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PubMed2005

The essential elements of undergraduate medical education in obstetrics and gynecology: a comparison of the Association of Professors of Gynecology and Obstetrics Medical Student Educational Objectives and the National Board of Medical Examiners Subject Examination.

OBJECTIVE: The objective of this study was to investigate whether the essential elements of the Association of Professors of Gynecology and Obstetrics (APGO) Medical Student Educational Objectives were adequately represented on the National Board of Medical Examiners (NBME) obstetrics and gynecology subject examination, and that the topics questioned on that examination were covered by the APGO objectives. STUDY DESIGN: The Undergraduate Medical Education Committee of APGO and the NBME staff separately reviewed the same 2 NBME obstetrics and gynecology subject examinations. The questions were mapped to the 15 essential elements of the APGO educational objectives and comparisons were made to check how well they matched. RESULTS: All the essential elements of the educational objectives were covered by the NBME subject examination. Of the questions on the examination, 99% were deemed appropriate for medical students with 70% of the questions mapping to "Priority 1" objectives. CONCLUSION: The NBME examination provides an appropriate assessment of mastery of what a medical student should learn, as represented by the APGO Medical Student Educational Objectives.

Education, Medical, Undergraduate↗
PubMed2004

[Therapeutic education of patients receiving anticoagulants for thromboembolic venous disease: description of the Educ'AVK program].

Educ'AVK is an education program designed for patients starting an oral anticoagulant treatment following a thromboembolic event (deep venous thrombosis or pulmonary embolism). Patients enrolled are judged capable of self-management of their drug treatment. The intervention, adapted to a short-term treatment, consists in an 3-step one-on-one teaching session conducted by a trained pharmacist. 1) Identification of the patient's needs--or educational diagnosis. 2) Definition of educational objectives adapted, first, to the patient's cognition: to be able to describe indications for therapy and potential risks factors for anticoagulant bleeding, to interpret INR lab tests and to solve a problematic treatment situation related second, to the patient's behaviour: to be able to anticipate the risk (how to enhance compliance, how to deal with a missed dose.), to take relevant decisions when dealing a therapeutic incident (bleeding, INR outside of the targeted range). 3) Choice of appropriate teaching contents and methods to reach the objectives. We used the "individual guidance" technique associated with original tools: a picture book to describe the pathology and the treatment; a booklet synthesizing all the information given by the educator during the consultation. This booklet presents 3 key-points: the information is specifically targeted to thromboembolic venous disease; the information integrates the risk-level of the patient (3 different booklets according to the patient's level of risk, of bleeding, of thromboemboly, no specific risk); there is a section where the patient writes down his/her INR results in a table specifically adapted to his/her risk level--bleeding, thromboemboly, no specific risk--and giving recommendations for the management of INR out of the targeted range.

Anticoagulants↗
PubMedDate not supplied

The effects of biological and social risk factors on special education placement: birth weight and maternal education as an example.

The effects of birth weight (BW) and maternal education (ME) on special education placement at age 10 were studied. Epidemiologic methods quantified risk to the individual and to the population using an electronically linked, county-wide database of birth and school records. A dose-response relationship was found between BW and ME. High ME may serve as a buffer for children with a biological risk for developmental delays. A clinically important finding was that children born with very low BW to mothers with low ME were at a high level of individual risk for receiving special education services. However, such children accounted for a small number of the overall cases. The largest percentage of children receiving special education services had the single risk factor of low ME. From a public policy standpoint, children born to mothers with low levels of education are an important group to target for early intervention.

Adolescent↗
PubMed1997

Inclusive educational practices as perceived by prospective special education teachers in Estonia, Finland, and the United States.

A survey of 125 prospective special education teachers assessed perceptions and beliefs about inclusive education in Estonia, Finland, and the United States (Michigan). The attitudes toward inclusion were rather critical. The Estonians were the most critical group, the Finns the least critical. The meanings attached to a student with severe mental retardation were related to the educational setting assessed as the best for this student. The findings suggest that special educators perceptions about inclusion are related to the prevailing implementation of inclusive education. The results support also the idea that the meanings attached to a person with a disability are connected with behavioural intentions toward this person.

