Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Science”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,189 records · Page 66Linked to original sources
PubMed2001

Science against modernism: the relevance of the social theory of Michael Polanyi.

Science, as an institution, is widely taken by sociologists to exemplify the modern tendency towards vesting trust and authority in impersonal offices and procedures, rather than in embodied human individuals. Such views of science face an important challenge in the social philosophy of Michael Polanyi. His work provides important insights into the continuing role of embodied personal authority and tradition in science and, hence, in late modernity. I explicate Polanyi's relevance for social theory, through a comparison with Weber's essay 'Science as a Vocation'. An understanding of the personal dimensions of trust and authority in science suggests practical limits to the position of Giddens on the disembedding of social relations and on the scepticism and reflexivity of modernity.

History, 20th Century↗
PubMed1996

Poultry science: the next 20 years?

1. The theme of the lecture is that research in poultry science has moved too far in the direction of molecular biology and away from studies with whole animals. This has happened partly because exciting prospects are opening up in the field of gene manipulation but mainly because of the use of inappropriate referees to evaluate research proposals. 2. Agricultural research is defined as work intended to benefit agriculture and directed towards those problems which seem capable of solution. Science research is something else. Too much of the money allocated for agricultural and biotechnology research is being spent on science research. The system of rewarding agricultural scientists needs to be adjusted away from counting papers published. 3. Some examples are given of problems in poultry science which seem likely to be soluble by gene manipulation. These include "essential" amino acid synthesis within the chicken, improvement of shell strength, the prevention of many diseases, but probably not the improvement of quantitative traits or of behavioural adaptation to intensive husbandry. 4. Examples are also given of problems likely to require empirical solutions, such as the benefits of acclimatisation or the long-term response to a lighting programme. Here the need is to develop better theories to guide modelling activities. 5. The author concludes that there is much research that can and should be done in poultry science in the next 20 years but calls for a recognition that some problems cannot be solved by a "fundamental" approach but will need experiments with whole animals coupled with model-building activities.

Animal Husbandry↗
PubMed2002

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.

Biological Science Disciplines↗
PubMed2004

What concept analysis in philosophy of science should be (and why competing philosophical analyses of gene concepts cannot be tested by polling scientists).

What should philosophers of science accomplish when they analyze scientific concepts and interpret scientific knowledge? What is concept analysis if it is not a description of the way scientists actually think? I investigate these questions by using Hans Reichenbach's account of the descriptive, critical, and advisory tasks of philosophy of science to examine Karola Stotz and Paul Griffiths' idea that poll-based methodologies can test philosophical analyses of scientific concepts. Using Reichenbach's account as a point of departure, I argue that philosophy of science should identify and clarify epistemic virtues and describe scientific knowledge in relation to these virtues. The role of concept analysis is to articulate scientific concepts in ways that help reveal epistemic virtues and limitations of particular sciences. This means an analysis of the gene concept(s) should help clarify the explanatory power and limitations of gene-based explanations, and should help account for the investigative utility and biases of gene-centered sciences. I argue that a philosophical analysis of gene concept(s) that helps achieve these critical aims should not be rejected on the basis of poll-based studies even if such studies could show that professional biologists don't actually use gene terminology in precise ways corresponding to the philosophical analysis.

Attitude↗
PubMed2005

Is psychiatry an art or a science? The views of psychiatrists and trainees.

OBJECTIVE: It is generally considered by many practitioners that psychiatry is an art, that is, one of the humanities, as well as being a science. We systematically collected the views of practitioners and trainee psychiatrists regarding the question 'Is psychiatry an art or a science?' METHOD: Eleven supervisors and nine trainees were interviewed and their responses analysed, using a qualitative method, the modified framework approach. RESULTS: Several themes emerged from the data: that 'art' and 'science' are different; psychiatry as a discipline is difficult to define; psychiatry demands a broader range of skills than other medical specialties; the relationship of psychology to psychiatry; supervisor cynicism to the 'science' of psychiatry; and the 'art' and 'science' of the assessment process. CONCLUSIONS: The tension that exists within the profession's identity as a discipline has important implications for teaching, learning, and clinical and research practices.

Art↗
PubMed2007

Challenges and opportunities in the translation of the science of vitamins.

