Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Socrates”

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 145 records · Page 8Linked to original sources

Student-oriented learning: an inquiry-based developmental biology lecture course.

In this junior-level undergraduate course, developmental life cycles exhibited by various organisms are reviewed, with special attention--where relevant--to the human embryo. Morphological features and processes are described and recent insights into the molecular biology of gene expression are discussed. Ways are studied in which model systems, including marine invertebrates, amphibia, fruit flies and other laboratory species are employed to elucidate general principles which apply to fertilization, cleavage, gastrulation and organogenesis. Special attention is given to insights into those topics which will soon be researched with data from the Human Genome Project. The learning experience is divided into three parts: Part I is a < > in which the Socratic (inquiry) method is employed by the instructor (GMM) to organize a review of classical developmental phenomena; Part II represents an < > in which students study the details related to the surveys included in Part I as they have been reported in research journals; Part III focuses on a class project--the preparation of a spiral bound < > on a topic of relevance to human developmental biology (e.g.,Textbook of Embryonal Stem Cells). Student response to the use of the Socratic method increases as the course progresses and represents the most successful aspect of the course.

Developmental Biology↗

An interpretation of transference.

This paper offers an interpretation of the concept of transference. It begins with a re-examination of Socrates's therapeutic intent and Plato's revisions of psychological theory in the light of Socrates's failure. In particular, Plato devised an account of a structured psyche, a theory of fantasy, and a complex 'object-relations' theory, to explain dynamic interactions between psyche and social world. It is argued that these revisions embody a recognition of the phenomenon of transference, i.e. the psyche's characteristic activity of creating a meaningful world in which to live. Freud's early conception of transference--as a transfer of psychological content across space and time--is criticised on the ground that it assumes that the world is already given, independent of any psychic activity. Freud's later conception of transference as a repetition is then explored in the light of the psyche's ability to create artefacts. It is argued that neurotic transference is the unconscious attempt to create an idosyncratic polis, an idiopolis, in which to live. The resolution of the transference occurs because the analyst is made a citizen of the idiopolis, has learned the idiolect, and can speak in that idiolect of the fundamental conflicts within the idiopolis and their dynamic basis. A neurotic world cannot survive this internal recognition.

Freudian Theory↗

The inadequacy of role models for educating medical students in ethics with some reflections on virtue theory.

Persons concerned with medical education sometimes argued that medical students need no formal education in ethics. They contended that if admissions were restricted to persons of good character and those students were exposed to good role models, the ethics of medicine would take care of itself. However, no one seems to give much philosophic attention to the ideas of model or role model. In this essay, I undertake such an analysis and add an analysis of role. I show the weakness in relying on role models exclusively and draw implications from these for appeals to virtue theory. Furthermore, I indicate some of the problems about how virtue theory is invoked as the ethical theory that would most closely be associated to the role model rhetoric and consider some of the problems with virtue theory. Although Socrates was interested in the character of the (young) persons with whom he spoke, Socratic education is much more than what role modeling and virtue theory endorse. It-that is, philosophy-is invaluable for ethics education.

Education, Medical↗

Morning report. A survey of resident attitudes.

BACKGROUND: Morning report is a time-honored tradition of most internal medicine residency programs. Despite its ubiquity, residents' attitudes regarding morning report have not been investigated. METHODS: Using a 44-item questionnaire, we surveyed residents in an academic internal medicine training program working in five teaching hospitals on the processes of teaching and learning during morning report. RESULTS: Among 74 residents completing the survey (100%), morning report was ranked as the most valuable of six educational activities. Residents preferred discussing new cases, with time equally divided between "great" cases and common problems, an interactive discussion with open-ended questions, and a Socratic teaching style. Seventy-two percent stated that attending physicians should be chosen from among the best teachers. General medical knowledge (90%), an ability to ask effective questions (86%), and good interpersonal skills (84%) were identified as the most important attending physicians' attributes. Discussions of basic science, use of anecdotes, and subspecialty knowledge were not considered highly desirable characteristics. Attending physicians with limited knowledge (41%) were viewed as the major obstacle to effective teaching while provocative attending physicians (52%) were considered as being most valuable to the learning experience. CONCLUSIONS: Residents believed that the morning report was a valuable educational experience. They preferred clinically based, open-ended interactive discussions led by attending physicians with a broad knowledge base. These findings underscore the importance of morning report in general, and the role of attending physicians in particular, in medical education.

