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PubMed1977

[What, to whom and why are we teaching medicine].

The teaching of neurology as an entity within the concept of teaching in medicine is analized through the following questions: what are we teaching? To whom are we teaching? and why are we teaching? The first question concerns the pedagogical, sociological and psychological patterns used to elaborate locally-arranged goals for the creation of criteria and conduct. The second establishes the relationship between the influence of the technical-industrial adult generation on the present university generation and the reappraisal of human values through new pedagogic techniques. The third establishes the supply and demand process of assistant teaching and research physicians; it also dwells on the influence of the residency programmes and research trends, and their repercussion on the methodology of the medical curriculum.

Argentina↗
PubMed1981

[Sexual development and sexual education of seriously mental retarded (imbeciles) (author's transl)].

The article refers to the necessity of preparing the young generation for partnership relations, married life and family life. It presents the results of an investigation into the sexual-psychological and sexual-pedagogical problems of the seriously mental retarded. The results were obtained by questioning imbeciles, their parents and teachers. Sexuality and sexual behaviour are present in this group of handicapped. The analysis revealed that sexual knowledge and ideas are insufficient. This underlines the necessity of improving sexual-pedagogical instruction. A programme for this purpose has been drafted and is presented.

Female↗
PubMed1980

[Experimental instruction of children with retarded mental development (organization and preliminary results)].

The paper deals with psycho-pedagogical and clinical characteristics of children with mental retardation, who are referred for studying to specialized experimental schools. The children live under the conditions which provide normaliziation of their state by pedagogical and medical correctional methods, and successfully master the programmes of a public school. More than half of the children who overcome the retardation can be transferred to a public school after 4 years of correctional teaching. The remaining children receive a 8-year training at the same specialized school.

Attention Deficit Disorder with Hyperactivity↗
PubMed1976

[Pyrrolidine acetamide as an auxiliary drug in the treatment of cerebral palsy].

Twenty children, with the diagnosis of cerebral palsy (CP) and under classical, physiotherapeutical and pedagogical, treatment, received piracetam (pyrrolidine acetamide) as an auxiliary drug. The goal was to better spasticity, learning and nervous instability problems aiming at better results of over-all treatment of CP. The group that received the drug has been compared to a control group of 20 children treated by the customary treatment only. The comparison showed favourable results for the medicated group. The drug was administered in the dose of 80 mg/kg/day during 10 weeks. The criteria for evaluation have been psychological, clinical, physiotherapeutical and pedagogical. The drug has been given in a new form of presentation: 6% solution for oral use.

Administration, Oral↗
PubMed1994

An intelligent Computer-Assisted Instruction system for clinical case teaching.

The use of computers in the field of medical education is common. Our purpose is to present a Computer-Assisted Instruction system which has been developed over ten years at the University of Compiègne and the University of Rennes Medical School. This system can be used to help the student to solve clinical cases by analyzing and critiquing their answers and by using a knowledge base which has been previously structured in a rule network. It is an intelligent Computer-Assisted Instruction system comprising an author module, a pedagogical module and a student module. The CAI system can be used as a simulation model for any type of diagnostic or therapeutic problem. In this paper we present the author and pedagogical module which have been built using our previous work on intelligent computer-assisted instruction systems.

Artificial Intelligence↗
PubMedDate not supplied

Preparing students for their patients' deaths.

The purpose of the present study was to examine the preparation that Australian undergraduate nursing students receive for their patients' deaths. A survey of the curricula of undergraduate nursing degree programs in Australian universities was undertaken to determine the amount of time devoted to death education and the pedagogical methods used in these programs. Of particular interest was the amount of time spent on students' reactions to death and the coping strategies that they might find helpful in these situations. The results revealed considerable variation in the time spent on death education (range 5-192 hours) in the 28 undergraduate nursing degree programs on which information was received. A mean time of 44 hours was reported with 4.5 hours spent on nurses' reactions to death and loss and instruction in debriefing strategies. The favoured pedagogical method was problem-solving in clinical experience. The implications of this study for nursing practice are discussed.

Adaptation, Psychological↗
PubMed1994

[Teaching merit should be valued? Reflections and proposals].

