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How to become a nurse teacher.

It may take a minimum of 4 years to become a nurse teacher. Teaching is about communicating effectively with a variety of groups. The ENB and UKCC have clear criteria that must be met. If teaching is for you, it is important to be proactive, explore alternatives and plan your way forward. The role of the teacher is open to a wide interpretation. Nurse teaching is moving towards an all-graduate profession. Your college of nursing library will have information packs and details of local courses. The college principal will be pleased to offer careers advice to prospective teachers.

Career Mobility↗

Childhood blindness and visual loss: an assessment at two institutions including a "new" cause.

PURPOSE: This study was initiated to investigate the causes of childhood blindness and visual impairment in the United States. We also sought a particular etiology--congenital lymphocytic choriomeningitis virus (LCMV)--which has been considered exceedingly rare, in a fixed target population of children, the severely mentally retarded. METHODS: We undertook a library-based study of the world literature to shed light on the causes of childhood blindness internationally and to put our data in context. We prospectively examined all consented children (159) at 2 institutions in the United States to determine their ocular status and the etiology of any visual loss present. One of the institutions is a school for the visually impaired (hereafter referred to as Location V), in which most of the students have normal mentation. The other is a home for severely mentally retarded, nonambulatory children (hereafter referred to as Location M). This institution was selected specifically to provide a sample of visual loss associated with severe retardation because the handful of cases of LCMV in the literature have been associated with severe central nervous system insults. Histories were obtained from records on site, and all children received a complete cyclopleged ophthalmic examination at their institution performed by the author. Patients at Location M with chorioretinal scars consistent with intrauterine infection (a possible sign of LCMV) had separate consents for blood drawing. Sera was obtained and sent for standard TORCHS titers, toxoplasmosis titers (Jack S. Remington, MD, Palo Alto, Calif), and ELISA testing for LCMV (Centers for Disease Control and Prevention, Atlanta, Ga). RESULTS: The diagnoses at Location V were varied and included retinopathy of prematurity (19.4%), optic atrophy (19.4%), retinitis pigmentosa (14.5%), optic nerve hypoplasia (12.9%), cataracts (8.1%), foveal hypoplasia (8.1%), persistent hyperplastic primary vitreous (4.8%), and microphthalmos (3.2%). The most common diagnosis at Location M was bilateral optic atrophy, which was found in 65% of the patients examined who had visual loss. Of these, the insults were most often congenital (42.6%), with birth trauma, prematurity, and genetics each responsible for about 15% of the optic atrophy. The second most common diagnosis was cortical visual impairment (24%), followed by chorioretinal scars (5%), which are strongly suggestive of intrauterine infection. Of 95 patients examined at Location M, 4 had chorioretinal scars. Two of these had dramatically elevated titers for LCMV, as did one of their mothers. One of the other 2 children died before serum could be drawn, and the fourth had negative titers for both TORCHS and LCMV. CONCLUSIONS: At both locations studied, visual loss was most often due to congenital insults, whether genetic or simply prenatal. The visual loss at Location V was twice as likely as that at Location M to be caused by a genetic disorder. The genetic disorders at Location V were more often isolated eye diseases, while those among the severely retarded at Location M were more generalized genetic disorders. Our study identified optic atrophy as a common diagnosis among the severely mentally retarded with vision loss, a finding that is supported by previous studies in other countries. In our population of severely retarded children, the target etiology of lymphocytic choriomeningitis virus was responsible for half the visual loss secondary to chorioretinitis from intrauterine infection. This is more common than would be predicted by the few cases previously described in the literature, and strongly suggests that LCMV may be a more common cause of visual loss than previously appreciated. We believe that serology for LCMV should be part of the workup for congenital chorioretinitis, especially if the TORCHS titers are negative, and that perhaps the mnemonic should be revised to "TORCHS + L." Childhood blindness and visual impairment are tragic and co

Adolescent↗

The evolution of undergraduate medical informatics programmes.

This article summarizes developments in the teaching of medical informatics to undergraduate health care professionals. Whilst clinical schools are adopting quite different approaches to informatics education and training, there seem to be a number of common factors shaping educational policies and the resultant programmes. Different professional schools face similar problems in relation to resources and staff development. At the same time, examination of different syllabuses suggests the existence of divergent models as to what medical informatics should encompass, as well as different views as to what elements of the domain should be included in preliminary or undergraduate courses. The relevance of these trends to health libraries is briefly considered.

Attitude to Computers↗

[How Charcot got his chair].

