[Museum and library of the Department of Human Anatomy of the Saratov Medical Institute].
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Anatomy↗
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[Extension work and rendering services in the schools of veterinary medicine].
This article reviews the extension work in the schools of veterinary medicine and says that it performs a multiple function: it supports instruction and research, performs intra- and interinstitutional and promotional services, and acts as a link between the academic establishment and the community serves. After citing a variety of recommendations made by international expert groups in veterinary medicine connected mainly with instruction and training programs, the author explains the content of the intra- and extramural services provided by universities and schools through extension programs. In connection with the former, he describes in detail the organization of libraries, audiovisual resources, methodology units, planning, etc. As to extramural services, he gives an equally detailed account of the features and functions of clinics, dispensaries, diagnostic services, experiment stations, and so forth. Finally, the point is made that extension programs should be linked to national development plans, and that they have a series of institutional barriers and negative attitudes to overcome in order to accomplish a true integration of the veterinarian's academic training with the real needs of the community.
Animal Feed↗
Area health education centers and health science library services.
A study to determine the impact that the Area Health Education Center type of programs may have on health science libraries was conducted by the Extramural Programs, National Library of Medicine, in conjunction with a contract awarded by the Bureau of Health Manpower, Health Resources Administration, to develop an inventory of the AHEC type of projects in the United States. Specific study tasks included a review of these programs as they relate to library and information activities, on-site surveys on the programs to define their needs for library services and information, and a categorization of library activities. A major finding was that health science libraries and information services are generally not included in AHEC program planning and development, although information and information exchange is a fundamental part of the AHEC type of programs. This study suggests that library inadequacies are basically the result of this planning failure and of a lack of financial resources; however, many other factors may be contributory. The design and value of library activities for these programs needs explication.
Area Health Education Centers↗
School-based prevention for illicit drugs' use.
BACKGROUND: Drug addiction is a chronic, relapsing disease. Primary interventions should be aimed to reduce first use, or prevent the transition from experimental use to addiction. School is the appropriate setting for preventive interventions. OBJECTIVES: To evaluate the effectiveness of school-based interventions in improving knowledge, developing skills, promoting change, and preventing or reducing drug use versus usual curricular activities or a different school-based intervention . SEARCH STRATEGY: MEDLINE , EMBASE, ERIC, PSYCHINFO, Cochrane Library, ACP Journal Club, Cochrane Drug and Alcohol Group Register, updated to February 2004, were searched. Bibliography of papers was checked and personal contacts were made to identify other relevant studies. SELECTION CRITERIA: RCTs, CCTs or Controlled Prospective Studies (CPS) evaluating school-based interventions designed to prevent substance use. DATA COLLECTION AND ANALYSIS: Data were selected and extracted independently by two reviewers. Quality was assessed with the CDAG checklist. Interventions were classified as skills, affective, knowledge-focused and other characteristics were also studied (teaching, follow-up implementation, context activation). MAIN RESULTS: 32 studies (29 RCTs and 3 CPSs) were included. 28 were conducted in the USA; most were focused on 6th-7th grade students, and based on post-test assessment. RCTs: (1) Knowledge vs usual curricula: Knowledge focused programs improve drug knowledge (SMD=0.91; 95% CI: 0.42, 1.39).(2) Skills vs usual curricula: Skills based interventions increase drug knowledge (WMD=2.60; 95% CI: 1.17-4.03), decision making skills (SMD=0.78; CI95%: 0.46-1.09), self-esteem (SMD=0.22; CI95%: 0.03-0.40), peer pressure resistance (RR=2.05; CI95%: 1.24-3.42), drug use (RR=0.81; CI95%: 0.64, 1.02), marijuana use (RR=0.82; CI95%: 0.73, 0.92) and hard drug use (RR=0.45; CI95%: 0.24-0.85). (3) Skills vs knowledge: No differences are evident.(4) Skills vs affective: Skills-based interventions are only better than affective ones in self-efficacy (WMD=1.90; CI95%: 0.25, 3.55). (5) Affective vs usual curricula: Affective interventions improve drug knowledge (SMD=1.88; CI95%: 1.27, 2.50) and decision making skills (SMD=1.35; CI95%: 0.79, 1.9). (6) Affective vs knowledge: Affective interventions improve drug knowledge (SMD=0.60; CI95%: 0.18,1.03), and decision making skills (SMD=1.22; CI95%: 0.33, 2.12). Results from CPSs: No statistically significant results emerge from CPSs. AUTHORS' CONCLUSIONS: Skills based programs appear to be effective in deterring early-stage drug use. The replication of results with well designed, long term randomised trials, and the evaluation of single components of intervention (peer, parents, booster sessions) are the priorities for research. All new studies should control for cluster effect.
