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At least 919 records · Page 51Linked to original sources
PubMed2004

A comparison of medical students' written expressions of emotion and coping and standardized patients' ratings of student professionalism and communication skills.

UNLABELLED: Little is known about the relationship between medical students' expression of emotion when confronted with a traumatic medical event and their perceived communication skills and professionalism. METHOD: Eighty-nine second year medical students participated in an objective structured clinical examination (OSCE) that included a writing exercise. Standardized patients assessed student performance on communication and professionalism. Student writing samples were analysed for emotional language and coping strategies. RESULTS: Two kinds of written language, high positive and distancing, were related to "active" and "detached" coping methods. Standardized patients rated students who used highly positive emotional language as having poorer professionalism and communication skills. Students who endorsed "accepting" coping were perceived as more professional. DISCUSSION: Future research should investigate whether certain emotional expressions in medical students' writings are related to less patient-centered coping, poorer communication skills, and less professionalism.

Adaptation, Psychological↗
PubMedDate not supplied

Patient, revenue and cost analyses for medical practices.

Authors Robert Stevens and Thomas Chatham write that revenue and cost analysis can be performed by medical groups from historical data they maintain. Such analysis provides the administrator with a data base for developing realistic objectives and identifying areas which should be more fully developed or even eliminated.

Costs and Cost Analysis↗
PubMed1998

Contribution of medical student research to the Medline-indexed publications of a German medical faculty.

Medical students in Germany have to write a research thesis to acquire the title of medical doctor. This study evaluates the contribution of student research to the Medline-indexed publications of a German medical faculty. A 1993-1995 Medline-publication list, on which medical students among authors should be marked, was sent to medical faculty staff of the University of Würzburg, Germany (n = 238). Faculty members responded (106, 45%), 66 were working at a clinic, 26 at a clinic-associated institute and 14 at a basic science institute. Between 1993 and 1995, 1128 Medline-indexed papers were published by these faculty members, who on average supervised 4.5 medical students (n = 477). Medical students were among the authors of 316 (28%) and were the first authors of 88 papers (7.8%). For 66% of medical students their research resulted in a Medline-indexed publication. Medical student research activity can significantly influence the published output of a medical faculty.

Faculty↗
PubMed1993

Theory and analysis of typical errors in a medical setting.

Medical error is not a medical but rather a behavioral matter. In this article, the differences between errors and accidents are discussed in a theoretical manner. A discussion of some useful taxonomies is followed by suggestions on how to talk about an error. In brief, one must distinguish between the "mode" of a particular error (whether, for example, it is an omission or a substitution), the "expression" of the error (what is actually done in the work environment), and the "consequence" of the error (accident or discovery). Finally, there are suggestions about what can be done about errors and accidents. Some remedies are behavioral and depend on training in self-detection of error. Others depend on changes in the engineering and design of medical systems. The use of controlled vocabulary in prescription writing and in the communication of medical orders is strongly recommended.

Accidents↗
PubMed1995

Scientific writing and editing: a new role for the library.

Traditional library instruction programs teach scientists how to find and manage information, but not how to report their research findings effectively. Since 1990, the William H. Welch Medical Library has sponsored classes on scientific writing and, since 1991, has offered a fee-based editing service for affiliates of the Johns Hopkins Medical Institutions. These programs were designed to fill an educational gap: Although formal instruction was offered to support other phases of the scientific communication process, the medical institutions had no central resource designed to help scientists develop and improve their writing skills. The establishment of such a resource at Welch has been well received by the community. Attendance at classes has grown steadily, and in 1993 a credit course on biomedical writing was added to the curriculum. The editing service, introduced in late 1991, has generated more requests for assistance than can be handled by the library's editor. This service not only extends the library's educational outreach but also generates a revenue stream. The Welch program in scientific writing and editing, or elements of it, could provide a model for other academic medical libraries interested in moving in this new direction.

Baltimore↗
PubMedDate not supplied

Ethics education at the engineering/medicine interface.

There is a functioning interface between engineering and medicine. There are also wide-spread indications in the scientific community that there is increased concern for ethical matters in science and that the time has arrived for more instruction in this area. One reason for this in bioengineering is the rapidly growing complexity of technology in both engineering and medical biology. The ensuing difficulty in communication cannot be remedied just with more technical information. Instead bioengineers need an improved understanding of medical education and practice, and medical ethics is fundamental to this. Ethical considerations are crucial to decision making and therefore to all areas of professional endeavor in bioengineering. As a framework for ethics education, bioengineers need to gain a better understanding both of medical education in general and of medical practice, particularly the case study method in education and the nature of decision making in medical practice. Key subject areas in medical ethics for bioengineers include rights and duties of physicians, determination of death, team ethics, patient privacy and informed consent, research ethics, and malpractice. An ethics curriculum for bioengineers should be taught using both informal but regular exposure to clinical activities and clinicians, and formal classroom work. In the medical ethics classroom setting, writing assignments are essential to provoke each student to the introspection and commitment needed to form a personal professional ethos.

Biomedical Engineering↗
PubMed2004

An ethnographic study of collaborative clinical trial protocol writing.

