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We have developed an artificial bone modeling method by using negative cast technique. As we decided to use this material in medical student training, we insisted on producing a long-standing and not expensive material therefore we chose a polyester resin.
A center for nursing excellence provides a structure for organizing professional nursing within an organization. It gives nursing leadership a method of explaining, demonstrating, and showcasing nursing. A center for nursing excellence provides a method of interpreting the primary and multiple roles of nursing, including patient care delivery, education, research, leadership, and management. A center for nursing excellence can be used as a base for the development of practice models, education and development programs, nurse recruitment strategies and retention, and leadership and management programs.
PURPOSE/OBJECTIVES: To examine effective strategies for building community-academic partnerships for the promotion of breast cancer education and outreach among rural and Hispanic migrant and seasonal farmworker women, mostly from Mexican descent. DATA SOURCES: Published research and education articles and books, community-education models, personal experiences, and community key informant feedback. DATA SYNTHESIS: Effective community partnerships for enhanced education and outreach include a framework based on a network of partners with common goals, communication processes based on trust, and bilingual/bicultural and culturally competent staff. CONCLUSIONS: A sustainable community partnership can be achieved through systematic but flexible approaches to community planning. Involvement of community members in the development and implementation of education and screening activities helps ensure that community needs are met. Relationships based on mutual respect are key. IMPLICATIONS FOR NURSING PRACTICE: Nurses can act as catalysts through community capacity building to create community-academic partnerships to reach medically underserved populations with cancer screening, outreach, and education through the delivery of strategies that are based on common goals.
Violence is devastating the lives of children in America's major cities. The problem of violence is particularly acute among disadvantaged young urban males. This program focuses on violence prevention in school-age boys using creative educational techniques and community partnership. The goal of this school-based program is to decrease the incidence of violent episodes in the school by teaching conflict resolution skills. Conflict resolution skills are taught in the health education component of the school health program. Skills are taught using a peer education model supervised by the school health nurse and planned in partnership with a Violence Prevention Advisory Board. Peer education teams consisting of fifth and sixth grade boys are trained and serve as peer educators for the boys in grades K-4. The violence prevention peer education program stresses primary prevention and targets at-risk school age males. The proposal uses a model that promotes the development of student leadership skills and self esteem. The proposal suggests ways to promote school and community involvement using an advisory board made up of student, community, and school leaders. The peer education program is cost effective and demonstrates how existing resources can be used creatively within the school setting.
OBJECTIVES: We present in this paper a model of the coronary circulation. This model is integrated with a model of the systemic circulation, and contains models for oxygen supply and demand. METHODS: Three compartments are created: one for the right ventricle, one for the epicardial segment of the left ventricle and one for the endo-cardial segment of the left ventricle. The model was implemented in the Java programming language and contains a visual representation of the left and right ventricles which beat in real time. Color shading is used to represent the partial pressure of oxygen in the segments. A multitude of model parameters can be changed to simulate different scenarios. RESULTS: The output of the model was characterized under different conditions and the results verified by clinicians. CONCLUSIONS: Educational models of human physiology can be very useful for a more in depth understanding of complete physiologic systems. The models must however have enough complexity, interaction with other systems, and realism to show the concepts being taught.
Clinical education or fieldwork requires a collaborative relationship and coordinated effort between the university and the clinic. Although the literature notes the increased recognition and responsibility given to clinicians as a teaching resource, minimal attention has been given to describing the clinical educator's perspective or in preparing clinicians for the role of educator. The purpose of this study was to explore the support and educational needs of Saskatchewan occupational therapists as they related to providing clinical education. Focus group interviews were conducted with 70% participation of the practicing registered occupational therapists in Saskatchewan. Emerging themes related to the participants (needs and responsibilities of the student, the clinical educator, the facility and the university), the process (positive and negative elements of communication, placement coordination and student evaluation), and the environment (clinical education models, length and number of placements). Recommendations were made for enhancing the clinical education experience in Saskatchewan.
