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PubMedDate not supplied

Undergraduate teaching of pediatrics in medical schools of the state of Rio de Janeiro.

OBJECTIVE: The aim of this study is to describe and analyze the teaching of pediatrics in medical schools of the state of Rio de Janeiro in terms of structure, hour load, insertion into the Medical course curriculum, objectives, syllabuses, learning scenarios, and evaluation methods. METHODS: A cross-sectional study of 16 pediatric courses of medical schools of the state of Rio de Janeiro was carried out using exploratory and descriptive research methods. The data were obtained at the investigated schools from the Teaching Coordinators of the Pediatric courses, and institutional documents were also analyzed. RESULTS: The insertion of pediatric education into the Medical course curriculum, the learning environments and the criteria for the selection of contents were not so different among the investigated courses. Pediatric education corresponds to 10.07% of the total hour load of the medical course; this rate is very close to the one recommended by Southern Cone pediatric associations. Pediatric medical education begins in the third year in most of the undergraduate courses. Cognitive development in the learning process and student-centered evaluation, predominantly based on written tests, are highlighted. Among the analyzed courses, the percentage of practical activities ranges from 0 to 60% in the pre-internship period. CONCLUSIONS: The teaching of pediatrics in medical schools of the state of Rio de Janeiro gives priority to general medical education; in the pre-internship period, expositive lectures prevail; primary health care settings are used; evaluation is focused on written tests, placing special emphasis on cognitive aspects in most courses.

Brazil↗
PubMed2006

Major advances in teaching dairy production.

A survey of 38 universities that grant 4-yr degrees as well as 12 institutions that grant technical degrees of 2 yr or less revealed that degree programs in dairy production remain popular, but have changed significantly over the last 25 yr. Enrollment in dairy production programs remains strong (1,189 and 417 students in baccalaureate and nonbaccalaureate degrees, respectively) even though this is viewed as a traditional industry. There are significant differences in size of programs across the United States, and some are struggling to maintain both the visibility and faculty numbers to keep pace with the industry. The percentage of students enrolled in 4-yr programs who are female has increased to the majority. More students hail from a nondairy farm background in our university programs today than in 1994. Computer and information technology has become a mainstream part of our educational programs. A high percentage of undergraduate students elect to engage in an internship or work experience, and there is a high correlation between internship and career paths selected by our students. The dairy industry initiated and financially supports the North American Intercollegiate Dairy Challenge; an educational activity among university teams to foster skills in analyzing a dairy farm business. This collaboration between universities and private industry is strong evidence that our undergraduate programs are relevant to the dairy industry. Extracurricular activities like dairy science clubs also remain popular, and are perceived by faculty members to be an important part of our educational experience. An analysis of nonbaccalaureate degree programs was not reported previously, but was a part of the present survey. In the nonbaccalaureate institutions that responded to the survey, there were 417 students enrolled in 12 dairy programs across the United States in 2004. This student population in nonbaccalaureate programs has a higher percentage of female enrollment than in 1994, but enrollment is still predominantly male. Computer and information technologies are an important part of their curricula and a very high percentage of these students remain in production agriculture upon graduation. Many of the challenges in undergraduate education described previously continue to be challenges in 2005. However, there are many reasons for optimism; as the number of students electing enrollment in dairy production remains strong, there is great interest in keeping the curricula relevant and interaction with and support by the dairy industry continues to be significant.

Career Choice↗
PubMed1999

[Medical structures in Vietnam].

In Vietnam, medical structures are organized according to administrative areas. The large cities are divided into sectors each with several quarters. Each region of the country is divided into districts grouping together several small towns. Each small town or city quarter has an infirmary and the districts or city sectors have a small hospital. Larger hospitals are located in the different regions or large cities. Primary patient care is provided by the infirmaries which can refer to small district or quarter hospitals; the more severe cases are then referred to the regional or large city hospitals. Students entering medical school are selected among secondary school graduates by a special entry examination. After a 6-years medical curriculum, hospital interns are chosen by an internship examination. Internship lasts 3 years for all specialties. Specialists and general practitioners work in hospitals or state medical services. Private practice is authorized after working hours.