Attitude↗

The early fluidic and optical physics of cytometry.

All forms of cytometry, depend on the basic laws of physics, including those of fluidics, optics, and electronics, most of which were established centuries ago. Flow cytometry depends critically on the fluidics presenting each individual cell with precision to the sensing volume. This is intersected by a high-intensity light source, and light scattering and fluorescence from suitably stained constituents in each cell are captured by the light-collecting optics and measured. The works and observations of Bernoulli and Euler in the 18th century, Reynolds in the 19th century, and Crosland-Taylor in the 20th century in the field of fluid dynamics laid the foundations for hydrodynamic focussing, which is the primary prerequisite for presenting individual cells to the sensing volume. In addition, electrostatic cell sorters must have the ability to generate stable droplet formation in the jet-stream issuing from the flow chamber nozzle. The origins here can be traced to work carried out in the early to mid-19th century by Savart, Magnus, and Thomson. Flow, image, and confocal cytometry are all dependent on the laws of optics, including those of reflection and refraction as well as numerous other optical principles. The observations and works of Socrates, Ptolemy, Snel, and Descartes between about BC 370 and 1637 were of seminal importance in developing the laws of reflection and refraction. In the mid-17th century Hooke illustrated the power of magnifying glasses and microscopy in his Micrographia and Newton was responsible for explaining colours in the spectrum. Huygens, toward the end of the 17th century, put forward the concept of point source light propagation contributing to a wave front. Finally, Thomas Young, early in the 19th century, established the wave form of light from interference patterns. Most people will be familiar with some of these discoveries and the investigators who carried out the work; some people will be familiar with all of these. However, very few people are likely to have had the opportunity and privilege to access the very early works and the original data and manuscripts, or translations thereof, which laid the foundations of physics that enabled our discipline to be established. It is always important for any discipline to remember its roots and to appreciate the seed from which those roots grew, for it is much easier to learn and fully understand when we have a knowledge of the source and the logical progressions that lead from one discovery to the next. This knowledge lends perspective to our current endeavours as the past, after all, created the present, which in turn contributes to the future. In this article, which was presented as an invited lecture at the 9th Canadian Consensus meeting on AIDS, I have attempted to trace the origins of the early work on the physics of fluidics and optics, which laid the foundations.

Flow Cytometry↗

Diogenes of Apollonia: a pioneer in vascular anatomy.

Diogenes of Apollonia was a pre-Socratic philosopher who lived in the 5th century BC and provided the first systematic and fairly truthful account of blood vessel architecture in man. This article presents Diogenes' report and comments on the most significant passages of his vascular description. It also discusses the magnitude of Diogenes' contribution to shape early theories regarding blood vessel physiology. What emerges from this portrait is the figure of an eclectic spirit, who remarkably influenced the development of leading concepts in vascular anatomy and biology.

Anatomy↗

Not bound by the law: legal disobedience in Israeli society.

The issue of whether there is a 'prima facie obligation to obey the law' has intrigued human society since the days of Socrates. However, most of the writings in this field have dealt with theoretical aspects of the issue, such as the boundaries of legal obedience and frameworks defining the circumstances under which a citizen is not obliged to obey the law. Very few studies have investigated the phenomenon of legal disobedience empirically. The current study is based on a survey of Israeli citizens belonging to three sectors of the population (Jews in the general population, Israeli Arabs, and orthodox Jewish students enrolled in religious yeshiva seminaries). Respondents' attitudes towards the judicial system, the rule of law, and the duty to obey state laws were examined by means of a questionnaire especially designed for the study. The findings point to gaps between the three groups: Compared to the Arab population and the yeshiva students, support for state laws and the rule of law was stronger among Jews in the general population and, conversely, belief in the supremacy of other laws (i.e. religious laws) over state laws and readiness to take the law into one's own hands were stronger among the Arabs and the yeshiva students, compared to the general Jewish population.

Adult↗

On the history of deformation phosphenes and the idea of internal light generated in the eye for the purpose of vision.