Some 100 y after the description and naming of the first vitamin, this conference on the state-of-the-science has shown that remarkable and exciting advances have been made in our understanding of the biology, chemistry, and metabolism of vitamins, explaining their essentiality in the diet. A great deal more needs to be done in the translation of this knowledge into an understanding of the benefit of vitamin supplements to disease prevention and to health and well-being. Not only are advances in fundamental science and biology necessary, but more attention must be paid to genomics, epigenetics, behavioral science, and new techniques for evidence analysis of studies. Information relating individual vitamins or small combinations of vitamins to disease prevention is stronger than that for multivitamins, formulations that cry out for greater standardization. This large task of translating emerging science to better policy in the field of vitamin and multivitamin-mineral supplement use should occupy our attention intensively in the years to come. Issues needing more attention include the content and labeling of such products and the effects of the products on nutrient adequacy as well as in chronic degenerative disease prevention. In this quest, the development of more and better surrogate markers will be critical. Dose-response assessments of safety are badly needed for updating Tolerable Upper Intake Levels. At its best, all of these disparate types of research will require a robust interaction between the public and private sectors in a regulatory framework that supports and rewards investment in good science.

Chronic Disease↗
PubMed1977

An administrative and curricular model for behavioral science teaching.

Various models of faculty organization for teaching behavioral science in medical schools have been advanced. Three of these are reviewed and compared with regard to their effects of curricular structure and content. Some significant variations on existing models are described in the context of a behavioral science curriculum in a new medical college. Several recurrent issues are addressed: How shall behavioral scientists be organized for maximum curricular effectiveness? How shall a curriculum be organized and administered to provide comprehensive yet integrated presentation of a broad spectrum of behavioral science knowledge and skills? What might constitute a model curriculum in the behavioral sciences? A basic science curriculum is described which spans the first two years of medical education, introducing students to fundamental concepts, behavioral skills, human development, behavioral pathology, and special topic seminars.

Behavioral Sciences↗
PubMed1981

Use of NBME examinations to assess retention of basic science knowledge.

About 10 years ago results of the National Board of Medical Examiners (NBME) "Minitest," comprised of samples of questions from NBME Part I and Part II tests, indicated that the change in performance in the total basic science examinations would be minimal between the second and fourth years of medical school. By inserting samples of Part I basic science questions into Part II, large scale tests could be made of the change in performance. In two pilot projects, in a longitudinal study of the same students at a two-year interval, in a cross-sectional study of two groups of students at the same time, and in a comparison of performance of basic science questions in the Federation Licensing Examination (FLEX), the prediction of the minitest results was sustained. Overall performance on all basic science questions decreased only a little. However, the changes in the individual disciplines ranged from a consistent improvement in pathology to a substantial decrease in biochemistry. Pharmacology and behavioral sciences fluctuated between small increases and decreases. Physiology, microbiology, and anatomy decreased consistently, but not as much as biochemistry.

Certification↗
PubMed1986

Comparison of theoretically oriented and patient-oriented behavioral science courses.

Effective teaching of medical behavioral science is an important challenge for psychiatrists. Two behavioral science courses taught at different times at the Yale University School of Medicine are described: a theoretically oriented course emphasizing symbolic function, primary source reading, and conceptual thinking and a patient-oriented course emphasizing the relevance of behavioral science to the practice of medicine, taught primarily by consultation-liaison psychiatrists. Students' evaluations of the two courses during the fifth year each course was taught were compared. The students' acceptance of the patient-oriented course was dramatically greater than that of the theoretically oriented course. The class mean scores on the behavioral science subtest of the Part I examination of the National Board of Medical Examiners during the last four years that the courses were taught were compared. The mean scores of the classes that had taken the patient-oriented course were significantly higher than those of the classes that had taken the theoretically oriented course. The mean score for the class that took the fifth year of the patient-oriented course was 52 points higher than the mean score for the class that took the fifth year of the theoretically oriented course. The authors concluded that the skills that consultation-liaison psychiatrists use every day in their work may be exactly those that are useful in teaching a successful behavioral science course for medical students.

Behavioral Sciences↗
PubMed1989

Science and public policy.

Politicians generally do not look to scientists to help them get votes. But issues of science policy become extremely important when politicians and scientists, together, grasp the degree to which science and technology are transforming the business of the president and Congress. The author discusses the uneasy relationship of two institutions--political governance and the progress of science--that, while possibly irreconcilable, have an ongoing alliance of convenience. The author indicates issues confronting the Bush presidency in which scientific and technical factors are crucial, raises questions about the future relationship of science and government, defines the political framework for this relationship, and documents the encouraging and significant science-policy commitments made by president-elect Bush.

Government↗
PubMed1999

Science education partnership between the University of Colorado and a Denver High School.