Delivery of Health Care↗
PubMed2003

Career development programs at Landspítali University Hospital.

Restructuring nursing services following a hospital merger has an impact on retention. A career development program for nurses can be an effective retention strategy. Data were gathered from three focus groups of practicing nurses and an e-mail survey of students in the graduating nursing class. Based on their responses, a new career development structure was proposed. The structure involves three levels of development that provide an opportunity for registered nurses to grow in and expand their careers. The General Internship Program is geared toward new graduates and establishing a career. The Specialty Internship Program provides knowledge and skills in specialized nursing, and the Service Focused Cross Training Program allows nurses to expand their skills and focus their practice on one patients population.

Attitude of Health Personnel↗
PubMedDate not supplied

Investing in the future: mentoring next generation leaders.

The American Academy of Medical Administrators of Tennessee (AAMA-TN) Chapter has established a graduate level internship program for individuals interested in a career in health care management. One such internship included involvement in a variety of programs such as Cancer Answer Evenings, National Cancer Survivor Day, community-wide skin cancer screenings, and submission of an R-25 Federal Grant, the Tennessee Comprehensive Cancer Control Plan.

Cancer Care Facilities↗
PubMed2005

Barriers facing junior doctors in rural practice.

INTRODUCTION: Early postgraduate, or junior doctors, are still required to practise in rural and remote communities, and they continue to face numerous issues and difficulties. Within the hospital setting, exposure to rural practice appears to be very limited during internship, and also to some extent, during the second postgraduate year and beyond. This is a major issue for those required to undertake country relieving, rural terms or who will be bonded to rural and remote practice for several years after internship. This research investigated the current issues and difficulties faced by junior doctors, required to undertake rural and remote practice in Queensland, Australia. METHODS: An exploratory study was undertaken. Primary data were collected through semi-structured interviews held with key stakeholders. Stakeholders included: directors of clinical training; medical educators; junior doctors; rural practitioners; academic rural practitioners; and medical administrators. Of the 23 people approached, a total of 19 agreed to be interviewed. The response rate was 82.6%. RESULTS: Similar to the issues identified in the literature, there are currently a number of barriers influencing the ability of junior doctors to practise competently and confidently when undertaking practice in rural and remote communities. Minimal clinical experience, lack of supervision and on-site support, inadequate orientation and uninformed expectations, limited access to relevant education, and the influence of isolation, results in an overall lack of preparation both professionally and personally. When asked, respondents supported the identification of core skills and knowledge, and integration of these and other issues affecting rural practice, into their hospital-based programs. Current hospital-based education and training programs were not adequately preparing junior doctors for rural and remote practice. It was commented that orientation and education, with a rural emphasis, could assist junior doctors in their preparation for country relieving, rural terms and longer placements. CONCLUSIONS: Data collected in this study have confirmed that junior doctors are still being sent to undertake country relieving in their second postgraduate year. Hence, the issues remain for junior doctors when undertaking practice in rural or remote communities, including country relievers and scholarship holders. Results from this study suggest that prior recommendations have not been fully implemented. A recommendation is that initiatives at the undergraduate level, including increasing rural exposure and integration of rural context into training, be further developed at the early postgraduate level. Core rural competencies should be identified and realistic preparation and support strategies put in place in the hospital setting. This will further the effort to prepare junior doctors for rural practice and minimise some of the barriers currently experienced.

Attitude of Health Personnel↗
PubMed1995

Performance on the athletic training certification examination based on candidates' routes to eligibility.