Deformation phosphenes are light sensations evoked by deformation of the eyeball in total darkness. They were first reported in Western literature by Alcmaeon of Croton in the fifth century B.C. The phenomenon of deformation phosphenes was instrumental in prompting some pre-Socratic philosophers and Plato to conceive the idea that efferent light is emitted from the eye for the purpose of vision and a 'cone of vision' is formed by interaction with the external light. In the theories of vision this cone of vision played an important role as a signal-transmitting structure and was also used by the Greek opticians as a geometrical construction to explain optical properties of vision. The impact of the deformation phosphene experiment on the ideas of visual sensation can be followed from Greek antiquity through the period of Roman dominance and Galen's medical teaching on to medieval times and up to the late Renaissance when, based on the anatomy of the eye as illustrated by Felix Platter, the image formation on the retina was correctly described for the first time by Johannes Kepler. In the generations following, deformation phosphenes were still employed as an important argument in defence of the theories of vision. However, the idea of physical light generated by eyeball deformation was rejected with increasing frequency during the 17th and 18th centuries. The literature on this topic is discussed, comprising the contributions of the Arabic philosophers and physicians of the 9th and 10th centuries A.D., the Franciscan and Dominican philosophers of the 13th century, Nicolaus Cusanus of the 15th century, several anatomists of the 16th and 17th centuries, Kepler, Plempius, Descartes, Boyle, Newton and others. After Kepler, the mechanical interpretation of the deformation phosphene being caused by direct action of the eyeball deformation onto the retina slowly became dominant, and the idea that physical light is generated in the eye disappeared. The experimentum crucis in this matter was performed by Giovanni Battista Morgagni (1682-1771) and repeated and extended by Georg August Langguth (1711-1782). On the basis of their results, the case for physical light being generated in the eye by deformation was refuted definitively and slowly vanished thereafter from scientific literature. Deformation phosphenes were used in the 19th and 20th centuries as an instructive example of the percepts evoked by inadequate stimulation of a sense organ. J.E. Pŭrkyne in particular contributed to the study of deformation phosphenes, and finally in 1978, F. Tyler devoted a careful study to the differences between monocular and binocular deformation phosphenes.(ABSTRACT TRUNCATED AT 400 WORDS)

History, 15th Century↗

Integrating digital educational content created and stored within disparate software environments: an extensible markup language (XML) solution in real-world use.

OBJECTIVE: To provide a standardized and scaleable mechanism for exchanging digital radiologic educational content between software systems that use disparate authoring, storage, and presentation technologies. MATERIALS/METHODS: Our institution uses two distinct software systems for creating educational content for radiology. Each system is used to create in-house educational content as well as commercial educational products. One system is an authoring and viewing application that facilitates the input and storage of hierarchical knowledge and associated imagery, and is capable of supporting a variety of entity relationships. This system is primarily used for the production and subsequent viewing of educational CD-ROMS. Another software system is primarily used for radiologic education on the world wide web. This system facilitates input and storage of interactive knowledge and associated imagery, delivering this content over the internet in a Socratic manner simulating in-person interaction with an expert. A subset of knowledge entities common to both systems was derived. An additional subset of knowledge entities that could be bidirectionally mapped via algorithmic transforms was also derived. An extensible markup language (XML) object model and associated lexicon were then created to represent these knowledge entities and their interactive behaviors. Forward-looking attention was exercised in the creation of the object model in order to facilitate straightforward future integration of other sources of educational content. XML generators and interpreters were written for both systems. RESULTS: Deriving the XML object model and lexicon was the most critical and time-consuming aspect of the project. The coding of the XML generators and interpreters required only a few hours for each environment. Subsequently, the transfer of hundreds of educational cases and thematic presentations between the systems can now be accomplished in a matter of minutes. The use of algorithmic transforms results in nearly 100% transfer of context as well as content, thus providing "presentation-ready" outcomes. CONCLUSION: The automation of knowledge exchange between dissimilar digital teaching environments magnifies the efforts of educators and enriches the learning experience for participants. XML is a powerful and useful mechanism for transfering educational content, as well as the context and interactive behaviors of such content, between disparate systems.

