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At least 937 records · Page 52Linked to original sources
PubMed2005

Is an interdisciplinary session on ethics and law in obstetrics and gynaecology effective?

OBJECTIVE: To evaluate the effects of an interdisciplinary session on medical ethics and legal issues related to obstetrics and gynaecology on medical students' knowledge, attitudes, and behaviours. METHODS: Second-year medical students at the University of Alberta were asked to complete surveys before and after an interdisciplinary panel session on ethics and legal issues in reproductive health. Survey questions were related to knowledge of ethics and law, attitudes toward controversial topics in reproductive health, and predicted behaviours in specific clinical scenarios. In the postsession survey, students were asked to evaluate the session's usefulness and impact. RESULTS: Fifty-seven students completed both the pre- and postsession surveys. Most students listed family, religion, culture, peer groups, scientific thought and theory, and school and education as influences on their own personal ethics and morality. Fifty-five students (97%) stated that the panel session was useful. Most students (79%) reported that the session increased their knowledge of ethical and legal issues in reproductive health. Many students felt that the panel session would change the way they practise in similar clinical situations (63%). The panel session appeared to affect knowledge and predicted behaviour. CONCLUSION: A large-group interdisciplinary panel session can influence medical students' knowledge and future behaviours related to ethics and law in obstetrics and gynaecology. Medical students gave this session a high rating.

Adult↗
PubMed2006

Evidence-based child neurology.

This paper discusses some of the issues that, once resolved, may help child neurologists and pediatric neuroepidemiologists in their mutual understanding and collaborative efforts. Emphasis is placed on the all-too-frequent assumption that evidence-based medicine only covers the application of results from randomized double-blind trials in practice. A considerable proportion of child neurology concerns clinical diagnosis and etiological inference. Therefore, evidence-based child neurology might benefit not only from the therapeutic, but also from the diagnostic and etiological components of epidemiology.

Adolescent↗
PubMed2006

Can we improve dysphagia referrals?

We set out to examine whether a multidisciplinary out-patient dysphagia referral triage service would shorten the duration of a patient's referral process and direct patients to the correct specialty. A review was carried out of patients referred with dysphagia before and after the introduction of a multidisciplinary out-patient dysphagia service, from February 2001 to April 2001 and from January 2002 to March 2002, inclusive. One hundred and eight patients were referred in total. The length of time until the first appointment was reduced from four to three weeks (median; range one to 23; p<0.001). The number of instrumental investigations was reduced, with a median of one instrumentation per patient under the new service, compared with two in those under the standard service (p<0.001). Attendance to hospital was also reduced, with 45 per cent of patients under the new service requiring only one appointment, compared with 13 per cent in those under the standard service (p<0.001). The multidisciplinary out-patient dysphagia service was associated with significant reductions in waiting times, in the number of instrumental investigations and in the duration of the patient's referral process.

Ambulatory Care↗
PubMed2005

Six years' experience with interdisciplinary review teams in health technology assessment in Norway.

OBJECTIVES: The aim of this study was to evaluate the use of interdisciplinary review teams that have been the main and central work form in making health technology assessments at the Norwegian Centre for Health Technology Assessment. METHODS: Evaluation questionnaires were sent to all 112 participants in the 17 review teams for the period of January 1998 to June 2003 after completion of the literature assessment. Questions were on the theme/mandate of the assessments, composition of the review team, organization of the work, the working method, and update of the report. RESULTS: The teams ranged from 4 to 14 persons regarded as opinion leaders in their field. The project periods lasted from 4 to 33 months. In all, fifty-five participants gave fifty-eight responses (51.8 percent) to the questionnaires. A total of 83 percent thought the theme was well argued, and 62 percent thought the mandate for the assessments was sufficiently clear. Approximately 80 percent were positive to the composition of the review team. In all, 22 percent expressed that the work method was too extensive and 43 percent wanted more tuition. General comments were that the working method gave competence in assessing medical literature, relevant professional training, and tuition in a working method that ensured the legitimacy of their work. CONCLUSIONS: The review team participants were satisfied with most aspects of the work. The Norwegian Centre for Health Technology Assessment will continue using interdisciplinary review teams in making health technology assessments.

