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PubMed1998

[Basic medical competence: a neglected educational goal in medical education?].

This paper analyses some recent proposals of how to change undergraduate medical education in Germany and in other countries. This leads to the formulation of a set of fundamental clinical competencies, which are defined as skills that enable physicians to react to challenges pertaining to their work in a professional way. These fundamental clinical competencies comprise knowledge, skills and attitudes. With regard to the actual performance of the German system of undergraduate medical education, deficits are depicted in the following areas: psychosocial and communicative competencies including advice and provision of information to patients, primary care, public health, ethics and clinical epidemiology/evidence-based medicine. For each of these areas, a proposal for change is provided.

Clinical Competence↗
PubMed2004

Management education during radiology residency: development of an educational practice.

The practice of radiology has dramatically increased in complexity, largely due to three broad influences. These include the proliferation of imaging technologies, the economic pressures to limit healthcare costs, and the increasingly intrusive role of third parties (whether payors, regulators, or government) in everyday healthcare transactions. Practicing radiologists have been adapting to these technologic and socioeconomic changes and will continue to do so by managing the quality and scope of their professional services, the workflow of radiology operations, and the economic viability of their practices. It is likely that radiology practices would benefit from the presence of one or more radiologists with managerial training and skills. In this article, it is proposed that management education for radiologists may actually be initiated during residency; the value and the experiences with such an educational practice are described.

Curriculum↗
PubMedDate not supplied

Children and drug education: the P.I.E.D. Pipers. People Involved in Education about Drugs.

Substance use and abuse are a part of daily life for many children in the 1990s. An innovative project, The P.I.E.D. Pipers, focused on drug education for children as a positive strategy. Changes occurred in children through the educational process at a primary level of intervention. Changes in life-styles to promote drug-free health and the development of coping mechanisms to deal with the drug culture on a daily basis were identified by the children as positive outcomes of the project. Nursing has a responsibility to protect and promote health in a changing society. Positive health habits learned and established in early childhood and continued into adolescence can protect and promote healthful and productive living in adulthood. Research utilization was the basis for the project, with the application of research-based knowledge available from multiple sources. Research utilization for the P.I.E.D. Pipers project provided the impetus and opportunity for children and many professionals to address a societal problem. Nurses as leaders united with trainees, drug counselors, and administrators to form a family that developed a sense of togetherness by promoting a capacity for change, mutual and independent activities, and a feeling of cohesiveness to face the challenge of substance abuse and its consequences.

Adolescent↗
PubMed2003

An educational panopticon? New technology, nurse education and surveillance.

This papers raises concerns about the use of new technology in nurse education. It is possible that new forms of computer-based learning and teaching carry with them the possibility of new kinds of 'panoptic' surveillance and control of students. We discuss how this is possible, and set this development within a wider social context. These forms of panoptic surveillance are, we believe, inimical to the underlying values and philosophy of nurse education. New technology does not necessarily have to be used in this way, and can be part of a liberating pedagogy. We would not propose that surveillance of students should never be used, but rather that its use should be considered and debated.

Diffusion of Innovation↗
PubMed1996

Education for the nursing of children and their families: standards and guidelines for prelicensure and early professional education.

To strengthen the preparation of nurses for care of children and families, standards and guidelines for prelicensure and early professional education were developed by a working group with broad-based input. Assumptions, theory, practice, and research underlying the standards and guidelines concerned the nature of health care, knowledge, teaching, learning, and evaluation. The 11 standards are presented and guidelines are illustrated. How they are implemented will depend on local resources and philosophies. Continued dialogue among nurse educators is needed to refine and develop the standards and guidelines.

Humans↗
PubMedDate not supplied

Trauma education consortium, a multicenter approach to trauma nursing education.

The costs of providing education force trauma care providers to reevaluate methods used to meet those needs. The collaborative efforts of nurses from the eight trauma centers in the San Francisco Bay area are presented, along with suggestions for creating a similar consortium and planning a large educational offering.

Congresses as Topic↗
PubMed1999

The European Biomedical Ethics Practitioner Education Project: an experiential approach to philosophy and ethics in health care education.