Child↗
PubMed2003

[Pharmacological education under the Medical Education Model Core Curriculum].

The objectives of undergraduate medical education have been shifted drastically during the last decades. As the world standard, basic medical knowledge, skill, and attitude to practice patient-centered medical care became main objectives in undergraduate medical education. In response to these changes in the environment of medical practice and education, the Medical Education Model Core Curriculum (MEMCC), was published in 2001. MEMCC describes general and specific behavioral objectives in an integrated form to be used in the practice of medicine. The achievement of MEMCC will be evaluated by the Nationwide Common Achievement Test. The test examines knowledge, skill, and attitude that is required for clinical clerkship. Pharmacological teachers in medical schools should discuss, study, and evaluate MEMCC based on their experience in the use of the curriculum. MEMCC and the Nationwide Common Achievement Test will enhance intra- and inter-disciplinary, as well as inter-institutional informational exchange in the context and strategies in pharmacological education.

Curriculum↗
PubMed2005

Handheld computers in veterinary medical education: a view from human medical education.

Handheld computers are widely used in clinical practice, and their use in both human medical education and veterinary medical education is increasing, especially, for the former, in activities involving point-of-care access. This article references the insights that can be obtained from the usage and activities that are gaining a strong foothold in human medical education. Handheld computer technology gives students access to a large and changing knowledge base for clinical practice, especially when they are geographically dispersed. Differences in use between education and practice largely relate to the importance clinicians place on patient information. Student use focuses on progress mapping and ready access to clinical reference material. Suggestions are made for future use in medical education.

Computer-Assisted Instruction↗
PubMed2006

Educating students for practice: educational outcomes and community experience.

The education of pharmacists in the United States integrates classroom and experiential learning. Two organizations played a key role in determining the current education of pharmacy students. They are the Accreditation Council for Pharmacy Education and the American Association of Colleges of Pharmacy. The curriculum offered today provides opportunities for students to learn and achieve ability-based outcomes in both didactic and experiential courses. This review of pharmacy education focuses generally on the national leadership of pharmacy education both past and present and specifically on outcomes of practice that students are expected to achieve. Included in the discussion are recommendations for how preceptors in a community practice model can build on the college curriculum by recognizing and incorporating ability-based outcomes into their activities of the introductory and advanced practice courses.

Education, Pharmacy↗
PubMed1997

Application of the problem-based learning model for continuing professional education: a continuing medical education program on managed care issues--Part II.

Physicians must incorporate concepts of practice management and knowledge of managed care into their practices. Managed care presents an immediate and challenging opportunity to providers of continuing medical education to offer effective educational programs for physicians on managed care issues. In this exploratory research, the problem-based learning model was used to develop a continuing medical education program that would offer an interactive and effective method for teaching physicians about managed care. Problem-based learning is a departure from the traditional lecture format of continuing medical education programs because it is designed for small groups of self-directed learners who are guided by a faculty facilitator. Although only a small number of participants participated in this program, the findings offer important considerations for providers of continuing medical education. For example, participants reported increased confidence in their knowledge about managed care issues. Participants also clearly indicated a preference for the small group, interactive format of the problem-based learning model.

Education, Medical, Continuing↗
PubMed2003

[Quality control in medical education and continuing medical education in allergology in Germany].

