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PubMedDate not supplied

[Medical student curriculum in psychiatry in Poland].

The author describes present medical student curricula in psychiatry in Polish medical schools based on the questionnaire sent to all the lecturers of the subject in Poland. The questionnaire contained questions concerning the schedule of lectures, seminars and classes (the list of topics) as well as the number of hours of the forms of activities like interpersonal training, discussion groups, internship, etc. We also asked on which year of studies the course in psychiatry took place. The questionnaire included our request to describe the level of integration of psychiatry and other pre-clinical and clinical subjects as well as to enclose a recommended reading list (handbooks and other items of literature). The last question dealt with the problem of assessment of lectures and classes by students. The results of the questionnaire reveal great differences in the curricula of psychiatry in various schools in Poland. The differences lie both in the courses and the number of hours devoted to teaching psychiatry (in most schools it was 120 hours or less). In 7 schools students learn psychiatry in the 6th i.e. the last year of their studies. In 2 schools lectures in psychiatry are given in the th year. In Kraków and Gdańsk the courses in psychiatry consist of 150 and 160 hours respectively. The author proposes unification of the curricula in psychiatry concerning both the number of hours of classes and lectures, and topics as well as introducing the diagnostic and classifying criteria ICD-10 (WHO) since Poland is going to join EU.

Curriculum↗
PubMed1999

Teaching biomedical applications to secondary students.

Certain aspects of biomedical engineering applications lend themselves well to experimentation that can be done by high school students. This paper describes two experiments done during a six-week summer internship program in which two high school students used electrodes, circuit boards, and computers to mimic a sophisticated heart monitor and also to control a robotic car. Our experience suggests that simple illustrations of complex instrumentation can be effective in introducing adolescents to the biomedical engineering field.

Adolescent↗
PubMed2000

[Apollinaire Bouchardat, pharmacist, nutritionist].

Apollinaire Bouchardat (1806-1886) began his hospital internship after a brilliant career as a student at the Ecole de pharmacie de Paris and the Muséum d'Histoire Naturelle, He was named chief-pharmacist at the Hôtel-Dieu and focused his studies on diabetes and nutritional diseases. His work was based on a thorough knowledge of the fundamental sciences. He defined urinary sugar concentration as an indication of the patient's clinical condition. In order to obtain an accurate measurement of this parameter, Bouchardat advocated the polarimeter as the reference method. After 20 years at the Hôtel-Dieu (1835-1855), he gave up his hospital life to become professor of hygiene at the Faculté de médecine. He undertook numerous studies concerning metabolic diseases, food chemistry, hygiene, environment. He founded a new medical science: diabetology, the importance of which is still growing and remains, 150 years later, a major clinical field at the Hôtel-Dieu.

Diabetes Mellitus↗
PubMed1999

Highlights from the hill: multistate licensure.

As the 1998 recipient of the Nurse in Washington Internship, I had the opportunity to network with many nurses who practice outside of the state in which they are licensed. As we approach the year 2000, the call for multistate licensure is gaining importance, since this change will not only affect nurses, but the patients we serve.

Government↗
PubMed2001

Here are trends you must be ready for.

Trends that are predicted to continue in the ED include high diversion rates, overcrowding, and a shortage of nurses and consultants. To reduce diversion rates, involve EMS agencies and county authorities. Use patient tracking systems to improve ED capacity and bed tracking systems to improve hospital inpatient capacity. Recruit and retain nursing staff by cross-training staff from telemetry or the intensive care unit, starting nurse internship programs, and offering flexible schedules.

Efficiency, Organizational↗
PubMed2001

Undergraduate environmental health education: preparing for the future.

Attendees indicated that the workshop was beneficial and that the opportunity to communicate with faculty representing 23 programs accredited by EHAC and nine programs not accredited by EHAC was extremely useful. There was general agreement on a number of points: There is a need for undergraduate environmental health programs to collaborate on matters related to distance learning. Topics related to women, gender, diversity, ethics, and international environmental health should be incorporated into the environmental health curriculum. There are no major problems with current EHAC curricular guidelines, but the guidelines should be evaluated on a regular basis. Field experience or internship is an essential component in the academic preparation of undergraduate environmental health students. There is a significant need for increased funding for undergraduate environmental health programs. There is a need to increase the visibility and recognition of environmental health programs. There is a need to solidify ties with traditional partners and to establish new linkages at the local, regional, and national levels in the government, community, and private sector. It is essential that undergraduate faculty communicate with each other on matters relating to the preparation of environment health practitioners. There is a need for an association of undergraduate academic programs to provide leadership and a focal point for identification and resolution of issues common to all. The establishment of an association was viewed as the most practical and effective way to address these issues and to pursue related opportunities.

Accreditation↗
PubMed2001

Linking teaching approaches and learning styles: how can it help students?

