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PubMed1994

Balance and limits: modeling graduate medical education reform based on recommendations of the Council on Graduate Medical Education.

National commissions, medical philanthropies, scholars, and policy analysts agree that the key to improved health care access and cost containment is a physician workforce built on a generalist foundation. They propose a national system to allocate a specific and limited number of graduate medical education (GME) positions. The Council on Graduate Medical Education recommended that training positions be limited to 110 percent of the graduates of U.S. allopathic and osteopathic medical schools and that the system graduate 50 percent into primary care practice (50/50-110 proposal). The 50/50-110 option would significantly modify GME training: surgical and support specialty positions would be reduced, and increased numbers of medical and pediatric residents would enter general practice. This workforce composition would facilitate provision of universal health care access and help control costs--the basic tenets of reform.

Education, Medical, Graduate↗
PubMed1994

Service provision under the Individuals with Disabilities Education Act--Part H, as amended (IDEA--Part H) to children who are deaf and hard of hearing ages birth to 36 months. Joint Committee of ASHA and Council on Education of the Deaf.

Since positive family-child relationships are initially established during the first 3 years, it is imperative that service providers focus their efforts on the family unit, as well as on the child. The Individuals with Disabilities Education Act--Part H, as amended (IDEA--Part H), supports this concept and has mandated development of an IFSP for each infant and toddler and his or her family eligible for early intervention services. The confirmed diagnosis of hearing loss for a child may have long-term effects on the family. Usually children who are deaf or hard of hearing are born into families with normal-hearing parents and siblings who have limited knowledge of the implications of hearing loss. In addition, parents may go through stages of grieving after learning that their child is deaf or hard of hearing (Luterman, 1979; Moses, 1985). Early experiences with adults who are deaf or hard-of-hearing parents who have deaf or hard-of-hearing children and other support services are essential. The effects of hearing loss on communication may interfere with parent-child interaction, especially when the primary communication system of the child and family are different. The following areas are those in which a family may benefit from consultation, information, and education: 1. Immediate and easy access to a professional who can help them understand the hearing loss and its potential effects, both long and short term 2. Immediate and ongoing access to deaf and hard-of-hearing adults and children and their families 3. Immediate and ongoing access to professionals who can help facilitate the development of effective parent-child interaction.(ABSTRACT TRUNCATED AT 250 WORDS)

American Speech-Language-Hearing Association↗
PubMed1995

[Educational reform in medical education--effects of the 8th revision of the medical approbation regulation on the psychosomatic/psychotherapy specialty].

Since the end of 1993 a draft of the 8th revision of the Educational Rules in Medicine (Arztliche Approbationsordnung) was published by the Federal Ministry of Health, suggesting substantial changes of ways and contents of medical education the consequences of which for university departments of psychosomatics and psychotherapy are discussed in this paper.

Curriculum↗
PubMedDate not supplied

[Education and graduate education in geriatrics and gerontology: current status in Austria].

Further education in practical, clinical and scientific-theoretical gerontology is of great importance either for the global care of the elderly or to increase the knowledge concerning the problems of aging. In this paper we try to evaluate critically activities referring to this, to furthermore develop in international comparison strategies to improve the situation. We present objectives of the Austrian health politics and we more precisely depict the actual implementation as to university and non-university education events.

Aged↗
PubMed1998

[Initial and continuous education. Entreaty for better education of physicians in therapeutics].

Concrete education on therapeutical decision must constitute a major institutional objective during the higher academic period of the medical students. The current therapeutics constitutes a branch of instruction based on the up-to-date of the "medical science" and on the evidence evaluation. However, such evidence-based medicine still biased, evolutionary and thus provisory valid; whereas at the same time it must be appropriate and suitable for the patients benefit. Data issued from medical science are on the basis of the interactive and pragmatic apprenticeship of the therapeutical decision and prescription with a personalized approach of patient and at each step of its disease. The continuous postgraduate education programs following the initial Academic instruction contributes to up date the knowledges and moreover the professional experience and practice. This evolution is performed with respect of both the individual ethic-related to the patient and the collective ethics in terms of public health.

Curriculum↗
PubMedDate not supplied

The RN-BSN distance education experience: from educational limbo to more than an elusive degree.