Charcot's career, as is well-known, reached a summit with his acquisition of the Faculty clinical chair of diseases of the nervous system inaugurated in 1882. Based upon previously untapped archival materials at the Charcot Library and the National Archives, this paper explores four questions: I. Was "Charcot's chair" really the first specialized chair for neurology?; 2. Was it founded specifically for Charcot?; 3. What role did the Faculty of Medicine play and did it offer any opposition?; 4. How important was the creation of the chair for the flourishing of the Salpêtrière school. Evidence is presented to show that Charcot considered a specialized chair in nervous diseases a high priority for his career and his school. Sometime around 1880, convinced of the importance of this project, he began to assemble arguments in its behalf from French and foreign sources, particularly from his German colleagues, Westphal and Erb. He learned that there were no precedents, not even in Berlin. Charcot's carefully prepared manuscript memoir presented a strong case for the "necessity" of the chair based on the recent progress and theoretical as well as practical importance of his subject. He described psychiatry, which already had a Faculty clinical chair, as but a "small part" of neuropathology and rejected the idea of combining the two disciplines. Although the project encountered opposition from several Faculty colleagues, who claimed that it was a personal favor for Charcot, powerful support from political allies such as Gambetta and Ferry ensured government funding. In fact, government action in behalf of the creation of the chair for Charcot preceded and surprised the medical Faculty. This paper shows the extent to which Charcot's own initiatives and arguments set the agenda and defined the role he envisaged for the new foundation at the center of the clinical research and teaching centre emerging under his direction at the Salpêtrière.

Clinical Medicine↗

Selection of information resources for education in medical pharmacology.

Pharmacology is the foundation science of medical pharmacotherapy. Education in medical pharmacology (EP) requires the use of information resources (IR) to meet the challenge of the continuous introduction of new drugs and new educational, didactic and pedagogical theories to enhance knowledge. Hence criteria for selecting bibliographic material for EP should be clearly outlined and implemented. In this work we present a method to select IR for EP based on systems theory and focusing on the factors determining: (a) the integration of a list of recommended IR for EP; (b) the design of the acquisition list for faculty and students work; (c) the overall organization of the resources available for its optimal use and benefit in the educational process; and (d) a general strategy for assessing the impact of the bibliographic infrastructure. The proposal is based on information from: (i) lists of recommended readings in the academic program of the Pharmacology course given at the School of Medicine of UNAM in the last 30 years; (ii) the extent of discipline development measured by two indexes derived from the contents of Goodman and Gilman's "Pharmacological Basis of Therapeutics" (G & G); (iii) the number of texts currently found in the collection of FM-UNAM which are classified in the section of Pharmacology using the Library of Congress Classification System (LCCS); and (iv) the comparison of academic versus standardized classification of pharmacology topics, such as Medical Subject Heading (MESH) and LCCS The importance of this proposal relates to its usefulness for EP and for other medical disciplines.

Books↗

[Nucleotide sequence analysis of a species specific probe by an inserted fragment from recombinant plasmid pCX7 of L. interrogans sensu stricto serovar lai].

The etiological agents of leptospirosis are the pathogenic leptospires (L. interrogans sensu lato) which can be divided into 223 serovars organized into 23 serogroups. The serovar remains the basic taxon, but serotyping may now be accomplished and recognized by acceptable methods. Complementary molecular approaches are being used extensively to assess genetic relatedness amongst leptospires with restriction endonuclese analysis (REA), pulse field gel electrophoresis (PFGE) and DNA-DNA hybridization as well established tools. However, the method is cumbersome and unsuitable for routine application. To develop a sensitive and specific method for identification of pathogenic leptospires, a genomic library of L. interrogans sensu stricto serovar lai was constructed with the plasmid vector pUC9. A recombinant plasmid, designated pCX7 which has homologous fragment of pathogenic leptospires was screened from the bank. pCX7 could recognize pathogenic leptospiral DNA fragment 1.7 kb of strain 017 without cross hybridization to nonpathogenic leptospiral DNA. Inserted fragment of pCX7 DNA sequencing was performed by Dr. Yan Zhengxin (Max-Plank-Institut fur Biology, Tubingen, Germany). Insert fragment was cloned into pBluescript and sequenced by using ABI(Applied Bio. Systems, Model 373A). Nucleotide sequences were analyzed by Dr. Xiao Jianguo (Texas University Medical School and School of Public Health, Center for Infectious Diseases) using a suit of computer program (NIH). One open reading frame of 306 nucleotids were identified. There were identifiable initiation codons, terminators, pribnow box and sextama box within the sequenced regions. These results further confirmed that the little homology between L. interrogans sensu strito and L. borgpeterseni serovar javanica, L. inadai serovar ranarun and serovar manhao (L. genomospecies 2), L. biflexa serovar patoc, L. illini. pCX7 DNA probe could provide a base for identification and classification of leptospires.