The National Athletic Trainers' Association Board of Certification initiated a task force whose purpose is to evaluate the criteria that determine eligibility for the athletic training certification examination. Candidates may qualify to take the examination through one of two routes: an academic-based curriculum program or the practical education, work-experience-based internship route. The certification examination is comprised of three sections: a written examination, a written simulation, and a practical examination. We retrospectively examined certification examination scores during a 2-year period to determine whether a significant difference existed between the two groups of candidates. Test results for first-time candidates sitting for one of the nine examinations administered during 1992 and 1993 were extracted from the data base maintained by Columbia Assessment Services, Inc (Raleigh, NC) and grouped according to the candidates' route to eligibility. Curriculum candidates had significantly greater scores than did internship candidates on each of the three parts of the examination. Although the test analysis yields strong statistical power in interpreting these results, examination outcomes may also be influenced by the structure and content of the academic program followed, the quality of the clinical experience, the heterogeneity of each of the routes, and the psychosocial rigors of the examination process.

Journal Article↗
PubMed1997

Student and supervisor perceptions of the quality of supervision in athletic training education.

OBJECTIVE: To assess the perceptions of the quality of athletic training supervision via the internship route to certification and the NATA-approved/CAAHEP programs. DESIGN AND SETTING: A questionnaire was mailed to head athletic trainers or NATA/CAAHEP program directors and athletic training students in 40 programs nationwide (stratified random sample). SUBJECTS: Head athletic trainers (20), NATA-approved or CAAHEP-accredited program directors (20), and athletic training students in those educational programs (149). MEASUREMENTS: The Athletic Training Supervisory Skills Inventory (ATSSI) was adapted from the Supervisory Evaluation Form (SEF) and athletic training literature. The ATSSI was reviewed by 30 certified athletic trainers, and their feedback was incorporated into the final version of the questionnaire. The ATSSI contains 46 questions that cover six major domains of athletic training supervisor behavior. RESULTS: Overall, there were no differences in how internship route supervisors and NATA/CAAHEP program directors rated their own supervisory skills. Also, there were few differences in how students in those two types of athletic training education programs rated their supervisors. CONCLUSIONS: This exploratory study's limitations included a one-time assessment approach and a small sample of supervisors. Future studies in supervision should take a longitudinal approach and include a larger sample size.

Journal Article↗
PubMedDate not supplied

[Profile of former students of the Medical School of the University of São Paulo].

The authors present results of an inquiry involving 3,309 physicians graduated at the University of S. Paulo School of Medicine in the 1958-1989 period. Concerning sex, there were 79% male and 21% female students (6% female in 1958-1963 period and 38% in 1958-1989). Medical residence (1-4 years) were done by 91% of all inquired physicians. Postgraduate education was performed by 26% of the graduates in master degree and by 29% in doctorate degree. In reference to professional work, 26% exert surgical specialties, 20% clinical specialties, 13% pediatric specialties, 9% gynecology and obstetrics, 9% psychiatry and 5% neurology. Eighty por cent of them perform their activity as non employed professionals, sometimes associated with some other form of work; of those, 40% earn more than 60% of their total income as non employed professionals. Three different curricular structures were analyzed in this inquiry. In the period 1958-1980 (traditional curriculum), the areas considered more attractive and important were: medical and surgical clinics, pediatrics, anatomy, physiology and pathological anatomy. The less motivating were: legal medicine, psychiatry, phthisiology. In the experimental curriculum (1974-1980) the more attractive areas were: biochemistry, pediatrics, surgical and pediatric internship, general pathology and medical clinics. The less motivating areas were: mathematics, statistics, medical deontology, preventive medicine, ophthalmology and psychiatry. In the unified curriculum (1980-1989), the preferred areas were: general pathology, medical and surgical propedeutics, infantile-maternal, clinical and surgical internship. The less motivating ones were: preventive medicine, otorhynolaringology, anesthesiology, genetics and statistics.

Adult↗
PubMed1989

Factors influencing pharmacists' selection of their first practice setting.

