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PubMed1999

[Hundred years' psychiatry in Korea (1899-1999)].

The western medical knowledges of the human anatomy and physiology including knowledges of central nervous system have probably been introduced into Korea by Prince Sohyŏn Seja in 1645. The authentic education for the western medicine at the governmental and private medical schools, however, originated from 1899 and the education of mental disease was included in curriculum of Tai-Han-uiwon, the governmental medical school before 1910. In 1913 the first department of psychiatry (Department of Mental Disease) was established at the Chongdokbu-uiwon, the clinic of the Japanese colonial government, the former Korean governmental hospital which has later developed to the Kyŏngs ŏng Imperial University Hospital. On the other hand, there was in Severance Hospital Medical College, one Australian missionary psychiatrist McLaren, who has served at Paton Memorial Hospital in Jinju, Korea from 1911, taught neurology and psychiatry from 1913 at Severance Hospital Medical College, established psychiatry ward in 1923 at the Hospital, conducted the ward in humanistic way until 1940. It was the German psychiatry which the Japanese psychiatrists have brought to the Korean peninsula and it remained as major trends of psychiatry in Korea during the Japanese occupation between 1911 and 1945. The academic levels of Kyŏngsŏng Imperial University in psychiatry as well as the quality of mental care seemed to be almost equivocal to the psychiatry in Japan. However, psychiatrists scope of social psychiatric issues and of the research interests seemed to be somewhat narrow. Due to the political discrimination for the Korean students, the Koreans had less opportunity for the promotion at the university than Japanese residents in Korea. In 1945, after the end of the Pacific War only about 11 Korean psychiatrists were left in Korea, who organized Korean Neuropsychiatric Association. The Department of Neuropsychiatry of Seoul National University (former Department of Neurology and Psychiatry, Kyŏngsŏng Imperial University) was the center for psychiatry training. The Korean War (1950-1953) enabled the interchanges between. Korean and American military psychiatrist, and motivated great change in Korean psychiatry from biologic oriented German descriptive psychiatry to the American dynamic psychobiological psychiatry. The German educational clinical systems were completely displaced by the American system, when internship and residency training system was conducted since 1958. However, there were always attempts to integrate old traditional Korean wisdoms into the modern psychiatry and to introduce European approaches and knowledges in psychiatry. With the rapid industrialization and economic development of the country since the late 1960s and the prevailing social defensive attitudes towards mentally ill patients of the leaders of the military regimes the increase of private asylums appeared where many chronically ill mental patients were kept without adequate treatment. The reform of asylums in the mid 1980s was gradually proceeded by the government leading consequently to the increase of huge mental hospitals in the land. With the democratization of the political situation as well as the social welfare policy of the government in the 1990s and with the steady stimulation elicited by some NGOs Mental Health Act was enacted in 1995 and the community mental health centers were increasingly set up in several districts. In concern with research activities in psychiatry remarkable development in social cultural as well as biological fields are recognized especially since in the 1970s academic societies for the subspecialities of psychiatry have been organized which cover the various schools of psychotherapy, social psychiatry as well as many subspecialities of biological psychiatry. The number of training hospitals have been increased as the result, the number of psychiatry specialists was increased from 93 in 1956 to 1593 in 1999. KNPA (Korean Neuropsychiatric Association) internal and international activities has been expanded. Question is however, the quality of services and the quality of academic achievement. Gradually, the voice was raised to focus more on the quality of research and training activities.

History, 20th Century↗
PubMed1998

Optimal internship/residency-interview assignments for health care administration student placement.

Interview assignment is an issue of importance to all health care administration programs containing internships and residencies. More generally, many master's and doctoral level educational programs in social work, clinical psychology, and other health fields are faced with the interview assignment problem. We present a linear programming approach, which has been employed at the Baruch College/Mt. Sinai School of Medicine Graduate Program in Health Care Administration, for determining optimal internship/residency-interview assignments. Specifically, a capacitated transportation model, with the objective of maximizing the overall utility of the interview assignments, was implemented. This research is intended to demonstrate to academic program directors dealing with such problems the value of this objective method and to assist educators in their efforts to optimize the student internship/residency placement process at their various institutions.

Career Choice↗
PubMed1952

Interns (II).

Explore the source record for details and available documents.

Humans↗
PubMed2004

ASTRO's core physics curriculum for radiation oncology residents.