DNA, Bacterial↗

End user searching at Indiana University School of Dentistry: tailoring a program for a specific user group.

While many librarians support the concept of end user searching, they fear that large costs will be incurred with the introduction of such a program. This article describes an economical end user training program which was developed at the Indiana University School of Dentistry. End user training at IUSD is fully self-supporting and has been tailored to meet the needs of a very specialized user group.

Academic Medical Centers↗

Assessing and enhancing medical students' computer skills: a two-year experience.

In 1984, the Association of American Medical Colleges (AAMC) issued recommendations for the reform of medical education. One recommendation was that information sciences be incorporated into the medical curriculum. In fall 1996, a survey was conducted to learn more about computer use by medical students at the Rockford regional site of the University of Illinois at Chicago College of Medicine. The purpose of the survey was to gather information not only about computer skills, but also about overall comfort level in using computers and about expectations for enhancing computer skills while attending medical school. Over a two year period, 208 students representing four classes received this survey in their e-mail. Non-respondents received a follow-up print copy in their student mailboxes. Results, based on a 60% response rate, showed a majority of Rockford students entered medical school with good skills in using e-mail and word processing, but many lacked the skills necessary to search the medical literature or to use computer-assisted instructional programs. Overall, 80% of students expected to learn more about computers while attending medical school. Results contributed to an increased effort to integrate computer applications into the medical curriculum and to use computers as a means of communicating with students.

Computer Communication Networks↗

Selecting outcomes measures in children's rehabilitation: a comparison of methods.

OBJECTIVE: To evaluate the effects of using a computerized self-directed software program, All About Outcomes, to facilitate decisions about the most appropriate outcome measures to use in specific pediatric rehabilitation scenarios. DESIGN: A randomized controlled trial using a crossover design to test the accuracy, time, and ease of use of the decision-making outcome software in selecting 3 potential clinical outcome measures for each of 2 clinical scenarios. SETTING: The trial was conducted in a university school of rehabilitation science in Ontario, Canada. PARTICIPANTS: Thirty student occupational therapists and physiotherapists enrolled at the university participated in the trial. INTERVENTIONS: Six clinical scenarios were created and paired into 3 sets with similar levels of difficulty. Participants were randomly assigned to select the 3 most appropriate outcome measures for 2 scenarios in 1 of the 3 sets by using the library or the software program. The order of the method of searching was randomized to control for order effect. MAIN OUTCOME MEASURES: Accuracy in identifying appropriate outcome measures, time for the search, ease of searching, and satisfaction with the search process were measured for all participants. Accuracy was rated by 2 independent raters who were unaware of the search method used to identify the outcome measures. RESULTS: In comparison to the library search method, the software search method was significantly more accurate, took less time, and was rated as easier in identifying appropriate outcome measures for the clinical scenarios. Users were also significantly more satisfied with the software searching method. The accuracy of the software method was not affected by whether participants used it first or second. However, the accuracy of the library search method improved if it was used after the software method. CONCLUSIONS: Software improved the accuracy and ease of identifying outcome measures for rehabilitation students. Further research is needed to evaluate whether identifying appropriate measures leads to an increased use of outcome measures in clinical practice.

Child↗

Optometry and WebCT: a student survey of the value of web-based learning environments in optometric education.

PURPOSE: Improvements in information and communication technology and the need for off-campus delivery have led to the increased use of web-based learning tools in optometry schools around the world. This study compared student-reported preferences for traditional lecture-based learning with their preferences when using a web-based learning tool. METHODS: One hundred and thirteen second and third year students from the School of Optometry and Vision Science at the University of New South Wales were surveyed. All students had worked with WebCT for at least two years. Students were asked to rank a range of learning tools in perceived usefulness and also to state how often they used the particular learning tools. RESULTS: The students rated notes (lecture or WebCT delivered) and clinical laboratory sessions as their most useful learning tools. The use of specific learning tools was more diverse, with students reporting that they often used notes (lecture or WebCT delivered), the WebCT calendar tool and the WebCT discussion tool. This result highlights the valuable contribution of the communication aspect of WebCT to fostering learning communities. The least used learning tools were textbooks, websites mentioned in lectures and library print resources. Interestingly, the purchase of textbooks was high with 77 per cent of students on average reporting they had bought the recommended textbooks. CONCLUSION: Notes were the preferred learning tool of the optometry students at UNSW, suggesting that passive learning of content was the preferred learning style. It is hoped that the introduction of web-based learning environments may allow students and staff to reflect on their preferred teaching and learning styles. Web-based learning tools, such as WebCT, provide a powerful method to facilitate independent deeper learning in students with active learning styles. The current encouragement of student-based active learning methods should see increased use of independent learning platforms, such as WebCT, in optometry schools.

