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PubMed1999

The impact of structured training on academic medicine in the UK.

Introduction of structured training has been a recent event. The programmes have been modelled on curricula produced by the medical royal colleges. Regular assessment throughout the training has helped to achieve the designed goals. This reform encourages research for up to 1 year. However, the research year would not be funded by the normal National Health Service channels. The period of research can be extended by a year without losing the national training number. If the specialist registrars take this towards the end of year 4 then they can continue in research and acquire the certificate of 'Completion of Specialist Training' yet continue with the research for a degree by thesis. Clinical competence needs new ways of measurement without adhering to time periods of training. This will enable clinicians not to turn away from academic medicine because of longer periods of training needed prior to being appointed to a substantive academic post, compared with a colleague who is pursuing a clinical career.

Clinical Competence↗
PubMed1988

Cognitive training in academically deficient ADDH boys receiving stimulant medication.

This study evaluated the effectiveness of a 16-week intensive cognitive training program in stimulant-treated, academically deficient ADDH boys. Cognitive training focused exclusively on academic skills and tasks, and included attack strategy training as well as self-monitoring and self-reinforcement of problem-solving behaviors and response accuracy. Control groups included remedial tutoring plus medication, and medication alone. Despite the scope of the program, the results provided no support for the notion that academically based cognitive training ameliorates the performance and achievement of academically deficient ADDH youngsters. Further, this intervention did not enhance self-esteem or attributional perceptions of academic functioning. There was poor agreement between teacher ratings of academic competence and test score changes. The lack of concordance between measures, and the scarcity of academically deficient ADDH children are discussed.

Achievement↗
PubMed2004

Errorless academic compliance training: improving generalized cooperation with parental requests in children with autism.

OBJECTIVE: Children with autism often demonstrate distress and oppositionality when exposed to requests to complete academic or household tasks. Errorless academic compliance training is a success-focused, noncoercive intervention for improving child cooperation with such activities. In the present study, the authors evaluated treatment and generalization effects of this intervention on four children diagnosed with autism. METHOD: In a multiple baseline across-subjects design, parents delivered a range of academic and nonacademic requests to their children to determine the probability of compliance for each request. A hierarchy of academic requests ranging from those yielding high compliance (level 1) to those yielding low compliance (level 4) was then developed. Treatment began with the concentrated delivery of level 1 requests, with praise and reward for compliant responses. Over several weeks, children were gradually introduced to requests from subsequent probability levels with continued reward for compliance. RESULTS: High compliance levels were demonstrated throughout and following treatment. Evidence of generalization to untrained academic requests and nonacademic requests emerged. Treatment gains were maintained up to 6 months after treatment. CONCLUSIONS: Errorless academic compliance training appears to be an effective intervention for enhancing generalized compliance in children with autism.

Adult↗
PubMed2001

The contribution of MD-PhD training to academic orthopaedic faculties.

UNLABELLED: Little is known about the distribution of research-trained physicians across the various specialties. To document the extent to which MD-PhD programs are a source of research-trained faculty for orthopaedic departments, this study examined the specialty choices of graduates of the Medical Scientist Training Program (MSTP) from 1964 to 1994. The MSTP, a combined MD-PhD program supported by the National Institute of General Medical Sciences, (NIGMS), produces roughly 25% of all MD-PhDs in the US. METHODS: Copies of the appendices from training grant applications containing information on MSTP graduates were obtained from the NIGMS. Also, a questionnaire was mailed to 116 university-affiliated orthopaedic surgery departments asking how many faculty were MD's, PhDs or MD-PhDs. RESULTS: Records were obtained for all MST programs. Information on postdoctoral training and/or a current position was reported for 1615 graduates who earned both MD and PhD. Of these graduates, 277 chose non-clinical paths. The other 1338 entered a residency or internship. Of these, 593 were still in residency training, 566 were academic faculty members and 130 were in private practice. In the records, 12 (0.9%) were listed as orthopaedic surgical residents (6) or faculty (6). At this time, all 12 have completed training, and 11 are in academic practice. Eighty-three departments replied to the questionnaire. In that sample of 1761 faculty positions, 1478 were MDs, 217 were PhDs and 36 (2.0%) were MD-PhDs. CONCLUSION: Despite robust support of MD-PhD programs, the number of dual degree recipients on orthopaedic faculties is small when compared to the relative size of the specialty. Other sources of research-trained staff should perhaps be developed.

Career Choice↗
PubMed1999

From vocational training to academic education: the situation of the schools of nursing in Sweden.

As a consequence of a college reform in 1993, nursing education in Sweden is changing from vocational training to academic education. Teacher competence is considered to be of strategic importance to the quality of education for nurses, and nurse educators are expected to have a doctorate or master's degree in nursing or social science. This article focuses on teaching competence as it is perceived by teachers and describes the strategies used by nurse educators to meet the educational changes. The data for this ethnographic study were collected by participant observations at three Swedish nursing schools and interviews with 59 nurse educators. Results indicate that nurse educators use three different strategies to cope with changing demands and to keep their knowledge and competence as faculty at a desirable level. A good nurse educator must: (a) be a "real" nurse; (b) be well prepared in different subject matters; or (c) have an academic degree (master's degree or PhD). The success of the change from vocational training of nurses to an academic education depends on the faculty composition and the culture of the school. As a result of the increased demands for competence, traditional strategies to cope with change are no longer appropriate. Nonacademic-educated faculty risk losing their identity as good educators.