In 2002, the Radiation Physics Committee of the American Society of Therapeutic Radiology and Oncology (ASTRO) appointed an Ad-hoc Committee on Physics Teaching to Medical Residents. The main initiative of the committee was to develop a core curriculum for physics education. Prior publications that have analyzed physics teaching have pointed to wide discrepancies among teaching programs. The committee was composed of physicists or physicians from various residency program based institutions. Simultaneously, members had associations with the American Association of Physicists in Medicine (AAPM), ASTRO, Association of Residents in Radiation Oncology (ARRO), American Board of Radiology (ABR), and the American College of Radiology (ACR). The latter two organizations' representatives were on the physics examination committees, as one of the main agendas was to provide a feedback loop between the examining organizations and ASTRO. The document resulted in a recommended 54-h course. Some of the subjects were based on American College of Graduate Medical Education (ACGME) requirements (particles, hyperthermia), whereas the majority of the subjects along with the appropriated hours per subject were devised and agreed upon by the committee. For each subject there are learning objectives and for each hour there is a detailed outline of material to be covered. Some of the required subjects/h are being taught in most institutions (i.e., Radiation Measurement and Calibration for 4 h), whereas some may be new subjects (4 h of Imaging for Radiation Oncology). The curriculum was completed and approved by the ASTRO Board in late 2003 and is slated for dissemination to the community in 2004. It is our hope that teaching physicists will adopt the recommended curriculum for their classes, and simultaneously that the ABR for its written physics examination and the ACR for its training examination will use the recommended curriculum as the basis for subject matter and depth of understanding. To ensure that the subject matter and emphasis remain current and relevant, the curriculum will be updated every 2 years.

Curriculum↗
PubMed2006

Back to the beginnings: an autobiography.

After receiving BS and MS degrees from the University of Washington in Seattle, I entered its new medical school in 1947, receiving an MD degree in 1951. After internship and residency, I obtained a 2-year postdoctoral fellowship in hematology under the guidance of Dr Clement Finch. The last 6 months of the fellowship were spent in London, England, at Dr Patrick Mollison's Blood Transfusion Research Unit. There I met and worked with Marie Cutbush (later Crookston) who has been a long-term friend. On returning to Seattle, I joined the faculty of the medical school and became the associate director of the Puget Sound Blood Center. There, I supervised the blood typing and cross-matching laboratory, introducing methods I had learned in London and measuring the effectiveness of various cross-matching procedures. My own research was largely directed toward human genetic polymorphism, and I wrote a textbook published in 1969, describing the biochemical structure, function, inheritance, and geographic distribution of the genetic markers. Subsequently, I discovered that 2 forms of inherited immunodeficiency disease were due to deficiencies of the enzymes adenosine deaminase and purine nucleoside phosphorylase. In 1979, I became the director of the blood center and was shortly afterwards elected to the National Academy of Sciences. I retired in 1987 and have spent most of the intervening years relearning to play the violin and exploring the wonders of chamber music.

Blood Banks↗
PubMed1998

A review of journal clubs in postgraduate medical education.

OBJECTIVE: To review the goals, organization, and teaching methods of journal clubs, summarize elements of successful clubs, and evaluate their effect on reading habits, and effectiveness in meeting teaching goals. Examples of clubs that utilize principles of adult learning are reviewed. DATA SOURCES: English language articles identified through a MEDLINE search (1966-1997) using the MeSH terms "internship" and "residency," and text words "journal club" and "critical appraisal." STUDY SELECTION: Articles on learning goals and organization were included if they represented national or regional surveys with a response rate of 65% or greater. Articles that evaluated teaching effectiveness were included if they used a controlled, educational design, or if they exemplified important adult learning principles. DATA EXTRACTION: Data were manually extracted from selected studies and reviews. DATA SYNTHESIS: A major goal for most clubs is to teach critical appraisal skills. Clubs with high attendance and longevity are characterized by mandatory attendance, availability of food, and perceived importance by the program director. Residents who are taught critical appraisal report paying more attention to the methods and are more skeptical of the conclusions, and have increased knowledge of clinical epidemiology and biostatistics, but studies have failed to demonstrate that these residents read more, or read more critically. Reading guidelines may be useful for teaching critical appraisal skills, and may be associated with increased resident satisfaction. CONCLUSIONS: Journal club formats are educationally diverse, can incorporate adult learning principles, and are an adaptable format for teaching the "new basic sciences."

Adult↗
PubMed1995

A multistate program to educate physicians: successful, economical, but endangered.

The Southern Regional Education Board (SREB) was formed in 1948 to facilitate multistate contracts for education exchange; at present, 15 states participate in this program. West Virginia is one of four states in the SREB that offer training in osteopathic medicine, and the West Virginia School of Osteopathic Medicine (WVSOM) is the only professional school in West Virginia that is a member of the SREB program. The authors describe (1) WVSOM's mission to provide primary care physicians to meet the medical needs of Appalachia, and (2) the success that an WVSOM-SREB partnership has had in training primary care physicians for participating states at a fraction of the effort and cost that would otherwise have been necessary. Concern is expressed for the program's future, and suggestions offered for the establishment of similar multistate programs to foster the production of physicians in a variety of specialties throughout the nation, since the WVSOM has clearly been successful in producing primary care physicians and in motivating graduates to return to their home states. For example, through the WVSOM-SREB osteopathic medicine program, students from states that share parts of Appalachia (Georgia, Mississippi, Alabama, and Maryland) and Florida have received their education at WVSOM. From 1978 until 1994, WVSOM graduated 148 SREB physicians; 122 of these are practicing physicians, 23 are in internships or residencies, and three have died. Of the 122, 53% have returned to practice in their home states; 85% of these graduates and 84% of all the SREB graduates who have returned to their home states or to other Appalachian states are practicing in primary care fields.