Factors that influenced the choice of initial practice setting among pharmacists who had completed the majority of their experiential training in a hospital setting were determined. A questionnaire was mailed to all eligible pharmacists who successfully completed the Ohio pharmacist licensure examination in June or September 1987. Respondents were asked to (1) provide demographic data, (2) rate the importance of 23 factors that a pharmacist might consider when choosing a practice site, and (3) rate the desirability of a pharmacist position in their major hospital internship site, as well as positions they had considered in other hospitals and in community pharmacies. The predictive accuracy of four decision-making models--the weighted compensatory choice model, the unweighted compensatory choice model, the lexicographic model, and the conjunctive model--also was determined. Of 105 pharmacists surveyed, 53 returned usable questionnaires. Twenty-five had chosen to practice in hospital settings, and 28 had chosen community settings. The factor "is personally rewarding" was mentioned most often by hospital and community pharmacists as the factor that was most important when choosing their first position. The lexicographic model, which postulates that a pharmacist will choose the practice site with the highest performance rating for the most important factor, was the most accurate predictor of respondents' initial practice sites. Pharmacists' perception of how practice sites would rate in terms of the single job-related factor most important to them was the best predictor of whether they chose hospital or community practice initially and whether they chose to work in the hospital in which they served their internship, another hospital, or a community pharmacy.

Attitude of Health Personnel↗
PubMed1987

Care of very low birth weight infants by neonatal nurse clinicians.

In 1980, the medical facility at the authors' hospital developed a program to train neonatal critical care nurses for primary care provider roles in the intensive care nursery. The neonatal nurse clinician (NNC) program consists of a didactic portion that emphasizes physiology and pathophysiology of sick newborns, and an internship that focuses on the medical needs of very low birth weight (VLBW) neonates. At the completion of the internship, the NNC is assigned to be the primary care provider for infants with birth weights less than or equal to 1,250 g. This report discusses the NNC training program and the five-year experience with the NNC caring for VLBW infants.

Critical Care↗
PubMed1985

Goals, objectives, and competencies for reference service: a training program at the UCLA Biomedical Library.

The UCLA Biomedical Library, in cooperation with the UCLA Graduate School of Library and Information Science, offers a medical library internship program for second-year library school students. Goals, objectives, competencies, and training guidelines have been developed for the reference services section of the internship, including reference desk experience, online searching, group discussions, assigned readings, and training new staff members, allows flexibility in meeting the differing interests, needs, and abilities of trainees.

Competency-Based Education↗
PubMed1974

Special programs in medical library education, 1957-1971: part III.The trainees.

This report describes the personal characteristics of the former trainees and their opinions about their training program experiences. More of the degree program trainees were under thirty (71%) than was the case with the internship program trainees (45%). The male-female ratio for each of the two groups is approximately 1:4. Approximately 60% of the degree program trainees entered their training with majors in the natural or health sciences, while less than 50% of the total group hold degrees in the natural or health sciences. Slightly less than 60% of the total group of trainees were employed in medical libraries in 1971. However, 68.5% of the internship program trainees as compared to 46.0% of the degree program trainees held positions in medical libraries. The reasons cited most often for leaving medical librarianship were the lack of available positions and student status. The major reasons indicated by the former trainees for entering the medical library education programs were an interest in the biomedical subject fields, the availability of funds, and the desire to gain experience. The reactions of the former trainees to their training program experiences were favorable.

Adult↗
PubMed1973

Special programs in medical library education, 1957-1971. II. Analysis of the programs.

In this report, responses to a questionnaire to the directors of the sixteen past and present medical library education programs are presented. The questionnaires indicate a rather wide variety of training programs with emphases that vary from preparation of management personnel to preparation of subject specialists and those skilled in the techniques of information storage and retrieval. The content of the degree programs is fairly evenly divided among general retrieval and outside courses. The internship programs place more emphasis on the work experience than do the degree programs, supplementing this experience with appropriate courses in science, health sciences, management, and information storage and retrieval. Program directors indicated that new or expanded programs are needed in medical library education, although caution is reflected in comments concerning the limited job market. Most of the internship directors stated that they could not accommodate more individuals in their programs without expansion of staff and facilities.

