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PubMed2001

Parents' attitudes and expectations regarding science education: comparisons among American, Chinese-American, and Chinese families.

This study examined the differences in attitudes toward science education among American, Chinese-American, and Chinese parents and students. Parents' expectations for their high school children's science performance were also compared among the three cultural groups. It was found that both Chinese parents and students had more positive attitudes toward science education than did their American counterparts. Chinese parents placed greater emphasis on self-improvement, set higher standards, and more often helped their children to learn science than did American parents. The attitudes of the Chinese-Americans appeared to show the influences of both their Chinese heritage and American culture. Overall, a high positive correlation was found between parents' and students' attitudes toward science education.

Adolescent↗
PubMedDate not supplied

[Mary Shelley's Frankenstein and Bram Stoker's Dracula: gender and science in literature].

Throughout the ages, literary works have expressed fears and expectations generated by scientific discoveries and have portrayed images and myths about science itself. Several parameters can contribute to these representations of science, including the culture and social class to which the authors of these works belong. We also cannot deny the influence of gender, as due to the fact that the male sphere of action dominates science, male or female authoring can determine a peculiar characterization of the scientific world. In the present work, through a comparative analysis of two important literary works from the 19th century, Frankenstein, by Mary Shelley, and Dracula, by Bram Stoker, the issues concerning the view of science and their relation to gender are highlighted. While Shelley, as a woman, apart from the scientific world, reveals in Frankenstein all her distrust about it, Stoker, the model of a Victorian man, expresses in Dracula his total trust in science.

History, 19th Century↗
PubMed2002

Knowledge about and attitude towards science of first year medical students.

AIM: To assess the knowledge about and attitude towards science of students entering medical school, and to find out whether these parameters are influenced by their high school education, sex, place of residence, and rank achieved on the admission test. METHODS: A total of 193 (82%) students who enrolled at the Zagreb University School of Medicine in 2001 filled out an anonymous questionnaire at their first lecture. The questionnaire consisted of demographic data, 20 statements on science adapted to a 1-5 Likert scale, and 8 multiple-choice test questions on knowledge of scientific research. RESULTS: The students knowledge of scientific research was poor (out of 8 answers, 2.2 +/- 1.2 were correct) in spite of their positive attitude towards science (75 +/- 11 on a 20-100 scale). Higher ranking students at the admission test showed more positive attitude (Spearmans rho=-0.157, p=0.003). There was no interdependence between other personal data (sex, high school, and place of residence) and opinion/knowledge about science. CONCLUSION: In Croatia, first-year medical students are not familiar with basic facts about the scientific methods and communication in medicine, but they have positive attitude towards scientific research. The only factor associated with more positive attitude towards science is higher rank at the admission test.

Attitude↗
PubMed2002

[A consideration of the relation between psychiatric knowledge and natural science].

Schools of psychiatric thought are as numerous as they are various, each developed from different sources and presuppositions and each claiming faithful adherents. One inherent difficulty in this profusion of choice lies in discerning whether or not a particular school's presuppositions are valid. To accept one theory is to choose one opinion towards philosophical aporiae--often at the expense of all others. In this paper, issues of scientific philosophy are examined in considering the presuppositions and progress of psychiatric schools. Popper convincingly argued that scientific statements should be "falsifiable." However, because propositions of psychoanalysis or phenomenological psychiatry are closely tied to individual clinical experiences, such statements tend to be exclusive and difficult to check or falsify by other reseachers. They are, in this respect and according to Popper's point of view, necessarily less scientific. Phenomena of the human mind, by its very nature, cannot be observed nor measured directly. Interpretation of the phenomena therefore depends almost entirely upon which theoretical school the researcher has adopted. Biological psychiatry, however, insists that any researcher can objectively measure such phenomenon, and that propositions of biological psychiatry can be connected with those of other branches of natural science. Natural science grandly attempts to comprehensively describe the whole world using one language. This means the researcher is supposedly measuring an object positioned in an ideal and definite position, reached only through infinite steps. Phenomenology is very conscious that the observed object consists at least partly of the observing subject, and so this ideal positioning seems untenable. Phenomenology therefore describes this world from another point of view, different from natural science, and the distinction between measurement of certain systems from inside or outside is important for purposes of explanation and clarification. Although natural science attempts to attain the ideal infinite view, on-going science is naturally limited. In psychiatric practice, we can never rely on one definitive theory; but must rather adopt an appropriate theory to solve an appropriate problem.