Although limited, one study revealed that the preferred learning style for paramedic students is that of assimilator. Assimilators prefer a more passive/reflective role in the learning situation and tend to favor lectures with an emphasis on concepts, assigned readings, exams and assigned tasks. By increasing complexity and requiring more self-directed activities in your teaching approach, you are encouraging students (particularly the assimilators) to move from a role of dependence on you for facts and direction to a role in which they begin to 1) seek some knowledge on their own; 2) assume responsibility for analyzing potential solutions to problems; and 3) justify decisions. You should be able to document their progress toward independence through clinical and field evaluations by preceptors. Students should reach the point of competently assuming control of patient care for the majority of patients they encounter by the end of their field internship. Instructors should keep in mind that there is currently no consensus on a definition of learning styles, and different indicators identify different factors. Learning style inventory results, regardless of the instrument used, should not be a primary factor in decisions to alter curriculum approaches. However, although there is inconsistency in the data on its reliability and validity, and Kolb's LSI measures only certain factors, the results that are available seem significant enough to at least consider learning styles as one resource for adapting and sequencing our teaching methodologies. A learning-styles inventory administered to students at the beginning of a training program would provide faculty with the knowledge of the preferred learning style of that class. This knowledge could prove extremely helpful, not only in planning classroom activities, but also in developing approaches for remediating students experiencing difficulty in mastering the curriculum content. The more knowledge we have about our students, the greater our likelihood of success in reaching our ultimate goal of providing the best possible learning experience.

Emergency Medical Technicians↗
PubMed1996

[J.M. Charcot 1825-1893. A life of labor].

Jean-Martin Charcot (1825-1893) is regarded as the father of clinical neurology. He was born in Paris. At the age of nineteen he began his medical studies at the University of Paris and after having passed his internship he continued his education in the Paris hospital system and successively passed from chief of clinic to physician to the hospitals of Paris and to professor at the Faculty of Medicine. Early in his academic medical career he was concerned chiefly with problems of internal medicine and produced lasting tributes to clinical and pathological understanding of especially rheumatism. His interests eventually settled to the study of disorders of the nervous system. In 1862 he was appointed physician to the Hospital of the Salpêtrière, which was to become the center of his discoveries and fame. The Salpêtrière, which had a long history as asylum and prison, was when Charcot arrived still a custodial institution for unclassified and displaced unfortunates, numbering about five thousand. Out of this hodge-podge Charcot developed in a few years the world's greatest center for clinical neurological research and introduced his famous clinico-pathological approach to the study of neurological disorders, by which he was able to classify, for the first time, a number of unknown diseases of the nervous system, the spinal cord as well as the cerebrum. Even to day his clinical descriptions of some of these disorders are unsurpassed, and they are still registrated with his name as an eponym. In 1882 a Chair of Clinical Diseases of the Nervous System, the first in medical history, was created for Charcot in the Salpêtrière. His fame as a scientist, practioner and especially as a teacher attracted students and patients from all parts of the world. He was an artist as well as a scientist, and he was the first to use projection material in medical teaching, using his own drawings as illustrations. ...

France↗
PubMed1998

[Edward Grzegorzewski, graduate of the Warsaw University's medical department and first rektor of the medical academy at Gdansk].

Born on October 4, 1906, in Tobolsk (Siberia), Edward Grezegorzewski was the son of an ophthamologist and descendant of a Polish exile to Siberia. Grzegorzewski came to Poland in 1922. He finished his secondary education in Lwow and then studied medicine (1925-1931), first in Lwow and then in Warsaw. He received the degree of doctor of medicine at the Medical Department of the Warsaw University on July 4, 1931. After his internship, he began work as a research assistant at the State Office of Hygiene in Warsaw (January 1, 1932). From August 1932 until January 1934 he was on a Rockefeller Foundation scholarship in the United States. After his return to Poland, he held a number of exectuive positions in the Health Department of the Warsaw City Council, the State Office of Hygiene, and the State School of Hygiene. At the same time he conducted his own research work, concentrating on the socio-hygienic facets of common epidemic diseases and on combatting such disease by means of large-scale action. He was planning to defend his Habilitationsschrift in 1939, but the outbreak of war interfered with his plans. During the German occupation he first worked as specialist in fighting epidemics in Warsaw, and then as a ward doctor at a sanatorium in Otwock near Warsaw. After the liberation, in September 1944, Grzegorzewski he was appointed head of the Health Department of the Ministry of Social Care and Health. On September 20, 1945, he defended his Habilitationsschrift at the Medical Department of the Maria Sklodowska-Curie University in Lublin. In July 1945 he was put in charge of setting up a Medical Academy in Gdansk and in January 1946 became its first rektor (president). In the spring of 1941, Grzegorzewski had received an invitation from Geneva to take part in work on organizing and devising the World Health Organization. After the establishment of WHO, he became head of its department concerned with supervision, organization and training in the field of hygiene. When his term of office expired he stayed abroad, working as professor of hygiene at several universities in the USA, Latin America and Asia. In 1968 he retired from the position of Professor of Hygiene at the John Hopkins University in Baltimore. Edward Grzegorzewski died in Baltimore in 1982.