This article describes the process and results of an experience with preparing a mural entitled A Day in the Life of the School Lunch Cook, conducted with public school employees in the State of Rio de Janeiro by a team of researchers and students from the Specialization Course in Workers' Health at the Center for Studies on Workers' Health of the National School of Public Health, Oswaldo Cruz Foundation, in partnership with the School Employees' Union. "Health workshops" based on participatory research were used to raise questions related to daily work by school lunch cooks and kitchen staff. Produced to share the results of workshops with other schools, the mural is highly meaningful in terms of the reality of a specific segment of public employees and is intended as food for thought. Based on the Paulo Freire popular education model, six meetings were held, following a script for the production of an educational leaflet including the selection of contents, the communications approach, and the style and format of the leaflet. The creativity in the images prepared by the school lunch employees based on actual experiences from their daily work made the workshops an enriching moment of exchange, in which the participants shared their ideas, values, beliefs, feelings, and life histories.
In the light of increasing calls for nurse education to adopt an education model based on the principles of adult learning this paper examines the place of objectives in adult education and how they relate to the general purposes and values in education. The development of the use of objectives is discussed from its origins in the behaviourist school of thought through to the more recent approach adopted by those purporting to embrace the principles of adult education. Implications for the use of objectives in nurse education, and in particular post-basic nurse education, are then considered.
OBJECTIVE: Refine the understanding of the desirable skills for health sciences librarians as a basis for developing a training program model that reflects the fundamental changes in health care delivery and information technology. DESIGN: A four-step needs assessment process: focus groups developed lists of desirable skills; the research team organized candidate skills into a taxonomy; a survey of a random sample of librarians and library users assessed perception of importance of individual skills; and the research team framed, as a unifying hypothesis, a training model. SURVEY METHODS: The survey was distributed to random samples of 150 librarians, stratified by type of library, and 150 library users, stratified by type of use. A non-randomized sample was obtained by mounting the survey on a World Wide Web server. The survey instrument included 96 distinct skills organized into 13 categories. Respondents rated the importance of each skill on a Likert scale and provided a separate ranking by identifying the ten most important skills for the profession. RESULTS: Among the participants, 51% of librarians and 36% of library users responded to the survey. All categories of skills were rated above the midpoint of priority on the Likert scale. All groups rated personality characteristics and skills as most important, with an understanding of the health sciences, education, and research being rated comparably to technical skills. CONCLUSIONS: Health sciences librarians need a new educational model that provides them with broad-based tools to discover new roles and new resources for acquiring individual skills as the need arises. A unifying training model would involve trainees in developing their learning plan in a way that promotes proactive inquiry and self-directed learning, and it would rotate the trainees through projects to provide skills and an understanding of end-user work processes.
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This article discusses the role and functions of the external examiner, a system based on British educational models used in many African universities. The system tries to help achieve quality in education. The author served as an external examiner in midwifery for two years in Malawi.
The "Cariogram" is a new concept, conceived initially as an educational model, aiming at illustrating the multifactorial background of dental caries in a simple way. This educational interactive program has been developed for better understanding of the multifactorial aspects of dental caries and to act as a guide in the attempts to estimate the caries risk. Caries risk is the probability that an individual will develop carious lesions, reaching a given stage of the disease in progression during a specified period of time, conditional that the exposure status for risk factors remains stable during the period in question. For patients with high caries risk, efforts should be made to increase the "chance" sector and reduce each sector responsible for caries risk and particularly the unfavorable one.