Cross-Cultural Comparison↗
PubMed1995

[The state's physics examinations for medical students and the construction of a natural science basis for academic medical training between 1865-1880].

Betweem 1865, when the new Dutch Health Acts introduced the legal monopoly of the academic medical profession, and 1879, when a new law for higher education provided the basis for the integration of the non-academic teaching of medicine within the universities, non-academic students could pass state medical examinations in order to become a physician. In this article I studied in detail the first phase of this examination route, when students were questioned about their knowledge of mathematics, physics, chemistry and the life sciences. The state commissions responsible for taking these examinations have certainly played an important role in the process of the introduction of scientific medicine into the universities as well as the introduction of the sciences into secondary schools, preparing scholars for academic medical training. Moreover, because scientists, physicians and secondary school teachers participated together in these commissions, the science examination boards linked the several educational echelons and divisions in science and medicine concerned with this process of transformation of the medical professions and medical science in the 1860s and 1870s.

Education, Medical↗
PubMed1991

A prolegomenon to the study of graduate research training.

Academic physiologists are both teachers and researchers. As a teacher the physiologist has two main tasks, to teach courses and to supervise graduate student research. It is argued that these two tasks involve different pedagogic strategies and therefore should not be confounded with one another. The physiologist who acts as a teacher in a situation of research advising will be an inappropriate advisor and will provide the student with inappropriate research training. When performing the task of graduate advisor, the physiologist should maintain a liberal attitude that fosters the graduate student's research education.

Education, Graduate↗
PubMedDate not supplied

Training in academic medicine: a way forward for the new millennium. A discussion document from the Academic Medicine Committee of the Royal College of Physicians.

Three schemes are presented for discussion whereby physicians undergoing postdoctoral training can combine a period of research training with their clinical training and so enable those who wish to follow a career in academic medicine to do so, or alternatively to revert to a clinical career. The training arrangements for those wishing to take up clinical academic medicine have hitherto been uncertain and hence unattractive to some. As well as encouraging more high-calibre trainees into academic medicine, the training programmes described are intended to bring greater clarity to those responsible for academic and clinical training and to those who fund research.

Academic Medical Centers↗
PubMed1995

The relationship between career satisfaction and fellowship training in academic surgeons.

BACKGROUND: Academic surgeons make various important decisions about their careers; however, little is known about the relationships between fellowship training, career development issues, and academic responsibilities. METHODS: Surgeon members of the Association for Surgical Education were surveyed about career development issues. Three hundred ninety-two (75.2%) surgeons responded. RESULTS: An exploratory factor analysis of the career development issues revealed four career development factors. Statistically significant differences were found between types of fellowship training and the career development factors. Nonfellowship-trained and clinical-fellowship-trained surgeons spend their time similarly to physicians in other specialties. Research-fellowship-trained surgeons spent significantly more time doing research, had fewer concerns about professional confidence, and expressed greater satisfaction with their careers. CONCLUSION: There is a relationship between career development issues, fellowship training, and type of fellowship training. Attention to these issues may be important in recruiting and retaining academic surgeons.

Career Mobility↗
PubMed1999

Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Conduct Problems Prevention Research Group.

Fast Track is a multisite, multicomponent preventive intervention for young children at high risk for long-term antisocial behavior. Based on a comprehensive developmental model, intervention included a universal-level classroom program plus social skills training, academic tutoring, parent training, and home visiting to improve competencies and reduce problems in a high-risk group of children selected in kindergarten. At the end of Grade 1, there were moderate positive effects on children's social, emotional, and academic skills; peer interactions and social status; and conduct problems and special-education use. Parents reported less physical discipline and greater parenting satisfaction/ease of parenting and engaged in more appropriate/consistent discipline, warmth/positive involvement, and involvement with the school. Evidence of differential intervention effects across child gender, race, site, and cohort was minimal.

Analysis of Variance↗
PubMedDate not supplied

Merging universal and indicated prevention programs: the Fast Track model. Conduct Problems Prevention Research Group.

Fast Track is a multisite, multicomponent preventive intervention for young children at high risk for long-term antisocial behavior. Based on a comprehensive developmental model, this intervention includes a universal-level classroom program plus social-skill training, academic tutoring, parent training, and home visiting to improve competencies and reduce problems in a high-risk group of children selected in kindergarten. The theoretical principles and clinical strategies utilized in the Fast Track Project are described to illustrate the interplay between basic developmental research, the understanding of risk and protective factors, and a research-based model of preventive intervention that integrates universal and indicated models of prevention.

Adolescent↗
PubMed2002

Evaluation of the first 3 years of the Fast Track prevention trial with children at high risk for adolescent conduct problems.