Quality control in education and training in allergology comprises activities at the different levels of the curriculum of medical schools, residency programs and postgraduate education. Unfortunately, until now allergology in Germany has not yet been regularly embedded in the medical curriculum of all medical schools. Therefore, the German Society for Allergology and Clinical Immunology (DGAI) has demanded for years that chairs and departments of allergology be introduced at every Medical Faculty in Germany. The new Medical Licensure Rules (Approbationsordnung) offer the possibility to select allergology, amongst others, as an obligatory subject in the medical state examination. Furthermore, allergological topics can now be introduced into the newly established interdisciplinary fields (Querschnittsbereiche). At the level of residency training, doctors who want to become allergists have to undergo a special curriculum in the field of allergology, formerly called additional specialisation in allergology (Zusatzbezeichnung) after having finished their board examination in an organ-related specialty subject. Following a decision of the German "Arztetag" in May 2003, this 24-months curriculum has unfortunately been reduced to 18 months. 12 months of this 18 months requirement may be fulfilled during a residency programme in either dermatovenerology, otolaryngology, internal medicine, pulmology and/or paediatrics. Compared to previous years, this results in a drastic deterioration of allergy training in Germany. The DGAI has decided to take up the fight for its improvement in both a quantitative and qualitative respect. The crucial issue is to develop quality criteria for persons as well as institutions eligible as training centres in allergology. As regards post-graduate education, the German Academy of Allergology and Environmental Medicine (Deutsche Akademie für Allergie und Umweltmedizin, DAAU) has introduced a system of certified continuing medical education (CME), which has been widely accepted in Germany. CME credit points are awarded in co-operation with the regional physicians' chambers ("Landesärztekammer"). Quality control in allergology has to be re-enforced and improved at all levels of medical curricula, training programmes and post-graduate education in order to achieve sustainable improvements in patient care for the large number of people in Germany suffering from allergies.

Allergy and Immunology↗
PubMed1990

Always trainable? never educable? Updating educational expectations concerning children with Down syndrome.

The misperception that school-age children with Down syndrome always function at the trainable (noneducable) level at the time they enter kindergarten, or will assuredly function at the trainable level later in their schooling, continues to restrict their educational opportunities. The academic achievements of children with Down syndrome who participated in four early education studies were examined. Clear evidence of educable-level performance was revealed. The importance of functional indicators of educability that can complement intelligence test results in determining an appropriate educational placement was stressed.

Achievement↗
PubMedDate not supplied

Workplace education: adult education in a hospital nursing staff development department.

There is limited research-based information about the use of adult education principles in workplace education programs. A case study was conducted in a hospital nursing staff development department to provide recommendations for the current practice of adult education. The instructors used many of the principles of adult education, but problems stemmed from a lack of common understanding of adult education concepts.

Adult↗
PubMed1997

[Harmonizing European medical education, continuing and postgraduate education].

The harmonization of medical education, specialist training and continuing medical education (CME) in Europe progresses at different levels. University exchange programmes like ERASMUS and SOKRATES try to realize the European idea on the student and academic level. Specialist training is complicated by differences in responsibilities. The UEMS, based on various agreements, coordinates the harmonization process. Surgical training is represented by the European Board of Surgery (EBS). Its basic care and subspecialties have been described and European qualifications are being prepared. The content of education as well as log books, trainee qualification and training centers are regulated by position papers. Continued medical education is described in the Charter of Continued Medical Education of Specialists in which the content of training and requirements are defined.

Curriculum↗
PubMedDate not supplied

Nurses and adult educational philosophy: a comparison of nurses and non-nurses in a graduate adult education program.

A sample of 90 students enrolled in a graduate program in adult education completed three instruments examining adult education philosophies during a related course. There were no significant differences between the nurse educators and the non-nurses on any of the three instruments or on any of their components. This finding contradicts previous research suggesting that nurse educators do not generally incorporate adult learning methods into their courses. Intercorrelations were computed among all the variables. One unanticipated finding was the significant relationship between age and congruence with adult learning principles.

Adult↗
PubMed1999

Some important limitations of competency-based education with respect to nurse education: an Australian perspective.

Issues concerning competency-based education (CBE) have recently promoted much discussion and debate throughout most developed countries. This paper provides an Australian perspective and adds to the wider debate about CBE by deliberating on the part professional competency standards should play in a university curriculum, specifically the undergraduate nurse education curriculum. A position is developed by addressing the following thesis statement: the competency-based approach to nursing education is an indisputable reality but nursing competencies must not be allowed to control the curriculum. Some background material is briefly reviewed in order to situate CBE, nurse education, and nursing competencies in their Australian economic and sociopolitical context. The position is then explicated through an examination of some intersections between nursing competencies and aspects of undergraduate nurse curriculum making.

Australia↗
PubMed1982

Studies in geriatric education: I Developing educational objectives.