This study describes a qualitative study designed to gain an understanding of professional growth as experienced by RN-BSN students taking their program by distance delivery. A convenience sample of senior students enrolled in an RN-BSN program, taking their classes either by live televised broadcast or by online instruction, volunteered to participate in the study. Data were collected through the use of online student discussions that took place over a 2-week period. The discussion was guided by the use of a semistructured interview schedule and facilitated by one member of the research team. Interview questions were posted every 2 to 3 days; additional questions were posted as threads as discussion board comments warranted. RN-BSN students described their pursuit of a BSN as a journey of being and becoming a professional. Although students already felt "professional," the impetus for the journey could be traced to the overriding theme of "falling short as a professional." RN-BSN students described their beginning journey toward the baccalaureate degree as an "educational limbo," out of which they moved with discovery of the RN-BSN distance program. What began as pursuit of an elusive degree that was expected to produce minimal change became more as RN-BSN students evolved as professionals along many dimensions. The implications of these findings for the development and design of curricular and pedagogical approaches to better serve the needs of this unique group of learners will be addressed.

Adaptation, Psychological↗
PubMed2006

The EVMS pain education initiative: a multifaceted approach to resident education.

UNLABELLED: Chronic pain is a major health issue that causes significant patient morbidity as well as economic loss. Many studies have highlighted the lack of training in chronic pain management for resident physicians and the need to develop programs that address the challenges of providing care to chronic pain patients. We wanted to determine whether a workshop using a combination of standardized patients, small groups, and large group lectures addresses residents' curricular needs regarding chronic pain management. We developed a 1-day workshop for residents at Eastern Virginia Medical School, which has a nationally recognized professional skills center. After completing the workshop, residents showed significant gains in knowledge (post-test vs pre-test overall mean +23.4%, P < .001). Significant gains in clinical skills were also seen (overall +5.9%, P < .001) with improvements in the areas of pain assessment (+6.3%, P < .001), physical examination (+7.7%, P < .03), and pain management (+8%, P < .01). Physicians also reported increased comfort regarding chronic pain management. Almost all residents stated they would make specific practice changes in the assessment and management of chronic pain patients. The results suggest our workshop is a novel model that is effective in teaching residents how to assess and manage chronic pain. PERSPECTIVE: This article demonstrates that the use of standardized patients with other teaching methods is an effective approach in teaching resident physicians regarding the assessment and management of chronic pain patients. The findings have the potential to restructure our methods of teaching in chronic pain education.

Academic Medical Centers↗
PubMed2006

Clinical education facilitators' and post-registration paediatric student nurses' perceptions of the role of the clinical education facilitator.

In Ireland the past two decades have witnessed the introduction of various clinical 'support' personnel under various titles into clinical areas. However, an identifiable gap remains with a degree of ambiguity over who has prime responsibility for clinical teaching. Now, a new post has emerged, that of clinical education facilitators (CEFs). To date this role has not been empirically explored. The purpose of this study was to explore the CEF role from the perspective of facilitators themselves and post-registration paediatric nursing students, one cohort the CEFs have responsibility for. Using an exploratory descriptive design focus group interviews were employed to collect data from a volunteer sample. The CEF role emerged as diverse, complex and multifaceted with the CEF coordinating factors in the clinical environment to make it function as an effective learning environment for students. Four main strategies were employed: facilitating transition, maximising learning opportunities, preparing the clinical environment and providing support. This study offers preliminary evidence towards clarification of the nature and purpose of the CEF role. The central recommendation is the urgent need to define the role so all stakeholders share a common understanding of the activities of the role holder.

Attitude of Health Personnel↗
PubMedDate not supplied

An educational framework to support gerontological nursing education at the baccalaureate level.

Building gerontological content into a nursing curriculum will help meet the rising nursing care needs of older adults. An educational framework used to support innovative teaching and learning strategies is presented. Using this framework, strategies for developing and teaching a new undergraduate nursing elective include exposure to and interactions with older adults, national conference attendance, and use of film to investigate issues of aging. A topical outline of the course, assignments, and additional teaching strategies are presented. To date, 58 students have reported high satisfaction and increased interest in gerontological nursing. Twenty-three percent of graduating nurses enrolled in this course and received specialty content in the care of older adults. Faculty satisfaction remained high. The innovative teaching strategies enhanced faculty and student engagement in course content. The successful use of these strategies should be considered for implementation in both elective and required courses that focus on gerontological nursing.

Attitude of Health Personnel↗
PubMed2006

[Education of children with epilepsy and their parents by the modular education program epilepsy for families (FAMOSES)--results of an evaluation study].