Natural Science Disciplines↗
PubMedDate not supplied

[On the origins of modern science].

The Renaissance savants essentially repelled the scholastic translations and commentaries of the ancient writings. Nevertheless, they did not reach a modern vision of experimental science. Moreover, education at the universities was not credited for the development of science. In fact, academic training of students was rather precarious. The first professional associations, such as the "Royal College of Physicians" of London, were not any better. Regarding the hermetic influence on Renaissance thought, the cultured and philosophical reformed magic (so-called white magic) was the equivalent of science at the time. Once the animistic universe, operated by magic, was transformed into the mathematical universe operated by mechanics, the era of science came into being. This movement began during the post-Renaissance age and gradually progressed following the physical-mathematical orientation of Galileo and his pupils: Borelli; Fabrizi; Santorio; Harvey, etc. They initiated physiological studies and introduced the quantitative method into the research field. Harvey's doctrine was the first adequate explanation of an organic phenomenon and a starting point for the way toward experimental physiology. However, the English physician did not completely leave the pre-scientific era, as can be inferred from his monography on animals reproduction. In this work, some points suggesting the birth of modern scientific reasoning alternate with confused, vague, and capricious assertions. In fact, modern science did not arise suddenly, but was elaborated and sustained slowly starting in the XVII century: Galileo's century.

History, 16th Century↗
PubMed1992

Community medicine: its contribution to the social science of medicine.

The Division of Behavioral Sciences operates today in a social climate different from that in its formative years. The federal agencies created specifically to stimulate and support social research have been cut back severely over the past two decades, and in some instances have been eliminated. The official policy of the National Institute of Mental Health, once the main source of support for both training and research in social science in medicine, has changed to a much narrower biomedical focus. On the other hand, there are more social scientists engaged in integral roles both locally at Mount Sinai, at medical institutions nationally, and internationally (25-26). Further, reassertion of the importance for medical education of social science specifically, and of behavioral sciences more broadly defined, has been endorsed in the strongest terms by both the Association of American Medical Colleges and the National Board of Medical Examiners (27). Also, the published literature now incorporates what we in the Division of Behavioral Sciences judge to be a richer intellectual contribution to the field than ever before (28). Perhaps most important, funding for health services research and epidemiological studies has been increased in recent federal budgets. Therefore, the division is planning for expansion of both its research and education, perceiving the future as a challenge continuous with challenges of the past: finding new ways to understand the relation between social factors and the problems of health and illness.

Community Medicine↗
PubMed2005

The post-normal sciences of precaution.

After centuries of optimism, science has become problematic and compromised. We can no longer assume that innovations are safe until proven dangerous. The 'technocratic' approach to science, with its reductionist methodology and its corporate control, is no longer appropriate. We need a 'precautionary' science that will be 'post-normal' in character. For this, we contrast 'applied science,' like the 'puzzle-solving' of Kuhn's 'normal science' and the 'professional consultancy' like the practice of the surgeon or engineer. Rather, we have a situation where 'facts are uncertain, values in dispute, stakes high, and decisions urgent.' For high-quality decision-making, we need an 'extended peer community' who will bring their 'extended facts' to the dialogue. There are a number of initiatives that advance the post-normal programme, including the endeavours of Poul Harremoës and the conference on Uncertainty and Precaution in Environmental Management.

Community Participation↗
PubMed2005

Uncertainty as a monster in the science-policy interface: four coping strategies.

