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EEG biofeedback treatment of ADD. A viable alternative to traditional medical intervention?

Literature searches dating back to 1968 were conducted through Psychlit and Medline services to review the scientific literature on EEG biofeedback treatment of ADD. While anecdotal and case reports cite promising evidence, methodological problems coupled with a paucity of research precludes any definitive conclusions as to the efficacy of enhanced alpha and hemisphere-specific EEG biofeedback training. One of the more promising EEG biofeedback treatment paradigms involves theta/beta training. Studies have reported that academic, intellectual, and behavioral gains have been attained with this approach. Significant behavioral and cognitive changes have also been reported following SMR training. However, research into these treatment approaches has also been marred by methodological inadequacies and lack of sufficient follow-up studies. A number of recommendations for future research into this treatment approach are made.

Attention Deficit Disorder with Hyperactivity↗

Impact of physician experience on triage of emergency room patients with acute chest pain at three teaching hospitals.

PURPOSE: To determine whether the experience of the physician (as measured by postgraduate training level or time during the academic year) who performs the initial evaluation affects the triage of patients with acute chest pain. PATIENTS AND METHODS: Prospective data on the presenting clinical features, initial triage, final diagnosis, and complications were collected for 7,857 patients who presented to the emergency rooms of three teaching hospitals, including 1,118 (14%) with acute myocardial infarction (AMI), 2,477 (32%) with acute ischemic heart disease (AIHD) (i.e., AMI or unstable angina), and 335 (4%) with major complications. The experience of the evaluating physicians, who were in their first three postgraduate years in 93% of cases, was measured in three ways: (1) postgraduate training level, (2) month during the academic year, and (3) number of patients with acute chest pain previously evaluated. Multivariate logistic regression analyses that adjusted for hospital site and 20 clinical variables estimated the odds ratios for admission to the coronary care unit (CCU) and hospital associated with each incremental increase in physician experience. RESULTS: With more experience (as measured by postgraduate training level or time during the academic year), the sensitivity of physicians for admitting patients with AMI, AIHD, or major complications to the hospital increased. For example, each incremental increase in postgraduate training level carried a 1.4 increase in the adjusted odds ratio for admission of a patient with AIHD to the hospital (p less than 0.05), corresponding to an increase in the probability of admission from 93% to 97%. However, increasing physician experience was also associated with an elevated false-positive rate in admitting patients without these diagnoses to the CCU and hospital. Thus, each incremental increase in postgraduate training level carried a 1.2 increase in the adjusted odds ratio for admission of a patient without AIHD to the CCU and hospital (p less than 0.005), corresponding to an increase in the probability of admission from 34% to 47%. By receiver operating characteristic curve (ROC) regression analyses, these changes in triage patterns were consistent with movement along a single ROC curve, rather than a shift to a new or better ROC curve. CONCLUSIONS: As the experience of the physician who performed the initial evaluation increased, there was a lower threshold for admitting all patients with and without AMI, AIHD, or major complications to the CCU and hospital without a detectable improvement in diagnostic accuracy.

Adult↗

Academic otolaryngology in the new millennium: Are we falling behind?

OBJECTIVE: To determine if differences in publication rates have evolved over the past 3 decades for academic otolaryngologists. METHODS: Three random samples with 50 academic otolaryngologists each were studied. These otolaryngologists completed training in 1 of the 3 time periods (1970-74, 1980-84, 1990-94) studied. Articles published within the first 5 years after graduation were tabulated and statistically analyzed. RESULTS: Academic otolaryngologists graduating in the 1970s, 1980s, and 1990s averaged 8.7, 8.9, and 6.4 publications during their first 5 years of academic practice, respectively. The first 2 cohorts averaged 5.4 and 5.7 publications in the 4 major otolaryngology journals, versus 3.3 for 1990s graduates. Basic science publications increased for 1990s graduates over those of the 1970s and 1980s graduates. The percentage of first author articles remained stable. Despite these trends, only the drop in case reports was statistically significant (P = 0.023, ANOVA). CONCLUSION: Trends may be developing that predict decreasing publication rates for newly trained otolaryngologists entering academic practice.