Computer Storage Devices↗

Empowering radiologic education on the Internet: a new virtual website technology for hosting interactive educational content on the World Wide Web.

OBJECTIVE: We describe a virtual web site hosting technology that enables educators in radiology to emblazon and make available for delivery on the world wide web their own interactive educational content, free from dependencies on in-house resources and policies. MATERIALS/METHODS: This suite of technologies includes a graphically oriented software application, designed for the computer novice, to facilitate the input, storage, and management of domain expertise within a database system. The database stores this expertise as choreographed and interlinked multimedia entities including text, imagery, interactive questions, and audio. Case-based presentations or thematic lectures can be authored locally, previewed locally within a web browser, then uploaded at will as packaged knowledge objects to an educator's (or department's) personal web site housed within a virtual server architecture. This architecture can host an unlimited number of unique educational web sites for individuals or departments in need of such service. Each virtual site's content is stored within that site's protected back-end database connected to Internet Information Server (Microsoft Corp, Redmond WA) using a suite of Active Server Page (ASP) modules that incorporate Microsoft's Active Data Objects (ADO) technology. Each person's or department's electronic teaching material appears as an independent web site with different levels of access--controlled by a username-password strategy--for teachers and students. There is essentially no static hypertext markup language (HTML). Rather, all pages displayed for a given site are rendered dynamically from case-based or thematic content that is fetched from that virtual site's database. The dynamically rendered HTML is displayed within a web browser in a Socratic fashion that can assess the recipient's current fund of knowledge while providing instantaneous user-specific feedback. Each site is emblazoned with the logo and identification of the participating institution. Individuals with teacher-level access can use a web browser to upload new content as well as manage content already stored on their virtual site. Each virtual site stores, collates, and scores participants' responses to the interactive questions posed on line. CONCLUSION: This virtual web site strategy empowers the educator with an end-to-end solution for creating interactive educational content and hosting that content within the educator's personalized and protected educational site on the world wide web, thus providing a valuable outlet that can magnify the impact of his or her talents and contributions.

Computer-Assisted Instruction↗

Cognitive therapy of delusional beliefs.

The present article articulates a cognitive theoretical perspective of delusional beliefs. In contrast to the focus of psychoanalytic therapy (theoretically-derived phenomena beyond personal awareness), the cognitive therapist focuses primarily on the conscious cognitive-experiential level in the treatment of delusional beliefs, thereby emphasizing a 'common-sense' level of analysis or reasoning shared by the delusional patient. Unlike noncognitive behavioral approaches, which focus on topographical 'verbal behavior' as such, cognitive therapy directly targets specific delusional beliefs which theoretically give rise to the disordered verbal behavior. In this article, the adaptation of cognitive therapy to the treatment of delusions is described, with special attention to the following issues: special problems in collaboration; difficulties in obtaining conviction ratings; how to avoid and reduce confrontation through the Socratic method; the collaborative design of homework experiments; distancing strategies; interpersonal relationship issues; and the necessity to identify and explore the emotions associated with the various delusions, especially feelings about the possibility that the delusions may be incorrect.

Adult↗

Problem-based learning: an effective educational method for a surgery clerkship.

Problem-based learning (PBL) has been implemented during the clinical years in a few medical schools. The purpose of this study is to determine whether PBL provides a better education than traditional methods. Students in the first and third rotations (n = 42) went through the traditional clerkship, which utilized Socratic teaching (SI), while students in the second and fourth rotations (n = 36) were taught by the PBL method. Two performance measures were used to assess clerkship effectiveness. One was a modified essay examination (MEE) administered as part of the departmental evaluation. The other was the NBME-II exam and its surgery subsection NBME-II-S. The MEE was designed to measure six dimensions of the problem-solving process. The NBME-II was utilized to measure knowledge. Unpaired t tests were used to identify statistically significant group differences. The PBL group performed significantly better on two MEE dimensions: (1) differential diagnosis formation (PBL, 92.5 +/- 0.8; SI, 89.1 +/- 0.5; P < 0.01) and (2) interpretation of clinical data (PBL, 93.3 +/- 0.6; SI, 91.6 +/- 0.4; P < 0.03). A third dimension, ordering appropriate lab and diagnostic studies, approached significance (P = 0.057), and the PBL group performed better. On the NBME-II there was not a significant difference between the two groups. However, the trend (P = 0.059) was for the PBL group to score higher on the NBME-II-S (PBL mean: 502 +/- 15; SI mean: 468 +/- 12). When overall achievement was controlled for, the PBL group performed significantly better than the SI group (P = 0.046) on the NBME-II-S.(ABSTRACT TRUNCATED AT 250 WORDS)

Education, Medical↗

The impact of allergy and immunology on our expanding industrial environment.

