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The claim of science, which concerns directly human living, to be "objective" and "universal" culminates in the belief, scientific methods could represent reality. Such a science puts men in a couple of scientific laws and suppresses the moment of active doing (accepting or refusing) as a sufficient preassumption of reality. In an alternative way we are looking for a science where reality means invitation to perform own doing.
A course in applied basic science was designed with topic material organized according to anatomic body regions. Details of the diagnostic method were explained early in the course, and clinical procedures for data gathering and problem analyzing were followed while the significance of basic science knowledge in dealing with clinical situations was described. A collection of 35mm slides constituted the focal point of the course. The authors conducted the course together and an atmosphere of intellectual honesty was developed through open discussion between faculty and students. Student curiosity was respected and rewarded. Summaries of the discussions were prepared retrospectively by the faculty instructors for review gy the students. This experience proved that family physicians can demonstrate effectively the relevance of basic science to clinical medicine.
Nursing science, the base of knowledge underlying human behavior and social interaction, under normal and stressful conditions, across the life span, is distinguished from its inquiry (research). Inquiry and, especially, methodology have been afforded greater attention than science. The requirements for increased science are noted: communality, colleagueship, and competition among scientists and continuity and confirmation of scientific activity and evidence.
Social policy for the elderly is individualistic and limited to offering the use of social services. This is related to scientific paradigms. Social science has an important influence on the definition of well-being by social policy agencies and in society. This influence has the side-effect of transferring the limited scientific view on reality to social policy and social services. To prevent negative effects on the well-being of the elderly population, there is a need of ethical norms for social science research. Social science is increasingly a collective activity, for example by means of research programs. That is the reason why the individual ethical norms of the research-worker are not sufficient. Proposed is the development of a collective social ethic for social research. This ethic would guarantee that scientists are concerned with the totality of human needs, with the desirability of continuity in the life situation of people, and with future generations.
Basic science education of physicians has been almost exclusively in the biological fields. Although in recent years many schools have added behavioral sciences to the preclinical curriculum, there has been no agreement as to content or method in this area. An understanding of human behavior is essential for all physicians and is the goal of the course described here. This course, entitled "Introduction to Patient Care," utilizes readings, group presentations, site visits, small-group seminars, and specifically stated educational objectives to present the following topics: health problems of the United States, physicians and other healers, humanistic values--the sick role, and the doctor-patient relationship. The small-group seminars, with behavioral science and clinical faculty, help to guide the student's learning experience toward a scientific analysis of the art of medicine.
The majority of matriculating US medical students continue to major in the natural sciences as college undergraduates in the belief that this will enhance their chances of admission to and their performance in medical school. The present study compared the academic performance and residency selection of natural science and nonscience majors in three separate medical school classes at the State University of New York at Buffalo. Statistical analysis of grades in the first two years of medical school, clinical performance in the third year, and part I and part II National Board Medical Examination scores revealed no significant differences across three class replications. Residency selection among graduating seniors was also independent of undergraduate major. It is suggested that admissions committees, premedical advisors, and students reconsider their attitudes about the necessity of concentration in the natural sciences before entering medical school.
Is it possible to explain that which we do in nursing and in most human sciences? Is explanation/prediction our goal? Instead, should the goal be understanding/interpretation? Might the goal be both understanding and explanation? Is nursing, as a human science, focused on individuality or generalizability? This paper explores the current debate in relation to explanation and understanding. The traditional view of explanation is addressed as is the dichotomous view of understanding. A third view on explanation and understanding, designed by Miller (1983), is offered as a possible middle ground between the two diverse views as an approach for nursing as a human science.