Education, Medical↗
PubMed1994

[Charcot. Dates. Legend and reality].

This introductiion to the session devoted to Charcot reviews the important steps in his career: 1848, the internship, followed by the "chef de clinique" state (1852-53); the central hospital office in 1856; the agregation in 1860; the chair of pathological anatomy in 1872; the clinical chair in diseases of the nervous system in 1882. We review as well the milestones in his scientific work. His arrival in 1862 at the Salpêtrière which he would never leave; there in 1866, he started a "free" course which became the point of departure for his reputation. Taking advantage of histology together with a mastery of the anatomical-clinical method permitted him to achieve considerable progress with a few years (associating locomotor ataxia with lesions of the posterior roots and columns; acute and chronic progressive muscular atrophy with those of the anterior horn: separating multiple sclerosis from Parkinson's disease) which culminated in the masterful description of amyotrophic lateral sclerosis (1874), the pathological anatomy and physiology of the spinal cord (1873) and cerebral localisations of motor areas (1875). Beginning in 1878, he applied the nosological method to the study of hysteria, relying on the notion of "analogous anatomy" in seeking a correspondence between organic lesions and "dynamic lesions". In 1883 and 1884, his approach to aphasia led him to introduce beyond the anatomical-clinical fact a new speculative dimension, that of psycho-physiology. This he applied to interpret hysterical ailments and "psychic paralyses". The personality of Charcot is briefly sketched. In the arts as in politics, he was more of a conservative than an opportunist; authoritarian, shy, and brusque, gloomy and taciturn, he nontheless had a remarkable power to attract.

Clinical Medicine↗
PubMed2001

The timing and stability of choice of medical specialty among Malaysian doctors.

A total of 356 doctors responded to a survey on the timing and stability of choice of medical specialty. The majority of doctors made their final decision while working as a medical officer. One hundred (48.5%) of the doctors had made an earlier choice as medical students, 63 (30.6%) during their internship and 43 (20.9%) made their final choice while they were medical officers. Working experience in the specialty was the most important factor in determining final choice of specialty. Advice from consultants/seniors, better financial prospects and parental influence were more important for the male doctors while marriage and family considerations were more important for the female doctors in making their final choice.

Career Choice↗
PubMed1975

Attachment learning: a humanistic educational experience. Final practicum in a coordinated undergraduate program.

Throughout the five stages, the student has ample opportunity for expression and self-evaluation in the counseling sessions that accompany each stage. The student experiences progress with increasing responsibility to the ultimate functioning as an administrative dietitian under supervision. It is believed that the experiences of attachment learning will enable the student, on graduation, to enter professional practice with confidence and a strong likelihood of success. Thus far, experiences with attachment learning at the University of Missouri-Columbia have demonstrated superiority over methods used previously. It is believed that this method can be readily adapted to other learning situations in dietetics, such as traineeships and internships. In fact, our enthusiasm for the method prompts the suggestion that it might well be considered for the final stage of education for any profession in which entry-level competencies can be established.

Curriculum↗
PubMed2001

Can an Internet-based system assist with administration and distance learning for third- and fourth-year rural clinical rotations?

This article describes the experience of the West Virginia School of Osteopathic Medicine during the past 5 years in using Internet technology to communicate with osteopathic medical students on remote, community-based clinical rotations. Federal funding initially supported creation of a new Internet-based system to connect students on their rural family medicine rotations. Accomplishments during and after federal funding include development of systems for remote submission and student access to feedback about clinical sites; on-line access to rotation objectives, policies, housing information, maps, and affiliated internship opportunities; access to medical journals and texts; secured access to rotation grades and rotation schedules; on-line reading lists for family medicine and pediatrics rotations; and Internet-based test administration. Remaining challenges include identification or development of interactive learning materials; development of test banks; flawless administration of Web-based examinations; and finding the right balance between patient care-based learning and didactics.

Education, Distance↗
PubMed2001

Critical caring. Promoting good end-of-life care in the intensive care unit.

Changing the culture in the ICU to include palliative care interventions along with curative interventions is already underway. Further work is needed, however. This is a role for the critical care nurse. Critical care nurses can be involved in research and education to enhance their future practice in end-of-life care. Research to establish evidence-based protocols for use in patients who require palliative care in the ICU needs to be done. Critical care nurses can prepare themselves for carrying or dying patients by attending palliative care seminars and continuing education courses or by taking a short clinical sabbatical or internship in a local hospice to observe and help give end-of-life care. Hospice nurses can be invited to the ICU to give inservice sessions and to help nurses and other staff understand the transition to dying, including the services that need to be offered to the patient and the family. Nurses from the hospital palliative care team can consult and be available for follow-up. Promoting good end-of-life care should be a goal for all intensive care nurses and critical care units. This goal is reached one patient at a time.