In summary, allergists and clinical immunologists have assumed a primary role related to the diagnosis and pathophysiology of a wide range of environmental and occupational diseases associated with our increasingly industrialized environment. Prevention, rather than therapy, is the primary goal in managing many of these conditions. With all such diseases, it is most important to take into account the patient's environment and to record a thorough occupational and environmental history. The concept of environmental agents as causative factors of disease in man dates to antiquity but has assumed considerably greater significance in recent years. In this context, it should be remembered that Hippocrates and Socrates both emphasized that a good physician should strongly consider the patient's environment as an aid in diagnosis. Of equal importance was the recommendation by Bernardo Ramazzini in 1713, that, "in addition to the questions and recommendations of Hippocrates," a careful inquiry into the patient's occupation should be made.

Humans↗

Motivation for change in alcohol dependent outpatients from Brazil.

The general aim of this study was to investigate the reliability and factor structure of the stages of change readiness and treatment eagerness scale (SOCRATES) in 326 outpatients with alcohol dependence. The questionnaire was translated and cross-culturally adapted into Portuguese and back-translated to English. The confirmatory factor analysis showed that two correlated factors provided the best fit for the data.

Adult↗

The neural correlates of direct and reflected self-knowledge.

Socrates said that in order to lead a balanced life one must, "know thyself." In two fMRI experiments, the present study examined the mechanisms mediating two ways in which the self can be known: through direct appraisals (i.e., an individual's own self-beliefs) and reflected appraisals (i.e., an individual's perception of how others view him or her). Experiment 1 examined the common and distinct neural bases of direct appraisals of the self, close others, and normative judgments of trait desirability. All three judgment types activated medial prefrontal cortex (MPFC) to a similar degree. Experiment 2 examined the common and distinct neural bases of (1) direct appraisals of self, a close other or a non-close other, and (2) reflected appraisals made from the perspective of a close or a non-close other. Consistent with Experiment 1, all judgment types activated MPFC. Direct appraisals of the self as compared to others more strongly recruited MPFC and right rostrolateral PFC. Direct appraisals as compared to reflected appraisals recruited regions associated with a first-person perspective (posterior cingulate), whereas reflected as compared to direct appraisals recruited regions associated with emotion and memory (insula, orbitofrontal, and temporal cortex). These results support models suggesting that MPFC mediates meta-cognitive processes that may be recruited for direct and reflected self appraisals depending upon the demands of a specific task.

Adult↗

Clinical education and clinical evaluation of respiratory therapy students.

Different blends of knowledge, decision making, problem solving,professional behaviors, values, and technical skills are necessary in the changing health care environments in which respiratory therapists practice. Frequently, novice students are expected to perform quickly and efficiently,and it may be forgotten that students are still learning and mastering the foundation pieces of practice. Clinical educators take on the responsibility of student development in addition to overseeing patient care. Normally,these volunteer instructors are role models for respiratory therapy students. The characteristic of initiative when demonstrated by a beginning student is attractive to the clinical instructor, promotes sharing of experiences, and may evolve into a mentor-protege relationship. Some clinical instructors may be underprepared to teach and are uncomfortable with student evaluation. Respiratory therapy facilities in conjunction with academic institutions may consider sponsoring ongoing programs for clinical teachers. Teaching and learning in the clinical environment is more than demonstration of skills and knowledge. Furthermore, it can be debated whether the memorization of facts or of the steps of a skill is more valuable than competency in problem solving, clinical reasoning, or information retrieval. New knowledge is built within a context and is further integrated when grounded by experience. Development of "prediction in practice" or the anticipation of the next necessary actions may be worth integrating into the instructional toolbox. Intuition has been defined as an "understanding without a rationale". This definition separates intuition from rational decision making and presents intuition as a type of innate ability. Reflection when guided by clinical instructors can help deepen critical thinking, as will Socratic questioning on a regular basis. Most clinical staff can agree on the performance of an incompetent student, but discrimination of the levels of competence is more challenging. Observations allow the assessor to obtain the data necessary to evaluate performance, followed by assessment, which denotes a judgment made on the basis of an observation of events. Performance assessment should have stability and consistency, measure what is intended to be measured, and truly determine competence. In contrast, reflective analysis has been shown to be successful for clinical evaluation, thus departing from strict competency and product-based assessment. Students yearn to become clinically knowledgeable, and their enthusiasm should be fostered. An interest in clinical practice is the primary reason individuals enroll in respiratory therapy education programs. Educators,managers, and staff should assure that students experience an appropriate, rich, and diverse clinical curriculum that with practice develops clinical judgment, reasoning, and reflection on practice.