In the first 50 years of the chiropractic profession, a variety of unorthodox meanings for the terms "research," "science" and related words were in evidence. In harmony with popular conceptions of the day, science was constructed as a relatively static body of knowledge and was thought to reflect the will of God. Research was an ill-defined activity, and acquisition of new knowledge did not involve the experimental methodology that increasingly took hold in biology and medicine in the twentieth century. Chiropractors often viewed science and research as marketing strategies. Clinical data collection, when it occurred at all, was not described in sufficient detail to permit replication. Results were enthusiastically interpreted as indisputable proof of investigators' a priori assumptions about the effectiveness of chiropractic methods. A few in the profession recognized the general lack of understanding of the scientific method and sought reform from within. However, the colleges were unwilling to introduce coursework in research methods. At the end of World War II, the broad-scope national association of chiropractors in the United States established a nonprofit foundation for the purpose of raising funds for chiropractic research and education. Research plans were poorly conceived and grandiose: the first major initiative of the Chiropractic Research Foundation involved a nationwide publicity and fund-raising campaign modeled after the March of Dimes. When these efforts failed and the possibility of establishing free-standing research centers collapsed, the Foundation sought to shift responsibility for research to the schools. The poverty-stricken chiropractic colleges lacked the research sophistication for this task. Several more decades would pass before a sustained research effort and interest in clinical experimentation would become evident in chiropractic.
Changes in the health information environment present a major challenge to health sciences librarians. To successfully meet this challenge, librarians must apply the concepts of informal, self-directed, lifelong learning to their own carers. The Joint Commission on Accreditation of Healthcare Organizations is creating an integrated information environment in health care organizations. The health sciences librarian brings unique knowledge and skills to this environment. The reference technique, a methodology that closely parallels other problem-solving approaches such as the physician's diagnostic technique, equips librarians with the conceptual skills to develop creative solutions to information management problems. Each health sciences librarian must assume responsibility for extending professional skills and abilities and demonstrating them in the workplace.
Nursing science is currently orientated towards theories and methods from the social sciences. The article asks in which exact fields nursing science can use experiences of sociologists. Central topics are methodological aspects as well as concrete research contents. The following aspects are dealt with in greater detail: In the methodological field the relation of theory and practice is analyzed. Secondly, the relation of empirical and theoretical methods is described. Concerning the concrete research contents it is suggested that the topics nursing and society, nursing and hospital organisation, and the patient-nurse-interaction by sociological means should be analyzed. Several examples relevant to nursing illustrate the argument.
An increasing number of medical schools have introduced undergraduate programs in the social sciences in an attempt to improve the ability of their graduates to communicate with patients and to meet their needs. However, teaching programs in the social sciences have often encountered varying degrees of student resistance, possibly because of their uncertain relevance for clinical practice, incongruity with the biomedical model, teachers' attitudes, and poorly defined educational goals. The objective of this essay is to analyze the causes of students' resistance to the social sciences and to identify the features of a teaching program responsive to their needs.
In recent years, the question of national styles in science has received increasing attention. The different forms of Darwinism that emerged in the nineteenth century provide an impressive example of the role of non-scientific factors in the development of scientific ideas. Although the reception of Darwinian theory has been acknowledged to differ according to distinct national traditions even in Darwin's time, there have been few systematic efforts to understand the underlying causal factors. Usually these explanations have conceived of the relationship of science to its social and political context as a distortion of science by ideology. In contrast to this picture, I attempt to demonstrate here how a scientific research program was situated in a concrete historical context. The German tradition of Darwinism in the nineteenth century will be described as a coalition of political liberalism, materialism, and morphology. Whereas the liberals used Darwinism to give their anti-religious and progressive program a naturalistic foundation, the morphologists appreciated that Darwinian theory allowed them to dispense with the idealistic origins of their research program, and the materialist were provided with a naturalistic explanation of the origin of organic form.
Scientific output in Chile was studied examining the publications indexed by the Institute for Scientific Information during 1985 and 1986. Meeting abstracts were not considered. The articles were classified in different areas and tabulated according to the institution from which they originated. As in previous years, more than 80% of the papers were published by universities. The most productive subjects in these institutions were biology (33.2%), medical sciences (23.4%), and chemistry (16.9%). Outside universities the following fields were the most productive: medical sciences, astronomy, social sciences, biology and physics. To compare the overall output of chilean universities, in addition to their scientific publications, the number of degrees granted at the undergraduate and graduate levels was also evaluated. The proportion of governmental funds that each university received was used to standardize the indicators. Significant differences were observed which revealed that the chilean higher educational system is very heterogeneous. The indicators presented herein objective the overall output of each of the 24 chilean institutions of higher education funded by the government and provide the necessary insight to compare their contribution, and to respond to their urgent needs.
