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PubMed1996

A successful university-school-district partnership to help San Francisco's K-12 students learn about science and medicine.

The Science and Health Education Partnership (SEP) is a program at the University of California, San Francisco, established in 1987 to support the San Francisco School District ("the District") in its efforts to improve science education in grades K-12. A large cadre of active biomedical scientists and health professionals and a core program staff provide support to 90-95% of the District's schools. The District's students are from a variety of racial and ethnic groups, including a large percentage from underrepresented minorities (URMs). The SEP program has numerous components, some designed to help teachers (e.g., a clinician or scientist forms an ongoing partnership with a teacher to enrich classroom instruction) and some involving direct work with students (e.g., a contest where teams of students design and present lessons on science or health to their peers; activities related specifically to the encouragement of URM students). The SEP's perspective has evolved from an emphasis on assisting individual teachers and students to one of supporting systemic change throughout the District (e.g., supporting full implementation of hands-on, inquiry-based science instruction throughout the District via professional development). During this evolution, the kinds of issues facing program staff have changed and a great deal has been learned about fostering successful partnership activities. For example, (1) having a coordinator is crucial to make such a program work well; (2) it is easier to find start-up funding than to find continuing funding for ongoing activities that are working; and (3) it is important to work with the volunteering scientists and the teachers to help them understand what each has to offer the partnership and to encourage explicit dialogue about roles and expectations. The author concludes with advice for starting a new partnership: think big but start small, and work toward a long-term association based on communication and trust.

Adolescent↗
PubMed1997

Relationship between students' performances on the NBME Comprehensive Basic Science Examination and the USMLE Step 1: a longitudinal investigation at one school.

PURPOSE: To examine students' growth in basic science knowledge during medical school and to evaluate the accuracy of students' scores on the National Board of Medical Examiners Comprehensive Basic Science Subject Examination (CBSE) as predictors of their performances on Step 1 of the United States Medical Licensing Examination (USMLE). METHOD: A public medical school in the southwestern United States evaluated 58 students from the entering class of 1993 by administering the CBSE in April 1994, December 1994, and February 1996. These students then sat for the USMLE Step 1 in June 1996. For each CBSE administration, descriptive statistics were calculated and least-squares regression analyses were performed to predict the students' Step 1 scores from their CBSE scores. RESULTS: The students' CBSE scores improved as they progressed through their basic science course work and clinical clerkships. The strongest correlation (r = .85) between the students' CBSE scores and their Step 1 scores was for the second CBSE administration; the weakest correlation (r = .73) was for the first CBSE administration. CONCLUSION: These results indicate that basic science knowledge continues to grow throughout the first three years of medical school and that the CBSE is a useful tool for the identification of students at risk for failing the USMLE Step 1.

Curriculum↗
PubMed1999

Education and career paths of LSU's summer science program students from 1985 to 1997.

Since 1985, the Louisiana State University School of Medicine in New Orleans, through its Office of Community and Minority Health Education, has operated the Summer Science Program for Louisiana high school students from underrepresented minorities. The authors conducted a survey during the 1997-98 academic year of the 773 students who had participated in the summer program from 1985 to 1997. The goal was to learn what education and career paths these students had taken since leaving the program. A total of 665 students (89.4%) responded. Sixty-one were still in high school, 11 had not continued their education after completing high school, but 432 of the remaining 583 students had chosen education paths in medicine, another health profession, or science, and 31 were enrolled in or had graduated from medical school. These findings indicate that the majority of the summer program students had maintained the health and/or science career interests they had expressed during their time in the program. Future studies will use control groups to better ascertain how influential the summer program was in helping students choose and maintain science and health education and career paths.

Adolescent↗
PubMed1999

WVU--community partnership that provides science and math enrichment for underrepresented high school students.

