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PubMed1998

[From writer's cramp to butcher's spasms: a case of interprofessional dystonia].

INTRODUCTION: Occupational or professional dystonia is a focal motor dystonic disorder which affect motor programs necessaries for the exercise of the patient's profession. Clinical case. A patient with writer's cramp in the childhood presented at the age of 22 years a new dystonia, which we name 'butcher's spasm', giving rise to a laboral incapacity. Neurological exam was normal except for right arm distal (writer's cramp) and proximal dystonias (butcher's cramp), with intentional tremor in the upper extremities. We classified, after complementary exams, the disease as idiopathic. CONCLUSIONS: Idiopathic focal dystonias can progress to segmentary or multifocal dystonias, and, in exceptional cases as ours, can interfere with two different professional activities.

Adult↗
PubMed1986

Stereotyping. Physical and occupational therapists characterize themselves and each other.

Physical therapists (n = 53) and occupational therapists (n = 53) appraised themselves and each other by selecting personal and job-based adjectives (54 pairs) on the Health Team Stereotype Scale. The PTs' self-appraisal differed statistically from the OTs' perception of PTs on 31 adjective pairs (57%). The OTs judged PTs as having fewer of the qualities PTs professed on 16 pairs. On 15 pairs, the OTs chose negative adjectives, whereas the PTs chose the positive. The OTs' self-assessment differed statistically from the PTs' perception of OTs on 24 pairs. The PTs perceived OTs as having fewer of the positive adjectives than did the OTs. The PTs' and OTs' self-assessments differed statistically on pairs such as Strong-Weak, Intelligent-Unintelligent, and Aggressive-Passive, with the PTs' mean scores being higher than the OTs'. Overall, the PTs' self-appraisal mean scores were higher than the OTs'. The extent of differences perceived by another profession may explain team conflict or team effectiveness.

Attitude of Health Personnel↗
PubMed1991

[Occupational morbidity of miners engaged in the capital building of iron ore mines].

The article contains data on the 1961-1985 occupational morbidity rates in the workers engaged in the Krivbass iron-ore mines, and narrates on the morbidity rates, structure and dynamics for different professions, age-groups and duration of work. An analysis is given of the concomitant somatic diseases, along with proposals for investigating ways and means of improving technologies in non-blasting iron-ore mines.

Adult↗
PubMed2005

Is there an effect of dysphonic teachers' voices on children's processing of spoken language?

There is a vast body of literature on the causes, prevalence, implications, and issues of vocal dysfunction in teachers. However, the educational effect of teacher vocal impairment is largely unknown. The purpose of this study was to investigate the effect of impaired voice quality on children's processing of spoken language. One hundred and seven children (age range, 9.2 to 10.6, mean 9.8, SD 3.76 months) listened to three video passages, one read in a control voice, one in a mild dysphonic voice, and one in a severe dysphonic voice. After each video passage, children were asked to answer six questions, with multiple-choice answers. The results indicated that children's perceptions of speech across the three voice qualities differed, regardless of gender, IQ, and school attended. Performance in the control voice passages was better than performance in the mild and severe dysphonic voice passages. No difference was found between performance in the mild and severe dysphonic voice passages, highlighting that any form of vocal impairment is detrimental to children's speech processing and is therefore likely to have a negative educational effect. These findings, in light of the high rate of vocal dysfunction in teachers, further support the implementation of specific voice care education for those in the teaching profession.

Child↗
PubMed1998

Teaching primary health care: an interdisciplinary approach.

The growing importance of the development of primary health care services necessitates role development for the allied health professions, including nursing and radiography. In order to prepare the future professionals to take on the challenges brought about by these role developments, educational institutions had to include lectures on the principles involved in primary health care delivery in the undergraduate curricula of these educational programmes. This was done at the University of Malta as an educational experiment, and the students were asked to complete a questionnaire about their experiences of pursuing this module on an interdisciplinary basis. The most important finding was the fact that the majority of respondents indicated that they found the theoretical material applicable to professional practice. It also enabled them to work towards developing their own roles within a primary health care clinical setting. The researchers can therefore suggest that primary health care should be included in the curricula of the other health care professions.

Curriculum↗
PubMed1996

A state university's model program to increase the number of its disadvantaged students who matriculate into health professions schools.