The basic role of the health sciences librarian has not significantly changed throughout history. It has been- and remains-to collect information and organize it for effective use. What has changed is the environment in which this role is carried out and the tools used to accomplish the tasks. Over the one hundred-year history of the evolution of health sciences librarianship, we have used specialty education as the mechanism for differentiating ourselves from other types of librarianship and for acquiring the knowledge and skills to succeed in our profession. Changing conditions require a continual review of our specialty education and a willingness to modify it in order to prepare ourselves for changing environments. A review of specialty education for health sciences librarianship reveals that we have always adapted to new and changing conditions and will continue to do so in the future.
OBJECTIVES: To identify the prevalence and determinants of data-withholding behaviors among academic life scientists. DESIGN: Mailed survey of 3394 life science faculty in the 50 universities that received the most funding from the National Institutes of Health in 1993. PARTICIPANTS: A total of 2167 faculty responded to the survey, a 64% response rate. OUTCOME MEASURES: Whether respondents delayed publication of their research results for more than 6 months and whether respondents refused to share research results with other university scientists in the last 3 years. RESULTS: A total of 410 respondents (19.8%) reported that publication of their research results had been delayed by more than 6 months at least once in the last 3 years to allow for patent application, to protect their scientific lead, to slow the dissemination of undesired results, to allow time to negotiate a patent, or to resolve disputes over the ownership of intellectual property. Also, 181 respondents (8.9%) reported refusing to share research results with other university scientists in the last 3 years. In multivariate analysis, participation in an academic-industry research relationship and engagement in the commercialization of university research were significantly associated with delays in publication. Odds ratios (ORs) and 95% confidence intervals (CIs) were 1.34 (1.07-1.59) and 3.15 (2.88-3.41), respectively. Variables associated with refusing to share results were conducting research similar to the Human Genome Project (OR, 2.09; 95% CI, 1.75-2.42), publication rate (OR, 1.02; 95% CI, 1.01-1.03), and engagement in commercialization of research (OR, 2.45; 95% CI, 2.08-2.82). CONCLUSIONS: Withholding of research results is not a widespread phenomenon among life-science researchers. However, withholding is more common among the most productive and entrepreneurial faculty. These results also suggest that data withholding has affected a significant number of life-science faculty and further study on data-withholding practices is suggested.
This paper relies on the assumption that care and science are practices in MacIntyre's sense. Every practice can be carried out on different skill levels. Both practices, care and science are intricately linked to each other. Practice on the first three levels described by Dreyfus & Benner is theory driven, while the works of experienced and expert practitioners can be compared to art. Works from care and science are used to illustrate works of art, but also, for comparing and contrasting the competent and expert practices.
This essay discuss the integration of a National System on Science and Technology (SINACYT), supported with resources arising from a National Found for Science and Technology (FONACYT), and whose leader entity should be the Institute of the National Found for Science and Technology (INFONACYT) to substitute CONICIT.
We have created a course entitled "Representations and Algorithms for Computational Molecular Biology" with three specific goals in mind. First, we want to provide a technical introduction for computer science and medical information science students to the challenges of computing with molecular biology data, particularly the advantages of having easy access to real-world data sets. Second, we want to equip the students with the skills required of productive research assistants in molecular biology computing research projects. Finally, we want to provide a showcase for local investigators to describe their work in the context of a course that provide adequate background information. In order to achieve these goals, we have created a programming course, in which three major projects and six smaller assignments are assigned during the quarter. We stress fundamental representations and algorithms during the first part of the course in lectures given by the core faculty, and then have more focused lectures in which faculty research interests are highlighted. The course stressed issues of structural molecular biology, in order to better motivate the critical issues in sequence analysis. The culmination of the course was a challenge to the students to use a version of protein threading to predict which members of a set of unknown sequences were globins. The course was well received, and has been made a core requirement in the Medical Information Sciences program.