Clinical trial protocol documents play an important role in clinical research. However, clinical protocol writing remains a complex and relatively un-studied process. Protocols are often written by teams of people, yet little prior research has captured the problems or analyzed the collaboration support needs of protocol writers. Here we present the results of an initial ethnographic study into the clinical trial protocol writing processes at a representative cooperative clinical trial group funded by National Cancer Institute (NCI). We analyzed the collaborative nature of the writing process, identified common problems, derived information and communication support needs of collaborative clinical protocol writers, and provided recommendations to streamline the process. We believe that this paper contributes useful implications for the design of future collaborative clinical protocol writing tools.

Anthropology, Cultural↗
PubMed1998

[Medical examination of sexually abused children and adolescents].

Medical examination of sexually-abused children or adolescents aims: 1) to identify clinical evidence of genital or extragenital lesions, 2) to diagnose sexually-transmitted infections or pregnancy, 3) to evaluate the needs for medical care, psychological support, and social investigation. The amount of laboratory evidence depends on the history. Laboratory investigations usually include tests for sperm, bacteriological cultures from all sites, testing for HIV, HCV and HBV antibodies, and the detection of pregnancy. Careful writing of a descriptive medical certificate is an important part of the medical intervention.

Adult↗
PubMed2005

Portfolio as a learning tool: students' perspective.

Portfolio writing is a method of encouraging reflective learning among professionals. Although portfolio-based learning is popular among educators, not many studies have been done to determine students' perceptions of portfolio as a learning tool. A questionnaire survey was conducted among 143 medical students to find out their perceptions of the portfolio as a learning tool. A majority of the students felt that the portfolio is a good learning tool. However, they also perceived that it is stressful and time-consuming to develop a proper portfolio. The study indicates that students need appropriate guidance from the academic staff for the system to succeed.

Documentation↗
PubMed1999

["Doctor" without being an M.D.--how do non-graduate MDs view medical dissertations?].

Both the ranking and the quality of medical dissertations have for some time been a controversial moot point. Previous studies showed that successful doctorate candidates still regard medical dissertations as a meaningful addition to medical studies. Studies on the views of the value have been placed on a medical dissertation by practising physicians who did not write a dissertation lacking to date. Using an anonymous questionnaire containing 16 questions we carried out a study of all the practising doctors in Mid-Franconia, Germany, who did not write a dissertation (n = 243). We asked about their intentions to write a dissertation, reasons for prematurely breaking off the dissertation and their views on the value of medical dissertations. Evaluation was carried out using descriptive statistics in the sense of an exploratory data analysis. The questionnaire was answered in a usable form by 140 physicians (return quote 58%). The average age of the participants was 44 years (33-89 years). The vast majority (89%) had attempted one or several dissertations, 32% still intended to write a dissertation. 59% regarded writing a dissertation alongside daily practice as very difficult of impossible. Private/family reasons were stated less often than deficits in planning, implementation and supervision for prematurely breaking off the dissertation. 65% of the practising physicians in Mid-Franconia who did not write a dissertation regard medical dissertation today as no longer relevant. 58% are of the opinion that the title "doctor" should be awarded automatically with the final exams. The majority of practising physicians asked had in the meantime given up their intention of writing a dissertation and today tend to disfavour medical dissertations. Nevertheless, one third of those who participated in the study still intend to write a dissertation. In view of this it should be discussed to what extent practising physicians interested in scientific questions can be helped to write a dissertation alongside their daily practice. In particular professors and lecturers of general medicine are called upon to make this possible.

Academic Dissertations as Topic↗
PubMed1977

Multi-script modification of the medication list of the POMR.

One solution to the multiplicity of entries required for a complete Problem-Oriented Medical Record is a prescription blank which duplicates itself when overlaid on a medication list of corresponding format by the use of contact-activvated self-printing carbon paper. Used in a large group practice at Fort Sill, such a form yields an exact duplicate of all prescriptions sequentially for validation of prescription information, and accurate, current information on medication in use, while decreasing physician writing time by approximately one half. Screening for drug interactions and for overuse of abuse of medications becomes almost automatic, as the medication list is always before the physician during the writing of all prescriptions.

Drug Prescriptions↗
PubMed1994

Perceptions of plagiarism in the use of other authors' language.

BACKGROUND AND OBJECTIVES: Some authors do not place quotation marks around words used verbatim from another source. The purpose of this study was to determine if physician faculty, English faculty, editors, and medical students would: 1) consider it plagiarism to use selected samples of verbatim or paraphrased text from a published medical journal article (without quotation marks but with citation of the original work) and 2) consider this an important type of plagiarism. METHODS: A questionnaire was circulated to medical school faculty, English faculty, health care and non-health care editors, and medical students. Respondents compared writing samples with an original article and determined if any samples displayed plagiarism. (All samples were plagiarism according to published guidelines). RESULTS: The majority of physicians did not perceive any of the samples as being plagiarism and did not consider this type of plagiarism important. The reverse was true of the majority of medical students, English faculty, and nonphysician editors. CONCLUSIONS: While perceptions varied widely within and among all groups studied, some physician faculty members and many other publishing professionals and medical students regard the use of verbatim text from another author without quotation marks as a serious form of plagiarism.

American Medical Association↗