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PubMed1979

Attitudes towards mental illness: a comparison of post-basic nursing students with science students.

Two groups of Nigerian university students were compared in terms of their attitudes towards mental illness. Responses on the OMI scale questionnaire items on attitudes towards mental illness were examined. Subjects were 37 registered general nurses from the Faculty of Medicine and 15 science students from the Faculty of Science. Differences between the nurses and science students not attributable to age were observed in Factors A : Authoritarianism, B: Benevolence and D: Social restrictiveness. The nurses scored lower on the above mentioned factors while they scored higher on Interpersonal etiology and Mental hygiene ideology. Also intercorrelation between the five factors was done. Positive correlation was found between Authoritarianism and Social restrictiveness and also between these two factors and Benevolence.

Adult↗
PubMed1992

Nursing science in The Netherlands: the Utrecht contribution.

The two goals of a 5-year nursing science project at the State University of Utrecht were the establishment of graduate nursing science studies and a nursing research programme. The project formally started on 1 January 1987 and is now nearing completion. This paper builds on a paper previously published in the Journal of Advanced Nursing. It first describes the history of nursing science in The Netherlands and sets out to demonstrate how the Utrecht goals were achieved.

Curriculum↗
PubMed1989

Medical education in the later 19th century: the science take-over.

Established in 1858, the General Medical Council was responsible, inter alia, for improving the standard of medical education in Britain. It was agreed on all hands that there were serious deficiencies: there was far too much book-learning and not enough practical knowledge; students graduated who were wholly ignorant of important areas of medicine; there were 19 licensing bodies and the criteria for admission to practise differed widely. Debate continued from 1860 to 1890. A major question was, What sort of education should the student have received before he entered medical school? There were four common answers: (1) he should have received the preliminary education of 'a well-educated gentleman'; (2) he should know a good deal about everything; (3) he should have a better knowledge of science--but how to define science?; (4) he should have done well at school, never mind what he had studied. A second major question was, How should science and practical instruction be combined in the medical curriculum? Many defended the old and not quite dead apprenticeship system; a practical 'sandwich course' was even suggested. The debate ended with the Report of the GMC's Education Committee in 1890, which increased the length of the medical course from 4 years to 5 and brought chemistry, physics and biology into the early years. The amount of clinical work, however, although it was supposed to increase, remained very small.

Curriculum↗
PubMed1990

A suitable case for Technik: behavioural science in the postgraduate medical curriculum.

The role of the behavioural and social sciences in the postgraduate medical curriculum is considered. It is argued that the behavioural and social sciences can play a vigorous and dynamic part both in medical education and in medical practice. However, in order for that role to be achieved a Technik approach must be adopted. Technik means an emphasis on know-how, capability and on unifying theory and practice. It is suggested that the behavioural sciences frequently fail to excite interest because they adopt only a humanistic and/or critical approach at the expense of the needs of medical training. Some examples of a Technik approach drawn from health education, the management of chronic disease and surgical audit are briefly examined.

Behavioral Sciences↗
PubMed1996

Dental and life science students: a comparison of approaches to study and course perceptions.

Approaches to study and course perceptions were investigated and compared in both junior and senior students on a vocational course (dentistry) and on a non-vocational course (life sciences) using standard questionnaires. Junior dental students reported significantly greater tendencies towards both Deep and Surface Approaches than junior life science students. They also had significantly higher scores for Achieving Approach, but in senior students this trend was reversed. Final year dental students experienced greater workloads and less freedom in learning than life science students and they also reported less organized study methods. These course perceptions demonstrate similar trends to those reported by Ramsden (1991). The implications for the courses concerned and for curriculum development are considered.

Attitude↗
PubMed1997

Basic sciences in problem-based learning and conventional curricula: students' attitudes.

The purpose of this study was to compare the attitudes toward basic sciences of students in a preclinical problem-based curriculum and a conventional lecture-based curriculum at the end of their second year of medical school. The results showed that the PBL class had more positive attitudes toward basic sciences than students in the conventional class. These results may reflect a learning environment where students meet many scientist role models as teachers and where basic science is learnt in the context of clinical problems.

Curriculum↗
PubMed2005

The value of basic science in clinical diagnosis: creating coherence among signs and symptoms.