The European Biomedical Ethics Practitioner Education Project (EBEPE), funded by the BIOMED programme of the European Commission, is a five-nation partnership to produce open learning materials for healthcare ethics education. Papers and case studies from a series of twelve conferences throughout the European Union, reflecting the 'burning issues' in the participants' healthcare systems, have been collected by a team based at Imperial College, London, where they are now being edited into a series of seven activity-based workbooks for individual or group study. These draft workbooks are now being read by a network of critical readers across Europe, whose comments will be incorporated into the final versions of the workbooks. The result will be the first European-wide and Europe-centred resource for teaching students, practitioners, and members of ethics committees. Topics covered include: Resource allocation and rationing The rights of children and young people Long-term care of the elderly Mental health and mental illness Autonomy and patient choice Decisions at the end of life A study guide to using the workbooks. The collaborative nature of the project has highlighted differentiated national approaches in medical ethics. Against the British and Dutch rights-orientated approach have emerged two other alternative models: the Nordic preference for administrative resolution of entitlement disputes, and the southern European emphasis on deontological codes. A genuinely European reconstruction of autonomy and rights, using hermeneutic, feminist and narrative approaches to counterbalance individualistic models, is emerging across the workbooks. The programme has also uncovered national differences in how ethics should be taught, with the workbooks' style being an experiential approach. Thus the EBEPE project is developing new models in both substantive and pedagogic senses, about both what should be taught and how it should be presented.

Bioethics↗
PubMed2002

The Living with Cancer Education Programme. II. Evaluation of an Australian education and support programme for cancer patients and their family and friends.

A diagnosis of cancer can have major adverse physical, psychosocial and economic consequences for both the individual diagnosed with cancer and their family and friends. The provision of adequate information and support to individuals affected by cancer plays a key role in facilitating better adjustment and coping. Psychoeducational group programmes are an effective way of meeting this need. This paper reports on the results of an evaluation of an Australian education and support programme for individuals with cancer and their family and friends - the Living with Cancer Education Programme (LWCEP). Data are presented based on the evaluation of 152 programmes involving 1460 participants conducted between 1994 and 2000. Participant responses related to changes in self, general coping abilities and satisfaction with the programme are reported. Results showed high satisfaction with the programme and significant improvement in coping abilities, knowledge and communication and relationships with significant others and health professionals among both groups of participants. These findings highlight several important issues for professionals involved in the psychosocial care of cancer patients and their family and friends.

Adaptation, Psychological↗
PubMed2002

Education and training of complementary therapists: the role of higher education.

This paper is intended to inform the reader of key issues relating to education and training of complementary therapists. It discusses the role of higher education in the training of complementary therapists in light of changing policy and patterns of course delivery. It highlights the need for professional standards in clinical practice and for training underpinned by an evidence base. The paper presents the need for collaborative working with professions for complementary medicine, indicating some areas of good practice established at the University of Central Lancashire.

Attitude of Health Personnel↗
PubMed2002

A humanistic-educative approach to evaluation in nursing education.

A continuing challenge for nurse educators is to create a learning environment in which students receive fair and timely evaluations. Traditional or behavioural evaluation methods have been criticized as being too limited. A humanistic-educative evaluation method is offered with its emancipation of faculty and students and emphasis on collaboration, caring, creativity, critical thinking and self-assessment. A teacher-student shared home visit for a Family Nursing clinical assignment is provided to illustrate this approach. The potential benefit of the method for developing self-directed and competent professional nurses is proposed.

Education, Nursing↗
PubMed2006

Information and communication technologies in higher education: evidence-based practices in medical education.