Adult↗

Incongruity between occupational interests and academic skills in drug abusing women.

This study assessed the occupational interests and academic skills of 50 patients of a center for addiction and pregnancy. Patient ratings of 31 occupations showed that a subset of ten occupations (telephone operator, cosmetologist, mail clerk, data entry operator, child care worker, receptionist, office clerk, word processor, billing clerk, secretary) were of interest to significantly more subjects than other occupations (P < or = 0.05). Most of the desired occupations were office jobs requiring basic skills not possessed by most study participants. Although participants had completed a mean (range) of 11 (8-15) years of education, their mean (range) grade levels of reading, spelling and arithmetic were estimated at 6.9 (0.8-12), 6.8 (1-12), and 5.7 (2-11.8) years, respectively. These data suggest that the study participants will need basic skills training to achieve their occupational goals. Importantly, patient ratings also indicated that most participants were interested in receiving the needed training. Overall, the study suggests that provision of basic academic skills training may improve the long-term employment outcomes of these drug abusing women.

Achievement↗

Medical students as patients: a pilot study of their health care needs, practices, and concerns.

BACKGROUND: The personal health experiences of medical students may contribute in important but previously unacknowledged ways to their well-being and education. This pilot study surveyed medical students about their health care needs, practices, insurance status, and concerns about seeking care. METHOD: A questionnaire was developed and distributed to 151 students at the University of New Mexico School of Medicine in 1993-94. Participant privacy was protected. Responses were compiled and analyzed using logistic regression models and odds ratios. RESULTS: A total of 112 students responded. Most reported health care needs and half routinely received care at their training institution. One-third had informally requested prescriptions or diagnostic tests from medical school faculty and housestaff; one-fourth used such informal consultation as their "usual" method of obtaining care. Eighteen students were uninsured. The students reported that they had not sought care for several reasons, and many had experienced difficulty in obtaining care. The students indicated concern about confidentiality and about the dual role as both student and patient at the training institution. They believed that their academic standing would be jeopardized if they developed certain health problems. When asked about hypothetical scenarios, a majority preferred to avoid the dual role of medical-student-patient. When asked about scenarios in which medical student peers exhibited suicidal depression or severe drug abuse, the students overwhelmingly preferred not to notify the medical school administration. Significant differences in responses were found with respect to gender and training level. CONCLUSION: This pilot study examined the health care needs, practices (including the use of informal consultation), insurance status, and concerns of students at one medical school. The findings highlight the students' perceptions of illness and vulnerability during medical school training. Constructive implications for academic medicine are discussed regarding initiatives in the areas of policy, research, and the resources and structure of student health care services.

Adult↗

Introducing practice-based learning and improvement ACGME core competencies into a family medicine residency curriculum.

BACKGROUND: The Accreditation Council for Graduate Medical Education (ACGME) recommends integrating improvement activities into residency training. A curricular change was designed at the Department of Family and Community Medicine, University of Louisville, to address selected ACGME competencies by incorporating practice-based improvement activities into the routine clinical work of family medicine residents. METHODS: Teams of residents, faculty, and office staff completed clinical improvement projects at three ambulatory care training sites. Residents were given academic credit for participation in team meetings. After 6 months, residents presented results to faculty, medical students, other residents, and staff from all three training sites. Residents, staff, and faculty were recognized for their participation. PROGRAM EVALUATION: Resident teams demonstrated ACGME competencies in practice-based improvement: Chart audits indicated improvement in clinical projects; quality improvement tools demonstrated analysis of root causes and understanding of the process; plan-do-study-act cycle worksheets demonstrated the change process. CONCLUSIONS: Improvement activities that affect patient care and demonstrate selected ACGME competencies can be successfully incorporated into the daily work of family medicine residents.

