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PubMed1976

A history of orthopedics in San Francisco and the West.

The unique development of early medical specialization in the West can be traced to California's geography and economic development. Such early specialization produced men with orthopedic inclinations. Early orthopedists founded the first medical school and the first modern teaching hospital, helped to found Stanford's Lane Medical Library and made the first use of x-rays in the West. In addition many of these orthopedists were prominent in the political and social activities of the time.

California↗
PubMed1995

Library faculty role in problem-based learning: facilitating small groups.

Since 1986, the library faculty of the McGoogan Library of Medicine at the University of Nebraska Medical Center (UNMC) has participated in small group activities during the week-long orientation for first-year medical students. This involvement paved the way for library faculty members to act as facilitators for small groups of medical students within the new problem-based learning (PBL) curriculum introduced in 1992 by the College of Medicine. The UNMC curriculum consists of traditional PBL groups as well as Integrated Clinical Experience (ICE) small groups. The ICE groups provide opportunities for discussion of the social and behavioral issues that arise in medicine, with the majority of the sessions designed to give students interviewing practice with simulated patients. The ICE small groups meet once a week with either one or two facilitators. Several library faculty members act as facilitators for ICE groups. As a result of this involvement, librarian contacts with College of Medicine faculty have grown in number and depth, there has been a corresponding increase in related activities with the first- and second-year medical students. Participation in ICE groups has caused some difficulties with respect to library work schedules, but it has been immensely rewarding and enriching in terms of professional growth. This paper describes the UNMC curriculum, the evolution and extent of the librarians' involvement, and the future involvement, ramifications, and challenges envisioned for McGoogan faculty and their medical library colleagues.

Curriculum↗
PubMed2006

Clinical Digital Libraries Project: design approach and exploratory assessment of timely use in clinical environments.

OBJECTIVE: The paper describes and evaluates the use of Clinical Digital Libraries Project (CDLP) digital library collections in terms of their facilitation of timely clinical information seeking. DESIGN: A convenience sample of CDLP Web server log activity over a twelve-month period (7/2002 to 6/2003) was analyzed for evidence of timely information seeking after users were referred to digital library clinical topic pages from Web search engines. Sample searches were limited to those originating from medical schools (26% North American and 19% non-North American) and from hospitals or clinics (51% North American and 4% non-North American). MEASUREMENT: Timeliness was determined based on a calculation of the difference between the timestamps of the first and last Web server log "hit" during each search in the sample. The calculated differences were mapped into one of three ranges: less than one minute, one to three minutes, and three to five minutes. RESULTS: Of the 864 searches analyzed, 48% were less than 1 minute, 41% were 1 to 3 minutes, and 11% were 3 to 5 minutes. These results were further analyzed by environment (medical schools versus hospitals or clinics) and by geographic location (North America versus non-North American). Searches reflected a consistent pattern of less than 1 minute in these environments. Though the results were not consistent on a month-by-month basis over the entire time period, data for 8 of 12 months showed that searches shorter than 1 minute predominated and data for 1 month showed an equal number of less than 1 minute and 1 to 3 minute searches. CONCLUSIONS: The CDLP digital library collections provided timely access to high-quality Web clinical resources when used for information seeking in medical education and hospital or clinic environments from North American and non-North American locations and consistently provided access to the sought information within the documented two-minute standard. The limitations of the use of Web server data warrant an exploratory assessment. This research also suggests the need for further investigation in the area of timely digital library collection services to clinical environments.

Geography↗
PubMed1999

Shortcomings in the evaluation of students' clinical skills and behaviors in medical school.

The authors review the methods by which U.S. medical schools have evaluated student achievement during the twentieth century, especially for the assessment of noncognitive abilities, including clinical skills and behaviors. With particular reference to the current decade, information collected by the Liaison Committee on Medical Education (LCME) is used to examine the congruence of assessment methods with the rising tide of understanding--and accreditation requirements--that knowledge, competence, and behavioral objectives require different methods of assessment to measure the extent of students' learning in each domain. Amongst 97 medical schools having accreditation surveys between July 1993 and June 1998, only 186 of 751 basic science courses tested students' noncognitive achievements in things such as the preparation for and participation in small-group conferences, the quality of case-based discussion, library research and literature reviews, and research projects, despite staking out scholarship, habits of life-long learning, and reasoned thinking as educational objectives. In the clerkships of these schools, structured and observed assessments of clinical skills--with standardized patients and/or OSCEs--contributed 7.4-23.1% to a student's grade (depending on the clerkship discipline), while the predominant contribution (50-70% across the clerkships) was made by resident and faculty ratings that were based largely on recollections of case presentations and discussions having little relationship to interpersonal skills, rapport with patients, and logical and sequenced history taking and physical examination. On a more optimistic note, the results show that the number of schools using standardized patients in one or more clerkships increased between 1993 and 1998 from 34.1% to 50.4% of the 125 schools in the United States, and the number of schools using standardized patients in comprehensive fourth-year examinations increased from 19.1% to 48% of the total. Despite such progress, this study shows that too many medical schools still fail to employ evaluation methods that specifically assess students' achievement of the skills and behaviors they need to learn to practice medicine. The findings of this article explain why accreditors are paying closer attention to how well schools provide measured assurances that students learn what the faculties set out to teach.

