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At least 1,531 records · Page 85Linked to original sources
PubMed1984

Decision-making styles of dietitians.

Four decision-making styles (technician, planner, teacher, artist) were distinguished with Myers-Briggs Type Indicator (MBTI) results for 61 dietitians and 55 dietetic students. The "technician" style (impersonal, matter-of-fact analysis expressed in technical skills) was preferred to other styles by the greatest percentage of subjects studied. Subgroups of clinical dietitians, those 40 years old or older, and dietetic internship graduates preferred the "technical" style that is related to academic achievement in applied and physical sciences. Dietitians in administration, consulting, education, and public health indicated a preference for the "artistic" style (an insightful approach to possibilities expressed in an ability to communicate well with others). CUP graduates indicated the most diversity in style preferences. The "planner" style identified with researchers was preferred to the "artistic" style by students. Available data from groups of dietitians studied by other investigators supported these findings and indicated similarities among dietitians, school administrators, and medical technicians. Comparison between students in this and other samples indicated more differences than similarities, which may be due to differences in programs. Since all styles are useful within the profession, it is suggested that the identification and adaptation of style be included in education programs for dietetic students and practitioners.

Adult↗
PubMed1984

[Experience with an innovation in the evaluation process at the Faculty of Medical Sciences of the State University of Campinas].

One way in which the university can perform its function of providing the community with competent professionals is to impart to the student during the educational process not only the knowledge he needs to exercise his profession, but also confidence to function in the area of his training and an awareness of his limitations. In an attempt to do this, the School of Medical Sciences at Campinas State University (São Paulo, Brazil) has established experimentally an evaluation by which it can be determined whether instructional objectives are being attained and, at the same time, needed adjustments to the teaching-learning process can be identified. Introduced in 1971 and modified several times since in the light of experience, the system is based on the identification of objectives, and of procedures and resources for attaining them, through questionnaires that are filled in not only by the teacher as in traditional procedures, but by the student as well. On the completion of each course, the student is required to answer questions that establish his progress in the acquisition of theoretical and practical knowledge and, at the same time, bring out his perceptions and attitudes in relation to the teaching process and its objectives. The system met with some resistance when it was being introduced and hence has not yet been made a prerequisite for admission to medical internship. The initial results showed that, in most cases, closer monitoring of the student's progress is needed, and a fresh evaluation of his knowledge afterwards if the community is to be minimally assured as to the overall performance of the new professional.

Attitude↗
PubMed1982

A model for competency-based, computer-managed instruction in allied health.

A competency-based, computer-managed instruction model was developed and used in revising and managing the curricula of dietetic internship and physical therapy certificate programs. Use of the model resulted in identification and validation of program competencies and performance criteria, revision of curricula, and implementation of a computer-managed instructional support system to record, store, and provide feedback to students and instructors about performance on the competency measures. Improvements in the quality of the curricula and in the ability to manage student performance information have resulted from these efforts. The computer-managed instruction system has been well received by instructors and students. The most obvious benefits include savings in time for instructors and immediate feedback on performance for students. Results indicate that a competency-based, computer-managed approach to curriculum development and implementation is desirable and practical and has the potential for effectively serving future developments in allied health education.

Allied Health Personnel↗
PubMed1980

A clinical preceptor program: strategy for new graduate orientation.

The nurse internship program offers a practical approach to the orientation of new graduates to hospital routine. Staff nurses, as clinical preceptors, provide peer role models and clinical support for new graduates during their transition from student to staff nurse. From their experience in developing the program, the authors discuss the theoretical basis, the pragmatics, and the benefits of this approach and suggest its applicability to other situations.

Clinical Competence↗
PubMed1978

Programmed instruction in institutional purchasing for dietetic students.