In response to the need to help West Virginia secondary school students overcome educational and economic barriers and to increase the number of health professionals in the state, the Health Sciences and Technology Academy (hereafter, "the Academy") was established in 1994. The Academy is a partnership between West Virginia University (WVU)--including the Robert C. Byrd Health Sciences Center, Eberly College of Arts and Sciences, and the College of Human Resources and Education--and members of the community, including secondary-school teachers, health care professionals, and other community leaders. The Academy targets students from underrepresented groups (mainly African Americans and financially disadvantaged whites) in grades nine through 12. By November 1997, 290 students (69% girls and 33% African American) from 17 counties were Academy participants. Funding is from the W. K. Kellogg Foundation, Howard Hughes Medical Institute, the National Institutes of Health, the Coca-Cola Foundation, and other sources. Academy programs are an on-campus summer institute and community-based clubs, where students engage in activities for science and math enrichment, leadership development, and health careers awareness. In the Academy's clubs, students carry out extended investigations of problems related to human health and local communities. Most students report that the Academy has increased their interest in health care careers, and almost all who have continued to participate in Academy programs through their senior year have been accepted into college.

Adolescent↗
PubMed2001

An interdisciplinary course in the basic sciences for senior medical and PhD students.

Integrating clinical and basic sciences throughout the medical school curriculum has become a major objective of various innovations in medical education. While early clinical exposure has evolved as an efficient means of introducing clinical studies in the preclinical years, interdisciplinary integration of basic sciences during the clinical years remains a challenge. The authors describe their three years of experience with an interdisciplinary course designed to demonstrate the continuum of medical information from the clinic to the basic sciences. In this course, sixth-year medical students are required to choose one of three to four different one-week programs, each of which requires them to conduct an in-depth investigation of a defined clinical topic. Program coordinators are encouraged to work in clinician-basic scientist teams and to use a variety of teaching methods, with an emphasis on tutored individual and group learning based on critical readings of original papers. Coordinators are also encouraged to enable graduate research students to participate. From 1998 to 2000, students participated in nine programs, seven of which were coordinated by interdisciplinary teams. Several clinical and basic science disciplines were represented in each program, and various teaching methods were used. Graduate students participated in two of the programs. Evaluation of the programs (a debriefing discussion as well as short written evaluations) indicated moderate to good achievement of the course objectives.

Curriculum↗
PubMed2006

Post-genomic science: cross-disciplinary and large-scale collaborative research and its organizational and technological challenges for the scientific research process.

We examine recent developments in cross-disciplinary science and contend that a 'Big Science' approach is increasingly evident in the life sciences-facilitated by a breakdown of the traditional barriers between academic disciplines and the application of technologies across these disciplines. The first fruits of 'Big Biology' are beginning to be seen in, for example, genomics, (bio)-nanotechnology and systems biology. We suggest that this has profound implications for the research process and presents challenges both in technological design, in the provision of infrastructure and training, in the organization of research groups, and in providing suitable research funding mechanisms and reward systems. These challenges need to be addressed if the promise of this approach is to be fully realized. In this paper, we will draw on the work of social scientists to understand how these developments in science and technology relate to organizational culture, organizational change and the context of scientific work. We seek to learn from previous technological developments that seemed to offer similar potential for organizational and social change.

Biological Science Disciplines↗
PubMed1986

Is a science of caring possible?

After some exploration of caring as a socio-historical construct, the author examines the changing conception of caring in nursing between Florence Nightingale's day and our own. The place of the older and emergent meanings in the work of some of the recognized nursing theorists is critically examined. A distinction is drawn between a science for caring and a science of caring and some of the problems of conceptualizing and developing a science of caring are explored. It is argued that a science of caring may need to take a hermeneutical form, as, for example, in the work of Patricia Benner. The recognition of nursing skills, knowledge and values as exemplified in nursing caring is linked to the broader struggle for recognition of the ways in which women function intelligently in the world, as thinking, as well as feeling, beings. A link is thus made between nursing's attempts to establish itself as an academic discipline and the academic arm of the feminist movement, particularly where it insists that women's traditional knowledge and concerns be taken as seriously as those of men.

Education, Nursing↗
PubMed1992

The teaching of behavioural sciences.