Advance Directives↗
PubMed2001

Patients' attitudes towards the presence of medical students in family practice consultations.

BACKGROUND: Patients' consent to being part of medical education is often taken for granted, both in primary and secondary care. Formal consent procedures are not used routinely during teaching and patients are not always aware of teaching activities. OBJECTIVE: To investigate patients' attitudes and expectations on issues of consent regarding participation in teaching in general practice, and the influence of a student's presence on the consultation. METHODS: The study took place in 46 teaching practices during the sixth year clinical internship in family medicine. Patients completed questionnaires at the end of 10 consecutive eligible consultations. The questionnaire contained data on the willingness to participate in teaching, the preferred consent procedure and the effects of the student's presence. The doctors were asked to estimate the sociodemographic level in their clinic area. RESULTS: A total of 375 questionnaires were returned; the response rate was not affected by the clinic's sociodemographic level. Overall, 67% of the patients had come into contact with students in the past; 3.2% of the participants objected to the presence of a student during the consultation; 15% would insist on advance notification of the presence of a student, and another 13.9% would request it; 4% stated that the presence of students had a detrimental influence on the physical examination and history; and 33.6% would refuse to be examined by a student without the doctor's presence. CONCLUSION: Most patients agreed to have a student present during the consultation; some would like prior notification; a minority refused the student's presence. A large minority would refuse to be examined without the tutor's presence. Our findings need to be taken into account when planning clinical clerkships.

Attitude to Health↗
PubMed2000

Developing community health nursing skills collaboration in a culturally diverse population.

The graduate curriculum in Community Health Nursing at the University of South Alabama was revised to prepare nurses to function as a community health specialist. The revised curriculum model includes two semesters that focus on a specific population or high risk group of patients or clients. Emphasis is placed on the skills that community health nurses must have in order to assess communities, identify community needs, plan and implement interventions at the population aggregate or community level. During the first semester, or the practicum course, a community needs assessment is performed. In the internship course, the planned intervention is implemented and evaluated. The purpose of the paper is to describe the process of identifying and accessing a Cambodian population aggregate in a rural setting. The collaboration among faculty, student, preceptor, official agency, as well as lay leaders in the Cambodian community is described.

Alabama↗
PubMed2002

An economic analysis of midwifery training programmes in South Kalimantan, Indonesia.

In order to improve the knowledge and skills of midwives at health facilities and those based in villages in South Kalimantan, Indonesia, three in-service training programmes were carried out during 1995-98. A scheme used for both facility and village midwives included training at training centres, peer review and continuing education. One restricted to village midwives involved an internship programme in district hospitals. The incremental cost-effectiveness of these programmes was assessed from the standpoint of the health care provider. It was estimated that the first scheme could be expanded to increase the number of competent midwives based in facilities and villages in South Kalimantan by 1% at incremental costs of US$ 764.6 and US$ 1175.7 respectively, and that replication beyond South Kalimantan could increase the number of competent midwives based in facilities and villages by 1% at incremental costs of US$ 1225.5 and US$ 1786.4 per midwife respectively. It was also estimated that the number of competent village midwives could be increased by 1% at an incremental cost of US$ 898.1 per intern if replicated elsewhere, and at a cost of US$ 146.2 per intern for expanding the scheme in South Kalimantan. It was not clear whether the training programmes were more or less cost-effective than other safe motherhood interventions because the nature of the outcome measures hindered comparison.

Clinical Competence↗
PubMed2002

Current threats to osteopathic graduate medical education.

The Balanced Budget Act of 1997 and continuing changes put into place by the Educational Commission on Foreign Medical Graduates (ECFMG) are altering the environment for graduate medical education (GME) in ways that threaten osteopathic graduate medical education in particular. Hospital revenue is decreasing due to declines in Medicare GME and patient-care reimbursements. The new 3-year rolling average methodology for counting "house staff" makes it likely that unfilled positions will be eliminated. With osteopathic GME positions unfilled and financial resources decreasing, osteopathic medical programs may shrink further. Additionally, the ECFMG has put into place policies that may restrict the number of international medical graduates entering the United States. Approximately 25% of all allopathic GME positions in the United States are filled by international medical graduates. If this applicant pool decreases, allopathic medical programs may turn to osteopathic medical graduates as the only other available pool of individuals to fill program positions. At a time when allopathic internship positions are already unfilled and 30% of osteopathic medical graduates enter allopathic first-year programs, further inroads by allopathic programs could severely impact osteopathic GME efforts.

Budgets↗