Using the metaphor of monsters, an analysis is made of the different ways in which the scientific community responds to uncertainties that are hard to tame. A monster is understood as a phenomenon that at the same moment fits into two categories that were considered to be mutually excluding, such as knowledge versus ignorance, objective versus subjective, facts versus values, prediction versus speculation, science versus policy. Four styles of coping with monsters in the science-policy interface can be distinguished with different degrees of tolerance towards the abnormal: monster-exorcism, monster-adaptation, monster-embracement, and monster-assimilation. Each of these responses can be observed in the learning process over the past decades and current practices of coping with uncertainties in the science policy interface on complex environmental problems. We might see this ongoing learning process of the scientific community of coping with complex systems as a dialectic process where one strategy tends to dominate the field until its limitations and shortcomings are recognized, followed by a rise of one of the other strategies. We now seem to find ourselves in a phase with growing focus on monster assimilation placing uncertainty at the heart of the science-policy and science-society interfaces.

Environment↗
PubMed2006

Defining core elements and outstanding practice in Nutritional Science through collaborative benchmarking.

Benchmarking has been adopted by educational institutions as a potentially sensitive tool for improving learning and teaching. To date there has been limited application of benchmarking methodology in the Discipline of Nutritional Science. The aim of this survey was to define core elements and outstanding practice in Nutritional Science through collaborative benchmarking. Questionnaires that aimed to establish proposed core elements for Nutritional Science, and inquired about definitions of " good" and " outstanding" practice were posted to named representatives at eight Australian universities. Seven respondents identified core elements that included knowledge of nutrient metabolism and requirement, food production and processing, modern biomedical techniques that could be applied to understanding nutrition, and social and environmental issues as related to Nutritional Science. Four of the eight institutions who agreed to participate in the present survey identified the integration of teaching with research as an indicator of outstanding practice. Nutritional Science is a rapidly evolving discipline. Further and more comprehensive surveys are required to consolidate and update the definition of the discipline, and to identify the optimal way of teaching it. Global ideas and specific regional requirements also need to be considered.

Australia↗
PubMed2006

Behavioral and social sciences and public health at CDC.

Although the history of CDC spans 60 years, only during the last 2 decades of the 20th century did the agency come to recognize and better understand the importance of the behavioral and social sciences to its overall mission. This recognition was a consequence of several events, notably the growing public awareness of the many conditions and diseases linked to unhealthy behavior and the creation of three new organizational units at CDC--the National Center for Chronic Disease Prevention and Health Promotion in 1988, the National Center for Injury Prevention and Control in 1992, and the National Center for HIV, STD, and TB Prevention in 1993--that focused on conditions, diseases, and injuries with clear behavioral risks. Accordingly, the relatively small number of CDC behavioral and social scientists were initially concentrated in these three centers. In 1995, to raise awareness of behavioral and social sciences at CDC and to integrate these fields into CDC-conducted and -supported research and practice activities, the agency's behavioral and social scientists established the Behavioral and Social Sciences Working Group (BSSWG). The application of the behavioral and social science disciplines to public health attests to the success of the working group. Today, BSSWG continues as a formal organization sponsored by the Office of the Chief Science Officer within the CDC Office of the Director.

Behavioral Medicine↗
PubMed2006

Basic science confidence in senior medical students from the University of Auckland, New Zealand: results of the 2005 Senior Students Survey.

AIMS: To determine the proportion of senior medical students who feel their knowledge of the basic sciences is adequate for safe medical practice. DESIGN: Cross-sectional survey. Twenty-five point questionnaire. Likert scale response ranking. SETTING: University of Auckland School of Medicine, Auckland, New Zealand. PARTICIPANTS: 218 surveys were emailed to functioning addresses of fourth and fifth year students. 156 students emailed responses (71.60% response rate), comprising 55% of the total fourth and fifth year student population. RESULTS: Thirty-three percent of respondents (95% CI 0.26-0.41) felt their knowledge of anatomy was adequate. Seventeen percent (95% CI 0.12-0.24) of students felt their knowledge of pharmacology was adequate. Fifty-six percent (95% CI 0.48-0.64) of all respondents felt their knowledge of physiology was adequate. Forty-six percent (95% CI 0.38-0.54) of all respondents felt their knowledge of pathology was adequate Seventy-six percent (95% CI 0.69-0.83) felt their behavioural science knowledge was adequate. A greater proportion of respondents were confident in behavioural science than any other basic science (p<0.01). CONCLUSION: Respondents to the 2005 senior medical students survey from the University of Auckland School of Medicine are most confident in their behavioural sciences knowledge. Respondents are least confident in their knowledge of pharmacology.