Adolescent↗
Educating physicians to use the digital library.
Skill in creating, finding, managing, and using biomedical information is a vital component of modern medical practice. Medical schools recognize the revolutionary implications of computing technology and use a number of different strategies to integrate "informatics education" into their curricula. In many institutions, leadership for this effort rests with the health sciences library and/or the department of medical informatics. Examples are presented of how nine medical schools have implemented informatics education; no single informatics-education strategy prevails, and these schools' strategies do not exhaust the possibilities. Informatics education programs will require better planning and integration in the future because of the need to keep pace with curriculum reform, the changing context of medical practice, and the speed of technological innovation.
Education, Medical↗
Harvey Cushing: first guest at "The Divine Banquet of the Brayne".
Harvey Cushing will remain forever ensconced in surgical memory as the visionary who established contemporary neurosurgery. Raised in Cleveland in a middle-class family with a medical background, he gave little indication early of his later prowess. A college education at Yale University yielded a modest performance, although he showed somewhat better promise as a medical student at Harvard University. During his surgical training at the Johns Hopkins Medical School, he emerged as a bright, industrious young man with a glint of steel to his intellect. From Halsted he learned the academic basis of surgery and the meticulousness necessary for technical success. Osler became his friend and provided him with a foundation in the history of medicine and the recognition of its importance in shaping the future. The decision to spend a year in Europe visiting clinics and renowned surgeons may have laid the foundations for the subsequent configuration of his career. In Britain he saw firsthand the glorious museums and libraries of the Hunters and the legacy that their schools of surgery had endowed to the nation. In Paris and London he mixed with the surgical aristocracy of the times and learned the power of societies and the traditions of their patrons. In Berne he was exposed to the surgical purity and physiologic expertise of Kocher, supported by the estimable scientific practice of Kroneker. As an "arbeid," Kocher posed him the problem of establishing the mechanism of the regulation of cerebral perfusion. This question, which he so rapidly and successfully unraveled, probably played a large part in igniting his enthusiasm toward the study of the brain as a future career. In his travels he encountered diverse intellects and experienced a wide panoply of European medical thought. He conversed widely at both a social and professional level and integrated all information into meticulously kept diaries that served as not only a record but also a template from which later plans were derived. A final 6-week sojourn in Liverpool working on the primate cortex with Sherrington, the greatest neurophysiologist of that time, may have sealed his decision to turn his initial project with Kocher into the opus of a lifetime. The 14-month tour of Europe transformed Cushing from a relative unsophisticate into a figure of giant proportions. All that he experienced became part of his life and was integrated into his subsequent career.(ABSTRACT TRUNCATED AT 400 WORDS)
Europe↗
Integration of information literacy into a revised medical school curriculum.
The Keck School of Medicine of the University of Southern California's newly revised Year I-II curriculum integrates information literacy components based on the AAMC's medical informatics objectives throughout the two-year continuum. Students are required to participate in various components taught by librarians from the Norris Medical Library including (1) an information skills workshop, (2) a yearlong literature search project, and (3) an evidence-based medicine resources workshop. Critical appraisal of literature also is included in the curriculum to ensure that the students are familiar with the various research study designs. Librarians also provide resources to assist students in researching learning issues related to cases presented in the curriculum. To encourage the faculty mentors to serve as good models of information users, librarians offer brief training sessions on information resources to faculty.
California↗
Electronic reserves: the changing landscape of instructional support.
During the spring 1996 academic semester, the University of Maryland Health Sciences Library implemented an electronic course-reserve system as a pilot project with the university's School of Nursing. The pilot project has been very successful because of thorough planning and the effectiveness of the system, which enables library users to retrieve assigned readings easily. This success inspired the staff to begin expanding the scope of the pilot project to include other schools and limited remote access. This paper describes the planning and implementation process, the issues that needed to be resolved, the response to the project, and future plans. Particular attention is paid to issues of copyright and cost recovery.
Baltimore↗
Q & A. [interview].
Elaine and Gary Ostrander spent their youth in New Jersey and New York before heading to Nebraska for their teen years and eventually Washington State for High School and college, as their father moved around in library administration. Elaine was an undergraduate at the University of Washington, a graduate student at the Oregon Health Sciences University and a postdoc with James Wang at Harvard, studying DNA supercoiling. She next went to Berkeley, where she began the canine genome project, initiating the meiotic linkage map and working on human chromosome 21 at the Lawrence Berkeley National Labs. In 1993 she moved to the Fred Hutchinson Cancer Research Center where she is now a Member of the Divisions of Clinical Research and Human Biology. She is also an Affiliate Professor of Genome Sciences and Biology at the University of Washington, and heads the Program in Genetics at the Hutchinson Center. Gary completed his undergraduate degree in Biology at Seattle University, a M.S. degree at Illinois State University and a Ph.D at the University of Washington in Ocean and Fisheries Science. He went on to be a postdoc in the Department of Pathology at the University of Washington Medical School while being mentored by Senitroh Hakomori of the Fred Hutchinson Cancer Research Center and Eric Holmes of the Pacific Northwest Research Foundation. His work focused on using novel aspects of the biology of fishes to address fundamental questions about cancer. He subsequently held both faculty and administrative positions at Oklahoma State University. Since 1996, he has been at the Johns Hopkins University, where he currently holds academic appointments in the Departments of Biology and Comparative Medicine and is the Associate Provost for Research.