This study reports on the development of a comprehensive set of objectives for the education of undergraduates, graduates, and fellows in geriatric medicine. The objectives were derived from reviews of available educational materials and programs, and their significance was validated through consensus techniques that included over 100 workers with special expertise in geriatrics and gerontology from the United States. Canada, and the United Kingdom. A related and supplementary investigation, which also used consensus methods, uncovered ten general and disease-specific objectives considered to be essential outcomes of the education of geriatric fellows. Academic departments and specialty and subspecialty organizations should find the total set of objectives useful for planning and evaluating educational programs in geriatrics.

Canada↗
PubMed1999

Impact of formal continuing medical education: do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes?

CONTEXT: Although physicians report spending a considerable amount of time in continuing medical education (CME) activities, studies have shown a sizable difference between real and ideal performance, suggesting a lack of effect of formal CME. OBJECTIVE: To review, collate, and interpret the effect of formal CME interventions on physician performance and health care outcomes. DATA SOURCES: Sources included searches of the complete Research and Development Resource Base in Continuing Medical Education and the Specialised Register of the Cochrane Effective Practice and Organisation of Care Group, supplemented by searches of MEDLINE from 1993 to January 1999. STUDY SELECTION: Studies were included in the analyses if they were randomized controlled trials of formal didactic and/or interactive CME interventions (conferences, courses, rounds, meetings, symposia, lectures, and other formats) in which at least 50% of the participants were practicing physicians. Fourteen of 64 studies identified met these criteria and were included in the analyses. Articles were reviewed independently by 3 of the authors. DATA EXTRACTION: Determinations were made about the nature of the CME intervention (didactic, interactive, or mixed), its occurrence as a 1-time or sequenced event, and other information about its educational content and format. Two of 3 reviewers independently applied all inclusion/exclusion criteria. Data were then subjected to meta-analytic techniques. DATA SYNTHESIS: The 14 studies generated 17 interventions fitting our criteria. Nine generated positive changes in professional practice, and 3 of 4 interventions altered health care outcomes in 1 or more measures. In 7 studies, sufficient data were available for effect sizes to be calculated; overall, no significant effect of these educational methods was detected (standardized effect size, 0.34; 95% confidence interval [CI], -0.22 to 0.97). However, interactive and mixed educational sessions were associated with a significant effect on practice (standardized effect size, 0.67; 95% CI, 0.01-1.45). CONCLUSIONS: Our data show some evidence that interactive CME sessions that enhance participant activity and provide the opportunity to practice skills can effect change in professional practice and, on occasion, health care outcomes. Based on a small number of well-conducted trials, didactic sessions do not appear to be effective in changing physician performance.

Clinical Competence↗
PubMed1985

Self-labeling by educably mentally retarded high school students in their mainstream and special education classes.

Educably mentally retarded (EMR) students and nonhandicapped students from their mainstream classes completed semantic differential ratings of a stereotypic popular teen-ager, juvenile delinquent, and special education student. Subjects also rated their global self-concepts and situation-specific self-concepts within the mainstream and the special class settings. Ratings were done at the beginning (Time 1) and the end (Time 2) of a semester. Results showed that mainstream classes did not "de-label" EMR students. Within the mainstream class, the number of EMR students who saw themselves as similar to a special education student significantly increased over time. Moreover, at Time 2, EMR students were more likely to think of themselves as similar to a special education student in their mainstream class than in their special education class. However, EMR subjects' global self-concepts did not change. Implications for mainstreaming are discussed.

Adolescent↗
PubMed1990

An analysis of the educational role of the ward sister (implications for nurse educators).

The current scheme of nurse education in the United Kingdom has, as its foundation, the premise that student nurses learn in the clinical setting, whilst caring for patients. In order to maximise the learning potential of the clinical environment it is important for nurse educators to have an understanding of the complexities of the ward situation and in particular the role of the ward sister. Within the context of role theory, this paper presents an analysis of the educational role of the ward sister and considers the extent to which her clinical and management roles inhibit her ability to effectively fulfil her educational role. In the light of complex role expectations, the issues of role conflict and role ambiguity are addressed. The need for nurse educators to be more empathic towards the role demands imposed upon the ward sister and possible supportive measures are then considered.

Education, Nursing↗