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PubMed2002

Knowledge fields and inner patterns in clinical laboratory science.

OBJECTIVE: The purpose of the study was to clarify the knowledge base of clinical laboratory science (CLS). This research was motivated by questions concerning the knowledge base itself and its abilities to meet the demands of reality. The following questions were therefore asked to achieve the purposes of the study: What are the knowledge fields and inner patterns in CLS? Which research objects could CLS focus on in order to promote development in practice, education, and research? DESIGN: The findings of the study were arrived at by means of hypothetical-deductive approach and inductive, content analytical strategy. The journal Clinical Laboratory Science of the American Society for Clinical Laboratory Science (ASCLS) provides the source material for the analysis. SETTING: Abo Akademi University, Faculty of Social and Caring Sciences. RESULTS: The findings of the study are discussed in the light of starting points of the theory of science and lead to nine hypotheses concerning CLS. CONCLUSION: The purpose of the present study was to create clarity in CLS as a science of its own. This has been achieved by capturing and describing facts and qualities, and thereafter presenting fundamental hypotheses in CLS. The results of this study give a thought structure for continued development and deepening within the theory and practice of CLS.

Clinical Laboratory Techniques↗
PubMed2003

Priorities in behavioral science education: views of practicing family physicians.

BACKGROUND AND OBJECTIVES: The behavioral science curriculum in family practice residency programs consists of a wide range of diverse topics. Because of time limitations, not all topics receive equal emphasis. The goal of the present study was to replicate a previous study with family physicians practicing in a different geographical area. METHODS: Questionnaires were mailed to a sample of 543 family physicians in Mississippi. Respondents were asked to rate each of 28 behavioral science topics according to the priority to be given in residency education. RESULTS: One hundred eighty-five surveys were returned for a 34% response rate. The rank order of topics in the present study was highly similar to the rank order in the original study. Female physicians had higher overall mean ratings. CONCLUSIONS: This sample of family physicians in Mississippi provided similar ratings to those in a previous study of family physicians trained and/or practicing in Colorado. The results support that, regardless of geographic location and practice characteristics, family physicians hold similar opinions about which behavioral science topics should receive highest priority in residency training. The behavioral science curriculum in family practice residency programs consists of a wide range of diverse topics. Because of time limitations, not all topics receive equal emphasis. Published resources provide helpful lists of topics and teaching strategies but do not specify which areas should be given priority. Consequently, behavioral science teachers may have difficulty prioritizing the topics because there is no agreement on the core competencies to be given highest priority in residency education. In a previous study, investigators sent a survey to practicing family physicians to determine the topics of behavioral science considered to be most important in residency education. The physicians were able to identify specific topics to be given higher priority. While these previous results were useful, the study was limited by the homogeneity of the sample. All the family physicians had trained or were currently practicing in the state of Colorado. The goal of the present study was to replicate the original study with family physicians practicing in a different geographical area.

Attitude of Health Personnel↗
PubMedDate not supplied

[The modeling of science: the example of North America].

Science is a complex human activity that is modeled by a myriad of factors beyond the researcher's control, especially in the medical sciences, where human and economic resources, as well as bioethical and regulatory factors play an important role. Bioethical and regulatory factors are similar between the US, Canada and Mexico, however these countries differ markedly in their economic and human resources: In Canada and the US there are government institutions (CIHR and NIH, respectively) to specifically provide funding to health research, while in Mexico the principal source of funding for all sciences is the National Council for Science and Technology (CONACYT). The NIH budget for clinical research alone during 2002 was over 7 US billion dollars; the CIHR funding for health research projects was approximately 300 US million dollars, while the support from CONACYT for research and infrastructure in health was aproximately 70 US million dollars. In the year 2000, the US had 8.17 researchers in all areas per 1,000 habitants--of the economically active population (EAP)--, Canada had 5.78 and Mexico 0.55 researchers. These factors impact greatly the scientific productivity: While Canada and the US contributed in 1991-1998 with 31.4% of the world's scientific productivity--measured as the number of articles published--, Latin America contributed with only 2.4% of the world's productivity. This paper also discusses other factors that model science, scientific inquiry, and scientific activity such as, the role of the industry, the media and scientific journals. How these factors influence the Medical Sciences in North America is exemplified herein.

Biomedical Research↗
PubMed2004

Space biology class as part of science education programs for high schools in Japan.