Academic Medical Centers↗

Isolated teenagers, cooperative learning, and the training of social skills.

The effects of individual and group contingencies on the achievement and social integration of isolated, learning-disabled students were studied. Five socially isolated and withdrawn eighth-grade students in foreign-language and math classes were subjects. The choice of working alone or in a group with no academic contingency (i.e., bonus points) was compared with working in cooperative learning groups with a group-academic contingency (i.e., bonus points), a group-academic contingency with social-skills training, and a group-academic contingency in combination with a social-skills contingency (i.e., bonus points). The results indicated that the combination of group-academic and social-skills contingencies produced in the socially isolated and withdrawn students the highest rates of appropriate social interaction with peers, acceptance and liking by peers, positive attitudes toward the subject area, and achievement.

Achievement↗

Views of academic dentists about careers in academic dentistry in the United Kingdom.

The aim of this paper is to report the views of academic dentists about careers in academic dentistry assessed by method of a postal questionnaire survey. The subjects of the survey were dentists in academic posts in the United Kingdom. The incentives in pursuing an academic career which respondents rated most highly were the opportunity to teach and the variety of work in an academic career. The greatest disincentives were competing pressures from service work, teaching and research, and the difficulty of getting research grants. Many would like to spend more time on research and less on service work and teaching. The length of time required for training, and the quality of training, was a concern, particularly for junior academics. Most respondents rated the enjoyment of their job highly but scored much lower on satisfaction with the time their job left for domestic and leisure activities. By contrast with academic medicine, in academic dentistry there is typically greater emphasis on teaching and less on research. In conclusion, the balance of activities in academic posts, particularly between service work, teaching and research, needs to be regularly reviewed. The development of a more structured training programme for junior academics, which does not disadvantage academic dentists when compared with their NHS colleagues, may be required.

Attitude of Health Personnel↗

The hospitalist: a new medical specialty?

Economic forces have stimulated a growing role for physician "hospitalists" in caring for patients hospitalized by other physicians, and the question of whether hospital care constitutes a new medical specialty has been raised. Three recently recognized specialties--emergency medicine, family practice, and critical care--originated from trends in medical practice. All three fulfill the major criteria for a medical specialty: scientific legitimacy, the development of new training pathways, and the existence of academic departments. The hospitalist movement is currently underdeveloped in each of these areas. By training, most hospitalists are internists who are well prepared to care for inpatients. Internal medicine must determine how this new movement fits into the traditional framework of general internal medicine and medical subspecialties. Until it does, the future of inpatient medicine as a recognized specialty will remain uncertain.

Forecasting↗

Effectiveness of individualized education program for slow learners.

OBJECTIVE: To evaluate the effectiveness of an individualized education program for children with scholastic backwardness. METHODS: Among the children attending a Child Guidance Clinic for scholastic backwardness, 12 of them who were diagnosed as slow learners based on current level of academic functioning and IQ and 6 children having mild mental retardation were given individualized education for a period of two months. Independent assessors evaluated the academic functioning at the beginning of the training and at the end. RESULTS: The results showed that the children had significant improvement in their academic functioning and self esteem after the training. CONCLUSION: The present experiment can be a model to set up a resource room in normal schools to provide individualized education to children who are slow learners.

Child↗

Effectiveness of renal fellowship training for subsequent clinical practice.