PURPOSE: The aim of the study was to evaluate the efficacy of the modular educational program for children with epilepsy and their parents (FAMOSES). This program was developed by an interdisciplinary project group to improve knowledge, coping, treatment outcome, emotional and practical adaptation to the condition. METHODS: A prospective, controlled, multi-center, pre-post study design was used to examine the efficacy of the program in the treatment group compared to the waiting group (control group). Questionnaires included epilepsy specific scales regarding knowledge, attitudes, restrictions in daily living, epilepsy related fears, coping with the chronic disease and generic instruments (quality of life, KINDL). 55 parents of the treatment group completed the questionnaires three months before the course and three months later; the corresponding waiting group included 48 parents. Respectively, 31 children, who participated in the program, completed the questionnaires immediately before the course and three months later; the corresponding waiting group included 19 children. RESULTS: Children, who attended the program, showed improvements in the domains perceived restrictions (significant, medium effect size), absence from school and seizure frequency. Not significantly greater compared to the control group were the improvements of knowledge, attitudes and fears regarding to the epilepsy. Parents of the treatment group showed significant enhancements in epilepsy specific knowledge (large effect size), attitudes toward the epilepsy, management of epileptic seizures and significant reductions of fears and restrictions of their child with epilepsy (small to medium effect sizes).

Adolescent↗
PubMed1998

[Critique of continuing medical education from the viewpoint of participants. Results of an evaluation of didactic seminars of the Academy of Continuing and Graduate Medical Education of the Hessen Federal Association].

In cooperation with the chair of academy of vocational training and educational planning of the University of Technology Darmstadt the academy planned and realized a systematic evaluation concerning participants's opinion and criticism. A half-standardized questionnaire was developed, tested and applied according to the rules and recommendations of the German medical association. Between 9/94 and 11/98, feedback from 121 of the academy's seminars was received. Most seminars were judged positively in view of clarity and stimulation of thoughts while there was considerably less praise for the contribution of self-information and the possibilities of communicating and interacting. With regard to the lecture's practical relevance most seminars were judged positively. Media design and management was considered insufficient by most of the participants, as were time management and pre-information. The idea of examining the effect of learning was rejected by most of the students: Better media were desired, as were more case studies and literature references.

Curriculum↗
PubMed1993

Educational Technology Network: a computer conferencing system dedicated to applications of computers in radiology practice, research, and education.

Educational Technology Network (ET Net) is a free, easy to use, on-line computer conferencing system organized and funded by the National Library of Medicine that is accessible via the SprintNet (SprintNet, Reston, VA) and Internet (Merit, Ann Arbor, MI) computer networks. It is dedicated to helping bring together, in a single continuously running electronic forum, developers and users of computer applications in the health sciences, including radiology. ET Net uses the Caucus computer conferencing software (Camber-Roth, Troy, NY) running on a microcomputer. This microcomputer is located in the National Library of Medicine's Lister Hill National Center for Biomedical Communications and is directly connected to the SprintNet and the Internet networks. The advanced computer conferencing software of ET Net allows individuals who are separated in space and time to unite electronically to participate, at any time, in interactive discussions on applications of computers in radiology. A computer conferencing system such as ET Net allows radiologists to maintain contact with colleagues on a regular basis when they are not physically together. Topics of discussion on ET Net encompass all applications of computers in radiological practice, research, and education. ET Net has been in successful operation for 3 years and has a promising future aiding radiologists in the exchange of information pertaining to applications of computers in radiology.

Computer Communication Networks↗
PubMed2003

Collaboration, user involvement and education: a systematic review of the literature and report of an educational initiative.

Collaboration is advocated widely through government policy as part of enormous change within the Health Service (Department of Health 1998, 2000b). Directives from policy regarding collaboration impact onto organizations, professions and individuals including users of the service. A literature review suggests that there would appear to be limited anecdotal, discursive or rigorous evidence available on collaboration at all levels including involving users. However, literature does demonstrate a mounting body of evidence that collaboration with users is being promoted as a way of working. This paper reviews the literature around collaboration and user involvement in the context of cancer care. Findings suggest that there is confusion of terminology around collaboration and user involvement. Benefits of and barriers to user involvement are identified and these are explored in the context of caring for the patient with cancer. An evaluation of a team-based educational initiative designed to help health-care professionals working within the cancer arena to explore ways to collaborate with users is presented. Findings suggest that education may be one way to develop collaboration between health-care professionals and service users.

Cooperative Behavior↗
PubMed2004

Educating the educators: increasing grade-school teachers' ability to detect vision problems.