Declining incentives and scholastic abilities in science class has been concerned in Japan. The Ministry of Education, Culture, Sports, Science and Technology encourages schools to cooperate with research institutions to raise student's interest in natural sciences. The Science Partnership Program (SPP) and the Super Science High-School (SSH) are among such efforts. Our short SPP course consists of an introductory lecture on space biology in general and a brief laboratory practice on plant gravitropism. Space biology class is popular to students, despite of the absence of flight experiments. We suppose that students are delighted when they find that their own knowledge is not a mere theory, but has very practical applications. Space biology is suitable in science class, since it synthesizes mathematics, physics, chemistry and many other subjects that students might think uninteresting.

Biological Science Disciplines↗
PubMed1991

A paradigm for the next millennium: health information science.

Although historically a major concern of both the artist and the scientist was the observation of nature, the two disciplines split when science became more wedded to mathematics and quantification. Today, with visualization, art and science can again together provide a view of the natural world. A prototype curriculum for a new multidisciplinary science--Health Information Science--incorporates aspects of computer science, cognitive psychology, bioengineering, biomedical visualization, medicine, dentistry, anthropology, mathematics, library science, and the visual arts.

Art↗
PubMed2006

[Evaluation of specialist training in basic sciences in two university medical schools: perspectives from both specialist residents and trainers].

A questionnaire survey has been undertaken to evaluate the specialist training in basic sciences in view of both specialist residents (SpRs) and trainers of two university medical schools in Izmir, Turkey. Seventy four SpRs (39 from Dokuz Eylül and 35 from Ege Universities) and 15 basic science units (8 from Dokuz Eyül and 7 from Ege Universities) were joined in this survey. The response rate was 73% for SpRs and 86.7% for basic science units. Technical equipments, the number of trainers, education programmes and training equipments of basic science units have been found adequate both by SpRs and trainers. However, professional education has been found incapable. In basic science units, it was seen that the SpRs are permanently assessed and attended the investigation activities during educational process. The trainers expressed that the SpRs have got training knowledge, skills and attitute sufficiently, but SpRs answered that they have got them in moderate means. In conclusion, although the training programmes of SpRs in both of the university hospitals have been found competent, SpRs indicated that there is a need for development of trainers quality, assessing methods and rotational education programmes in basic science.

Education, Medical↗
PubMed1989

Identification and validation of factors used to evaluate science course delivery systems.

Deans and faculty from seven academic-health-center-based colleges of allied health participated in a three-round modified Delphi study to identify and validate factors that can be used to evaluate administrative aspects of science course delivery for baccalaureate allied health students in these settings. Factors identified accommodate different organizational structures and apply across programs and science disciplines. Participants identified several science faculty qualifications and roles expected of science faculty, allied health faculty who do not teach sciences, and deans. There was less consensus and fewer expectations on the role of the science faculty when appointment and course sponsorship were external to the college. The findings from this study, which was structured around an interdisciplinary professional education framework, have practical and research relevance for allied health.

Allied Health Personnel↗
PubMed1993

Impact of information technology on the role of health sciences librarians.

Information technology is transforming the nature of health sciences information and its management, thereby altering the traditional responsibilities of health sciences librarians. As a result, the traditional educational preparation for librarianship is no longer entirely relevant, and there is a real possibility that information management will be taken over by individuals with different educational backgrounds and skills. This paper explores four topics relevant to this issue: the emergence of new forms of health sciences information, the impact of technology on the practice of health sciences librarianship, the interaction of technology and the practice of health sciences librarianship, and the relationship among these three topics and the educational preparation of health sciences librarians.

Curriculum↗
PubMed1999

Importance of philosophy of science to the history of medical thinking.

Popular approach to the history of medicine rests on naive assumptions that: 1) only the present state of medical knowledge can be counted as scientific and only those elements of the former knowledge and practice which fitted the body of contemporary science should be regarded by the historians of medicine (presentism); 2) medical sciences, like the other natural sciences, portray natural phenomena as they really are (naturalism); 3) progress in sciences consists of cumulative growth of information and explanation. The twentieth century philosophical critique of science revealed that none of these assumptions were true. Empirical facts, which are taken as a basis for any true knowledge, are dependent on the presumed theories; theories are intertwined into a broader socio-cultural context; theory-changing processes are caused by social factors rather than by the theoretical content. Therefore, it is a common task of historians of medicine and philosophers of science to reveal all theoretical and cultural premises on which our comprehension of the contemporary medicine is founded.

Bioethics↗
PubMed2000

Functional food science in Japan: state of the art.