Computer-Assisted Instruction↗

Communicating with children and adolescents about their cancer.

BACKGROUND: Communication with children and adolescents with cancer about their disease and treatment and the implications of these is an important aspect of good quality care. It is often poorly performed in practice. Various interventions have been developed that aim to enhance communication involving children or adolescents with cancer. OBJECTIVES: To examine the effects of interventions to enhance communication with children and/or adolescents about their cancer, its treatment and their implications. SEARCH STRATEGY: The following electronic databases were searched: Cochrane Library; Medline; PsycLit; Cinahl; Cancerlit; EMBASE; Sociofile; Health Management Information Consortium; ASSIA; LISA; ERIC; PAIS; Information Science Abstracts; Dissertation Abstracts; JICST; Pascal; Linguistics and Language Behavior Abstracts; Mental Health Abstracts; AMED; MANTIS. Bibliographies of identified studies were also checked and contact made with experts in the field. SELECTION CRITERIA: Randomised and non-randomised controlled trials and before and after studies that evaluated the effects of interventions to enhance communication with children and/or adolescents about their cancer, treatment and related issues. DATA COLLECTION AND ANALYSIS: Data relating to the interventions, populations and outcomes studied and the design and methodological quality of included studies were extracted by one reviewer and checked by another reviewer. A narrative summary of the results is presented. MAIN RESULTS: Six studies met the criteria for inclusion. They were diverse in terms of the interventions evaluated, study designs used, types of people who participated and the outcomes measured. One study of a computer-assisted education programme reported improvements in knowledge and understanding about blood counts and cancer symptoms. Two out of two studies of school reintegration programs reported improvements in some aspects of psychosocial wellbeing (one in anxiety and one in depression), social wellbeing (two in social competence and one in social support) and behavioural problems; and one reported improvements in physical competence. REVIEWER'S CONCLUSIONS: Interventions to enhance communication involving children and adolescents with cancer have not been widely or rigorously assessed. The weak evidence that exists suggests that some children and adolescents with cancer may derive some benefit from specific information-giving programs and from interventions that aim to facilitate their reintegration into school and social activities. More research is needed to investigate the effects of these and other related interventions.

Adolescent↗

Psychosocial factors related to adolescent smoking: a critical review of the literature.

OBJECTIVE: To extend the analysis of psychosocial risk factors for smoking presented in the United States surgeon general's 1994 report on smoking and health, and to propose a theoretical frame of reference for understanding the development of smoking. DATA SOURCES: General Science Index, Medline, PsycLIT, Sociofile, Sociological Abstracts, and Smoking and Health. Holdings of the Addiction Research Foundation of Ontario Library as well as the authors' personal files. STUDY SELECTION: Reviewed literature focused on studies that examined the association of sociodemographic, environmental, behavioural, and personal variables with smoking. DATA SYNTHESIS: Adolescent smoking was associated with age, ethnicity, family structure, parental socioeconomic status, personal income, parental smoking, parental attitudes, sibling smoking, peer smoking, peer attitudes and norms, family environment, attachment to family and friends, school factors, risk behaviours, lifestyle, stress, depression/distress, self-esteem, attitudes, and health concerns. It is unclear whether adolescent smoking is related to other psychosocial variables. CONCLUSIONS: Attempts should be made to use common definitions of outcome and predictor variables. Analyses should include multivariate and bivariate models, with some attempt in the multivariate models to test specific hypotheses. Future research should be theory driven and consider the range of possible factors, such as social, personal, economic, environmental, biological, and physiological influences, that may influence smoking behaviour. The apparent inconsistencies in relationships between parental socioeconomic status and adolescent disposable income need to be resolved as does the underlying constructs for which socioeconomic status is a proxy.

Adolescent↗

[Has the Oslo96 reform brought changes in student satisfaction and study behaviour?].

