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The medical director of a nurse anesthesia educational program in a Veteran's Administration medical center relates his experiences in creating an educational and practice environment where, through cooperation with the CRNA director, the capabilities of all anesthesia providers are respected and utilized.
Inspection of restaurants and education of food handlers are two methods used by regulatory agencies to ensure food served in restaurants is safe to eat. The variation which exists in the implementation of these programs suggests that the programs' effectiveness is lacking or is not clear. Recommendations based on the Community Health Practice Guideline methodology, the results of a critical review of the literature, the results of a survey of practices, and expert opinion were developed. The recommendations include: continuation of routine inspections at a frequency of one to two inspections per year per restaurant and the continuation of education programs. The evidence on which these recommendations are based is scant and more research is needed to ensure programs are needed, effective and efficient.
The risk manager's performance of an educational needs assessment to assist in determining related training and development elements supports a solid, proactive risk management program designed to motivate healthcare professionals. Environmental scanning, needs assessment tool design and development, tool validation, organizational commitment and ethical considerations are examined. A sample needs assessment tool is provided.
Education and training in geriatric medicine for family doctors and medical specialists, nurses, physio- and ergotherapists, social workers becomes more important. A curriculum in high quality geriatric medicine can help solve the problems coming up with the increasing life-expectancy and with the increasing proportion of elderly depending on care and social services. The development of curricula and programs in high quality geriatric medicine demonstrates that the geriatrician has a special approach to the elderly patient different from traditional medicine. Describing and teaching this special approach to the elderly patient shows the special view of the geriatrician working with elderly patients. A number of barriers to program development must be considered. To successfully implement geriatrics training, geriatric faculties need to have adequate protected time to plan, administer and teach the curriculum. It is very important to implement geriatrics training in universities and medical institutes.
Nurse-midwives and women's health nurse practitioners have a long history as positive change agents in health care as well as education. This article chronicles the transition of a traditional face-to-face nurse-midwife and women's health nurse practitioner graduate curriculum to a Web-based format with campus seminars and clinical laboratories. This change was made to increase access to these graduate programs. A total of 20 courses, including both graduate core and specialty courses, was converted to the Web-based format over a 3-year period. Practical considerations for implementing a similar program, including faculty development and support, student orientation and ongoing support, development of a learning community, and time management, are discussed. The importance of listening to student feedback and partnering with them as the program continues to develop is emphasized as a key element of program evaluation and improvement.
The need for rapid dissemination of medical information is linked with the requirement for training and career grade doctors to be up-to-date with their knowledge. Over 220 sites in Europe receive EuroTransMed oncology programmes, during the academic terms. The non-profit foundation brings together expert panels, providing the latest evidence for best practice. Viewers are able to interact during the programme with the panel members using phone, fax, ISDN and e-mail. Increasing use of telematics has helped in the development of this important quality learning initiative for doctors in Europe, and addressed the continuing education need of oncology health professionals.
Distance education is a standard form of instruction for many colleges of nursing. Web-based course and program content has been delivered primarily through text-based presentations such as PowerPoint slides and Web search activities. However, the rapid pace of technological innovation is making available more sophisticated forms of delivery such as video streaming. High-quality video streams, created at the instructor's desktop or in basic recording studios, can be produced that build on PowerPoint or create new media for use on the Web. The technology required to design, produce, and upload short video-streamed course content objects to the Internet is described. The preparation of materials, suggested production guidelines, and examples of information presented via desktop video methods are presented.
BACKGROUND: Internationalization, an integral part of strategic planning initiatives in universities around the world, is occurring within the context of globalization. As we move toward greater internationalization in nursing education, we must understand the ideologies that currently underpin globalization and their fit with the vision and mission of nursing. AIM: To outline the current debates surrounding internationalization and globalization and their potential consequences for universities. METHODS: The historical and current interest in internationalization and globalization are reviewed briefly in order to set the context for this discussion. CONCLUSIONS: What emerges from an analysis of current internationalization directions is the complexity of the relationship between internationalization and the conflicting ideologies underpinning globalization. Nursing can play a key role within universities to ensure that varying viewpoints are debated and the implications of varying internationalization decisions are understood.
The purpose of the present study was to assess to what extent retention of factual knowledge or higher cognitive abilities, such as analytical/critical evaluation, were required by the students in the written examinations in clinical departments of dental schools in Norway in 1973-1975. A modified version of Bloom's taxonomy of educational objectives was used to classify the examination questions. Most of the questions were covered by the teaching program and concerned factural knowledge. When clinical examinations included a complete patient history and/or radiographs, judgment of the available information was demanded from the students. A great number of minor questions usually represented a lower taxonomic level than the use of a few essay questions.