Health professions schools often provide support for minority and disadvantaged students in high school or in a single college summer program. However, long-term support for students during their undergraduate years is also crucial. Since 1990, San Diego State University (SDSU), a large urban public university, has implemented the Health Careers Opportunity Program (HCOP) to increase the number of the university's disadvantaged students (most of whom are from minority groups) who matriculate into medical, dental, veterinary, and physician assistant schools. The program's 11 components, each dedicated to some form of educational intervention and support, emphasize developing students' collaborative learning skills, fostering their pride in accomplishment, and helping them achieve positive self-images and self-confidence; these goals are linked with building students' analytical and problem-solving skills. Weekly journals kept by students' mentors serve as an "early warning system" for "bad" feelings, attitudes, and behaviors that reflect students' personal problems and correlate with lower grades, and help the program staff work intensively with students immediately, before problems become severe. The SDSU's HCOP increased the number of disadvantaged (mostly minority) students staying in the prehealth career path (not counting those in the schools of nursing and public health) from 70 in 1989 to 360 in 1995. In 1992 through 1994, the students who had completed the HCOP's Summer Academic Program (to help them bridge into a science curriculum) had pass rates for entry-level math, writing competency, and math placement that were consistently higher than the rates for other SDSU students. The overall grade-point average of HCOP students in the spring of 1995 (3.05) was significantly higher than the overall GPA of all minority students in prehealth training before the HCOP began (2.59 in 1988). The number of SDSU's minority students accepted by health professions schools (primarily medical schools) rose significantly from six in 1990 to 23 in 1995. It is clear that the labor-intensive interventions of the HCOP throughout students' years at SDSU until they matriculate into health professions schools are working.

California↗
PubMed1998

A compendium of higher education opportunities in health professions education.

The authors assembled a compendium of programs world-wide that are dedicated to teaching individuals how to direct, research, or improve the education of health professionals. To accomplish this task, in 1996 and 1997 they interviewed and corresponded with researchers in the health professions and with staffs of faculty development fellowship programs listed in the 1966 Fellowship Directory for Family Physicians, and consulted several postings on the DR-ED listserv. To be included in the compendium, the program had to be specifically focused on health professions education. Out of 51 possible programs, 17 were identified. The authors then sent a questionnaire to the staffs of these 17 programs, asking for program descriptions and information about curricula, students, graduates, costs, and financial aid. Detailed data were received from 15 programs from three continents. Eleven programs offered master's-level degrees and five offered PhD degrees. The majority had flexible study-time arrangements. Graduates of such courses have already assumed leadership position in health professions education and research around the world. The authors hope that their compendium of programs will help guide health professionals who seek to improve their skills in health professions education.

Data Collection↗
PubMed1980

The evaluation of competence: validity issues in the health professions.

Problems regarding the validity of competence evaluation in the health professions are widespread and difficult to resolve. This article begins by describing the origins and purpose of health professions competence evaluation, and proceeds to offer definitions of the terms competence and validity. Factors affecting the validity of competence evaluation in the health professions, including characteristics of the decision situation and the type of information customarily used to reach competence decisions, are discussed. Subsequently, an alternative model is described that holds promise for increasing the validity of competence evaluation. The article concludes with a call for greater conceptual clarity when competence evaluation in the health professions is planned and conducted.

Evaluation Studies as Topic↗
PubMed1975

What do you people do-now that everything has been illustrated?

A noted anatomist asked recently this illustrator "What do you people do-now that everything has been illustrated?" It is disconcerting to be obliged to defend the need for the existence of the profession of medical illustration and makes the nape of the neck turn pink. The question has festered for months and this "defensive answer" pertains to the work performed by the Health Sciences Illustration Department at the University of Washington. For the novice and layman such a question opens usually Pandora's box of reply. As with the original Pandora of Greek mythology, only Hope remains in the box-and it is hoped that other engaged in medical education will be more aware of our profession and its broad and everchanging contributions.

Health Education↗
PubMedDate not supplied

Factors influencing student enrollment in clinical laboratory science programs.

