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PubMed2002

Supervision: the process of life-long learning in social and educational professions.

The supervision process represents one of the possible processes of life-long learning and development of an adult. This paper presents a developmental-educational model of supervision. It is a specific learning developmental and supportive method of professional reflection and counselling used in social and educational settings in Slovenia. Different concepts that explain learning and acquiring competence in the process of supervision are discussed. Special emphasis is given to the process of experiential learning (Kolb), learning within the zone of proximal development (Vygotsky) and the process of mental adaptation leading to new cognition (Piaget).

Adult↗
PubMed1999

The Health Consultation Program: a model school nurse education program.

The Health Consultation Program (HCP) provides educational resources to school nurses throughout the state of Washington. It has several components, including consultation with clinical nurse specialists, a video lending library, health education materials, continuing education seminars, and preceptorships. School nurses access desired services to assist them in a variety of activities, such as developing individualized health care plans or teaching other school personnel about a child's special needs. Quotations from school nurses gathered during HCP evaluations indicate greater self-care abilities by students, improved skills of teachers and other professionals, increased planning for safe and appropriate care, and improved quality of care.

Consultants↗
PubMed2002

Building and assessing competence: the potential for evidence-based graduate medical education.

The Accreditation Council for Graduate Medical Education (ACGME) has recently begun to use educational outcome measures as an accreditation tool. This long-term initiative offers the potential for building knowledge about effective educational interventions and ultimately for using time-variable educational models. This article reviews the progress of the ACGME initiative and plans of the initiative and explores the broader implications of competency. In addition to knowledge and skills the product of a good educational program is a physician who habitually exercises good clinical judgments. Skill sets and accountability proceed along a continuum that is outlined. Crucial is the development of a community committed to discerning and obeying the truth about the effectiveness of educational interventions.

Accreditation↗
PubMed2003

Telemedicine model for training non-medical persons in the early recognition of melanoma.

A Web-based educational model, called JUTE, was developed for the early diagnosis of melanoma. It was compared with a control Website composed of information available on the Internet for teaching undergraduate medical students. The JUTE model was designed to allow the student linear navigation of the main topics that were assumed to be important in learning to make a diagnosis. The rate of success in correctly deciding to refer pigmented lesions to a dermatologist was compared among 34 new medical students who were randomly divided into two groups. There was no significant difference between the JUTE and control groups in the pre-test. When comparing the pre- and post-tests, the number of correct decisions increased significantly only in the JUTE group. In the JUTE group there was a slight but significant improvement when comparing decisions about thin melanoma before and after the training. The educational approach chosen for the JUTE Website appears to be useful for teaching the early recognition of melanoma and could be used for larger educational campaigns of skin cancer prevention.

Computer-Assisted Instruction↗
PubMedDate not supplied

A synergy model of nursing education.

This article proposes the use of a synergy model of nursing education that can be used as a blueprint for the nurse educator and learner to facilitate acquisition of knowledge, skills, and values across a nursing career. Too often, a mismatch occurs between educators, learners, and the system in which they practice. A synergy model provides a way to close this gap and enhance the connection between the three entities. This model may be implemented in academic and healthcare institutions for the purpose of improving nursing education outcomes.

Adaptation, Psychological↗
PubMed2006

Yoga and the battlefield of ethics: highlighting an infusion model for ethics education.

This paper articulates an infusion model of ethics education for engineering students by illuminating the value of a religious studies course on yoga. This model is distinguished from four other possible approaches that have traditionally been used to prepare engineering students to face the challenges of the work place. The article is not claiming that this approach should be used to the exclusion of the other approaches, but rather that it adds strength to the other approaches. Specifically, the article claims that the infusion model provides an opportunity for students to reflect upon the foundational ethical positions emanating from the world's religions and thereby provides them with a vista from which they can not only ask what professional ethical code applies in a given situation, but also ponder the nature of character needed to follow that ethical code.

Curriculum↗
PubMed2001

[A diabetes care team--role of diabetes specialists and certified diabetes educator].

In recent decades, diabetes care has undergone fundamental changes that have influenced the manner in which any type of diabetic patients are managed: (i) acceptance of tight metabolic control; (ii) recognition of primary care management; (iii) focus on quality improvement: and (iv) emphasis on cost containment. Then, the role of a diabetes care team has been recognized and acted upon to a far greater extent than before. Treatment of diabetes consists of two principal components: metabolic control and intervention to prevent complications. The former is a part of the primary health care scheme in which the indication for education, as well as care and treatment, frequently depend of the data produced by patients; the latter pertaining to hospital-based care. In 2001 in Japan, the number of the diabetes specialists is about 2500, and the certified diabetes educators certified are about 4300. However, the accessibility of the patients to the specialists still remains poor. Nurses, dietitians, medical technologists, pharmacists and physical therapists are eligible to take the examination of certified diabetes educator. They must be skilled at identifying the background of patients to improve care and health through life-style modification. Education for care and treatment consists of medical and educational models. In both of these, here are specific processes of diagnosis and therapy: along with medical diagnosis and treatment, through physical and laboratory examinations, assessment of the patient for indication of a curriculum by test of knowledge, skill and attitude for adequate educational therapy is necessary.