Education, Medical↗
PubMed2005

Viewpoint: teaching professionalism: is medical morality a competency?

The Accreditation Council for Graduate Medical Education (ACGME) has declared medical professionalism to be a competence analogous to competence at medical practice. Medical educators accordingly seek to develop ways in which to teach and assess medical professionalism as they now teach and assess clinical medicine. The author contends that professionalism is medical morality and that while being moral in the world of medical practice can involve skill, morality differs from domain-based skills such as medicine in important respects. The norms of morality are both more exigent and more difficult to live up to than the norms of medical expertise. And any morality we learn in the course of medical education does not simply establish itself in our repertoire as a new skill, but must contend with our preexisting moral outlook. These differences have implications for the inculcation and assessment of professionalism. Professionalism can be taught, but the current model employed by medical education, cognitive engagement followed by supervised practice, will not suffice for its inculcation. Nor will objective cognitive or behavioral testing suffice for its assessment. Medical educators can seek and achieve compliance with professional norms during the formative periods of training (internship and residency). Committed observance of professional norms cannot be coerced but may emerge among trainees through their responsiveness to the lived moral life of virtuous faculty, encouraged by the tacit and explicit invitation of such faculty to imitation over time. To be valid, assessment of professionalism must be subjective, narrative, personal, undertaken during periods of stress, and obtained during routine activity (rather than on special occasions).

Competency-Based Education↗
PubMed2004

ROBERT TEMPLE: an eye for data. Interview.

Robert Temple has spent more than thirty years of his career at the Food and Drug Administration-and he still likes it! After medical school, internship, and residency, Temple pursued endocrinology research at the NIH before deciding, in the early 70s, to apply his interests in science to consumer advocacy at the FDA. The FDA was undergoing enormous changes at that time, and Temple enjoyed the challenges associated with improving drug development and patient safety. Always relying on a critical evaluation of data, he is comfortable discussing mechanisms of drug action, experimental design, and regulatory policies, as well as the social implications of direct-to-consumer advertising of drugs. Currently, Temple is Director of one of the six Offices of Drug Evaluation and also serves as the Associate Director for Medical Policy.

Drug Approval↗
PubMed1999

Perceptions and reported practices of osteopathic physicians in diagnosing and treating addiction.

The objective of this study was to assess the perceptions and reported practices of osteopathic physicians in the diagnosis and treatment of addiction. Copies of survey questions were sent to the 344 members of the West Virginia Osteopathic Society. A total of 176 (51.2%) physicians responded; of these responses, 166 surveys were used for analysis. Respondents included 130 practicing physicians and 36 physicians in internship or residency training programs. Of those responding, 133 were men and 33 were women, and ages ranged from 24 to 81 years with a mean of 41.6 years. Respondents who were graduates of the West Virginia School of Osteopathic Medicine numbered 132 (79.5%), and 99 (59.6%) were in family practice. Characteristics most commonly attributed to addiction were a chronic nature and psychological or physical dependence. More than half of the test subjects did not consider addiction to be a primary disease independent of other factors or psychiatric conditions. Respondents reported a mean addiction prevalence of 20.4%, with the most common substances reported as tobacco, alcohol, and benzodiazapines, respectively. Individual prevalence reports varied from 0% to 95% (SD +/- 20.4%). The most commonly used diagnostic tools were the CAGE (Cut down, Annoyed, Guilty, and Eye-opener) test, DSM III-R (Diagnostic and Statistical Manual of Mental Disorders, 3rd edition, revised) or DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, 4th edition) criteria, and quantity and frequency questions. Medical sequelae such as jaundice or emphysema were the most likely reasons for the respondents to address a substance abuse problem. For referral resources, respondents were most likely to use inpatient or outpatient treatment. A mean success rate of 27.7% was reported by the 133 physicians responding. The wide variance in reported prevalence and the low success rate reported in comparison to that demonstrated in published treatment studies indicate that there is a need for further education of both physicians in training and those presently in practice. Medical sequelae are frequently irreversible signs of late-stage addiction, and physicians should be urged to include such tools as the CAGE test in each regular physical to facilitate earlier intervention.

Adult↗