A programmed instruction unit in institutional purchasing for dietetic students was developed and evaluated. The unit is compact, simple to use, and could serve as an overview or review of institutional purchasing by dietetic students. Subjects were forty-five dietetic students in coordinated undergraduate dietetic programs, dietetic internships, and dietetic traineeships, with two institutions represented in each group. The programmed unit was effective, because cognitive achievement post-test scores were significantly higher (24 per cent) than pre-test scores. The unit was equally effective with the three groups, which did not differ significantly in pre- and post-test scores, gain test scores, or attitude toward programmed instruction scale scores at the end of the unit. Interns had higher grad point averages (GPA) than students in coordinated undergraduate programs. All students spent an average of 1 hr. completing the unit, although trainees used more times. An attitude scale showed favorable attitudes by the students toward programmed instruction. Significant positive relationships were found between pre-test scores and GPAs, and post-test scores and GPAs. A questionnaire showed that instructors liked the unit, found it useful, and would use it again. The findings of this study suggest that programmed instruction units in other phases of dietetic education could be developed and used to present factual material, give an overview of a topic, help students to review, and/or save time in classroom instruction.

Attitude↗
PubMed1981

[The general practitioner and community medical services].

The writer defines the role of the general practitioner in the setting of the health system of Panama and in relation to the individual, the family and the community, in the framework of the policy of extending the coverage of health services to the entire population. He stresses that modern medicine has to focus on the whole person, and he concludes therefrom that the physician must be prepared to provide comprehensive care. He emphasizes that, to overcome the limitations that now weigh upon medical education, in the internship stage the training of the general practitioner must begin at the level of a specialty and be completed later with two or three years of theoretical and practical instruction. This requires strengthened instruction in comprehensive outpatient care, extensive contact with rural and urban communities, and that teaching programs be set in the framework of the health services and facilities. He also feels that the general physician already practicing should be offered the opportunity of qualifying under an in-service education program as a specialist in comprehensive, general or family medicine, with a certification system that includes the approval of academic studies and the performance of research work.

Community Health Services↗
PubMed1980

A structured approach to the integration of the clinical and didactic components of health career programs.

This paper presents a tested approach to a systematic progression of learning from the classroom to the clinical internship. The approach uses workbooks to integrate all facets of the training continuum. The basic model is training continuum. The basic model is called TAR. T refers to theory or teaching; A to application, which occurs during the clinical component; and R to reinforcement provided through seminars scheduled concurrently with fieldwork. The entire concept is introduced to students during a required weekly fieldwork preparation component scheduled prior to the first theory course. Clinicians and academicians participated in all phases of the three-year, HEW-funded project, which included development of interrelated performance objectives for the teaching, application and reinforcement components. Analysis of data from clinicians, students and faculty indicated that the TAR model provides a needed integrating structure.

Books↗
PubMedDate not supplied

A statistically based method for identifying hospital classification criteria.

The development of valid classification criteria for U.S. hospitals. A number of bills recently introduced in the U.S. Congress call for the linkage of classification criteria to cost limits for hospitals. Such proposals have not indicated how the classification criteria should be validated or tested.A research project was therefore undertaken to determine whether 87 large community hospitals could be classified into interpretable and reproducible homogenous groups. By means of an automatic interaction detector (AID), a set of unique classification criteria were identified. These included residency and internship education programs, medical school affiliation, renal dialysis, and organ bank facilities. Application of the criteria to 1970 and 1971 data for the 87 hospitals resulted in five reproducible and stable groups of hospitals. The criteria were validated by several tests involving different types of cost comparisons and ratios.The research results indicate that an AID-based classification structure is a feasible model for grouping or classifying large hospitals for comparative purposes. Only a small number of variables are necessary to classify large hospitals, and the criteria do not need to be overly complex. Many of the variables traditionally used may be omitted.

Economics, Hospital↗
PubMed1976

The vulnerability of the medical student: posthumous presentation of L.L. Stephens' ideas.

L.L. Stephens described several critical issues in medical professionalization. The encounter with morbidity and mortality heightens the student's feelings of vulnerability. If he over-identifies with patients, he may suffer more and be unable to provide rational medical care. If he protects himself by dehumanizing patients, humane treatment suffers. Students have surreal perceptions of their responsibility for patients. Recognition of unconscious motivation may be troubling to students. Finally, there are emotional barriers to the recognition of psychosocial elements in disease. To optimize students' personal and professional functioning, medical training should deal with these concerns. Support can be provided by small continuing learning groups for students and clinical faculty, in which these issues, illustrated by videotapes of patient-student encounters and other clinical examples, are discussed in the context of providing comprehensive medical care. Support should continue during internship.