In contrast to traditional meta-analyses of research, an alternative overview and analysis of the research literature on the impact of information and communication technologies (ICT) in medical education is presented in this article. A distinction is made between studies that have been set up at the micro-level of the teaching and learning situation and studies on meso-level issues. At the micro-level, ICT is hypothesized to foster three basic information processing activities: presentation, organization, and integration of information. Next to this, ICT is expected to foster collaborative learning in the medical knowledge domain. Empirical evidence supports the potential of ICT to introduce students to advanced graphical representations but the studies also stress the importance of prior knowledge and the need for real-life tactile and practical experiences. The number of empirical studies focusing on the impact of ICT on information organization is restricted but the results suggest a positive impact on student attitudes and relevant learning gains. However, again, students need a relevant level of prior knowledge. Empirical studies focusing on the impact of ICT on information integration highlight the positive impact of ICT-based assessment and computer simulations; for the latter this is especially the case when novices are involved, and when they master the prerequisite ICT skills. Little empirical evidence is available regarding the impact of computer games. Research results support the positive impact of ICT-based collaboration but care has to be taken when skills development is pursued. At the meso-level, the available empirical evidence highlights the positive impact of ICT to promote the efficiency of learning arrangements. Research grounds the key position of ICT in a state-of-the-art medical curriculum. Recent developments focusing on repositories of learning materials for medical education have yet not been evaluated. The article concludes by stressing the need for evaluative studies, especially in the promising field of ICT-based collaborative learning. Furthermore, the importance to be attached to the position and qualifications of the teaching staff is emphasized.

Belgium↗
PubMed1999

Relationship between sport knowledge, sport performance and academic ability: empirical evidence from GCSE Physical Education. General Certificate of Secondary Education.

The literature concerning links between sport knowledge, sport performance and academic ability is reviewed and related to empirical evidence obtained from a GCSE examination in Physical Education, together with GCSE Mathematics and GCSE English grades. For most sports examined, there was a small but significant positive correlation between sport performance and GCSE Mathematics and English grades, confirming the findings of most previous research. Using a multilevel multivariate model, average sport performance, academic ability and sex were important explanatory variables for sport knowledge, yet only academic ability was an important explanatory variable for the concept of physical education knowledge. Ability in game sports, rather than athletics, were related to sport knowledge. Males scored higher for sport knowledge than females, after taking into account sport performance and academic ability. The effects of sport performance and academic ability on sport knowledge were stable across schools, but there was some evidence that the effect of sex varied across schools. These findings support theories of a role for sport knowledge in sport performance; that such a role should be greater in game sports; that academic ability is important for gaining such knowledge; and they highlight differences in sport knowledge between the sexes.

Achievement↗
PubMed2005

The importance of anatomy in health professions education and the shortage of qualified educators.

The current shortage of faculty qualified to teach anatomy in U.S. medical schools is reversible. Sufficient numbers of individuals are in the pipeline to provide a future cadre of well-trained faculty members educating students in gross anatomy. The challenge is to realign departmental, institutional, and federal training grant priorities and resources, creating incentives for graduate students, postdoctoral fellows, and faculty members to stay the course and become the teachers needed to educate the next generation of health professionals. These strategies include (but are not limited to) team-teaching gross anatomy, thereby distributing the time commitments of a laboratory-based course more widely within a department; funds made available from the administration of medical schools to allow postdoctoral fellows to participate in teaching and providing compensation for the research activities; using "mission-based budgeting" to specifically compensate for faculty teaching time; and, finally, re-instituting federally funded training grants that solved this same teaching crisis in the not-too-distant past.

Anatomy↗
PubMed1993

Political and legislative conditions for the successful education of children with special educational needs.

The last 10 years have seen a much higher profile given to the education of children with special educational needs in the whole range of schools and learning environments available in different countries and different communities. At the same time, the world recession and the continued high rate of debt and spending on armaments combine to lower the opportunities for deprived and vulnerable children in our societies. Because children with special needs, their families and their teachers are particularly vulnerable, they need to join forces to ensure that their combined concerns are heard by the world community.

Child↗
PubMed1981

Linking research and practice in patient education for hypertension: patient responses to four educational interventions.

Data from a longitudinal study of 432 hypertensive patients under the care of private practitioners are used to answer two questions: How do patients react to educational interventions, and how are their responses related to changes in their adherence behaviors? The four educational interventions, introduced sequentially and tested in a factorial design, were written messages, nurse's phone call, self-monitoring and social support. Patients' reactions to the interventions were assessed, using data from questions asked at post-intervention interviews and information recorded during the interventions. Cognitive, attitudinal and behavioral data are examined. Findings indicate that respondents were cognizant of the interventions and viewed them positively; also, some predictions about intervention features were supported. However, actions which respondents attributed to the interventions were not found to be related to increased adherence, according to the test used in this study.