To assess whether nephrologists perceive disparities between the skills learned during fellowship training and those necessary for clinical subspecialty practice, we surveyed the perception of board-certified American nephrologists regarding the effectiveness of their clinical training. A questionnaire was sent to all Diplomates of the American Board of Internal Medicine in the subspecialty of Nephrology who successfully passed the qualifying examination in 1974, 1980, and 1986, regarding the effectiveness of academic instruction within the clinical fellowship program as regards traditional academic subject matter, patient management, performance of procedures, and interpretation of laboratory data. Questionnaires were returned by 42.1%. Although respondents were generally satisfied with training in academic nephrologic subject matter, dissatisfaction with training in pediatric nephrology, transplant immunology, nephrolithiasis, nutrition, and renal function and disease in pregnancy was evident. Training was thought to be ineffective in theoretical and practical aspects of management of end-stage renal disease. In addition, respondents were dissatisfied with the effectiveness of their training in interpretation of radiologic tests and procedures such as gaining access to the circulation. More recently trained nephrologists were dissatisfied with training in outpatient management and interpretation of radiographic tests. Differences between perceptions of older and younger nephrologists were most marked regarding their preparation for gaining access to the circulation, interpretation of intravenous pyelography, and training for continuous ambulatory peritoneal dialysis (CAPD). To prepare fellows in training for the exigencies of clinical practice. Nephrology training programs will have to emphasize the teaching of the cognitive and manual bases of performing procedures, and provide more outpatient experience for trainees.(ABSTRACT TRUNCATED AT 250 WORDS)

Clinical Competence↗

Current status of doctoral-level training in psychological testing.

Training directors of 82 American Psychological Association (APA)-approved doctoral programs in clinical psychology responded to a survey on the current status and recent changes in doctoral training in psychological assessment. Although testing continues to be a major focus of training, a slight decline in emphasis on assessment was noted, most notably with projective techniques. With few exceptions (e.g., NEO-PI, Personality Assessment Inventory), traditional tests were emphasized in coursework and also were considered "essential" for the practicing psychologist. Interestingly, there seems to be increased emphasis on the interview and neuropsychological testing compared to prior surveys of academic settings. Only 29% of the training directors reported that their programs have been significantly affected by managed care, suggesting that most academic programs are somewhat insulated from marketplace pressures. It is recommended that training programs balance their focus on traditional academic values with the realities of the clinical practice arena.

Curriculum↗

Serum urate and cholesterol levels in Air Force Academy cadets.

Serum cholesterol and urate levels were measured in 150 young men at 2- to 4-month intervals during their first 18 months at the U.S. Air Force Academy. During the first week of cadet training, mean serum urate levels rose as high as 9.5 mg/100 m/, but decreased after a Sunday break. During this week, urate levels in excess of 8.49 mg/100 m/ were found in 44% of the subjects. Such levels, while definitely exceeding normal limits, were attributed to acute psychosocial stress rather than to an abnormal or pathological process. One month after the completion of basic military training, mean serum urate levels were within normal limits, as were all subsequent mean urate levels. Mean serum cholesterol levels were elevated at three times - during the first week of training, after the first month of the first academic year, and during a week of intense military training in the following spring. Apparently, urate and cholesterol levels were elevated by different aspects of stress. Elevations of uric acid level appeared to reflect stress that excited fear or insecurity. Elevations of cholesterol levels apeared to reflect a stress which the individual perceived as requiring a sustained increase in physical and/or mental performance.

Aerospace Medicine↗

[Evaluation of immunological responsiveness in female students during an academic year].

Examining 17 untrained female students and 110 trained ones indicated that moderate exercises as aerobic ones did not exert a great impact on most parameters of cellular and humoral immunity. Exclusions were higher absolute counts of B lymphocytes in the trained students than those in the untrained ones at the end of an academic year (in spring). Despite their activity, all the female students were found to have seasonal variations in some immunological parameters. Among other things, the content of immunoglobulins (primarily classes G and A) dropped in winter and particularly in spring as compared to autumn; on the contrary, the parameters of phagocytosis significantly increased in winter versus autumn, then fell in spring months as compared to winter; vive versa, the count of circulating immune complexes substantially reduced in winter as compared with autumn, then showing a trend for an increase in spring, at the end of an academic year.

B-Lymphocytes↗

Developing strategic plans for academic general internal medicine.

