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At least 433 records · Page 24Linked to original sources
PubMed1994

Education for primary health care: accommodating the new realities.

The didactic, authoritarian model in which learners are lectured by teachers cannot meet the needs of people intending to work in health systems where equity, self-reliance, community participation and intersectoral collaboration are the watchwords. The author discusses how the education of health professionals for roles in primary health care should be conducted.

Community Participation↗
PubMedDate not supplied

Academic occupational safety and health training programs.

Occupational safety and health encompasses four core disciplines: industrial hygiene, occupational safety, occupational medicine, and occupational health nursing. This chapter traces the growth of these specialties throughout the 20th century in response to growing demands of the workplace. Graduate and certification programs are described for each of these four areas.

Curriculum↗
PubMed1996

[The state of radiotherapy in 1996 Hungary and principles of its development].

Although the number of radiation treatments (external) fields and brachytherapeutic insertions) increased substantially, by 9% of a year, in Hungary in 1994 and 1995, about half of the patients who needed radiotherapy did not receive this form of treatment. The regionalization of radiotherapeutic care resulted in the establishment of 12 centres, with considerable discrepancies in infrastructural and staff conditions, characterized by presence of Western European conditions in 1 institution or by close to them in 3 institutions, but by lack of the required infrastructure or personnel in two-thirds (8) of the centres. To reach the minimum recommended infrastructural level, Hungarian radiotherapeutic care requires the following items for the 12 centres: 4 radioprotected treatment rooms, 8 linear accelerators of dual energy, 4 low-monoenergetic linacs/telecobalt units, 5 after-loading set-ups, 6 simulators, 6 CT-based treatment planning systems and 6 automatic water phantoms. With respect to the present workload, the number of personnel in the different groups is low; the situation is especially problematic in newly organized or reconstructed centres. Furthermore, provision of radiation treatment to all cancer patients who need it, requires development at every level of the staff. Increases in the infrastructural and staff conditions of the currently existing radiotherapeutical centres should be the actual goal, and not the foundation of new centres. The most important aspects of the priority in the development of the infrastructure are the following: higher number of adequately trained staff, academic obligations (universities), change of the amortized facilities and supplementation of the currently empty radioprotected rooms with equipment.

Forecasting↗
PubMedDate not supplied

[Physician-patient rapport in practice and clinical research: what do medical students think?].

OBJECTIVES: To investigate attitudes of medical students from the first, fourth and sixth year towards information of patients in clinical research and practice settings. DESIGN AND SETTING: A multiple-choice questionnaire was administered. Responses were registered on anonymous response-forms. The study was conducted at the two Schools of Medicine of Naples, in southern Italy. RESULTS: 773 students answered the questionnaire. Students believe that the quality of patient care is better within than outside a clinical trial, but anxiety and fear are the most frequent reactions to the idea of being offered the opportunity of participating, as patients, in a clinical trial. The patients' right to be informed of their participation in a clinical experiment is omitted by 30 to 50% of students. The majority of students believe that doctor's uncertainty should not be disclosed. About one-third believe that possible benefits of treatment should not be presented to patients and about one-fifth believe that information on possible drawbacks of treatment should be omitted. Many students believe that information on alternative types of treatment should be denied to patients entering a trial. Fourth year students consistently reported the highest percentage of negative responses. In clinical practice, as compared with clinical research, there is a higher tendency of students to give information to patients. The doctor's role is predominant when students indicate who should decide how much information to give to a patient entering into a clinical trial. CONCLUSIONS: Medical education should focus more closely on uncertainty and error analysis; principles of medical research and ethics should be covered throughout academic medical training.

Adult↗
PubMed1976

The Medical Polyclinic: an approach to conflicting needs in a teaching hospital.