Adult↗
PubMed1987

Educational services in health sciences libraries: an analysis of the periodical literature, 1975-1986.

The periodical literature on group instructional services in health sciences libraries was analyzed to determine the nature of these services, their target audiences, and their institutional settings. Three kinds of reports were identified: descriptions of services (70%), reviews of the literature (10.5%), and future-oriented articles that advocate various group instructional services (19.5%). Five target audiences were identified: library users, staff, librarian peers, library science students, and patients. Instructional services were offered primarily in medical school/center libraries, hospital libraries, and the National Library of Medicine and its Regional Medical Libraries (RMLs). To a lesser extent, health sciences educational services are offered through other professional school libraries, library associations and consortia, and schools of library science. There are gaps in the literature in the areas of library experience with marketing, evaluation, administration of the offered educational services, and continuing education for health sciences librarians.

Education↗
PubMed1985

The attitudes of religious, environmental, and science policy leaders toward biotechnology.

Biotechnology is an increasingly visible and important item on the national science policy agenda. With growing corporate and governmental funding, basic research in recombinant DNA and related technologies is expanding rapidly. In a parallel and related process, new agricultural, medical, and other applications are being developed and a growing list of genetically-engineered products is ready for field testing and market distribution. In the months and years ahead, the flow of genetically-engineered products into the marketplace and the media coverage related to those new products will increase the public's awareness of biotechnology. In addition, it is possible that some public policy debate will occur over the issue of field testing new genetically-engineered materials. Media coverage of this type of controversy will also heighten awareness and influence the aggregate level of public awareness of biotechnology. The prospect of a public debate or controversy over any biotechnology issue illustrates a fundamental problem in the formulation of science policy within a democratic political system. The processes and techniques involved in genetic engineering and complex and require some level of scientific background knowledge. A 1979 study found that only seven per cent of American adults met a minimal definition of scientific literacy. It is clear that the current levels of public awareness and knowledge about biotechnology will not allow a public policy debate similar to those associated with controversies involving Social Security or gasoline prices. How, then, does a democratic society establish public policies on advanced technical issues like biotechnology? This report will outline a model of policy formulation for specialized issues and describe the results of a national study of relevant policy leaders concerning biotechnology. To understand the formulation of public policy toward biotechnology, it is necessary to focus on the role of the policy leaders in a stratified model. In general, when there is agreement on a given policy between the decision-makers and the policy leaders, the policy is implemented and there is no wider involvement in the policy formulation process. A large number of science and technology policy issues have been handled in this manner in the decades since the Second World War and it is likely that most science policy matters will continue to be resolved directly between policy leaders and decision-makers. Looking at the general science policy formulation process, it is clear that policy leaders are an important component.(ABSTRACT TRUNCATED AT 400 WORDS)

Attitude↗
PubMedDate not supplied

Behavioral science offerings of selected U.S. medical schools.