The authors describe a partnership, begun in 1997, between Manual High School, a school in which about 85% of the students are African, American or Hispanic, and the University of Colorado Health Sciences Center in Denver. There are three partnership goals: help teachers transform a lecture-based curriculum into an inquiry-based curriculum, help students build their science knowledge, and give students opportunities to learn--and become excited--about careers in medicine. The current emphasis of the partnership is at the ninth-grade level. The first unique aspect of the partnership is the Medical Explorers program. One portion of the program begins when a hypothetical teenage car-crash victim arrives at the emergency room; over the next six weeks, practicing health care professionals dramatize their medical responsibilities to this patient and discuss the academic training necessary to fulfill those responsibilities. In addition, the Medical Explorers students travel to the Health Sciences Center, where they tour laboratories and clinics, help conduct experiments, and explore computer-based surgical simulations. The second unique program is a service learning project in which ninth-grade students assist with an activity that gives elementary school students a chance to participate in the process of scientific inquiry and to discover the wonder of real hearts and lungs; the ninth-graders assist with logistics (e.g., they distribute newspapers), and, more important, interact with the younger students by asking thoughtful questions of them. The partnership plans to incorporate the elementary and middle schools that graduate their students to Manual High School in order to encourage the implementation of inquiry-based science curricula and to provide sustained support to teachers throughout the entire K-12 educational pathway. If medical colleges can help teachers provide a consistent classroom draw for student fascination in science and medicine, then the colleges are more likely to help create a rich diversity of students who pursue careers in medicine.

Adolescent↗
PubMed1984

An analysis of changing trends in philosophies of science on nursing theory development and testing.

The effects of changing trends in philosophies of science on nursing theory development and testing are analyzed. Two philosophies of science--logical empiricism and historicism--are compared for four variables: (1) components of science, (2) conception of science, (3) assessment of scientific progress, and (4) goal of philosophy of science. These factors serve as the basis for assessing trends in the development and testing of nursing theory from 1964 to the present. The analysis shows a beginning philosophic shift within nursing theory from logical empiricism to historicism and addresses implications and recommendations for future nursing theory development and testing.

Philosophy, Nursing↗
PubMed2005

The Medawar Lecture 2004 the truth about science.

The attitudes of scientists towards the philosophy of science is mixed and includes considerable indifference and some hostility. This may be due in part to unrealistic expectation and to misunderstanding. Philosophy is unlikely directly to improve scientific practices, but scientists may find the attempt to explain how science works and what it achieves of considerable interest nevertheless. The present state of the philosophy of science is illustrated by recent work on the 'truth hypothesis', according to which, science is generating increasingly accurate representations of a mind-independent and largely unobservable world. According to Karl Popper, although truth is the aim of science, it is impossible to justify the truth hypothesis. According to Thomas Kuhn, the truth hypothesis is false, because scientists can only describe a world that is partially constituted by their own theories and hence not mind-independent. The failure of past scientific theories has been used to argue against the truth hypothesis; the success of the best current theories has been used to argue for it. Neither argument is sound.

Knowledge↗
PubMed2002

What can the social sciences contribute to the study of ethics? Theoretical, empirical and substantive considerations.

This article seeks to establish that the social sciences have an important contribution to make to the study of ethics. The discussion is framed around three questions: (i) what theoretical work can the social sciences contribute to the understanding of ethics? (ii) what empirical work can the social sciences contribute to the understanding of ethics? And (iii) how does this theoretical and empirical work combine, to enhance the understanding of ethics, as a field of analysis and debate, is socially constituted and situated? Through these questions the argument goes beyond the now commonly cited objection to the over-simplistic division between normative and descriptive ethics (that assigns the social sciences the 'handmaiden' role of simply providing the 'facts'). In extending this argument, this article seeks to establish, more firmly and in more detail, that: (a) the social sciences have a longstanding theoretical interest analysing the role that a concern with ethics plays in explanations of social change, social organisation and social action; (b) the explanations that are based on the empirical investigations conducted by social scientists exemplify the interplay of epistemological and methodological analyses so that our understanding of particular substantive issues is extended beyond the conventional questions raised by ethicists, and (c) through this combination of theoretical and empirical work, social scientists go beyond the specific ethical questions of particular practices to enquire further into the social processes that lie behind the very designation of certain matters as being 'ethical issues.'

Behavioral Research↗
PubMed1982

Medical students' attitudes toward basic sciences: influence of a primary care curriculum.