UNLABELLED: Can intellectual performance be evaluated qualitatively and quantitatively, and can it be useful to evaluate competence and pedagogic capacity? Experts and laws attempted to answer these questions in the last years. A recent law establishes that the Board of examiners should formulate the evaluation criteria of maximum before the examination of titles to proceed with a fair evaluation of didactic and scientific titles of the candidates. A clear and unequivocal position on the importance of teaching in Medical Schools comes from the Consensus Conference of the World Federation for Medical Education in 1988 and more recently from the World Summit on Medical Education (1993). Proposals: a task-force has recently been constituted with the following objectives: identify of evaluation criteria on teaching competence and formulate strategies of co-optation. Action: teaching and pedagogic capacities should be evaluated in a quantitative and qualitative manner. The Faculty and/or other institutional organisms could certify teaching activity within the Faculty (quantitative indicators) through the "credit system" and the quality of teaching could be evaluated by the students and/or by institutional organisms. CONCLUSIONS: The evaluation of teaching competence in equally important as the evaluation of biomedical research.

Education, Medical↗
PubMed1978

[Food manducation--psychological manducation].

Food "manducation" is the fundamental act of the living process. Through assimilation, the inert nutriment taken from outside the body will wind up as elements making up part of our living being. This merging, incorporating, assimilating process gets unconsciously translated into the everyday language, and provides a share of its vocabulary. It gets likewise translated into various social practices such as greeting and kissing. Those observations in basic anthropology will help substantiating the analysis of pedagogical techniques in the orality civilizations; and particularly--while following in Marcel Jousse's footsteps--in the civilization of that ancient people of the Bible. It comes to light that integrating, memorizing, learning, on the one hand, and teaching, on the other, have but one same psycho-physiological basis. This basis gives rise to a pedagogical system the end and means of which are, on their own plane, a perfect carbon copy of the eating act. Hence, in that ethic group, the analogical parallelism between the physical subsistence, maintained through food manducation, and the intellectual subsistence nourished and enriched through psychological manducation. Thus, such frequently used expressions as: "To eat the lesson", "To eat the teacher while he is instructing", no longer sound obscure. Going beyond, an attempt is made, and this, solely from the anthropological standpoint, to apply these data to the religious and mystical act of Eucharistic Manducation.

Anthropology, Cultural↗
PubMed1977

[Observations on the accent-method of Smith in the management of speech and voice disturbances. Part I (author's transl)].

One of the best known methods in northern Europe for the treatment of voice disorders is the "accent-method", which was devised by Svend Smith in Denmark. The method is based on the use of the stressed ("accentuated") syllable as a therapeutic tool to develop pronunciation and a natural attractive voice. Present theories of the physics and the physiology of voice function form the basis for the method, in addition to concepts from modern psychology and pedagogics. By using the technique, it is possible to develop a therapeutic field between patient and therapist within which voice and speech behavior can be treated as a whole. The method is described in detail in the present paper. In a forthcoming paper, the method will be discussed from the viewpoints of the physics and physiology of phonation as well as from pedagogical and psychological aspects,

Breathing Exercises↗
PubMed1996

Continuing medical education in mental illness: a paradox for general practitioners.

BACKGROUND: In 1992, the Royal College of General Practitioners instituted its fellowship in mental health education, which aimed to provide general practitioner tutors with the skills they need to help general practitioners manage mental illness in general practice. However, the emphasis of the fellowship on pedagogic education may discourage educators wishing to introduce andragogic teaching, a paradox which general practitioners must resolve if the aims are to be realized. AIM: This study set out to follow the difficulties encountered by the regional fellows in managing the fellowship and to understand how the scheme has evolved. METHOD: Data collected for interim evaluation of the fellowship was studied and interviews undertaken with the senior fellow and the regional fellows participating in the scheme. RESULTS: From its beginnings, the project encountered difficulties involving acceptance among general practitioner tutors. In response to the objections raised, the project metamorphosed through three stages, from a (perceived) pedagogic approach to a much more overtly learner-centered one. CONCLUSION: Learner-centred education requires trust and belief in the ability of general practitioners to teach general practitioners; over-protection of the audience from 'non-expert' educators merely perpetuates the status quo. If education in mental health care is to become truly learner-centred, general practitioners must address this paradox.

Education, Medical, Continuing↗
PubMed1996

[A case-based and multi-media computer learning program on the topic of myocardial infarct, angina pectoris and mitral valve stenosis].

