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PubMed1988

Recent changes in the dental curriculum in Japan.

Information on curriculum changes was obtained from 25 of Japan's 29 dental schools. Twelve of the schools reported changes in the last 5 years. There has been some extension of inter-disciplinary teaching, more integration of previously separate courses and improved orientation at the beginning of new courses. Japanese dental education has not been influenced by significant changes in dental disease for the changes noted in other industrialized countries have not yet made an impact in Japan. Among aims for the future are (1) to shift curriculum emphasis from dental caries to periodontal disease, (2) to develop a better understanding of the dental needs of the elderly (3) and to improve the comprehension of relevant general health problems. An extensive internship programme has recently been introduced in Japan.

Curriculum↗
PubMed1988

Clinical skills of medical residents: a review of physical examination.

Students are introduced to techniques of physical examination at medical school. However, their skills are deficient at the time of graduation, and with the increasing shift of clinical teaching away from the bedside and into the conference room it is expected that these skills will weaken in succeeding generations of physicians. A practical and satisfactory method of addressing this problem during internship and residency training has not been forthcoming because of the lack of a regular forum for the teaching of clinical skills in busy tertiary referral hospitals and the shortage of teachers with the necessary skills and commitment to teaching a large number of house staff. We describe a program whose unique hierarchical approach has permitted a detailed ongoing review of physical examination. One clinician was able to teach 24 residents by instructing a small group of senior residents, who in turn, after practising with clinical clerks, taught groups of junior residents.

Clinical Clerkship↗
PubMed1987

First year residency stress: sources and mediators.

This study expands on previous research on stress in the internship year by identifying potential sources of stress in the training requirements and faculty contacts of first year family practice residents. All first year residents completed the Profile of Mood States (POMS) and the Zung Self-Rating Depression Scale (SDS) once a month throughout the year. It was shown that specific training demands, such as the number of beeper calls, the number of nights on call, the amount of sleep, etc., correlated with the POMS and the SDS only in the early rotations. The residents' ratings of commitment to teaching, availability, and sensitivity of the faculty on each service, however, were consistently related to the residents' moods regardless of time of year. When residents rated faculty as low on these characteristics, they scored higher on the stress indicators, whereas when residents rated faculty as high on these characteristics, their stress scores were significantly reduced.

Adaptation, Psychological↗
PubMed1987

Occupational health and clinical training.

A brief questionnaire assessing attitudes toward occupational health and knowledge of the area was administered to the following: medical students beginning medicine clerkships ("students," N = 66); interns beginning internship year in straight medicine, primary care internal medicine, or family practice ("interns," N = 94); and physicians finished with residency training in these fields ("clinicians," N = 22). Interns reported more hours of occupational health training during medical school than did students or clinicians (8.5 and 3.6 hours, respectively) although nearly one third of interns reported having none. Clinicians outperformed interns and students in some areas though they scored worse in others, and rated occupational health to be less important. Prior work experience did not affect performance; however, students from "blue collar" families scored higher in both knowledge and attitudes than those from "white collar" families. Women scored higher in both areas than did men. There was no correlation between number of hours of occupational medicine in school and performance, either overall or within each level. This cross-sectional study suggests that enthusiasm for occupational health declines with training and that knowledge gains are erratic. Emphasis on faculty training and clinical rotations may be required for undergraduate curriculum reform to be effective.

Adult↗
PubMed1987

An examination of role identification by students in health education and health services administration.

This research was designed to test the extent to which health education and health services administration students' perceptions of their roles as professionals matched the expectations of professional faculty. These perceptions were found to match in general. However, doubt was cast on the extent to which internships or practicums contributed to this result, since there was no change in student responses between the beginning of the junior year and end of the senior year, a period which includes fieldwork and most of the professional coursework presumed to influence professional development. Additional research is required to test this result with other student populations in other health professions and identify the point at which professional role and task definitions are amenable to change.

Faculty↗
PubMed1979

Training at the postgraduate level for medical librarians: a review.

Postgraduate education for medical librarians is approachable from several perspectives, including internships, certificate programs, and continuing education programs. The diverse population of medical library personnel calls for a varied yet coordinated system of postgraduate education involving the Medical Library Association, regional medical libraries, library schools, and the National Library of Medical, in addition to active participation by all librarians in the health sciences field. Basic philosophies for each of the major types of programs are discussed and recommendations for future training of health sciences librarians are provided.