BACKGROUND: We investigated whether learning basic science mechanisms may have mnemonic value in helping students remember signs and symptoms, in comparison with learning the relation between symptoms and diagnoses directly. PURPOSE: To compare 2 approaches to learning diagnosis: learning how features of various conditions relate to underlying pathophysiological mechanisms and learning the conditional probabilities of features and diseases. METHODS: Undergraduate students (n = 36) were taught 4 disorders (upper motor neuron lesion, lower motor neuron lesion, neuromuscular junction disease and muscular disease), either using basic science explanations or (symptom x disease) probabilities. They were tested with diagnostic cases immediately after learning and 1 week later. RESULTS: On the immediate test, there was no difference in the results. One week later, the accuracy of the mechanism group remained at 0.52, but the performance of the probability group had dropped to 0.43. CONCLUSIONS: Knowledge of basic science may have value in clinical diagnosis by helping students recall or reconstruct the relationships between features and diagnoses.

Clinical Competence↗
PubMed1995

The ethics of social science research.

Ethical thinking about social science research is dominated by a biomedical model whose salient features are the assumption that only potential harms to subjects of research are relevant in the ethical evaluation of that research, and in the emphasis on securing informed consent in order to establish ethical proxy. A number of counter-examples are considered to the assumption, a number of defences against these counter-examples are examined, and an alternative model is proposed for the ethical evaluation of social science research: a model which can cope with the systemic harms (harms other than those to participants as participants) which have been identified. This model is based on John Rawls's idea of original position reasoning and treats social science research as an institutional feature of the basic structure of society.

Behavioral Research↗
PubMed2003

Teaching philosophy of science in nursing doctoral education.

PURPOSE: To explore the teaching and learning process regarding philosophy of science and to offer creative recommendations based on classroom experience. CONCEPTUAL FRAMEWORK: Dewey's writings about intelligence, deliberation, and critical reflection; Freire's writings about active knowers provide the foundation for the teaching and learning environment for doctoral students. METHODS: A case example is presented. Creative strategies and assignments are used, such as classroom exploration and connections between nursing, philosophy, philosophy of science, and students' personal lives; classroom deliberation; journaling; philosophical thinking; development of a philosophical topic such as determinism, freedom, or the mind; and presentation of a philosophical book. CONCLUSIONS: The philosophy of science course is critical content for doctoral students.

Education, Nursing, Graduate↗
PubMed2000

The relevance of behavioural sciences in dental practice.

The aim of this paper is to illustrate how knowledge from behavioural sciences is necessary and relevant in creating a successful dental practice, benefitting patients and dental professionals. There are many ways to create a successful dental practice, the products of which are the various treatments performed by dentists or dental hygienists for their patients. Advanced technologies and methods are constantly improving these treatments and thus the technical and managerial aspects of dentistry. However, the success of dental practice is not only dependent on the technique applied or the technical skills of dental professionals, but also on patients, their attitudes and behaviour and the interaction between dental professionals and patients. It is well known that the success of dental treatments (for example, periodontal, orthodontic or implants) depends on the patient's behaviour, which includes compliance with certain oral hygiene regimens or specific dental visiting patterns. The outcome of the treatment depends on both the dental professional's knowledge and skills and the patient's skills, objectives and expectations. Furthermore, dental professionals and patients should be satisfied with the treatment plan as well as the outcome. This paper argues that in order for this to happen dental professionals need additional knowledge and skills from fields outside traditional dental sciences. In order to treat patients successfully, dental professionals must understand and change or modify patient behaviour, and the knowledge necessary for this is provided by the behavioural sciences.

Age Factors↗
PubMed2006

Some frontiers in social science.

The fundamental challenge in the social sciences is moving from complicated correlations to useful prediction. Progress usually reflects an interplay between theory, data, and tools. Six areas of innovation, principally data and tools, are now pushing at the frontiers of these sciences: longitudinal data, laboratory experimentation, improved statistical methods, geographic information tools, biosocial science, and international replication. These innovations are gaining power as they cross disciplinary boundaries, helping to attribute causality to observed relationships, to understand their nature, and thereby to improve the accuracy and usefulness of predictions.

Animals↗
PubMed2000

The quickening of science communication.

In this month's essay, Robert Lucky examines the central sociological impacts that communications technologies have had on the way science is done as well as the critical influences science has had in the evolution of communications technology. He traces the evolution of today's infrastructure for research and collaboration in science via the Internet and the World Wide Web back to the invention of the telegraph, which first freed the flow of information from its reliance on the physical means of transportation and allowed communication to occur in real time. According to Lucky, the remaining technical hurdles in providing unlimited bandwidth are relatively simple to overcome compared with the sociotechnical engineering required to improve the three dimensions of communications--human to information, human to human, and human to computer.

Books↗
PubMed1997

Assessing agreement between measurements recorded on a ratio scale in sports medicine and sports science.