This statement was developed by the National Joint Committee on Learning Disabilities (NJCLD). Representatives of the American Speech-Language-Hearing Association (ASHA) were Rhonda S. Work, Chair; Mabel L. Rice; Stan Dublinske, ex officio. Ann L. Carey, vice president for professional and governmental affairs, was the monitoring vice president. Other member organizations of the NJCLD include the Association on Handicapped Student Services Programs in Postsecondary Education; Council for Learning Disabilities; Division for Children with Communication Disorders; Division for Learning Disabilities; International Reading Association; Learning Disabilities Association of America; National Association of School Psychologists; Orton Dyslexia Society. This statement was approved by the ASHA Legislative Council in November 1990 (LC 26-90) [see Note 1].
This article reports on a survey of administrators, counselors, and teachers from middle schools involved in the National Evaluation of the Gang Resistance Education and Training (G.R.E.A.T.) program. This survey was part of a multisite evaluation that also elicited the responses of students, parents, and officers teaching the G.R.E.A.T. program. School personnel provide their views about important current issues, including their perceptions of school safety, the role of law enforcement officers in schools, and the role and effectiveness of school-based prevention programs in general and the G.R.E.A.T. program in particular. Results from this survey have important implications for the plethora of prevention programs currently located in American schools.
The hypothesis of this essay asserts that sandwich courses which are the object of this study in the framework of vocational training in the I.S.F.I. (nurses' school) and I.U.F.M (teacher training), will pertain to an educational logic if it facilitates the construction of the link between theory and practice, the emergence of practice knowledge, the construction of professional skills and if it enables the student to have access to a form of professional socialization. Today, the device lacks coherence and efficiency, there is not much time devoted to analysis and concentration. The presence of more performing trainers, involved in a real partnership would be necessary as well as the reorientation of these training on the professional skills. However, the sandwich courses help the students to distance themselves from practice and enable them to live through their own experiences. The study of the characteristics of these two training enables to make proposals aiming at improving the existing situation: they concern the development of new pedagogical methods, the creation of adapted tools, the improvement of the existing partnership and the training of the trainers.
The continuing formation of the General Practitioners (GP) must stay in stride with the rapid evolution of society, technology, science and needs of the population. The Web allows on-line a rapid access to a pertinent and practical information whenever needed. PostDoc is a joint venture of the Universities of Aachen, Maastricht, Leuven and Diepenbeek. The Department of general medicine is associated with the Service of Technology of Education in this project. The interactivity of an Internet Website introduces a cooperative dimension in the work of the GP's centred on formation and discussion of problems encountered. This tool allows each GP to contribute to clinical cases and information.
At the Nordic Federation of Medical Education congress on nutrition held at Lund in April 1991, it was agreed that nutrition should be allotted adequate space within the framework both of the preclinical and clinical curricula. A proposal was presented whereby a basic course in nutrition would be scheduled early in the general medical curriculum, together with clinical nutrition both integrated with other suitable clinical subjects and as a self-contained subject. The physician's role in a preventive capacity in the public health sector was discussed, as were research aspects of the subject.
A growing proportion of health care, especially long-term care, should best and most appropriately be provided in the home setting. Physicians have largely remained on the periphery of this reemerging area of health care. Yet if home health care is to reach its full potential, physicians must fulfill their essential role as members of the home health team. Direct physician input and participation are needed to ensure that home health care is safe and medically appropriate. Physician involvement will enhance the supervision of medical care in the home, and physicians' expertise is also much needed for home health care quality assurance and clinical research. Role models and training experiences must be developed for new physicians so that they can integrate home health care skills and values into their future practices. Although most of the usual physician objections to home health care involvement can be addressed by education, the problem of inadequate reimbursement is substantive and must be addressed by policy change.
This article reports two major data collection efforts conducted during successive years. Study 1 examined the relationship between the school effectiveness variables identified in the Minnesota Educational Effectiveness Project (MEEP), and the attitudes and achievement of students in 31 MEEP schools. Study 2, which focused on 11 of the Study 1 schools, compared the instructional programs provided to students with mild disabilities in three integrated programs in these 11 schools, with those provided by conventional resource "pull-out" programs in three other schools. We not only contrasted program characteristics, but analyzed differences between program characteristics and cognitive and affective outcomes. Results do not provide a strong basis for concluding that general efforts at school improvement will provide the framework for improved outcomes among low-achieving students.
The aim of the academy is to present an up-to-date knowledge of all fields of surgery to young surgeons in the 5th/6th year of education. The main topics are taken from general, trauma, vascular, pediatric, neuro- and heart-surgery. The meetings are held once per year in five different cities in Germany. The second branch of the academy is an annual symposium dealing with five different current events that will be discussed each for half a day. Furthermore there is offered a course for ultrasound and another for endoscopy.
The general educational level and the dental health knowledge are negatively correlated with the DMF index and its M component. They are positively correlated with the number of primarily sound teeth. No correlations could be established between the aforementioned criteria and the D component.