University teaching hospitals have become increasingly aware of their responsibility to improve both the teaching of ambulatory care and the quality of care provided in their clinics. This paper describes how one department of medicine met this challenge by forming a "Medical Polyclinic." The majority of the department's faculty and house staff, at all academic and training levels, participate in a system of ambulatory care with the following objectives: each patient has a single physician whom he sees by appointment and who coordinates his care; all medical subspecialties are available in the same clinic session; the clinic is attractive and efficient. While these goals are not infrequently met in private group practices, they are unusual in a university teaching hospital, where faculty, house staff, students, and patients each have unique needs, not always compatible. The success and problems of the polyclinic approach are discussed.

Ambulatory Care↗
PubMed1998

[Practical games as one of the forms for optimizing the academic process in physician postgraduate training].

Described in the article is one of the forms of optimization of the instructional process in the postgraduation physician training--"business-like games". Highly skilled, competent position of the teacher who conducts a business-like game secures an active participation in learning of students, helps in opening the mind, broadening the outlook on the problem under consideration, gives much incentive to further independent work on the discussed issues.

Diagnosis, Differential↗
PubMed1998

[Development of human resources].

The purposes, objectives and strategies of WHO for the development of human resources are described and commented. The implication of this programme were emphasized in relation to the strategy of primary health care. The mediate and longterm plans are analyzed, underlining the fellowship activities and the training of academic personnel.

Health Planning Technical Assistance↗
PubMed1990

Influences affecting radiologists' choices of academic or private practice careers.

The authors surveyed 5,000 practicing radiologists and 3,000 individuals currently in radiology training to determine the aspects of their backgrounds, education, training, and attitudes that most affected their career decisions. The choice of academic radiology was associated with receiving medical school education or radiology training at an institution ranking among the 20 with the most federal grant funding, publishing research articles, and participating in a variety of interpersonal research experiences during radiology training. Academic radiologists were more likely to choose their careers because of their interests, aptitudes, and greater concern for the value of doing research. Private practitioners rated family obligations, leisure time, and level of personal income as more significant influences on their career choices. Programs interested in training more academic radiologists should reconsider how they select trainees and provide an appropriate research environment during training.

Adult↗
PubMed1991

Taking the lead: challenges of supply and demand in academic surgery.

I have tried to forecast some of the real challenges which we will all face within our departments over the next few years. If we are to be successful in attracting the best and the brightest young people to join us in the pursuit of an academic surgical career, we must serve as role models, genuine role models, for what may be a decreasing pool of medical students entering our institutions. Second, we must reward those individuals in our departments who truly inspire and motivate our young trainees, whether this inspiration is at the bedside, in the operating rooms, or in the laboratories. Third, we must begin to explore new initiatives where professional organizations and associations such as the AAS can reach out to these young trainees and help them realize early on the advantages and gratification of a career in academic surgery. Fourth, we must realize that academic and research training, like charity, begins at home. Through workshops, local seminars, and training programs modeled after the one which seems to have been so successfully done by the AAS, our departments and institutions can begin to teach solid research skills and demonstrate a genuine commitment for the future success of our young trainees. Finally, we have to rethink our notion of the model academic surgical department. The time has passed where every surgical faculty member should be at the beck and call of the operating room. If we take our obligations to recruiting and training young academic surgeons seriously, we will realize that it is not enough for use to simply sit back and wait for them to come.(ABSTRACT TRUNCATED AT 250 WORDS)

Academic Medical Centers↗
PubMed1996

Academic-community linkages: community-based training for family physicians.

BACKGROUND: Community-based curricular experiences have been proposed to fulfill the graduate training needs of future family physicians. Are such experiences feasible? How can such experiences be started? What outcomes can be expected? METHODS: We describe 15 years' experience with community-based training in family practice graduate medical education at UMDNJ-Robert Wood Johnson Medical School. We also describe the process of creating academic-community linkages using stakeholder management and the resultant programs that evolved to fulfill specific training requirements. RESULTS: Five of the curricular programs designed are described, four of which were successful. Community-based training enhanced recruitment of students of minority background into the residency, and a high proportion of residency graduates have established practices in communities with underserved populations. CONCLUSIONS: Community-based training of family physicians is a feasible and effective means of addressing unmet health needs of communities served by graduate medical education programs and their related health care institutions.

Ambulatory Care↗