Fast Track is a conduct-problem prevention trial that derives its intervention from longitudinal research on how serious and chronic adolescent problem behaviors develop. Over 9,000 kindergarten children at 4 sites in 3 cohorts were screened, and 891 were identified as high risk and then randomly assigned to intervention or control groups. Beginning in Grade 1, high-risk children and their parents were asked to participate in a combination of social skills and anger-control training, academic tutoring, parent training, and home visiting. A multiyear universal classroom program was delivered to the core schools attended by these high-risk children. By the end of third grade, 37% of the intervention group was determined to be free of serious conduct-problem dysfunction, in contrast with 27% of the control group. Teacher ratings of conduct problems and official records of use of special education resources gave modest effect-size evidence that the intervention was preventing conduct problem behavior at school. Parent ratings provided additional support for prevention of conduct problems at home. Parenting behavior and children's social cognitive skills that had previously emerged as proximal outcomes at the end of the 1st year of intervention continued to show positive effects of the intervention at the end of third grade.

Adolescent↗
PubMedDate not supplied

[Bleeders and surgeons: medical practitioners in nineteenth century Minas Gerais].

The article analyzes the work of practitioners, especially bleeders and surgeons, in nineteenth-century Minas Gerais. Once surgical and medical courses had been established in Brazil, conflicts between academically trained medical workers and folk practitioners intensified. Bleeders and surgeons with no academic training nevertheless remained active in the health area.

Bloodletting↗
PubMed2004

Pharmacy residency training in academic medical centers.

PURPOSE: A survey of U.S. academic medical centers (AMCs) was conducted to identify the most important and challenging issues in pharmacy residency training. METHODS: A questionnaire addressing program characteristics and residency training concerns was sent electronically to pharmacy directors at 130 AMCs that are members or associate members of the University HealthSystem Consortium (UHC). Residency coordinators for both pharmacy practice and specialized programs were asked to complete the questionnaire, with input from other pharmacists involved in the residency program. Respondents were asked to rate the importance and degree of challenge for all issues on a 5-point Likert scale, where 1 = least important or least challenging and 5 = most important or most challenging. RESULTS: Responses were received from hospitals representing over 60% of all residency positions offered by UHC member hospitals. Recruitment was rated the most important issue (mean importance score, 4.8) facing residency programs in AMCs, but with over 85% of budgeted positions filled, programs appear to be successful in overcoming this concern. The most challenging issue (mean challenge score, 4.2) was compliance with the evaluation and documentation elements of the ASHP Residency Learning System (RLS), a system often used to meet requirements for pharmacy practice residency accreditation. The completion of resident research requirements was ranked as both an important and a challenging issue (mean importance score, 4.5; mean challenge score, 3.9). CONCLUSION: A survey of AMCs showed that they offered a wide variety of pharmacy residency programs and filled most budgeted resident positions. Resident recruitment, the RLS, and research requirements are the most important and challenging residency concerns facing the respondents.

Academic Medical Centers↗
PubMedDate not supplied

[Survey of professionalism among medical professors in Mexico].

OBJECTIVE: We explored the type of academic training and labor relationship of medical teachers in the schools of medicine in Mexico. METHODS: We considered two types of academic training (formal and informal) and of labor relations (primary and secondary): we considered a teacher as professional when he or she had formal training and a primary relationship with the school. A questionnaire was applied to 436 medical professors chosen at random from 10 medical schools (who were selected as representatives of the 10 types of medical schools identified by crossing characteristics of financing (public vs private), curricula (traditional vs modular), size (< 500 vs > or = 500 students) and longevity (established before 1970 vs 1970+). RESULTS: Only 2.8% (n = 12) of the teachers had a professional standing, and in private schools the proportion decreased to 1.3%. CONCLUSIONS: Medical education as a professional activity was seen in very few teachers. Medical education in Mexico appears to be a secondary and informal activity for a large number of teachers.

Curriculum↗
PubMed1980

Effects of cognitive training on academic and on-task behavior of hyperactive children.

A cognitive traning program that taught both self-instructional and self-management skills was used with three 7- to 8-year-old hyperactive children. A muultiple baseline across individuals design was used to evaluate the effects of training on on-task behavior and math accuracy. There were significant changes in math accuracy for all subjects, and two subjects showed significant improvements in on-task behavior. Evidence suggesting generalization to untrained behaviors was shown by an increase in self-correction or oral reading for all subjects. The results suggest that cognitive training specifically designed to promote generalization of classroom tasks can improve the classroom behavior and academic achievement of hyperactive children.

Achievement↗
PubMed2006

Developing critical mass and growing our own academics.

Academic paediatrics is an exciting and rewarding career path but is not immune to the problems of recruitment and retention currently affecting most branches of medicine. The Modernising Medical Careers initiative, with its explicit academic training path, offers an unparalleled opportunity to develop novel schemes that promote recruitment and retention. Coordinated action is required to define, publicise and support the new academic training programmes and to attract the best trainees into them.

Career Choice↗