Certification↗
PubMed2001

A new paradigm for practice education.

This paper explores the complex nature of professional practice. It suggests that educating for all practice disciplines is about to undergo a paradigm shift whereby the value of practical education and experience will be better understood, more rigorously analyzed and integrated with propositional knowledge in the construction of personal professional knowledge and identity. It relates this cross disciplinary position to the present problems of skills deficits which are evident in nurses at the point of registration and demonstrates how routinization and internalization of process and tacit knowledge can create problems for students and newly qualified staff nurses. It also suggests how this can be addressed. It discusses the present culture of 'clinical education by default', unavailability of mentors and resources, and general lack of formal collaborative structures between education and service institutions and suggests that the present system cannot sustain the complex demands, expectations and pace of the clinical context and the evolution of nursing practice. Clinical credibility is an issue as is the current heavy clinical workload of staff nurse mentors, and several collaborative clinical education models are outlined which ensure that staff nurses or resident clinical educators are available and can make clinical teaching their priority. History and the present crisis in nursing suggest that there is a case for mandatory collaborative education/service structures to ensure adequate funding and to monitor the effectiveness of selected models so that staff nurse mentors can work with lecturer colleagues to articulate and teach the complexities of clinical practice through related research. It is predicted that this collaborative approach is capable of addressing both the skills deficits and the wider intellectual challenge of developing a new paradigm of practice education and providing an integrated base for continuing professional development.

Clinical Competence↗
PubMedDate not supplied

The National Institute for Program Director Development: a school for program directors.

BACKGROUND: The role of residency program director is unique in medicine and medical education. Most program directors learn the job through trial and error, with a fortunate few benefiting from the wisdom and experience of their predecessors and mentors. In 1994, the Association of Family Practice Residency Directors (AFPRD) made the development of training and support resources for program directors a top priority. METHODS: With the support of the strategic plan of the AFPRD, the focus on excellence in residency education by the ABFP, and a survey documenting need, the National Institute for Program Director Development (NIPDD) was formed, with its sentinel product, a school for family practice residency directors. RESULTS: A fellowship-format 9-month training program was constructed using a multidimensional educational model. To date, there have been more than 300 participants. The curriculum emphasizes leadership development, resource allocation, a thorough familiarity with regulations and standards, educational options, and personnel management skills. A follow-up survey in 1999 documented an increase in program director tenure and an overall positive impact on family practice residency programs. CONCLUSIONS: Enhanced preparation for the job of residency program director results in a positive impact on both the director and the program.

Curriculum↗
PubMed2004

Improving pre- and postmenarcheal 12-year-old girls' attitudes toward menstruation.

Adolescence is a time of rapid changes, including risk for unwanted pregnancies and sexually transmitted infections. Education may improve understanding and attitudes toward menstruation among adolescents thus increasing their awareness of risks and enabling them to protect themselves accordingly. To investigate effects of education on attitudes, two interventions were compared in 345 12-year-old girls. The new, active intervention given to premenarcheal girls just before menarche resulted in improvements in attitudes toward menstruation compared with standard intervention. Thus, just before menarche girls should be offered education modeled after the active intervention. The education must be concrete and based on multisensory learning.

Adolescent↗
PubMed1975

The development of an education program in the pediatric emergency department.

The pediatric emergency department is a major educational resource in ambulatory pediatrics. A literature review indicates a lack of programs based on the identification of specific educational objectives in this setting. A model educational program for third-year pediatric clinical clerks and pediatric level I and II house officers is presented. Learning is defined in three areas: patient management, behavioral care needs, and hospital and community health care needs. Information on specific educational goals and objectives, learning experiences derived from them, and methods for evaluation of learning is provided.

Curriculum↗
PubMed1990

Evaluating a seminar designed to improve psychiatry skills of family medicine residents.

In an effort to evaluate the effectiveness of a psychiatry seminar designed to teach the principles of psychiatric history taking, diagnosis, and management to first-year family medicine residents, an Objective Structured Clinical Examination (OSCE) and accompanying marking system were designed and used in 1988. The OSCE scores of the family medicine residents who had participated in the psychiatry seminar were significantly higher than the scores of the first-year family medicine residents who had not. The author concludes that this educational format can be effective in teaching psychiatric diagnostic and management skills to first-year family medicine residents, and that further research is necessary to validate the effectiveness of current educational models.

Education, Medical, Graduate↗
PubMedDate not supplied

Continuing education for nurses: a time for change.

