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At least 109 records · Page 6Linked to original sources
PubMed1982

Programming "loose training" as a strategy to facilitate language generalization.

This study investigated the generalization of spontaneous complex language behavior across a nontraining setting and the durability of generalization as a result of programming and "loose training" strategy. A within-subject, across-behaviors multiple-baseline design was used to examine the performance of two moderately retarded students in the use of is/are across three syntactic structures (i.e., "wh" questions, "yes/no" reversal questions, and statements). The language training procedure used in this study represented a functional example of programming "loose training." The procedure involved conducting concurrent language training within the context of an academic training task, and establishing a functional reduction in stimulus control by permitting the student to initiate a language response based on a wide array of naturally occurring stimulus events. Concurrent probes were conducted in the free play setting to assess the immediate generalization and the durability of the language behaviors. The results demonstrated that "loose training" was effective in establishing a specific set of language responses with the participants of this investigation. Further, both students demonstrated spontaneous use of the language behavior in the free play generalization setting and a trend was clearly evident for generalization to continue across time. Thus, the methods used appear to be successful for training the use of is/are in three syntactic structures.

Behavior Therapy↗
PubMed2002

The evolution of dental health in dental students at the University of Barcelona.

The aim of this research was to study the evolution of dental health of dental students during their academic training and to assess the extent to which the knowledge acquired was reflected in their own dental care. A sample of 107 students at the schools of dentistry and medicine (the latter as a comparison group) of the University of Barcelona, Spain, underwent an oral examination and completed a questionnaire during their training in the third and fifth academic years. The oral examinations were limited to the status of teeth. Bitewing radiographs were used for both posterior sectors, and these were interpreted using the criteria proposed by Pitts (1984). The data were analyzed using the SPSS package. At the end of the study, medical students had more teeth present than dental students (29.80 vs. 28.94 [p = 0.022]) and a lower DMFT index of 4.33 vs. 5.91 (p=0.038), with an FT component of 2.44 and 5.23 (p = 0.011), respectively. All dental students underwent more treatment of all types than medical students, and dental health habits and knowledge were superior in dental students. The third year was the key year for decision making with regard to the student's dental health. We conclude that dental students are highly motivated about maintaining their dental health and their dental education experiences appear to have had a clear influence on this behavior.

Adult↗
PubMedDate not supplied

[The teaching of preventive and social pediatrics at the undergraduate level in the school of medicine of the University of São Paulo].

After some considerations about the particular situation of pediatric departments within the global context of the medical education, the authors discuss the graduate teaching of Social and Preventive Pediatrics (primary care), as carried out by the Department of Pediatrics, University of São Paulo Medical School. The following aspects are emphasized: locals or areas of training, academic programs, human resources, duration of training and it's time schedule, number of students and evaluation of the related social and preventive pediatric courses. They conclude pointing to the importance of these courses having in view the terminal performance of the undergraduate students after 1.155 hours of apprenticeship under the supervision of the Department of Pediatrics.

Adolescent Medicine↗
PubMedDate not supplied

What is an academic general internist? Career options and training pathways.

Academic divisions of general internal medicine have developed and flourished in the last 2 decades. Young faculty can join these divisions in 1 of 3 possible career paths: clinical educator, clinical researcher, and, most recently, the "hospitalist." This article describes the typical job description, training pathway, and rewards and challenges for each path for students and residents considering a career in academic general internal medicine.

Academic Medical Centers↗
PubMed1999

An audit of European training in obstetrics and gynaecology.

During 1997, The European Network of Trainees in Obstetrics and Gynaecology (ENTOG) circulated a questionnaire to audit training in Europe. Results describe number and gender in each country, access to training, duration of training, tutor/tutee scheme, logbooks, minimum curriculum, assessment, criteria for accreditation, training abroad, final examination, hospital inspection, subspecialty, academic training, and career progression. Quality of life is tried to address with questions relating to salary, working hours, maternity leave, annual leave and study leave. EBCOG has drawn up recommendations to try and achieve a standardisation of quality of training whilst fully understanding that complete standardisation of training is not a realistic possibility due to social, cultural and ethical differences. A repeat audit is planned after 3 years to close the feedback loop.

Education, Medical, Graduate↗
PubMed1997

How well trained are nursing home administrators?

Nursing home administrators represent wide variations in academic training. General education levels do not seem to affect administrative preparation in key domains of practice--specific academic fields of study are more relevant. Hence, sole emphasis on higher educational requirements for licensure appears to be a misdirected strategy for improving quality of care and enhancing management efficiencies in nursing homes. Educational paradigms studied have strengths and weakness in furnishing various job skills. These results are helpful in defining strategic actions for addressing both current deficiencies and future training needs. A specialized long-term care model that incorporates appropriate clinical and business skills is recommended. The roles of continuing education and executive educational offerings also need streamlining. These initiatives would require a joint effort from policymakers, academicians, and practitioners.

Educational Status↗