Education, Continuing↗
PubMed1986

[Experience with the methodological guidance of the on-the-job training of epidemiology graduates].

Seven-year experience in the methodological guidance of the post-graduate specialization of medical graduates specializing in epidemiology has made it possible for the authors to come to the conclusion on the positive role of the on-the-job training of young specialists for a year after graduation, which is manifested by a shorter time necessary for their professional formation, the development of their capacity for making scientifically grounded, active solutions of practical problems. At the same time some defects, difficulties, and unsolved problems of on-the-job training have been revealed. The authors propose to organize internship also for this category of medical specialists and to carry out the specialization of all sanitary inspectors on the basis of "clinical" sanitary and epidemiological stations.

Education, Medical, Continuing↗
PubMed1985

Comparison of two methods of educating dietitians.

This study investigated whether graduates having a master's degree with 6 months of qualifying experience are as knowledgeable and perceived as being as competent as graduates having traditional bachelor's degrees with a 12-month internship. Twenty-nine graduates (17 with bachelor's degrees and 12 with master's degrees) from San Jose State University, San Jose, CA, participated in the study. Our results showed: (a) The mean registration examination scores of the two groups were not significantly different; the scores of those with master's degrees, however, were more clustered around the mean. (b) No significant difference in graduates' self-ratings was found between the two groups. (c) The supervisors' ratings of clinical competencies were higher for graduates with bachelor's degrees than for those with master's degrees. There was no significant difference in the supervisors' ratings of administrative competencies for the two groups. Other results showed various significant correlations between demographic data, registration examination scores, self-ratings, and supervisors' ratings. This study gave evidence that the university-sponsored master's qualifying experience is a viable route to membership in The American Dietetic Association.

Adult↗
PubMed1972

The development of education for medical librarians.

Formal education for medical library specialization was initiated only thirty-two years ago despite the fact that medical libraries received special treatment for many years before that time. The philosophy of specialized education was developed as early as 1925, and this theory was finally put into practice beginning with the medical reference and bibliography course given at Columbia in 1939. In the late 1940s the requisites for medical librarians were formalized into a certification code by the Medical Library Association, and since that time specialized education for medical librarians has grown stronger using this code as a guideline. This education consists basically of two types-formal library school courses and internship programs which offer a working-while-learning situation. Now that the established programs have a few years of history, there is a need for evaluation and restatement of goals and methods.

Allied Health Personnel↗
PubMed1979

Interns' attitudes towards aspects of their medical education.

During December 1977, the last month of the internship year, students who had obtained the M.B. B.Ch. degree at the University of the Witwatersrand at the end of 1976 completed questionnaires to reveal their attitudes towards aspects of their undergraduate education. Sixty-seven per cent of the class responded. The interns thought that their undergraduate education had prepared them ore adequately for manual tasks than for dealing with emotional aspects of patient care, especially a dying patient. More anxiety was aroused when managing a dying patient and his relatives than when performing diagnostic procedures. The health care function of allied professionals was not fully appreciated, and as a result their services were not fully used.

Attitude of Health Personnel↗
PubMed1979

Intern training in New South Wales.

The process of intern training in New South Wales is at present undergoing critical examination. This article is a brief review of the status of intern training in Australia and New Zealand as revealed by a survey of accredited hospitals and the medical boards. Also reported are the results of a questionnaire widely distributed to the medical profession in New South Wales which sought its views on the nature of, and problems with, the internship.

Attitude of Health Personnel↗
PubMed1967

What happens to medical library interns?

Results are reported of a questionnaire survey on medical library interns who had participated in MLA-approved internship programs. Forty of forty-five interns to whom the questionnaire was sent responded.

Internship and Residency↗
PubMed1977

Factors influencing internship/residency and practice locations: implications for public policy.

This study analyzed the location attachment characteristics of graduates of the University of Wisconsin-Madison Medical School to test three hypotheses describing the relationship of these characteristics to the graduates' choice of internship and practice location. Data analyses revealed no significant relationships between graduates' place of birth and academic performance and their decisions to intern and/or practice in Wisconsin.