The emerging popularity of family medicine and primary care among medical students with an attendant pressure for clinical relevance in pre-clinical coursework and early clinical exposure has raised questions in the minds of many academicians about the students' perceived value of basic sciences in such an educational environment. A comparison was made of attitudes toward the basic sciences between students in two, concurrent, pre-clinical medical school curricula at the University of New Mexico School of Medicine. The conventional curriculum offers a teacher-centered, 2-year curriculum of basic sciences taught predominantly by basic scientists in a lecture format. The experimental curriculum entitled the Primary Care Curriculum (PCC), offers a student-centered, 2-year curriculum in which pertinent basic and clinical science learning is derive primarily from common, primary care, patient problems, discussed in small group tutorials. There are no formal lectures. Half the tutors are primary care clinicians, half basic scientists. Attitude scales were administered in two successive classes of students in both curricula at the beginning of the first and second terms of the first year. Increased cynicism toward the curriculum and its relevance to future practice was observed among conventional, but not among PCC students. This findings lends supports to the hypothesis that modification in educational methods in general and relevant, primary care experience in particular can favourably influence students' attitudes toward basic sciences.

Attitude of Health Personnel↗
PubMed2004

Teaching research methodology in medical schools: students' attitudes towards and knowledge about science.

OBJECTIVE: To explore the relationship between teaching scientific methodology in Year 2 of the medical curriculum and student attitudes towards and knowledge about science and scientific methodology. DESIGN: Anonymous questionnaire survey developed for this purpose. SETTING: Zagreb University School of Medicine, Croatia. PARTICIPANTS: A total of 932 students (response rate 58%) from all 6 years were invited to participate. MAIN OUTCOME MEASURES: Score on attitude scale with 45 Likert-type statements and score on knowledge test consisting of 8 multiple choice questions. RESULTS: The average attitude score for all students was 166 +/- 22 out of a maximum of 225, indicating a positive attitude towards science and scientific research. The students' average score on the knowledge test was 3.2 +/- 1.7 on 8 questions. Students who had finished Year 2 had the highest mean attitude (173 +/- 24) and knowledge (4.7 +/- 1.7) scores compared with other year groups (P < 0.001, anova and Tukey posthoc test). For students who had attended a mandatory Year 2 course on the principles of scientific research in medicine (Years 3 to 6), multiple linear regression analysis showed that knowledge test score (B = 3.4; SE = 0.4; 95% confidence interval 2.5-4.2; P < 0.001) and average grades (B = 7.6; SE = 1.5; 95% CI 4.6-10.6; P < 0.001) were significant predictors of attitude towards science, but not sex or failure to pass a year (B = - 0.6; SE = 1.7; 95% CI - 3.9-2.6; P = 0.707; and B = - 3.1; SE = 1.9; 95% CI - 6.8-5.7; P = 0.097, respectively). CONCLUSION: Medical students have generally positive attitudes towards science and scientific research in medicine. Attendance of a course on research methodology is related to a positive attitude towards science.

Biomedical Research↗
PubMed2004

Can there be a science of the symbolic?

Science means not just 'knowing', but knowing verified by replicability. Science is particularly hard to bring to depth psychology because the individual uniquenesses that can't be repeated are what make people most deeply themselves. Everyone, including the analytic investigator, however, has a science, in the sense of a world-view that is replicated by experience. Jung offered hermeneutics as an alternative mode to science for getting to know the psychological subject. But as Heidegger emphasized, hermeneutics always begins with the projection of a world-view, i.e., the science of the would-be interpreter. In the analytic situation, dialogue is available to test the world-view and enlarge its horizon, in accord with Gadamer's expansion of hermeneutics, 'the classical discipline concerned with the art of understanding texts', into a method of inquiry open to the possibilities of otherness. An example is given from an analytic training seminar, in which the author began by projecting his version of the theory of psychological types onto the dream material a candidate offered in response to the seminar. A dialogue with the candidate ensued which enabled the teacher to correct his original, somewhat rigid, application of his scientific viewpoint. In such a dialogue, psyche emerges as the final interpreter of what is, generating hypotheses that can fruitfully be applied to the understanding of other cases.

Dreams↗
PubMed2003

Public bioethics and publics: consensus, boundaries, and participation in biomedical science policy.

Public bioethics bodies are used internationally as institutions with the declared aims of facilitating societal debate and providing policy advice in certain areas of scientific inquiry raising questions of values and legitimate science. In the United States, bioethical experts in these institutions use the language of consensus building to justify and define the outcome of the enterprise. However, the implications of public bioethics at science-policy boundaries are underexamined. Political interest in such bodies continues while their influence on societal consensus, public debate, and science policy remains ambiguous. This article presents a theoretical discussion of public bioethics bodies as boundary organizations and examines them in terms of relationship to the moral and cognitive authority of science and other forms of expertise, mechanisms for public participation in controversial science policy, and the deployment of consensus models. The theoretical discussion is examined in the case of the U.S. Human Embryo Research Panel.

Advisory Committees↗