Attitude of Health Personnel↗
PubMedDate not supplied

[The dilemma of the midwife--Part 2].

The author outlines the similarities and dissimilarities between nursing and midwifery and comes to the conclusion that the method of training midwives as part of the general nursing curriculum has advantages and disadvantages; advantages such as time, cost and manpower savings; disadvantages such as integrated course content, and lack of sufficient practical experience before graduating. Simulations can help with the latter, but do not provide sufficient skills to handle real situations. The author proposes post-basic midwifery internship; improved training; and broadening the functions of the midwife to include training and supervision of voluntary community workers and traditional birth attendants.

Clinical Competence↗
PubMed1994

[On the 100th anniversary of the Gynecology-Obstetrical Clinic in Sarajevo].

In the second half of the 19th century the Viennese Gynecology-Obstetrics Clinics with professors Semmelweiss, Schauta, Wertheim created the synecology and obstetrics science in the scientific and professional world. Doz. Dr Otto Weiss was the first chief of the Gynecology and Obstetrics Department of the Regional Hospital (Landesspital) in Sarajevo. Direct and energetic in his manners, he introduced the Viennese clinics protocols in the diagnostic and therapeutic procedures. The well kept diseases histories are undoubtedly, of a high world level of the gynecological doctrine. Even now, in the library, one can find the well bound journals: Monatsschrift fur Geburtskunde, Archiv für Gynekologie (1869), American Journal of Obstetrics (1879). Dr Weiss had died in 1900, 15 chief doctors (primarius) applied for the job. All of them belonged to the clinics in Vienna, a fact speaking in favour of the attractiveness of the Department. In addition to the professional qualities the chief should master one of the Slavic languages. It was necessary, because, simultaneously, the midwives' school was organized to give a proper education, primarily to decrease mothers' mortality in Bosnia and Herzegovina. Later, the Department was headed by Dr Mikucki, Dr Bokonjić and Dr Bazala. The Gynecology Obstetrics Clinic was established in April, 1947, headed by Prof. Szabo. In April, 1960, the Gynecology Department was joined to the Clinic, had 320 beds. Afterwards, the Clinic was headed by Prof. Berić, Prof. Knezević, Prof. Simić and Prof. Idrizbegović. The Clinic with the Obstetrics (Secondary) School became a centre of staff education (various types)--Internship, specialization, postgraduate level, doctorship of the gynecological perinatal service of the Republic.(ABSTRACT TRUNCATED AT 250 WORDS)

Bosnia and Herzegovina↗
PubMedDate not supplied

[The choice of career and the prospects for the professional development of students of medicine].

This paper is based on a survey on 1,044 medical students during the 3rd, 4th and, 5th year of the career, internship and social service in four different medical schools in Mexico City's metropolitan area. Their motivations for studying medicine and their perspectives for professional development are analyzed. More than 90% decided on their own to study medicine, about 60% decided to study medicine for personal satisfaction, 50% have relatives in the field, 90% wish to become specialists and the same percentage would like to work in a public institution. About 60% of the students believe they will find a job immediately after finishing their training.

Adult↗
PubMed1994

American hospital pharmacy from the Colonial period to the 1930s.