BACKGROUND: Principles in the field of cognitive psychology and problem-based learning together with recent progress in multimedia technologies are providing the basis for the development of case-based and computer-assisted learning systems. With reference to the information-overload of theoretical and factual knowledge in medical education these programs can be an efficient tool to satisfy the current need for new, practical, skill-related forms of knowledge transfer. METHODS: Apple-Macintosh Computers were selected to develop interactive, multimedia patient-simulations on mitral stenosis, angina pectoris and myocardial infarction. INSTRUCTIONAL AIM AND CONTENTS: The user acquires knowledge and skills about the leading symptoms, differential diagnoses, the use and analysis of laboratory examinations and the process of diagnostic reasoning while working through the computer-simulated cases. PEDAGOGICAL DESIGN AND CONCLUSION: Important pedagogical principles associated with computer-assisted learning were employed in the program. Clinical situations can be simulated repeatedly and for every student in an authentic manner. Therefore the program can serve as a preparation for and a supplement to practical clinical education. Compared to conventional teaching media the development of instructional multimedia software requires a tremendous amount of time and resources. Thus, controlled studies are important to objectify the overall advantages such programs can have.

Angina Pectoris↗
PubMed1977

[From the shape of holidays for oligophren children and youth in the holiday camp at Pepelow at the Baltic Sea (Salt Bay) by rehabilitation (author's transl)].

It is reported from a holiday camp for children and youth arranged in summer 1975 at Pepelow on the Baltic Sea (Salt Bay) for the purpose of rehabilitation. By this shape of holidays the partical sphere of the process of training and education, namely the qualification of those oligophren ones in spending an ingenious leisure, should be noticed and contributed to educating those imbecile boys and girls, who are participating their holidays in a camp for their "relative independence*. The camp was a success for all the participators. Substantially contributed by appointed pedagogical assistors with a strong sense of duty, permanently accustomed to an exampled pedagogical-medical common task of rehabilitation.

Adolescent↗
PubMed1997

[Risk factors analysis of cardiovascular diseases. Is the Life Style Assessment useful?].

The Norwegian Medical Association's Health Control Handbook (1993) has introduced a lifestyle risk analysis-a paper-based way of assessing risk factors for cardiovascular disease and transferring them into pedagogic risk scores. By using the lifestyle risk analysis in our data based risk profile system LIVDA, we compared and evaluated the two systems through 437 consultations at our Occupational Health Clinic. The lifestyle risk analysis is a pedagogic tool, as compared with the unsystematic clinical information recorded in journals. We found only small differences between the lifestyle risk analysis and LIVDA, except when assessing total cholesterol and physical exercise. Lifestyle risk analysis does not, however, allow categorisation of risk factor values without adjustments, and does not include all relevant risk factors. Further, there are no possibilities of measuring motivation, or for selecting patients for group intervention.

Adult↗
PubMed1998

[Group learning in medical education].

The implementation of group learning in medical education puts special demands on the participants, but also offers pedagogical benefits, which may be conductive to the efficient learning of facts, skills and attitudes. The group makes it possible to verify or modify the learned material, which is an important part of preparing for a career as a doctor. Students develop a dependence on others when solving problems in groups, whereas as clinicians they are often alone when confronted with problems demanding quick decisions. In this article we discuss some of the pedagogical principles involved in group learning and make suggestions on how to apply them to learning based on problem solving and other forms of group learning in the medical curriculum.

Curriculum↗
PubMed1996

A follow-up comparative study of two modes of learning human anatomy: by dissection and from prosections.

Two groups of medical students (traditional and experimental), who had studied the gross anatomy of the lower limb by different methods (by dissection and from prosections, respectively) 5 years earlier, were re-assessed without warning. The objective was to determine whether or not the learning mode had any implications for the subsequent recall of the material studied. Three tests were administered: a 100-item two-choice theory paper, a practical test consisting of 18 time stations with specimen-based questions, and a standardized oral examination. Both qualitative and quantitative assessments were made in the practical and oral examinations. Although the numerical scores gained by both groups in the practical test were statistically similar, the incidence of random guesswork was significantly less among students on the experimental program. The same group was also adjudged to have performed better in the oral examination by two of the investigators who were blind to the group affiliations of the students. The results suggest that on testing 5 years after a practical learning experience in gross anatomy, the numerical scores gained by students who had studied from prosections were similar to those of their peers who had carried out dissections but that, by some qualitative considerations, the recall ability of the non-dissecting students was superior. Furthermore, the program of study from prosections lasted only 74% of the duration of the dissection course and is thus more efficient. The results recommend the program to institutions faced with unfavorable student-to-cadver ratios. The time it liberates may be dedicated to such other imaginative pedagogical purposes as autonomous student learning, clinical demonstrations, and problem-solving team exercises.