Achievement↗
PubMed1984

A computer-managed clinical evaluation system: implications for competency-based dietetic education programs.

Instruments for evaluating clinical performance of students were developed, tested, and designed for a computer-managed evaluation system for the competency-based dietetic internship program at Emory University, Atlanta. The development, evaluation, and utilization of the instruments are described. The method of development included: (a) analysis of validated competencies and performance criteria to determine aspects of behavior appropriate to measure in clinical settings, (b) specification of major areas to be evaluated, (c) specification of component behaviors within each of the major areas, (d) specification of criteria to be used in evaluating component behaviors, and (e) definition of the rating continuum. Validation of the instruments consisted of determinations of content validity, interrater reliability, and practicality. Results of the use of the computer-managed evaluation system indicated that the instruments were valid, reliable, and practical to use for evaluating students' clinical performance.

Computers↗
PubMed1983

Vocational training for family practice in Israel.

Awareness that the competent family physician in the community is the key person in providing economic and effective health services is increasing. In Israel, as in most Western countries, this need is being met by postgraduate vocational training in family medicine. In Israel, the 4-yr curriculum, after completion of the compulsory internship year, consists of 27 mo in rotating residencies in approved hospital wards, followed by 21 mo in approved teaching practices, under the supervision of family physician tutors. A formal course of academic studies or work in one of the basic medical sciences is required, as are the Board of Family Medicine mandatory examinations. Now it is necessary to reach a consensus on the future scope and content of family medicine as an independent discipline that can provide comprehensive, continuous, accessible, and coordinated health care to all family members in the practice population, both in their homes and in clinics. There is also a need to recognize that academic and clinical teaching and research are as much a part of the family physician's task as is his service commitment, and that adequate facilities must be provided.

Ambulatory Care Facilities↗
PubMed1981

Nurse-intern programs: how they're working.

Results of the study support conclusions drawn from the literature: The nurse-intern program stands as an efficient, effective method of orienting new graduate nurses in their first work experience. Internships provide a highly realistic vehicle for smoothing the transition from student to staff nurse and also promote recruitment and retention of qualified personnel. Participation in an intern program helps the graduate assume increasingly responsible roles as he or she gains self-confidence, competence, and comfort in the clinical setting and becomes more able to give quality patient care. Strong similarities among programs as noted in both the study and the literature suggest that despite differences in titles and settings for these programs, many commonalities do exist. A common feature seems to be the placement of a limited number of participants in one or two areas for a lengthy period under the guidance of a specified individual. This overall structure, in conjunction with a well-developed plan of program objectives and experiences, appears to constitute the formula for success. Agencies considering development of a nurse-intern program would do well to first consider their ultimate goal in establishing such a program. Realistic assessment of the agency's capabilities and resources in relation to this desired end will help set the tone for subsequent program planning and minimize future frustration. For a program of this type, support from all levels of administration is essential, since the hoped-for return on investment may be some time in coming.

Education, Nursing, Baccalaureate↗
PubMed1978

Attitudes and patterns of practice: a comparison of graduates of a residency program in family medicine and controls.

Two groups of graduates of the University of Western Ontario Faculty of Medicine were compared. The study group had satisfactorily completed a two-year residency program in family medicine at the University, commencing at graduation from medical school; the controls had completed a one-year internship after graduation, but had not pursued specific residency training in family medicine. Both groups were engaged in family practice in Ontario at the time of the study. As predicted, the groups differed in their attitudes; the graduates were more satisfied with practice than the controls and placed more importance on emotional factors in illness. Anticipated differences in patterns of care provided were also found. Family medicine graduates of conducted proportionately more noninstitutional care. The findings were not generalized beyond the one program. The advantages and limitations of program evaluation through studies of graduates are discussed.

Attitude of Health Personnel↗
PubMed1981

A computer-managed instruction system applied to dietetic education.

The emergence of competency-based programs in dietetic education has introduced the need for a systematic method of managing student performance information. A computer-managed instruction system which performs many of the routine clerical tasks usually assumed by instructors is being utilized in Emory University's Dietetic Internship Program. Preliminary use of the system indicates that it was well received by both instructors and students. Its most obvious benefits were the immediate feedback on performance and decreased demands on faculty time for evaluation and record-keeping processes.

Computer-Assisted Instruction↗