In 1984, a new science related to functional food was initiated by a National Project team under the auspices of the Japan Ministry of Education and Science. It was followed by a great many academic and industrial studies to occupy a central position in the field of food and nutritional sciences. In 1993, the Ministry of Health and Welfare established a policy of "Foods for Specified Health Uses" (FOSHU) by which health claims of some selected functional foods are legally permitted. Up to now (November 22. 1999), 167 FOSHU products have been born. Since the time (1984) when the concept of functional food" was proposed, it seems that the science in Japan has been progressing along, among others, a unique path of development. The uniqueness is seen in the development of functional foods by minimizing undesirable as well as maximizing desirable food factors. Hypoallergenic foods, developed from their materials by removing allergens, offer a good example. Another characteristic may be found in the field of sensory science which aims at elucidating a molecular logic of the senses of taste and smell in reference to their effects on physiological systems in the body. The paper discusses some characteristics of functional food science in Japan, with special emphasis on these topics.

Food↗
PubMed1999

Curriculum Development in Environmental Science: A Case Study on Paradigm and Institutions.

/ The case of "Environment and Development" at Leiden University, the Netherlands, offers an example of developing a new environmental science curriculum in a conservative, disciplines-oriented university context. The core of this history is the long-term struggle of environmental science to evolve from the level of doing applied interdisciplinary studies and establish itself as a distinct body of knowledge with its own theory level, i.e., a discipline of its own. The struggle itself as well as its final outcome, a "bidisciplinary" curriculum in which both environmental science and one social science are expressed as disciplines (hence not environmental science as a mere "field of application") may be of value in other "classical" universities, too. KEY WORDS: Environmental science; Curriculum; Interdisciplinarity; Universities

Journal Article↗
PubMed2006

Opportunities and barriers in the age of team science: strategies for success.

OBJECTIVE: To provide the voice of experience to investigators contemplating engagement in the realm of "team science". METHODS: Leaders were brought together from academia, government, and industry to share perspectives and insights based on real-life experiences. A panel discussion was held at the 2005 annual meeting of the American Association of Cancer Research. This article summarizes that forum. RESULTS: The panel focused on eight specific topics that were determined in advance to be the most important: the main justification for team science, funding team science, pre-arranged versus assigned partnerships, the role of novel technology with industrial partners, recognition for efforts and contribution in team science, budgets, keys to success when bridging disciplines and cultures, and balancing goals between academia and business. Although there were some differences of opinion, there were also a number of areas of agreement. Many practical suggestions were provided on how to succeed in the age of team science. PRINCIPAL CONCLUSION: The nature of scientific discovery in cancer research is increasingly requiring team science. Understanding the perspectives of academia, government, and business in this new world order is essential to successful navigation and, ultimately, major accomplishment in the effort to defeat the disease.

Biotechnology↗
PubMed1999

Radioactive contamination: state of the science and its application to predictive models.

Information on environmental levels and transport processes of natural and anthropogenic radioactivity, although plentiful, is widely scattered, and relatively few attempts have been made to summarize and synthesize this information. Furthermore, most experimental observations and experiments on environmental radioactivity have been designed for documentation or testing of specific hypotheses, rather than for providing key information for transport simulation models or on fundamental processes which such models seek to represent. This paper examines three basic questions, namely (1) what is the current state of the science of radioecology?; (2) how well is this science being incorporated into predictive models?; and (3) how well are the models being used to guide and improve the science? These discussions will be preceded by a brief description of the field of radioecology, and comments on its relevance to other sciences as well as to major societal problems stemming from environmental releases of radioactivity. In addition to assessing the current state of the science and its use in predictive models, specific ideas for improving both the science and its associated models will be advanced. These ideas fall under the categories of (1) environmental transport processes and model parameters, (2) estimating exposure and dose to human and ecological receptors, and (3) dose-effect relationships for plants and animals.

Journal Article↗
PubMed1999

Public health policy paradoxes: science and politics in the Rockefeller Foundation's hookworm campaign in Mexico in the 1920s.

The origins of US international health endeavors are intertwined with the Progressive Era's faith in science as arbiter of humankind's secular problems. No agency better exemplifies the period's confidence in science than the Rockefeller Foundation's International Health Board (IHB), which set out to export the new public health theory and practice around the world. An examination of the IHB's hookworm program in Mexico in the 1920s demonstrates that, notwithstanding the Rockefeller Foundation's (RF) self-conscious commitment to scientific neutrality, its programs continuously engaged political criteria, exhibiting the competition, coexistence, and inseparability of the worlds of science, politics, and international health policy. Analysis of the program's quotidian decisions and larger strategies further reveals the protean quality of RF science-politics, which enabled responses to parochial and broadly-conceived needs at multiple levels. In the focus on hookworm, the selection of campaign sites, hookworm diagnosis methods, treatment procedures, definition of cure, and the assignment of responsibility for prevention, scientific and political considerations were inextricably bound. The science-politics paradox was molded by the hookworm program's constituencies in Mexico, including political leaders, health bureaucrats, physicians, business interests, public health workers, peasants, and Rockefeller officers. The multiple, often contradictory, roles of the RF's hookworm campaign are characteristic of the policy paradoxes that emerge when science is summoned to drive policy. In Mexico the campaign served as a policy cauldron through which new knowledge could be demonstrated applicable to social and political problems on many levels. The repeated pledge of scientific neutrality belied the hookworm program's inherent aim of persuading government officials, the medical community, business interests, and the populace of the value of investing in public health as a means to improve social conditions, further a medical model of health and sickness, increase economic productivity, and promote good relations between the US and Mexico.