The history of hospital pharmacy in the United States from the Colonial period to the 1930s is explored. America's first hospital pharmacist was Jonathan Roberts, hired in 1752. Like most other early hospital apothecaries, Roberts was an apprentice physician. His successor, John Morgan, proposed that the practices of medicine and pharmacy be separate. By 1811 the New York Hospital had a full-time pharmaceutical practitioner. The niche available for hospital pharmacy was small during the nineteenth century because most Americans were treated at home. Two pioneers who advanced the profession during the nineteenth and early twentieth centuries were Charles Rice and Martin Wilbert. Hospital pharmacists were sought out during the Civil War because of their experience in manufacturing drug preparations and as buyers. Immigration after the Civil War soon doubled the number of hospitals. The post-Civil War expansion of hospitals also coincided with the reform movement in nursing and the rise of scientific medicine. Hospital pharmacists became indispensable as supply masters and manufacturers. Physicians demanded professional pharmaceutical services for handling more complex therapies. Administrators learned that it was more economical to fill inpatient prescriptions inhouse. While community pharmacy had long since abandoned manufacturing and some compounding, hospital pharmacists retained these roles. However, the image of pharmacists as corner druggists was hard to shake. During the 1920s voices called for hospital pharmacists to organize. Edward Spease led in aligning schools of pharmacy with hospitals. In 1927 the first hospital pharmacy internship program was begun. A section for hospital pharmacists within the American Pharmaceutical Association was established in 1936, and the first state associations were founded during the 1920s. By the end of the 1930s, the stage was set for the national movement that followed. By the 1930s, American hospital pharmacists had reached the critical mass necessary for group identity on a national level.

Emigration and Immigration↗
PubMed1993

[Improvement in the combat and special training of the medical service].

The analysis of the existing system of training shows that it has accumulated a certain number of organizational, practicoscientifical, methodical and program-informational problems that need to be solved. Alterations must be made first of all in the whole organizational and program-methodical plan, that will considerably change the elements of structure and the proper contents of combat and special training in medical service. The basic elements of these changes are the following: to assure the continuity between the training and practical work of medical officers in peaceful time and war period; to regard the basic (fundamental) training on clinical and other subjects as a key task of training in the higher military medical establishments; to provide the officers' skill training on the basis of complex qualification tasks; to create methodical cabinets (and more later simulator centers) in each unit or establishment; to form the training centers of medical staff on the basis of internship; to create a basic laboratory of new methods of training and medical education on the basis of Military Medical Division in the Russian Medical Academy of Post-Graduate Education.

Curriculum↗
PubMedDate not supplied

Perioperative nursing: a challenge for BSN nurse educators.

1. Education for this perioperative role has been declining, if not altogether eliminated, in formal nursing education programs. The results of a survey conducted in 1985 showed that OR clinical rotations were not available in 67% of baccalaureate nursing programs in the United States. 2. Ways of accomplishing student exposure to perioperative nursing have included internships, preceptored clinical practicums, and electives in perioperative nursing. However, these avenues reach only a small number of students in any given nursing education program. 3. By using a nursing diagnosis and concept approach, a school of nursing can provide observational and participatory perioperative nursing activities for all baccalaureate nursing students in its program.

Education, Nursing, Baccalaureate↗
PubMed1993

[Nursing care evolves? That's to be seen!].

This author sees a gap between nursing education and practice. She maintains that critical thinking and analysis of a nursing situation are part of the autonomous functions of a professional nurse. She also believes that nurses at the masters level should not only teach patients and their families, but also new nursing graduates in order to give them an inservice preparation to critical thinking. The author also suggests that new grads receive a supervised internship.

Education, Nursing↗
PubMed1993

[General practice: a theme in search of clarity].

Specialization is a consequence of the progress in knowledge and technology, and is essential to increase medical knowledge. Culturally, the population increasingly aspires to be attended by a specialist. On the other hand, generalism is necessary to protect the unitary focus on the sick patient, to mitigate the increasing cost of medicine and to avoid the increasing dehumanization of medical practice. The condition of generalist is not synonym of general practitioner and may be applied to internists or pediatricians with ample knowledge and diagnostic skills based more in medical interview and physical examination than in the sophisticated laboratory. Specialties have clearly defined fields of knowledge and action, have well established training programs and are culturally accepted, not so general medicine. In Chile, a significant number of trained general practitioners has not been attained, in spite of the existence of training programs since more than 20 years. Outpatient care (primary care in the language of health planners) may be undertaken by general practitioners but also, and perhaps with better efficiency, by general internists and pediatricians. The use of ones or others will depend on the geographic location (urban, suburban or rural), on the available physicians and the communication facilities with better developed medical centers. Within this line of thinking, the Faculty of Medicine of the University of Chile is studying a reform of medical curriculum, rotating internship and residency programs.

Education, Medical↗