Biomedical Research↗
Tufts academic health information network: concept and scenario.
Tufts University School of Medicine's new health sciences education building, the Arthur M. Sackler Center for Health Communications, will house a modern medical library and computer center, classrooms, auditoria, and media facilities. The building will also serve as the center for an information and communication network linking the medical school and adjacent New England Medical Center, Tufts' primary teaching hospital, with Tufts Associated Teaching Hospitals throughout New England. Ultimately, the Tufts network will join other gateway networks, information resource facilities, health care institutions, and medical schools throughout the world. The center and the network are intended to facilitate and improve the education of health professionals, the delivery of health care to patients, the conduct of research, and the implementation of administrative management approaches that should provide more efficient utilization of resources and save dollars. A model and scenario show how health care delivery and health care education are integrated through better use of information transfer technologies by health information specialists, practitioners, and educators.
Academic Medical Centers↗
[The fate of graduates of the Medical Cadet Officers School, the first nine graduating classes (1922-2001): based on the archives of Dr Roman Jakubski].
In 1922 a Military Medical School was set up in Warsaw. Following several reorganisations from 1928 it was known as the Medical Cadet Officers' School. This academy trained physicians, pharmacists and dentists for the needs of the Armed Forces. Professional studies were conducted at the Medical or Pharmacy Faculty of Warsaw University. By 1939, 17 incoming classes had been admitted, amounting to 903 students all told. Diplomas and officer's ranks were awarded to 462 graduates. Another 99 senior students were made officers on the eve of the war. The school ceased to exist the moment World War Two broke out. The subject of this article is the fate of graduates of the Medical Cadet Officers School (admitted from 1922 to 1930) who completed their studies in the first nine graduating classes, spent the war in Poland or returned home after the war. It is based on an analysis of archival materials gathered by the late Dr Roman Jakubski in London, who died in 2000. In 1998, he donated his collections to the Main Medical Library in Warsaw. Many graduates of the Medical Cadet Officers School survived the war, and about 26% of them perished. Many of the latter were murdered by Stalin's NKVD (security police) in Katyn and Kharkov, whilst the remainder died at the hands of the Germans while fighting on all the fronts of World War Two. The overwhelming majority of graduates of the school's first nine graduating classes proved through their often complicated biographies that their Alma Mata had played an important role in their lives. It produced many well-trained and at times superbly skilled military physicians. Some of them went on to become outstanding specialists in various fields of medicine and pharmacy. Most of them courageously defended their homeland during the Second War World, providing to be distinguished officers ready to risk their lives when the situation waranted.
Archives↗
[The Latin American network of biomedical and health information: experience and future development].
One of the problems that have traditionally plagued the teachers and researchers of Latin America in their day-to-day work is a lack of adequate bibliographical information. In an attempt to remedy this situation, in 1968 the Pan American Health Organization set up the Regional Library of Medicine and Health Sciences (BIREME) in the Paulista Medical School in São Paulo under an agreement with the Government of Brazil. In this article the Director of BIREME discusses the present state of an outlook for biomedical information in the Region and summarizes the work done by the Library in recent years. BIREME is doing an outstanding job not only of searching for and disseminating scientific information and training specialized staff, but also of promoting the establishment of national biomedical information subcenters (there are already eighteen in Brazil). It is also the hub of the Latin American network of biomedical and health information. With the help of the National Library of Medicine of the United States, BIREME has succeeded in developing into a center of high prestige in its field. Its most notable accomplishments include the compilation of the Index Medicus Latinoamericano, which is published semiannually since 1979 and embraces the output of 250 scientific publications, thereby filling the major gap that had existed in this field.
Brazil↗
A field test of the TIME patient simulation model.