An education model developed in response to various education needs identified by nurses is outlined. The modular format and its advantages are described and set in the context of changes in the educational environment.

Australia↗
PubMed2005

Variations in adult congenital heart disease training in adult and pediatric cardiology fellowship programs.

OBJECTIVES: The purpose of this study was to evaluate adult congenital heart disease (CHD) training among U.S. cardiology fellowship programs. BACKGROUND: Although training recommendations for caring for adults with CHD exist, the educational patterns and numbers of specialists remain unknown. METHODS: We surveyed U.S. directors of 170 adult cardiology and 45 pediatric cardiology (PC) fellowship programs. Adult program surveys contained 1 single-response and 10 multiple-choice questions; pediatric program surveys contained 1 single-response and 13 multiple-choice questions. RESULTS: Ninety-four adult cardiology fellowship directors (55%) and 34 PC directors (76%) responded. Of adult programs, 70% were in university hospitals and 40% were associated with PC groups. Those with PC-affiliation had more adult CHD clinics (p < 0.02) and more adult CHD inpatient (p < 0.02) and outpatient (p < 0.002) visits than those without PC affiliation. Most PC programs were in children's hospitals (38%) or children's hospitals within adult hospitals (50%). Eighty-two percent had associated adult cardiology programs. Pediatric programs followed adult CHD patients in various care settings. Over one-third of adult and pediatric programs had < or = 3 lectures annually regarding adult CHD. Nine adult and 2 pediatric programs offered adult CHD fellowships, and only 31 adult and 11 pediatric fellows pursued advanced CHD training in the last 10 years. CONCLUSIONS: Adult CHD didactic and clinical experiences for cardiology fellows vary widely. Few programs offer advanced CHD training, and the number of specially trained physicians is unlikely to meet projected workforce requirements. Adult cardiology programs with PC affiliation have increased CHD experience and might provide good educational models.

Adult↗
PubMed1999

Students are not customers: a better model for medical education.

The author argues that the student-as-customer model of medical education has many failings that result in interactions that are educationally dysfunctional. Ten "pathologies" resulting from the adoption of this model are presented (e.g., "The student-customer model seduces students into believing that they know what is best for them"). Part of the reason for the unprofessional conduct often demonstrated by students and faculty alike may be a result of the influence of this model on medical education and the consequent inappropriate empowerment of students in the role of customers, the diminishment of faculty in the role of workers who provide instruction, and the view that instruction is the service or product of medical education. The author proposes a new model of medical education in which faculty are managers of instruction, students are learning workers, the product is successful learning, and the customers are faculty, residency supervisors, patients, managed care organizations, and society. The implications of this new model are profound and are described in terms of Deming's 14 principles for achieving quality in business. The author maintains that the proposed model is the critical first step in clarifying and identifying the proper roles of all those involved in the medical education process, which in turn will diminish or eliminate the pathologies that currently plague medical education and lead to the achievement of real quality.

Community Participation↗
PubMed1999

Nursing and medical student teaming for service learning in partnership with the community: an emerging holistic model for interdisciplinary education and practice.

To meet the health needs of communities today, health professionals need to be trained in working with persons from various cultural backgrounds, practicing disease prevention and health promotion in community-based settings, and working in teams with other professionals. The article focuses on interdisciplinary teaming for education and practice. In this model, medical and nursing students partner with communities to plan and deliver health promotion education programs and activities. Four service learning projects providing collaborative teaming opportunities as part of the Health Professions Schools in Service to the Nation Program are described. Interdisciplinary service learning has benefits for the community, students, and faculty and will prepare nurses and physicians to have a positive impact on care through future interdisciplinary collaboration in community-based settings.

Community Health Nursing↗
PubMed2005

Undergraduate training in occupational health at Kocaeli University Medical School: a Turkish experience.

Processes and conditions of production may produce unhealthy effects. Both must therefore be included in the education of health care personnel. Vocational training in occupational health at Kocaeli University Medical School, Turkey aims to demonstrate students that occupational health is a specific and important area of work within the context of primary health care. This research is a cross-sectional study. It was planned as a three stage study: 1- reviewing literature and grouping of countries according to their occupational health curricula; 2- reviewing the occupational health programs of medical schools in Turkey, and 3- recommendations for an occupational health curriculum to include an occupational health vocational training period of one week in the two month public health education program for medical interns. During this experience, senior students would be assigned to workplace health units. Of 283 medical schools found on the web, with occupational health teaching, only 20 have a curriculum that includes training in workplace health care units. In Turkey, there is no structured practical education on occupational health. In the third part of this study, we initiated at Kocaeli University School of Medicine's curriculum, a new occupational health education model applied in the workplace health units of factories. Practical experience of occupational health in the workplace is useful in introducing the community-based approach to occupational health in undergraduate medical education and understanding the determinants of health in industry.

Cross-Sectional Studies↗