Humans↗
PubMed2006

Managing external risks to health technology assessment programs.

OBJECTIVES: The aim of this study was to develop a guide to identifying and managing risks for health technology assessment (HTA) programs and to obtain opinions on this topic from HTA agencies. METHODS: The risks and approaches to their management were compiled, drawing on experiences from HTA programs and the risk assessment literature. Opinion on this classification was obtained from members of the International Network of Agencies for Health Technology Assessment (INAHTA). RESULTS: Twenty-one risks for HTA programs were identified under the categories Formulation of HTA Questions, Preparation of the HTA Product, Dissemination, and Contracting. For each risk area, potential consequences and suggested management approaches were outlined. Responses from ten HTA programs indicated substantial agreement regarding the risks that had been identified and on the importance of risk management for their own operations. CONCLUSIONS: Prudent management of HTA programs should take into account the risks related to external factors.

Health Policy↗
PubMed1986

Teaching at the interface between genetics and law.

By combining one-half of a regular genetics course with a special half describing the use of genetics in legal decisions, a new course, "Genetics and the Law," has been offered at Union College for the past few years. The course stresses the interface between strictly genetic discoveries and their use in all fields of law as a basis for judicial actions. The course, open to all except biology majors and premedical or predental students, serves as part of Union College's "Liberal Learning Program," and as one of the two courses, among many, serving as science credits needed for graduation. The special conditions under which this course is possible, as well as the methods of teaching and the problems encountered both in attracting students and in designing a comparable course are presented.

Bioethical Issues↗
PubMed1986

Teaching biomedical policy to undergraduates.

Biomedical choices are emerging as critical policy issues of the 1980s. Political pressures for cost containment, trends toward corporate medicine, and continuing problems of access and equity ensure biomedical issues a prominent place on the policy agenda. Students of political science should be familiar with the array of biomedical technologies that currently are challenging the tenets of medicine as well as the capacity of political institutions to resolve the resulting policy dilemmas. Based on this, a course in biomedical policy is overdue. This article outlines a course which is designed to clarify the public policy dimensions of biomedicine and develop analytical skills in the students so that they can better cope with these issues of public and personal importance. It describes some of the approaches and methods that I have found useful and summarizes a few of the problems one might expect to encounter in teaching biomedical policy.

Bioethical Issues↗
PubMed1986

On teaching biopolicy and values in selected reproductive technologies: abortion, in vitro fertilization, and surrogate motherhood.

This article is divided into three parts: "Faculty Preparation: Immersion in the Literature," "Conceptualizing and Organizing the Course," and "Course Design." The first part is addressed particularly to readers without access to a computer search of the literature. It suggests resource materials for each of the technologies. It also speaks to the meanings of and approaches which may be used to study biopolitics. Biopolicy is the approach used in the course. The second part addresses the problem of finding a unifying concept which would bring cohesion to the multiple and diverse materials and issues. It also includes the statement of purpose and course objectives. It is here that the development of identifying and demonstrating the nexus between the reproductive technologies and public policy begins. It also discusses methodologies used in the course. The third part lists the activities that served as a guide in designing the course and cites remaining caveats in course development. The paper concludes with statements about required reading materials, review materials, audio-visual aids, and a broad outline of the course.

Abortion, Induced↗
PubMed2002

An integrative, multidisciplinary approach to the study of brain-behavior relations in the context of typical and atypical development.

The study of brain development and that of behavioral development have historically proceeded independently of one another. This is an unfortunate set of circumstances, given that the disciplines concerned with development-for example, developmental psychology, pediatrics, psychiatry, clinical psychology, and the neurosciences-have much to learn from each other. Drawing on recent advances in the developmental brain and behavioral sciences, we illustrate the transdisciplinary approach our group has adopted in the service of uniting the research on brain and behavior in the context of development. We specifically report on our nonhuman primate and human studies that collectively illustrate our "genes to behavior" approach to the study of development. Our goal in summarizing our research in this fashion is to promote discussion about promising templates for how research on brain, behavior, and development might proceed into the 21st century.

Adolescent↗