BACKGROUND: In 1996 the medical school of the University of Oslo introduced a new pedagogical model. The new scheme was more interactive, and partly based on a problem-based learning approach. METHOD: We used a questionnaire survey which is part of a broader study of how Norwegian professional education prepares for work. A class of medical students studying under the new scheme is compared to a class studying under the old model, as well as a class from another Norwegian medical school, that of the University of Bergen. Median values on seven-point scales are used in the comparison, as well as factor analysis with variance analysis of the factor scores. RESULTS: The overall response rate was 76%. Students studying under the new Oslo approach were more satisfied and reported more active learning strategies. They were less curriculum-oriented and used the library more often. INTERPRETATION: Some of the goals of the Oslo reform seem to have been reached. It remains to be seen whether this effect will last.

Curriculum↗

Public health--in search of a knowledge domain and expert reference advisory system.

The rationale, development, and implementation of a computer-based reference advisory system (RAS) in public health called Public Health Librarian (PHL) are described. The general purpose of RAS is to provide reference tool suggestions to students in the highly diversified studies of public health in San Diego State University's Graduate School of Public Health. The multidisciplinary nature of public health lends itself to the design of RAS, which brings together key resources across the boundaries of social and medical sciences.

Expert Systems↗

Historical changes in diabetes therapy in Japan.

The origins of many aspects of ancient Japanese culture lie in knowledge brought from China, and medicine was no exception. Subsequently, however, in the middle of the 16th century, Portuguese missionaries introduced Western medicine to Japan along with Christianity. They were followed by the Dutch in the 17th century, who introduced Western culture while carrying on commerce at their Dejima outpost in Nagasaki. This was called the Dutch school in Japan, and although there was thus contact with Western culture and the Japanese eagerly studied Western medicine, it was not until after the establishment of the Meiji Reform government in the middle of the 19th century that there was aggressive incorporation and acceptance of modern Western medicine in Japan. The University of Tokyo was the first university in Japan. Preserved in the library of the Third Department of Internal Medicine are old records of hospitalized cases in Japan, and those documents form the basis of this review of the history of the treatment of diabetes mellitus in Japan.

Diabetes Mellitus↗

Developing and implementing a "basic science clerkship" for first-year students.

For over 15 years, human genetics at the University of Illinois College of Medicine at Chicago (UICMC) was taught exclusively through lectures. In 1989-90 the authors revised this course for the graduating class of 1993 in order to incorporate many features found in a clerkship experience, such as oral presentations and the exploration of differential diagnoses through patient cases. In addition to lectures, the revised course consisted of small-group work in concentrated blocks of time, involving both a library research project and problem-based learning, each of which contributed to (1) significant gains in student achievement compared with data from the class of 1992 and (2) extremely favorable assessments from the students and faculty. The format of a basic science clerkship is being adopted by other departments at UICMC. The authors suggest that this format could be used by other medical schools to integrate the basic and clinical sciences.

Clinical Clerkship↗

Limitations of the exercise stress test in the detection of coronary artery disease in apparently healthy men.

During a 1-year period, the United States Air Force School of Aerospace Medicine reviewed routine exercise tests by 771 completely asymptomatic male flying personnel aged 35-54 years, who underwent the stress test as the sole screening procedure to detect latent coronary artery disease. All of the aviators had a normal baseline 12-lead electrocardiogram, which would not have required a stress test in accordance with current policies of the USAF Central Electrocardiographic Library. Of these 771 exercise tests, 153 were maximal treadmill tests without a previous Double Master's Step test, and 618 were Double Master's tests. Borderline abnormal or abnormal Double Master's tests were followed by treadmill testing. Airmen with abnormal treadmill tests were offered coronary angiography for clarification of the aeromedical significance of the test result. The predictive value of a routine abnormal treadmill test in a population of aircrew members with a borderline abnormal or abnormal Double Master's test ranged from 17-55%. Thus, mass screening for coronary artery disease with exercise stress tests in apparently asymptomatic individuals is hampered by a low yield of true positive test in an unacceptably high proportion of false positive results.

Adult↗

Computers for the continuing education of practicing physicians.

Computer-based medical education became practical with the wide-spread availability of personal computers and the ease of dialing in to a central computer via standard telephone lines with a modem. Continuing education credits can now be earned from the privacy and convenience of the physician's home or office via the computer. A variety of courses are available from national medical organizations, medical schools, and medical publishers. While examples can give a flavor of the type of courseware available, only hands-on use can help you decide if this style of education fits yours.

Computer-Assisted Instruction↗