BACKGROUND: The State University of New York College of Optometry/University Optometric Center conducts vision screenings in various public schools in New York City. A study was devised to determine whether teachers' abilities to detect vision problems in their students could be enhanced. METHODS: Students of two different grade schools were screened, in 1998-1999 and again two years later. In 1998-1999, the week before each group of students was to be screened, teachers were asked to indicate which children were felt to have vision problems. In 2000-2001, prior to the screenings, a lecture on vision and its relationship to learning was given to the same teachers who had responded two years earlier, and handouts and brochures delineating vision problems were also given to each teacher. A comparison was then made of the teachers' ability to detect vision problems before and after the teacher education. RESULTS: In the first year, 111 of 377 of children screened (29%) were referred. Teachers correctly identified 39% of the acuity failures and 29% of the functional failures. Two years later, a total of 31% of children were referred. The same teachers correctly identified 68% of the acuity failures and 67% of the functional failures. CONCLUSIONS: There was a statistically significant increase in the ability of teachers to correctly identify children with learning problems based on education. Both the accuracy of identifying children with acuity problems, as well as identifying children with functional visual problems, increased. Based on these results, it is recommended that an in-service lecture be given to school teachers to heighten their awareness of vision problems that may impact learning performance.

Child↗
PubMed1975

Standards for Basic Education in Physical Therapy: a tool for planning clinical education.

Use of the Standards for Basic Education in Physical Therapy as the basis for organizing and implementing a program of clinical education is described. The article addresses the subject most specifically as it relates to the setting of an acute care general hospital; however, the program is described in sufficient detail to permit adaptation for other settings where personnel are participating in clinical teaching. Reasons for considering and developing this approach to clinical instruction are included, as well as preliminary subjective evaluation of the outcomes. The article is presented as a mechanism for exchange of ideas among persons engaged in clinical teaching.

Clinical Competence↗
PubMed2003

A successful educational collaboration between scientists and educators: microscopic explorations.

The teacher's guide, Microscopic Explorations: A GEMS Festival Guide (Brady and Willard, 1998), is the result of a partnership between Great Explorations in Math and Science (GEMS), a program of the Lawrence Hall of Science (LHS), the public science and curriculum development center of the University of California, Berkeley, and the Microscopy Society of America (MSA). Microscopic Exploration supports the MSA's low-cost national outreach program and, also, reaches a very large educational community as part of the GEMS series. Some of the lessons learned through the extremely successful MSA/LHS collaboration are summarized here in hopes that they may be instructive to other scientists and educators as they launch their own partnerships and collaborations.

Cooperative Behavior↗
PubMedDate not supplied

Internal Medicine chief residents suggest need to improve health care delivery and public policy education. Internal Medicine Center to Advance Research and Education.

The primary objective in medical training remains skill development in the delivery of medical care through the understanding of bedside data collection, natural history of disease, use of diagnostic tools and the influence of therapy--all applied to a specific patient. More recently, also considered important is training on the broader issues of health care delivery and public policy, especially since the environment of medicine is changing rapidly. With limited curricular time these issues must compete with the traditional and important clinical training. To evaluate how these subjects have been included in internal medicine training, the Resident Physicians Section (RPS) of the American Society of Internal Medicine (ASIM) sponsored a survey of United States internal medicine chief residents which was conducted by the Internal Medicine Center to Advance Research and Education (IMCARE). The objectives of the study were to 1) study the extent of training on health care delivery and public policy issues offered to residents by internal medicine residency programs; 2) assess training opportunities now available; and 3) determine areas of study not fulfilling perceived needs. The questionnaire contained 12 questions. Chief residents rated the 1) quality of their program in preparing residents on health care delivery, public policy issues and practice management; 2) level of instruction provided on 12 topics; and 3) degree of priority these same topics should have. Respondents were asked to identify 1) any other relevant areas their residency program covered particularly well; 2) the amount of time which should be devoted to these socioeconomic topics in each year of training; and 3) the most appealing formats for learning about these topics. Despite the rapidly growing influence of socioeconomic issues on medical practice, many chief residents perceive that important topics are not being addressed adequately. This study provides information on areas addressed well and topics that should receive greater attention. Recommendations are made for further studies and strategies to increase the emphasis on socioeconomic topics during medical education.

Attitude of Health Personnel↗
PubMed1999

Media education. American Academy of Pediatrics. Committee on Public Education.

The American Academy of Pediatrics recognizes that exposure to mass media (ie, television, movies, video and computer games, the Internet, music lyrics and videos, newspapers, magazines, books, advertising, etc) presents both health risks and benefits for children and adolescents. Media education has the potential to reduce the harmful effects of media. By understanding and supporting media education, pediatricians can play an important role in reducing the risk of exposure to mass media for children and adolescents.

Adolescent↗