The Technological Innovations in Medical Education (TIME) Project has created an interactive videodisc patient-simulation model that provides faculty with a new method for patient-centered teaching in the medical school classroom. The TIME model is designed to be controlled by a professor in the classroom setting, and incorporates voice recognition technology and video dramatization to create a believable patient encounter. Under the auspices of the Lister Hill National Center for Biomedical Communications, National Library of Medicine, where the Project originated in 1983, three medical schools participated in a field test of this "high-tech" model. Six faculty members made ten classroom presentations of two TIME simulations to 306 second-year medical students. The principal finding was that, in a group setting, a large majority of the students at all three schools became individually committed to the care and management of the simulated patient. They acted as if the patient's problems were real and left the session feeling as though they had interacted with an actual person. Therefore, in terms of simulating a real patient, the TIME patient-simulation model was validated, providing the basis for the development of new patient-centered methods to teach and test medical students in the classroom setting. The Project has been at the Georgetown University School of Medicine, where the model is being introduced into the existing curriculum, since 1988. It is currently being used as a part of the final examination for second-year students and in discussion-group settings for fourth-year students in the internal medicine clerkship. A field test is also under way using the TIME model to assess the clinical performance of third-year students.
Clinical Competence↗
English roots of medical education in Australasia: Kenneth F. Russell memorial lecture.
Some individuals have a heightened perception of history. K. F. Russell was one of these gifted people, and he wrote many books and papers on historical subjects. Two are classics: his history of the Melbourne medical school and his catalogue of the historical books in the library of the Royal Australasian College of Surgeons. Among the books catalogued by Russell is a small work by James Paget entitled Records of Harvey: In Extracts from the Journals of the Royal Hospital of St Bartholomew. This book recalls Paget's career as a teacher and reformer in medical education during the second half of the 19th century, and also his role in drafting a model curriculum for Australia's first university medical school, in Melbourne. Medical education in Melbourne and Adelaide was largely moulded by Paget and other leading London teachers. Cambridge was also influential in Adelaide. Scottish influences were stronger in Dunedin and Sydney. In the two decades before World War I, many graduates from these new medical schools went to Britain for postgraduate experience. They were assisted by British educational institutions inspired by the contemporary ideology of imperialism.
Australia↗
A basic list of recommended books and journals for support of clinical dentistry in a nondental library.
A basic list of 133 book and journal titles in dentistry is presented. The list is intended as a bibliographic selection tool for those libraries and health institutions that support clinical dentistry programs and services in the nondental school environment in the United States and Canada. The book and journal titles were selected by the membership of the Dental Section of the Medical Library Association (MLA). The Dental Section membership represents dental and other health sciences libraries and dental research institutions from the United States and Canada, as well as from other countries. The list was compiled and edited by the Ad Hoc Publications Committee of the Dental Section of MLA. The final list was reviewed and subsequently was approved for publication and distribution by the Dental Section of MLA during the section's 1996 annual meeting in Kansas City, Missouri.
Bibliographies as Topic↗
Joints: if relevant. Do available textbooks contain adequate information about musculoskeletal examination skills for medical students?
The objective was to determine whether routinely available textbooks describe the core musculoskeletal examination skills for medical students. Textbooks were evaluated for content against a list of 27 core examination skills as perceived by rheumatologists, orthopaedic surgeons and general practitioners. The study took place in Newcastle upon Tyne, libraries of the rheumatology department, teaching hospital and medical school. The main outcome was the inclusion of a description of examination skills by available textbooks. Median score for each textbook was only 19 (range 1-24) of a possible 27 core skills. Screening examination was not included in general texts. General principles were well covered but detail was insufficient, particularly in texts aimed at students taking final examinations. It is not easy for students to access adequate information about core items of musculoskeletal examination from textbooks readily available to them. This may reflect a general view of the lack of importance of musculoskeletal clinical examination skills.
Journal Article↗
Responses of children to hospitalization.
A review is given of the symptoms following traumatic hospitalization experience of children and the factors which influence the way in which they behave, when they are hospitalized. The ways in which the hospitalization syndrome may be prevented are discussed, with particular emphasis on the importance of maintaining the child's relationship with the parents by having a liberal policy as regards visiting or by a rooming-in system. Ordinary school activities, play-therapy, occupational therapy and hospital libraries may play a very important role in preventing hospitalized children from becoming self-absorbed. Although the hospitalization syndrome has been known for 30-35 years, we still have insufficient information about what factors make a child predisposed to develop such a syndrome.
Child Behavior Disorders↗
Lessons without limit: how free-choice learning is transforming science and technology education.
Societies are becoming nations of lifelong learners supported by a vast infrastructure of learning organizations. The centers of this learning revolution are not schools, but a network of organizations and media (museums, libraries, television, books, and increasingly the Internet) supporting the public's ever-growing demand for free-choice learning - learning guided by a person's needs and interests. Science learning is an important part of this revolution. Traditional boundaries and roles distinguishing groups of science educators and institutions are disappearing. To not understand and embrace these changes will impede our ability to enhance science learning worldwide.
Education↗