OBJECTIVE: The consensus of opinion suggests that when assessing measurement agreement, the most appropriate statistic to report is the "95% limits of agreement". The precise form that this interval takes depends on whether a positive relation exists between the differences in measurement methods (errors) and the size of the measurements--that is, heteroscedastic errors. If a positive and significant relation exists, the recommended procedure is to report "the ratio limits of agreement" using log transformed measurements. This study assessed the prevalence of heteroscedastic errors when investigating measurement agreement of variables recorded on a ratio scale in sports medicine and sports science. METHODS: Measurement agreement (or repeatability) was assessed in 13 studies (providing 23 examples) conducted in the Centre for Sport and Exercise Sciences at Liverpool John Moores University over the past five years. RESULTS: The correlation between the absolute differences and the mean was positive in all 23 examples (median r = 0.37), eight being significant (P < 0.05). In 21 of 23 examples analysed, the correlation was greater than the equivalent correlation using log transformed measurements (median r = 0.01). Based on a simple meta-analysis, the assumption that no relation exists between the measurement differences and the size of measurement must be rejected (P < 0.001). CONCLUSIONS: When assessing measurement agreement of variables recorded on a ratio scale in sports medicine and sports science, this study (23 examples) provides strong evidence that heteroscedastic errors are the norm. If the correlation between the absolute measurement differences and the means is positive (but not necessarily significant) and greater than the equivalent correlation using log transformed measurements, the authors recommend reporting the "ratio limits of agreement".

Epidemiologic Methods↗
PubMed2001

Summary of final report: Space Life Sciences Planning Workshop (SLSPW). June 5-7, 2000 Mont Tremblant, Quebec.

A Space Life Sciences Planning Workshop was sponsored by the Canadian Space Agency to identify key questions in the major research areas supported by the Life Sciences Program, to identify Canadian strengths and capabilities as they relate to these research areas, and to make recommendations for the future directions of the Life Sciences Program. The conclusions reached by the workshop participants have been presented to the Canadian Space Agency. This report is a summary of those conclusions.

Biological Science Disciplines↗
PubMed1999

The Academy of Science of Bologna and the kidney.

The Academy of Science of Bologna, founded in 1711, played an important role in the development of medicine. Receiving the heritage of Malpighi's and Morgagni's researches, the academy encouraged nephrological studies, which produced articles published in its journal, the Commentarii. Since the Commentarii were widely distributed all over Europe, the nephrological research practiced in Bologna reached all the main academies of science, in a fruitful circulation of knowledge. The paper presents the nephrological contributions to the Commentarii in the 18th century, thus introducing physicians, like Domenico Galeazzi and Luigi Galvani, who were both professors at the University of Bologna and at the Academy of Science. In their work three main topics can be identified: uroscopy, anatomy of the kidney and renal pathologies.

Academies and Institutes↗
PubMedDate not supplied

Innovations in the teaching of behavioral sciences in the preclinical curriculum.

OBJECTIVE: In problem-based learning curricula, cases are usually clustered into identified themes or organ systems. While this method of aggregating cases presents clear advantages in terms of resource alignment and student focus, an alternative "hidden cluster" approach provides rich opportunities for content integration. METHOD: The author describes such a model, with report on the extent of integration of behavioral science content across all cases. RESULTS: First-, second- and third-year students were shown to have no significant difference in the percentage of behavioral science learning issues they generated. CONCLUSION: Due to the growing need to integrate behavioral science concepts into all areas of medical education, a better understanding of programs' successes in this area seems warranted.

Behavioral Sciences↗
PubMed1992

Clinical consequences of a formal mode of science of psychoanalysis and psychotherapy.

The paper has presented some ways in which existing formal-mode science results are of importance to the practicing clinician. Stress was placed on the quantification and mathematical identification of countertransference difficulties. Formal science results allow for deep insight into the effects of various approaches to doing psychotherapy that have not been previously available. By adding a new dimension to psychoanalytic observation and understanding, formal science studies of the deeper nature of the human mind and of the therapeutic interaction should help in time to lead to major revisions in clinical theory and practice.

Communication↗
PubMedDate not supplied

Taking stock of science in the schoolhouse: four ideas to foster effective instruction.

In the opening discussion of this special issue, I take stock of science and schooling for students with learning disabilities (LD) before probing four ideas to foster effective instruction in contemporary schools: (a) Turn to science as the best trick we know for solving educational problems; (b) specify clearly what we hope to achieve in our instructional decisions for students with LD; (c) rely on instruction as the best tool we have for improving student performance; and (d) cultivate-and keep-competent and caring personnel. I invite commentary, from the perspectives of researchers, practitioners, and those who prepare teachers and administrators, to assess the status of science in the schoolhouse and to offer practical strategies for how the scientific orientation of schools might be enhanced.

Adolescent↗