Anatomy↗
PubMed1992

Teaching health and safety: problems and possibilities for learner-centered training.

The University of Massachusetts at Lowell Work Environment Department, working jointly with four New England coalitions on occupational safety and health (COSH) groups, has developed and is delivering participatory and learner-centered health and safety training for hazardous waste site workers and emergency responders throughout New England. This consortium has created a technical curriculum for hazardous waste workers accessible to the nonspecialist and which, more importantly, draws upon workers' own experience and knowledge as a source of information, education, and experiential resources. In this article, we examine the goals of the consortium, the applicability of the training method, its successes and failures, and the wider implications such pedagogical techniques have for effective and empowering health and safety training. We conclude that such a teaching technique is a successful means of providing technical knowledge and skills in a positive and rewarding atmosphere. We also conclude, however, that the extent to which this form of education is empowering, as is claimed by many of its proponents, is less clear-cut.

Curriculum↗
PubMed2006

Anatomy of learning: instructional design principles for the anatomical sciences.

Teaching anatomy is becoming increasingly challenging due to the progressive evolution of university teaching missions, student populations, medical and undergraduate curricula, coupled with a paucity of empirically tested evidence-based instructional practices in the anatomical and medical education literature. As a mechanism to confront these pedagogical challenges, recent advances in educational psychology are analyzed for developing a framework to guide educational reform efforts. Extensive research in educational psychology over the last 100 years has resulted in four major theories on human learning that have facilitated a paradigm shift from teacher-centered to learner-centered classrooms and are described here in temporal order of development: behavioral theory, information processing theory, metacognitive theory, and social constructivist theory. Each theory is analyzed in detail and is used to construct instructional design principles for enhancing anatomical education research and practice. An example of a cognitively based learning environment for an undergraduate anatomy course is presented. Preliminary results suggest that intentionally drawing on different theories of learning when making instructional decisions gave students the learning support they needed to be successful and nearly doubled the course's student retention rate over a 3-year period.

Anatomy↗
PubMed2004

Multienzyme mevalonate pathway bioreactor.

The five-carbon metabolic intermediate isopentenyl diphosphate constitutes the basic building block for the biosynthesis of all isoprenoids in all forms of life. Two distinct pathways lead from amphibolic intermediates to isopentenyl diphosphate. The Gram-positive cocci and certain other pathogenic bacteria employ exclusively the mevalonate pathway, a set of six enzyme-catalyzed reactions that convert 3 mol of acetyl-CoA to 1 mol each of carbon dioxide and isopentenyl diphosphate. The survival of the Gram-positive cocci requires a fully functional set of mevalonate pathway enzymes. These enzymes therefore represent potential targets of inhibitors that might be employed as antibiotics directed against multidrug-resistant strains of certain bacterial pathogens. A rapid throughput, bioreactor-based assay to assess the effects of potential inhibitors on several enzymes simultaneously should prove useful for the survey of candidate inhibitors. To approach this goal, and as a proof of concept, we employed enzymes from the Gram-positive pathogen Enterococcus faecalis. Purified recombinant enzymes that catalyze the first three reactions of the mevalonate pathway were immobilized in two kinds of continuous flow enzyme bioreactors: a classical hollow fiber bioreactor and an immobilized plug flow bioreactor that exploited a novel method of enzyme immobilization. Both bioreactor types employed recombinant acetoacetyl-CoA thiolase, HMG-CoA synthase, and HMG-CoA reductase from E. faecalis to convert acetyl-CoA to mevalonate, the central intermediate of the mevalonate pathway. Reactor performance was monitored continuously by spectrophotometric measurement of the concentration of NADPH in the reactor effluent. Additional potential applications of an Ni(++) affinity support bioreactor include using recombinant enzymes from extremophiles for biosynthetic applications. Finally, linking a Ni(++) affinity support bioreactor to an HPLC-mass spectrometer would provide an experimental and pedagogical tool for study of metabolite flux and pool sizes of intermediates to model regulation in intact cells.

Acetyl Coenzyme A↗