Accreditation↗
PubMed1994

Collaboration in distance education between nursing schools and hospitals.

Interactive television (ITV) is being used by increasing numbers of nursing schools and hospitals to provide educational access to geographically diverse learners and nurse employees. ITV-related research suggests that learner outcomes and satisfaction with such distance education courses are similar to those associated with the traditional classroom. The authors conducted an evaluation of a major nursing school's nursing telecourse program (NTP) to assess collaborative efforts with hospitals and regional campuses. The respondents, 15 site coordinators, were generally satisfied with the operational aspects of the NTP. Concerns raised by respondents included classroom space availability, operational costs, library resources, and communication equipment and processes. These stakeholders' perspectives were viewed as valuable in identifying problems and making improvements in the school's NTP.

Education, Nursing↗
PubMedDate not supplied

Student research projects and theses: should they be a requirement for medical school graduation?

From 1981 to 1994, 69 fourth-year students at the Albert Einstein College of Medicine participated in a 6-month medical school research project (MSRP) with the same mentor. Students could choose an original project or library project, and were required to prepare a written report suitable for submission to a peer-reviewed journal. In this article, it is assessed whether a mandatory fourth-year MSRP might substitute for traditional clinical electives. Student reactions to the experience were ascertained by using the responses to an open- and closed-ended questionnaire regarding skills gained by doing MSRPs, the impact on their careers, and their relationship to the mentor. Eighty-nine percent of the students responded that MSRPs increased their ability to formulate a hypothesis, 91% reported that this project increased their ability to conduct a literature search, 95% felt that MSRPs increased their knowledge of research techniques, and 91% reported having improved data collection skills after completing these projects. Students also reported that MSRPs increased their ability to critically evaluate the literature (95%) or to work independently (93%), and 89% responded that the project improved their ability to evaluate their individual strengths and weaknesses. Eighty-nine percent reported that the project increased their ability to write a research paper (34% of projects were original research, 35% were literature reviews, and 30% both original research and literature reviews). Thirty-three percent of respondents reported having some kind of problem completing their projects, and 90% of project reports were accepted for publication in peer-reviewed journals. Ninety-one percent of students responded that they had received appropriate guidance from their mentor, and 73% met with him at least once a week. Seventy-three percent described a relationship with the mentor that went beyond project advising. Eighty-five percent responded that the project impacted their careers in medicine, 97% felt that the research experience was a useful replacement for fourth-year electives, and 91% felt they were as well prepared for residency training as their classmates who had regular fourth-year electives without research. Fifty percent of students indicated that completion of an independent research project should not be required for graduation, whereas 18% responded it should be a requirement and 32% were undecided. Incorporating an MSRP in the fourth year appears to increase research skills and is considered to be a useful replacement for traditional elective rotations. The MSRP impacts favorably on future careers; however, many students do not think it should be a mandatory requirement for graduation from medical school.

Academic Dissertations as Topic↗
PubMed1989

OneSearch in a dental library: beyond MEDLINE.

MEDLINE, which includes the Index to Dental Literature, has been the database of choice for most search requests generated at Indiana University School of Dentistry. However, many requests extend beyond dentistry and the health sciences into the realms of business, education, psychology, law, and computer technology. For these requests, DIALOG's new OneSearch feature can be a simple and cost-effective mechanism for supplementing searches that would otherwise be confined to MEDLINE.

Dentistry↗
PubMed2005

Number of objectives and conclusions in dissertations and thesis.

PURPOSE: To analyze the number of objectives and conclusions presented in dissertations and thesis defended at Federal University of São Paulo-Paulista School of Medicine (UNIFESP-EPM). METHODS: It was realized a search in the master degree dissertations and doctor degree thesis defended at Federal University of São Paulo-Paulista School of Medicine in the years 2002 and 2003 that were found available in the central library of this university. RESULTS: From 723 master dissertations analyzed, 62 (8.57%) presented only one objective and one conclusion, 134 (18.53%) presented one objective and more than one conclusion and 527 (72.89%) had more than one objective and more than one conclusion. From 502 doctor thesis analyzed, 23 (4.58%) presented only one objective and one conclusion, 123 (24.50%) presented one objective and more than one conclusion and 376 (74.90%) had more than one objective and more than one conclusion. CONCLUSIONS: It wasn't found in researched literature the number of objectives and conclusions a scientific work must have. A highest number of thesis and dissertations presented more than one objective and more than one conclusion.

Academic Dissertations as Topic↗
PubMed1993

Osler's changing influence. Based on the Osler oration given at the Royal College of Physicians in 1990.