As part of the planning for a medical school to be situated in Queens County, N.Y., a questionnaire was sent to 50 randomly drawn U.S. medical schools to gather information on the behavioral science segment in their curriculums.Behavioral science courses comprised part of the curriculums of all 23 responding schools and were most often based in the departments of psychiatry and departments of community medicine. Physicians and behavioral scientists appeared to be equally involved in teaching them. Lecture-discussion, small group discussion, and case study were the teaching methods most often used singly. The most popular combination method was lecture-discussion with case study, followed by small group discussion with lecture-discussion. Behavioral scientists seemed to favor lecture-discussions and physicians, small group discussions, but the difference was not statistically significant.Most of the behavioral science courses were offered in the first and second years of medical school. The number of both the elective and required behavioral science courses peaked in the first year and then dropped off sharply in each successive year. These courses were also longest in the first year and became shorter in each successive year.Perceptions of the effectiveness of the behavioral science courses seemed to depend upon the respondent's primary professional orientation. Respondents who were behavioral scientists seemed to view the impact of the courses as negligible, whereas physicians had a more favorable view of their impact.

Behavioral Sciences↗
PubMed1980

Social science in medicine: the question of 'relevance'.

Social science differs from the other basic medical sciences in that its perspective for understanding illness is not centered on processes within the individual. For this reason the relevance of social science knowledge to clinical practice is not obvious to many medical educators and students. Initial efforts at the University of North Carolina to develop a social science curriculum that is obviously relevant are described. Strategies include the use of small-group seminars taught by social-scientist/clinician teams and an organizing framework which links social science knowledge to clinical practice. Response to the curriculum from faculty and students has been encouraging.

Curriculum↗
PubMed1977

Behavioral science in family practice: an ethical imperative.

Behavioral science confronts at least three major problems within American medicine that must be overcome if the family physician of the future is to receive an adequate graduate education and maintain his professional integrity. Through increasing specialization, the once unified biological perspective of man was severely fragmented, and with increasing emphasis on the science of medicine, the disease process was objectified and reified. Twentieth century man joined his myth of technological mastery with medicine's desire to eliminate pain and suffering. This gave rise to the idea that life could be medically managed and existential dilemmas anesthetized. To overcome these problems behavioral science has two ethical issues to address in family medicine. First, behavioral science must restore the physician's sense of personhood by recognizing the person of the physician as the primary diagnostic and therapeutic "tool" of family practice. Second, behavioral science must help family practice refocus its professional responsibility on the social problems of the day. This will happen through a critical review of the custodial aspects of the physician's role and an emphasis on role innovation. Approaches to these two ethical issues at the Medical University of South Carolina family practice residency are described.

Behavioral Sciences↗
PubMed1998

Problem-based learning in a health sciences librarianship course.

Problem-based learning (PBL) has been adopted by many medical schools in North America. Because problem solving, information seeking, and lifelong learning skills are central to the PBL curriculum, health sciences librarians have been actively involved in the PBL process at these medical schools. The introduction of PBL in a library and information science curriculum may be appropriate to consider at this time. PBL techniques have been incorporated into a health sciences librarianship course at the School of Library and Information Science (LIS) at the University of Wisconsin-Milwaukee to explore the use of this method in an advanced Library and Information Science course. After completion of the course, the use of PBL has been evaluated by the students and the instructor. The modified PBL course design is presented and the perceptions of the students and the instructor are discussed.

Curriculum↗
PubMed1994

NASA's Space Life Sciences Training Program.

The Space Life Sciences Training Program (SLSTP) is an intensive, six-week training program held every summer since 1985 at the Kennedy Space Center (KSC). A major goal of the SLSTP is to develop a cadre of qualified scientists and engineers to support future space life sciences and engineering challenges. Hand-picked, undergraduate college students participate in lectures, laboratory sessions, facility tours, and special projects: including work on actual Space Shuttle flight experiments and baseline data collection. At NASA Headquarters (HQ), the SLSTP is jointly sponsored by the Life Sciences Division and the Office of Equal Opportunity Programs: it has been very successful in attracting minority students and women to the fields of space science and engineering. In honor of the International Space Year (ISY), 17 international students participated in this summer's program. An SLSTP Symposium was held in Washington D.C., just prior to the World Space Congress. The Symposium attracted over 150 SLSTP graduates for a day of scientific discussions and briefings concerning educational and employment opportunities within NASA and the aerospace community. Future plans for the SLSTP include expansion to the Johnson Space Center in 1995.

Biological Science Disciplines↗