The results of the phase 1 research revealed three themes concerning junior CLS students' decision to enter a single university-based CLS program: 1) influential people, 2) job characteristics, and 3) program characteristics. Phase 2 data ranked the following item descriptors as the most important motivational factors: choice of program based on geographical location; family and friends as the most influential people in making their decision; the laboratory profession as a stepping stone to other professions; and their college advisor as the most relevant information source for these students. This study provides some insight on ways to attract new people to laboratory science and as a source of information for institutions to encourage young people to enter the field of laboratory medicine. CLS programs can use the information from this study to evaluate marketing and recruiting strategies to increase enrollment. The implications of this study can be summarized as follows: Recruiters should focus marketing the program in their local geographical area. Family and friends should continue to spread the word about the profession. The ability to grow into other professions should be emphasized. College advisors should always remain visible and market the programs; and high school students should be exposed to the profession.

Career Choice↗
PubMedDate not supplied

Authenticity in occupational therapy leadership: a case study of a servant leader.

OBJECTIVE: The purpose of this qualitative study was to examine the leadership of occupational therapy educator Sr. Genevieve Cummings at the College of St. Catherine in St. Paul, Minnesota, from 1960 to 1994. METHOD: In-depth interviews were conducted with faculty, staff, administrators, and friends who knew her work intimately. Themes regarding her leadership were synthesized from the interview data and compared with trends in the leadership literature. RESULTS: The predominant themes representing the major elements of her success as a leader were enabling others, focusing on the greater good, collaborative visioning, and leadership through caring and service. The findings indicate that Sr. Genevieve led in uniquely authentic manner by serving the needs of students, faculty members, and the profession. CONCLUSION: Sr. Genevieve was an effective, authentic, and accomplished leader throughout her career. Her contributions had a significant impact on the field of occupational therapy and occupational therapy education. The legacy of her leadership serves as a model for others in occupational therapy who must balance multiple challenges, pressures, or roles and be able to work effectively with others.

History, 20th Century↗
PubMed1981

Accident proneness: science or non-science?

The "accident proneness" thesis has been with us since the early 1900s. The early statistical studies that reputedly provided the scientific basis for this notion are examined and found to be lacking due to methodological errors and a fragmented view of industrial life. Accident proneness, as originally envisioned, has no empirical foundations. It has, however, become part of the tactical armanentarium used in "blaming the victim" for industrial accidents. It focuses on the personal characteristics of workers in relation to accident causation, while de-emphasizing the role of dangerous work environments. In this respect, it has acted as a barrier in the development of preventive occupational health and safety principles and practices. The notion has endured not only because it is tactically advantageous, but also because many members of the professions that deal with workplace accidents have accepted it without reservation and lent it credence. For the purposes of industrial accident prevention, however, it would be more appropriate to discard this notion in favor of a more integrated and broader understanding of the nature of the interaction between workers and their socio-technical work environment.

Accident Proneness↗
PubMedDate not supplied

Risk of HIV infection among Dutch expatriates in sub-Saharan Africa.

In order to study the prevalence of human immunodeficiency virus (HIV) infections and related risk factors, Dutch expatriates returning from sub-Saharan Africa were asked to complete a questionnaire on sexual, occupational and other risk factors, and to donate a sample of blood to test for antibodies against HIV. The 1968 participants were workers of various professions and their family members over 16 years of age posted in sub-Saharan African countries by Dutch governmental, non-governmental and commercial organizations for at least 6 months cumulative time between 1 January 1979 and 1 January 1990. Antibodies against HIV-1 were found among 4 of 1122 men (0.4%) and 1 of 846 women (0.1%). The woman and 3 of the men had had sexual contact with African partners and had been treated for sexually transmitted diseases, 2 of these 3 men also had an African life partner. One man reported occupational exposure only. Of the 1968 participants 89 men (7.9%) and 18 women (2.1%) lived with an African partner; 344 men (30.7%) and 111 women (13.1%) had heterosexual contact with other African partners. Only 22.3% (men) and 18.6% (women) of casual sexual contacts with African partners were always protected by a condom. Two hundred and thirty-two of 408 (56.9%) (para)medics reported needlesticks. Groups at risk of HIV infection through sexual exposure were identified using logistic regression models. In conclusion, the observed prevalence of HIV-1 is low. However, unprotected sexual contact with African partners and needlestick accidents were common. This study underscores the continuous need for health education of expatriates on the risks of transmission of HIV in Africa.

Adolescent↗