which they work, and the integration of development and learning through practice. This model is built on the results of an evaluation of an existing postgraduate programme in interprofessional health care. Key features of the curriculum development include a structured collaboration between student, practice mentor and academic supervisor, and the use of a professional development portfolio to individualize the academic programme and facilitate autonomous learning.

Curriculum↗
PubMedDate not supplied

Using a model to evaluate nursing education and professional practise.

The concept of evaluation is becoming increasingly ambiguous and a lot of processes may be called evaluation without any clear definitions. A theoretical frame of reference may function as a compass in an evaluation context when collecting, analysing and interpreting data as well as drawing conclusions. The purpose of the present study was to present and discuss the applicability of an educational interaction model for the evaluation of nursing education programs and the professional competence of nurses. The model combines different dimensions in the educational process, using both a student and an educational perspective. It is not uncommon for evaluations to concentrate on one dimension only, which tends to give an insufficient picture of the process of interaction. Examples are provided from nurse students/nurses education and professional practise to show that the relationship between students' abilities and educational factors, in the form of intentional goals and educational frameworks, have an influence on educational outcome.

Attitude of Health Personnel↗
PubMed2006

Effect of education on blood pressure control in elderly persons: a randomized controlled trial.

BACKGROUND: It is not clear which educational strategy is most effective in helping patients to change their lifestyles. This study compared the efficacy of two different educational models on reducing blood pressure (BP). METHODS: This was a randomized controlled trial in ambulatory hypertensive patients >65 years of age. Workshops that aimed to develop self-management and patient empowerment (PEM) were compared to workshops that used a compliance-based model (CEM). The primary outcome was change in systolic BP at 3 months compared with basal values between groups (net reduction), measured by 24-h ambulatory BP monitoring. RESULTS: A total of 30 patients were educated with PEM and 30 others with CM. Both groups were statistically similar with regard to age (67 v 70 years), systolic BP (157 v 156 mm Hg) and diastolic BP (88 v 88 mm Hg), diabetes (23% v 31%), and basal natriuresis 116 v 121 mEq/day). There were more women in the PEM group (57% v 30%). The PEM group showed a significant reduction of 8 mm Hg (95% confidence interval [CI] 2 to 15), whereas the CM group showed a reduction of 3 mm Hg (95% CI -3 to 8), with a net reduction of 6 (95% CI -3 to 14). Mean net night-time systolic BP reduction was 12 mm Hg (95% CI 2 to 22). BP control was 70% in PEM group vs 45% in CM group (P = 0.045). The relative odds ratio for BP control for the PEM group after adjustment for age, sex, diabetes, basal blood pressure and changes in pharmacological treatment was 3.7 (95% CI 1.05 to 13.1). CONCLUSION: Based on these study results, the self-management education model was significantly more effective than the compliance-based model in BP control.

Aged↗
PubMedDate not supplied

[ISO 9001 conformity in research, teaching and rehabilitation].

Quality assurance, in particular in the areas of development and production of medical devices, is one of the tasks of biomedical engineering. The interdisciplinary working group "Functional Rehabilitation and Group Education, Vienna" is committed to the development and implementation of group education models on three levels: (1) direct education/instruction of patients with chronic diseases, (2) university research and teaching, and (3) development of technical aids for rehabilitation and the means for disseminating group education models in rehabilitation and therapy. Major aims were, by generating conformity with ISO 9001 standards, to achieve greater transparency and process optimization with very small resources in university (teaching, research, technical aids) and extra-university (rehabilitation) areas. A secondary aim was the establishment of interdisciplinary (clinical and biomedical) cooperation at university level. In all main areas (research, teaching and group education/instruction), ISO 9001-conformity was achieved by our activities on three methodological levels: (1) description and analysis of processes, (2) use of ISO 9001 standards for evaluating internal processes, and (3) optimization measures. The following article contains relevant elements of the quality manual and quality assurance system, and offers a typical example of innovative cooperation between medicine and medical engineering.

Austria↗