Curriculum↗
PubMed1980

The CLR/NLM Health Sciences Library Management Intern Program: first year.

The first year of the Health Sciences Library Management Intern Program, funded by the National Library of Medicine and administered by the Council on Library Resources, has recently been completed. This paper discusses the origins of the internship, the selection of the successful applicants, and the motivation of the interns and host directors. The basic components of the intership year are described, and its effects on the host libraries and interns are considered. The immediate future of the internship is outlined, and other methods for training health sciences library administrators are briefly discussed.

Libraries, Medical↗
PubMed1997

Health personnel needs and attitudes to rural service in KwaZulu-Natal.

OBJECTIVES: To ascertain the urban/rural distribution of health personnel and the opinions of the medical fraternity in KwaZulu-Natal on compulsory rural service for medical practitioners. DESIGN: Cross-sectional analysis of geographical distribution of health personnel in KwaZulu-Natal based on 1991/92 South African Medical and Dental Council, South African Nursing Council and Pharmacy Council registration data. Opinion survey by administration of a structured questionnaire to a simple, random sample of private practitioners, academic consultants, postgraduate and undergraduate medical students and key informants in senior health service management in KwaZulu-Natal. RESULTS: Peripheral rural areas had health personnel/population ratios higher than or equivalent to those of urban areas, whereas the ratios were 15-40 times lower in deep rural areas. The key finding of the opinion survey was that the majority of all sectors except fifth-year medical students felt that rural service should be compulsory, either post-internship, prior to specialisation or prior to entry into private practice. However, respondents were significantly more likely to agree to rural service that would not affect them personally. The majority (54-87%) of all sectors felt that an option of 'buying out' of rural service should not be permitted. Respondents identified a range of financial, health service, academic, infrastructural and social incentives for rural practice. It is recommended that post-internship rural service be compulsory for a period of 6 months to 1 year provided that academic, health service and infrastructural deficiencies are ameliorated and appropriate financial incentives are provided.

Attitude of Health Personnel↗
PubMed1963

The adequacy of education for general practice: a medical educator's viewpoint.

The effect on medical education of the doubling of medical knowledge every 10 years is discussed. A brilliant student who might successfully master all the present facts and theories by graduation would be seriously out of date 10 years later, and hopelessly so by retirement age unless he continued his education while in practice. Lengthening the undergraduate course is not considered an effective solution, nor is increasing the general practice internship to two years. Emphasis should be placed on self-education by the medical student, on the inculcation of habits of study and motivation to encourage lifelong learning, and on the provision of more adequate programs of continuing education for the practising doctor. Teachers in medical schools require a better understanding of and interest in the learning processes of their students rather than concentrating on the exposition of their own knowledge.

Education, Medical↗
PubMed2004

Resident burnout.

Intense work demands, limited control, and a high degree of work-home interference abound in residency training programs and should strongly predispose resident physicians to burnout as they do other health care professionals. This article reviews studies in the medical literature that address the level of burnout and associated personal and work factors, health and performance issues, and resources and interventions in residents. MEDLINE and PubMed databases were searched for peer-reviewed, English-language studies reporting primary data on burnout or dimensions of burnout among residents, published between 1983 and 2004, using combinations of the Medical Subject Heading terms burnout, professional, emotional exhaustion, cynicism, depersonalization and internship and residency, housestaff, intern, resident, or physicians in training and by examining reference lists of retrieved articles for relevant studies. A total of 15 heterogeneous articles on resident burnout were thus identified. The studies suggest that burnout levels are high among residents and may be associated with depression and problematic patient care. However, currently available data are insufficient to identify causal relationships and do not support using demographic or personality characteristics to identify at-risk residents. Moreover, given the heterogeneous nature and limitations of the available studies, as well as the importance of having rigorous data to understand and prevent resident burnout, large, prospective studies are needed.

Burnout, Professional↗