INTRODUCTION: Education in COPD is clearly recommended. The general practitioner (GP) plays a key role in COPD management, and his view on education in medicine is crucial for him to implement it. This work aims at exploring what is the GP's representation of education in COPD. METHODS: Twenty-seven GP were enrolled in this qualitative research focused on three points: "COPD patient", "COPD patient's education", "tools in COPD patient education". The interviews processing has been carried out by an ALCESTE software (Analysis of Co-occurrent Lexemes in the Simple Terms of a Text) that extracts the key significant structures of a text. RESULTS: Actually, the GPs do not really speak about therapeutic education, they have a rather fuzzy representation of it. They face, in their daily practice, a lack of patients' awareness of the disease, they call to mind an educational model group close to the Alcoholics Anonymous (AA), and the most adequate location for this education looks to be, for them, the hospital. The emotional dimension is noticed, targeted atthe patient and his family circle. In their relationship with their patients, the GPs describe their part as more prescriptive than educative. CONCLUSION: The GPs' speech analysis shows that education is not a part of their COPD management; the results of our study enable us to foresee the actions to carry out to develop the concept of COPD education in general practice.
The article examines the genesis of the medical education model proposed by A. Flexner in the United States and compares it with Antonio da Silva Mello's 1930s proposal to apply the German university model to Brazilian medical teaching. The heart of these medical reforms - which sought to introduce the teaching of biomedicine and to boost the esteem of the scientific career - did not depend solely on these two reformers' perfect understanding of the bases of the new model. Each rhetoric expressed a political arrangement wherein any expectations for change in the consolidated educational system depended upon its power structure and upon traditional career expectations.
The unique character of medical education in the outpatient setting has created challenges in teaching and learning that cannot be solved by the adaptation of traditional inpatient approaches. Previous work and the authors' own observational study describe a relatively passive learner focused on reporting history and physical examination data to the preceptor. Based on the work of Bordage in cognitive learning, and that of Osterman and Kottkamp on reflective practice for educators, the authors have developed a collaborative model for case presentations in the outpatient setting that links learner initiation and preceptor facilitation in an active learning conversation. This learner-centered model for case presentations to the preceptor follows a mnemonic called SNAPPS consisting of six steps: (1) Summarize briefly the history and findings; (2) Narrow the differential to two or three relevant possibilities; (3) Analyze the differential by comparing and contrasting the possibilities; (4) Probe the preceptor by asking questions about uncertainties, difficulties, or alternative approaches; (5) Plan management for the patient's medical issues; and (6) Select a case-related issue for self-directed learning. The authors conducted a pilot study of SNAPPS, introducing the model to both third-year medical students and their preceptors. Feedback was enthusiastic and underscored the importance of the paired approach. SNAPPS represents a paradigm shift in ambulatory education that engages the learner and creates a collaborative learning conversation in the context of patient care.
Drawing on Cummins' (1989) linguistic interdependence model, proponents of bilingual-bicultural models of literacy education for deaf students claim that, if ASL is well established as the L1, then literacy in English (L2) can be achieved by means of reading and writing without exposure to English through either speech or English-based sign. In our opinion, this claim is based on a false analogy: the situation of the deaf learner of English literacy does not match the conditions assumed by the linguistic interdependence model. We draw on the work of Vygotsky and Halliday to develop a conceptualization of the processes involved in becoming literate, examining the particular and unique challenges that deaf students face as they strive to become members of the linguistic community of users of written English. We argue that becoming literate involves mastering three modes of lanuage use: 'social speech,' 'inner speech,' and written text. In some respects the educational context for deaf students is analogous to that of other bilingual learners; in some crucial aspects, it is very different.
This article explores how nurses cope with sudden death in the OR. It reviews the literature on this topic and explores grief and bereavement models, as well as provides a discussion of clinical coping methods identified through nursing experience. An education model presents information about implementing nursing care for the patient and family members. Critical care nursing research has been used to develop the model with adaptation to the perioperative setting. The model discusses the value of support for perioperative nurses and peers experiencing sudden patient death.
Educational models and approaches change over time in their dominance and use, offering a wide selection to educational planners and teachers. This paper discusses aspects of experiential learning, distance learning, learning contracts, portfolios, reflection, appraisal, assessment and validation of education. It offers triggers to further thought and enables the analysis of current educational practice.