There is an increasing need to train more primary care physicians. Therefore, it would be advantageous for academic general internal medicine (GIM) to develop strategies to meet these demands. Our GIM division developed a strategic planning process with the participant groups being the division faculty, a pertinent literature review (the surrogate expert), and selected medical administrators. The IDEALS systems design provided the conceptual framework for the strategic planning process. This process used the Delphi technique to develop the theoretically ideal work system based on the division's vision for its future role, and the Nominal Group Process Technique to create the recommended work system, using the Delphi results. The strategic planning process was economical and division faculty agreed that it was useful.

Delphi Technique↗

Faculty development in geriatrics for clinician educators: a unique model for skills acquisition and academic achievement.

As the size of the aged American population increases, so too does the shortage of trained providers in geriatrics. Educational strategies to train physicians at all levels of experience within adult medical and surgical disciplines are needed to complement fellowship training, given the small size of most academic faculties in geriatrics. This article describes a unique faculty development program that creates geriatrically oriented faculty in multiple disciplines. The Boston University Center of Excellence in Geriatrics (COE), funded by the John A. Hartford Foundation, has trained 25 faculty members. Four to six scholars enter the program each year and participate in the COE 1 day per week. Nine months are spent in four content modules-Geriatrics Content, Clinical Teaching, Evidence-based Medicine, and Health Care Systems; 3 months are spent in supervised scholarly activities and clinical settings. A self-report questionnaire and a structured interview were used to evaluate the outcomes of participation in the COE. The results from the first 4 years of the program are reported. The response rate was 83% for the self-report questionnaire and 75% for the structured interview. The results indicate that the COE is effective in improving scholars' assessment and management of older patients. The structured interview revealed that the COE program promotes the integration of geriatrics into clinical teaching at the medical student and resident level. Participants also completed scholarly projects in geriatrics. This program effectively trains faculty scholars to better care for older adults and to teach others to do likewise.

Attitude of Health Personnel↗

The academic physician-investigator: a crisis not to be ignored.

The academic physician-investigator faces many challenges. Obtaining funding to support research is the greatest impediment. The National Institutes of Health, the single largest source of grants for the academic physician-investigator, approved only 14.2% of new investigator grant applications in 1990, compared with 40% in 1965 and 1975. Physicians submitted 25% of all applications, and they have priority scores similar to those applications submitted by investigators with PhD degrees. The 14.2% funding rate for new investigator-initiated grants is considerably less than the 56% success rate of amended renewal investigator-initiated grants. These trends in funding can be discouraging to the new physician-investigator. In addition, more emphasis is placed on clinical practice to generate money to support the new academic physician. These two facts, reduced probability of obtaining a grant and the perceived need to see more patients for salary support, may jeopardize retention of young faculty members. Moreover, training to prepare physicians for academic careers has been poor, with no attention given to the projected needs of the academic centers or the nation. This article describes the dilemma facing young physician-investigators and provides recommendations for improvement to the leaders of American medicine.

Academic Medical Centers↗

The impact of hospitalists on medical education and the academic health system.

Hospitalism as a career option is likely to reinforce the emphasis of traditional medical residency programs on inpatient care; may become an alternative area of emphasis in many subspecialty fellowship programs; and may even generate its own specific types of advanced training and certification. In the academic setting, subspecialists and their trainees are concerned that hospitalists may request fewer consultations, which could adversely affect subspecialists and the education of both fellows and residents. However, the focus and expertise of hospitalists is likely to improve inpatient education for students and residents and is appealing because it has the potential to improve the quality of inpatient care. Perhaps the major effect of the hospitalist movement on academic centers will be the creation of a cadre of physicians committed to critical pathways; clinical guidelines; quality assurance; risk management; clinical re-engineering; and the use of the inpatient service as a laboratory for developing, evaluating, and implementing initiatives to improve patient care. Although any fundamental change in the organization of clinical services brings with it the risk that essential components of the current system will be jeopardized, the hospitalist movement may have great benefits if it can develop safeguards to ensure seamless patient care and the appropriate use of subspecialty expertise.

Academic Medical Centers↗