Medical science over the last few decades has undergone vast changes. Technologically it has advanced at a rapid pace. There has been a realization as well that the behaviour of individuals and communities also influences the occurrence of disease. Medical schools around the globe have realized the need for incorporating behavioural sciences as an integral part of the basic sciences taught to medical students. This paper presents the experience of Christian Medical College, Vellore in teaching behavioural sciences. Students are taught sociology, psychology and medical anthropology through a community-based, problem-oriented teaching programme. The students have first-hand experience of living in a community and learn by observation and interaction. Pre- and post-assessment has shown a significant improvement of their knowledge and attitude. Feedback from students also indicates that they find this programme relevant and interesting.

Behavioral Sciences↗
PubMed1995

The practical implications of a critique of traditional science.

Patti Lather writes of the convincing critique of traditional science that has amassed in the past 2 decades. The displacement of the assumptions of traditional science makes space for some interesting and exciting developments in the human sciences. However this theoretical rearrangement is not matched in practical spheres. While Lather is referring to education research I would include nursing when she writes, '...positivism retains its hegemony over practice'. There is ample evidence of the effects of this domination in nursing. Nurses work closely with the medical profession, which is still predominantly influenced by 'scientific' research, and health administrators who are in organizations which are bureaucratic and preoccupied with rationally. Medical practitioners control research ethics committees and funding bodies, which have relatively few nursing representatives and continue to judge proposals for qualitative projects by applying standard 'scientific' criteria. The administrators control budgetary matters and impose standards in the organizations. The dominance of traditional science needs to be challenged if nurses wish to make a place for different ways of knowing in their practice.

Ethics Committees↗
PubMed2004

Critical bioethics: beyond the social science critique of applied ethics.

This article attempts to show a way in which social science research can contribute in a meaningful and equitable way to philosophical bioethics. It builds on the social science critique of bioethics present in the work of authors such as Renee Fox, Barry Hoffmaster and Charles Bosk, proposing the characteristics of a critical bioethics that would take social science seriously. The social science critique claims that traditional philosophical bioethics gives a dominant role to idealised, rational thought, and tends to exclude social and cultural factors, relegating them to the status of irrelevancies. Another problem is they way in which bioethics assumes social reality divides down the same lines/categories as philosophical theories. Critical bioethics requires bioethicists to root their enquiries in empirical research, to challenge theories using evidence, to be reflexive and to be sceptical about the claims of other bioethicists, scientists and clinicians. The aim is to produce a rigorous normative analysis of lived moral experience.

Bioethics↗
PubMed1992

Moving beyond: a generative philosophy of science.

Philosophies of science are perhaps the most covert yet significant forces influencing the direction of change within disciplines. Although the era of logical positivism has waned for many disciplines, newer philosophies may not be satisfactory, especially for the applied disciplines. This article describes an alternative philosophy of science with special significance for nursing. This philosophy was influenced by several of the major existing philosophies, but especially by the paradigmatic view espoused by Thomas Kuhn. The generative philosophy of science was named because of its focus on generating growth among the applied disciplines. Members of these disciplines study questions with social significance and human application. This article defines major concepts, describes relationships among concepts and discusses implications for the development of nursing science and the nursing discipline.

Philosophy↗
PubMed2001

K-12 science education as the road to consilient curricula.

We begin with the absurdity of ninth-grade biology to bewail the fate of high school science education as one component of a wholly inadequate K-12 education. Our proposal for a coherent physics-chemistry-biology core curriculum for all high school students leads naturally to seeking the connections between the sciences, the sciences and mathematics, and indeed to the social sciences and the humanities. Our goal is literacy--scientific and humanistic--as the sensible goal for a 21st century high school graduate.

Adolescent↗
PubMed1996

A pragmatic primer ... lessons from natural science for the profession of dentistry.

Artificially supplementing our community water supplies with optimal amounts of fluoride to gain the benefits of a significant reduction in dental caries is a lesson we have learned from natural science, a lesson from nature we have appropriated for culture- and a very pragmatic lesson. Today, we have discovered through science additional principles of nature that can be instructive and that can be appropriated for the profession of dentistry's benefit. This paper reviews five principles of natural science and derives lessons for the profession from these principles. The principles include natural selection, environmental change, form follows function, symbiosis, and entropy. Lessons derived from these principles of natural science are, respectively: survival and thriving of the profession are dependent upon the environment; the status quo will not be maintained-the profession must acknowledge, encourage, and celebrate change; the form the profession assumes must be consistent with its function of serving society; the profession must acknowledge the interdependence and reciprocity existing in its relationship with society; and the profession must continuously, energetically, and creatively reconstruct and renew itself. The challenge before us is to transform dentistry into a profession that continuously anticipates environmental changes by energetically creating new forms or structures that will result in more effective fulfillment of our function: gaining the benefits of oral health for society.