Over 20 years in North America William Osler transformed the pattern of medical education for both undergraduates and specialists. He wrote a textbook that not only was a stimulus to medical students and young doctors, but also inspired the railway baron J D Rockefeller to devote his wealth to the advancement of medical research and education. He encouraged the creation of medical associations and societies because he believed, rightly, that these enhanced not only the quality of medicine but also the relationship of the members of the profession, one with another. He provided a great library of medical history and medical biography which has been and will be an inspiration for years to come. In the 15 years Osler spent in England he created a school of medical science which has continued to burgeon and has formed a foundation for a great clinical and research medical school. He inspired the creation of the post-graduate centres associated with the general hospitals in every town throughout the country; he provided material for a biography which has inspired medical students and practitioners, who now realise that medicine is primarily about sick people, not disease; and he directed another great benefactor, Lord Nuffield, to devote his riches to many aspects of medicine.

Education, Medical↗
PubMed1995

Medical education and faculty development: a new role for the health sciences librarian.

This paper describes the roles and responsibilities of the associate director for medical education at the Primary Care Resource Center (PCRC), School of Medicine and Biomedical Sciences, State University of New York at Buffalo (UB). The PCRC was established to increase the number of UB medical school graduates who selected graduate medical education in the generalist disciplines. The associate director, who is a health sciences librarian, has established collaborative working relationships with primary care physicians in the clinical departments of family medicine, pediatrics, and internal medicine with the goal of improving the teaching effectiveness of faculty and residents. Another goal is to incorporate the use of computerized information technologies into clinical practice by training physicians and residents, at specially equipped ambulatory training sites, in how to access and manage information for the purpose of providing quality medical care. This has been accomplished in part through the provision of highly personalized instruction to participants. In addition to describing these activities, this paper examines how the duties of the associate director reflect the potential for long-term change in the roles and responsibilities of health sciences librarians, whether they work in a traditional or nontraditional setting.

Computers↗
PubMed1994

Formation of the School of Optometry at the University of Missouri-St. Louis.

This article traces the formation of the School of Optometry at the University of Missouri-St. Louis. The research was conducted by interviewing knowledgeable persons, using the archives at The International Library, Archives and Museum of Optometry and UM-St. Louis, and using the private papers of Dr. Gordon Heath. The review covers three periods from 1968 to 1980: Initial, In-Between, and Final. An appropriation for the School was made in each period, but only the last one lead to the founding of the School. The political and educational climate of St. Louis influenced the development of the School. However, the political activism of Missouri optometrists in a receptive state legislature was the main reason for the formation of the School.

History, 20th Century↗
PubMed1986

Computer-assisted instruction: a library service for the community teaching hospital.

This paper reports on five years of experience with computer-assisted instruction (CAI) at Winthrop-University Hospital, a major affiliate of the SUNY at Stony Brook School of Medicine. It compares CAI programs available from Ohio State University and Massachusetts General Hospital (accessed by telephone and modem), and software packages purchased from the Health Sciences Consortium (MED-CAPS) and Scientific American (DISCOTEST). The comparison documents one library's experience of the cost of these programs and the use made of them by medical students, house staff, and attending physicians. It describes the space allocated for necessary equipment, as well as the marketing of CAI. Finally, in view of the decision of the National Board of Medical Examiners to administer the Part III examination on computer (the so-called CBX) starting in 1988, the paper speculates on the future importance of CAI in the community teaching hospital.

Computer-Assisted Instruction↗
PubMedDate not supplied

The toy library service at Honeylands Family Support Unit: an assessment.

Toy libraries have become a favoured way of providing a service to families in which there is a mentally handicapped child. The purpose of this study was to gain information about how parents valued the service provided by the toy library at Honeylands Family Support Unit. Parents expressed a great deal of satisfaction with the service. Suggestions are made as to how it could be further improved and about the desirability of it being extended to school-aged children.

Child, Preschool↗
PubMed2000

The information needs of doctors-in-training: case study from the Cairns Library, University of Oxford.

The objective of this study was to find out more about the information needs of doctors-in-training and to identify their preferred sources of information. The methodology included interviews with consultants and administrators, a focus group discussion with library staff and a postal questionnaire sent to 347 doctors-in-training (there was a 43% return). The shortcomings of a questionnaire primarily composed of closed questions were addressed by the inclusion of one-to-one interviews which offered the opportunity for more in-depth commentary on specific issues highlighted in the questionnaire. Results indicated the frequency with which various types of information sources were consulted and how this related to the 'ease of access' of each information source. There was also the opportunity to comment on future information needs. It was clear from the interviews as well as comments made on the questionnaire that the two most important requirements for doctors-in-training were 'more time to find and obtain information' and 'better access to information sources when and where they are needed'. The results, although not surprising, included specific suggestions that have been used for the strategic planning of the library service to deliver the best possible support to users within the current framework of evidence-based medicine.

Education, Medical↗