Allied Health Personnel↗

The in-house education of clinical clerks in surgery and the role of housestaff.

BACKGROUND: While on surgical rotations, clinical clerks spend more time on the ward and in the emergency department than in any other location. Consequently, their in-house experience is of great importance to their education-yet the teaching processes in these settings have never been fully explored. Unlike the structured pre-clerkship years, the exact breakdown of a clerk's hospital-based education is difficult to elucidate. To effectively evaluate a clerkship curriculum, it is essential to know what clerks are being taught outside of seminars, how that teaching occurs, and by whom. This study proposes a methodology by which a surgical clerkship curriculum can be evaluated. METHODS: For the purpose of the study, surgery clerks carried written and audio logs of their informal teaching encounters during one on-call period (30 hours). These included who taught them, where, by what methods, for how long, and what prompted the teaching. A survey of similar variables was administered to all clerks who rotated through general surgery over 4 months and to all general surgery residents. RESULTS: Four clerks returned completed logs (100% response rate), and 17 clerks (85% response) and 15 residents (100% response) were surveyed. Audiotaped and written logs were similar, demonstrating good recall. Students recorded an average of 11 teaching encounters (range 3 to 20) per 30 hour period, lasting a total of 73 minutes (range 17 to 178) and each 6.7 +/- 14 minutes long. Both logs and surveys identified most teaching as unsolicited, done mostly by junior and chief residents, focused chiefly on diagnosis and using a Socratic style. Most teaching occurred in the operating room, yet its occurrence was unpredictable; in surveys the emergency room and clinic settings were perceived as more important. Staff surgeons contributed 27% of the logged encounters yet were perceived in surveys as the least contributors. Residents' and clerks' perceptions of teaching were similar except for residents overvaluing the amount of senior teaching (P = 0.04). The resident level correlated significantly with the comfort of teaching (r = 0.618, P = 0.04). Senior residents encouraged more problem-solving, whereas juniors favored minilectures. Only one resident had received formal teaching instruction. CONCLUSIONS: Informal teaching of surgery clerks is variable and occurs through multiple short encounters in many settings and by various trainees. Efforts to improve the teaching process should focus on providing formal teaching instruction early in residency, specifically geared toward short encounters in flexible settings. Both the operating room as a learning environment and staff surgeons as informal teachers must be intentionally integrated into the teaching process.

Adult↗

Virtual reality based experiential cognitive treatment of anorexia nervosa.

The treatment of a 22-year old female university student diagnosed with Anorexia Nervosa is described. In the study the Experiential Cognitive Therapy (ECT) was used: a relatively short-term, integrated, patient oriented approach that focuses on individual discovery. Main characteristic of this approach is the use of Virtual Reality, a new technology that allows the user to be immersed in a computer-generated virtual world. At the end of the in-patient treatment, the subject increased her bodily awareness joined to a reduction in her level of body dissatisfaction. Moreover, the patient presented a high degree of motivation to change. The results are discussed with regard to Vitousek, Watson and Wilson (1998, Clinical Psychology Review, 18(4), 391-420) proposal of using the Socratic Method to face denial and resistance of anorectic patients.

Adult↗