Community-Institutional Relations↗
PubMed1990

Integration of basic biological sciences and clinical dentistry in the dental curriculum. A clinically orientated approach to teaching oral and dental anatomy.

Although dental curricula have undergone significant revision during the past three decades, the problem of linking basic science with clinical dentistry often remains an unmet challenge in dental education. This paper describes the content and method of presentation of a course in oral and dental anatomy which aims to integrate closely basic biological science and clinical dental practice. The course holds considerable promise for overcoming one of the major deficiencies of the horizontally structured curriculum by presenting basic science information and detailing its clinical relevance simultaneously. The academic background, clinical experience, and educational philosophy of the course co-ordinator and assisting teaching staff are undoubtedly important factors in determining the extent to which integration between basic and clinical science can be achieved.

Anatomy↗
PubMed2003

Tales from a troubled marriage: science and law in environmental policy.

Early environmental policy depended on science, with mixed results. Newer approaches continue to rely on science to identify problems and solve them, but use other mechanisms to set standards and legal obligations. Given the important role that science continues to play, however, several cautionary tales are in order concerning "scientific management," "good science," the lure of money, and the tension between objectivity and involvement in important issues of our time.

Environment↗
PubMed2004

Introductory science and mathematics education for 21st-Century biologists.

Galileo wrote that "the book of nature is written in the language of mathematics"; his quantitative approach to understanding the natural world arguably marks the beginning of modern science. Nearly 400 years later, the fragmented teaching of science in our universities still leaves biology outside the quantitative and mathematical culture that has come to define the physical sciences and engineering. This strikes us as particularly inopportune at a time when opportunities for quantitative thinking about biological systems are exploding. We propose that a way out of this dilemma is a unified introductory science curriculum that fully incorporates mathematics and quantitative thinking.

Biological Science Disciplines↗
PubMed1978

Science centers: a potential for learning.

The past decade has witnessed a proliferation of science-technology centers, or public places for informal learning about science and technology. Science centers are the only institutions that can provide the general public with participatory exhibits and experiences, together with an accurate scientific interpretation of the materials that are involved. The dramatic rise in attendance and the enthusiasm of repeat visitors to science centers reflect a strong public demand for exhibits designed to help the visitor develop a better understanding of the contemporary scientific issues of society.

Education, Continuing↗
PubMed2001

Science in regulatory policy making: case studies in the development of workplace smoking restrictions.

OBJECTIVE: To study the role of science related and other arguments in the development of workplace smoking regulations. DESIGN: Case study, content analysis SUBJECTS: Written commentaries and hearing transcripts on proposed indoor air regulations in Maryland and Washington. MAIN OUTCOME MEASURES: We coded each written commentary and hearing testimony for position toward the regulation, affiliation of the person submitting it, criteria used to evaluate science and scientific, ideological, economic, political, engineering and procedural arguments. RESULTS: In both states, opposition to the regulations came primarily from the tobacco industry, small businesses, and business organisations and appeared to be coordinated. There was little coordination of public health support for the regulations. Arguments about science were used more often by those opposed to the regulations than by those in favour. Supporters emphasised the quantity of the evidence, while opponents criticised its reliability, validity, and quality. Arguments not related to science (61% of total arguments; 459/751), were more common than scientific arguments (39% of total arguments; 292/751). Economic and ideological arguments were used to a similar extent by regulation supporters and opponents. CONCLUSIONS: Advocates can support health related regulations by submitting commentary emphasising the sound research base for regulation and countering criticisms of research. National coordination of these efforts could avoid duplication of effort and make more efficient use of limited public health resources.

Health Promotion↗