Attitude to Health↗
PubMed2006

Education by general practitioners or education and exercises by physiotherapists for patients with whiplash-associated disorders? A randomized clinical trial.

STUDY DESIGN: Randomized clinical trial. OBJECTIVE: To compare the effectiveness of education and advice given by general practitioners (GPs) with education, advice, and active exercise therapy given by physiotherapists (PTs) for patients with whiplash-associated disorders. SUMMARY OF BACKGROUND DATA: Available evidence from systematic reviews has indicated beneficial effects for active interventions in patients with whiplash-associated disorders. However, it remained unclear which kind of active treatment was most effective. METHODS: Whiplash patients with symptoms or disabilities at 2 weeks after accident were recruited in primary care. Eligible patients still having symptoms or disabilities at 4 weeks were randomly allocated to GP care or physiotherapy. GPs and PTs treated patients according to a dynamic multimodal treatment protocol primarily aimed to increase activities and influence unfavorable psychosocial factors for recovery. We trained all health care providers about the characteristics of the whiplash problem, available evidence regarding prognosis and treatment, and protocol of the interventions. The content of the information provided to patients during treatment depended on the treatment goals set by the GPs or PTs. Also, the type of exercises chosen by the PTs depended on the treatment goals, and it was not explicitly necessary that exercise therapy was provided in all patients. Primary outcome measures included neck pain intensity, headache intensity, and work activities. Furthermore, an independent blinded assessor measured functional recovery, cervical range of motion, disability, housekeeping and social activities, fear of movement, coping, and general health status. We assessed outcomes at 8, 12, 26, and 52 weeks after the accident. RESULTS: A total of 80 patients were randomized to either GP care (n = 42) or physiotherapy (n = 38). At 12 and 52 weeks, no significant differences were found concerning the primary outcome measures. At 12 weeks, physiotherapy was significantly more effective than GP care for improving 1 of the measures of cervical range of motion (adjusted mean difference 12.3 degrees ; 95% confidence interval [CI] 2.7-21.9). Long-term differences between the groups favored GP care but were statistically significant only for some secondary outcome measures, including functional recovery (adjusted relative risk 2.3; 95% CI 1.0-5.0), coping (adjusted mean difference 1.7 points; 95% CI 0.2-3.3), and physical functioning (adjusted mean difference 8.9 points; 95% CI 0.6-17.2). CONCLUSIONS: We found no significant differences for the primary outcome measures. Treatment by GPs and PTs were of similar effectiveness. The long-term effects of GP care seem to be better compared to physiotherapy for functional recovery, coping, and physical functioning. Physiotherapy seems to be more effective than GP care on cervical range of motion at short-term follow-up.

Adult↗
PubMedDate not supplied

A review of studies of the socio-familial backgrounds and educational facilities of the homes of moderately educationally subnormal children.

A search of the literature indicates the paucity of information on the backgrounds of ESN(m) children, despite the important contribution made by the home to the cognitive development and educational achievement of the children. The information that is available tends to support the notion of a syndrome of familial moderate educational subnormality. Evidence from one investigation points to certain ethnic differences which may be important in any programme of intervention.

Adolescent↗
PubMed1993

Medical education worldwide. A global strategy for medical education: partners in reform.

The on rush of beneficial change which now flows in medical education has never been stronger since the start of this century. Such activity has not been seen since the era of Flexner. There can be no doubt that the world scene is now set for decisive, effective action. The many tributaries of the stream of reform converge this year at Edinburgh, to diverge again into six Regional Conferences during 1994 in Africa, the Americas, the Eastern Mediterranean, Europe, South-East Asia and the Western Pacific. The centres of activity and connection cited below do not in any way make up a comprehensive catalogue. Rather, each development and each reform is a link in a chain, a module with which the World Federation for Medical Education (WFME) has been implicated. Each name given, each title stated, is intended as a marker, a nexus. These are among the partners to be mobilized and brought together for the task.

Community Medicine↗