Culture↗
PubMed2001

Teaching science vs. the apprentice model--do we really have the choice?

The debate about the appropriate methodology of medical education has been (and still is) dominated by the opposing poles of teaching science versus teaching practical skills. I will argue that this conflict between scientific education and practical training has its roots in the underlying, more systematic question about the conceptual foundation of medicine: how far or in what respects can medicine be considered to be a science? By analyzing the epistemological status of medicine I will show that the internal aim of medicine ("promoting health through the prevention and treatment of disease") differs from the internal aim of science ("the methodological and systematic acquisition of knowledge"). Therefore, medicine as a whole discipline should not be considered as a science. However, medicine can be conceptually and methodologically scientific in so much as it is based on scientific knowledge. There is evidence from cognitive science research that diagnostic reasoning not only relies on the application of scientific knowledge but also--especially in routine cases--on a process of pattern recognition, a reasoning strategy based on the memory of previously encountered patients. Hence, medical education must contain both: the imparting of scientific knowledge and the rich exposure to concrete cases during practical training. Hence, the question of teaching science vs. the apprentice model will not be "either-or" but rather "both--but in which proportion?"

Competency-Based Education↗
PubMed1994

Nursing: an integration of art and science within the experience of the practitioner.

In this paper it is proposed that whilst nursing knowledge is underpinned by the philosophies of art and science they are integrated in such a way that nursing is greater than their sum and is thus a unique discipline. It begins with an exploration of the philosophies underpinning art and science, and their relationship to nursing. The discussion then moves on to examine critically the nature and development of theory in nursing with reference to art and science, the nursing knowledge thus generated and how that knowledge is learned and expressed. The paper concludes with an evaluation of how far the discipline of nursing lies within the paradigms of science and of art, and whether indeed art and science may be, to some extent, false distinctions. The authors conclude that nursing may be viewed as an integration of art and science, expressed through the practitioner's unique, yet also shared experience.

Clinical Competence↗
PubMed2002

An interdisciplinary course in women's health integrating basic and clinical sciences: clinical anatomy and women's health.

Traditionally, undergraduate medical education is divided into preclinical and clinical years, with basic sciences taught during the first years and clinical sciences taught during the latter years. In an effort to better integrate the basic and clinical sciences in undergraduate medical education, and focus on women's health, we have developed a new interdisciplinary fourth-year elective at the University of Michigan Medical School. The elective, titled "Clinical Anatomy and Women's Health," is a joint effort between the Division of Anatomical Sciences and the Department of Obstetrics and Gynecology at the University of Michigan Health System. During the course students participate in didactic, laboratory, cadaveric dissection, and clinical-correlate sessions that focus on gynecologic anatomy and clinical issues in women's health. Educational goals and learning objectives were used to assess the effectiveness of the curriculum; revisions, based on outcomes of the educational assessment, will be implemented in the next offering of the course. Preliminary data from the first offering of the course in February 2002 are provided. The goals of this course include integrating basic science and clinical concepts while reducing the division between preclinical and clinical medical education, addressing issues of women's health, and encouraging lifelong learning by using basic science concepts and techniques of discovery in clinical practice.

Anatomy↗
PubMed2004

Public adventures in diabetes: personal interactivity in a modern science center.

About 100 million Americans visit science centers each year to participate in experiential science and technology activities. There is great potential for diabetes awareness and education via the several hundreds of science centers in the United States. Most science centers tend to avoid medically related topics in part because of the difficulty in meeting the interactive goals of science center activities. The Utah Science Center (USC) is addressing these difficulties by creating environments for personal interactive activities in a range of medically related topics, including diabetes. The USC will open in early 2005 in Salt Lake City. The design of diabetes activities for the USC is reviewed: (1) activities (aims, description, stages of development, and partnerships); (2) specific stage I activities (body mass index, "feeling" hypoglycemia, and urine chemistry); and (3) conclusion.

Awareness↗