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The article asserts that a scientific discipline is defined by both its object of research or knowledge (domain) and its specific or adequate method. An appropriate definition should fulfill other necessary conditions implicit in certain fundamental rules of definition, e.g., a definition should not be too narrow or too broad. It should also respect well established uses of language, in which the concept to be defined may already have a given meaning. In Scandinavia there are three words used for the Science of Health Care. "Vårdvetenskap" e.g., is used both in Sweden and Finland. In Finland it is used to convey the view that care is essential to Man, and a holistic concept of Man/Health. So demarcated, Vårdvetenskapen complements Medicine which ontologically reduces Man to biochemistry and sickness to disease. To fulfill this function the Science of health Care should be humanistic and interdisciplinary, and not purely empirico-positivistic like Medicine.
A mailed questionnaire was used to provide a profile of behavioral science educators in family practice residency programs, to examine some aspects of behavioral science curriculum development, and to compare the attitudes of behavioral science educators and family physicians regarding the proper level of involvement of family physicians in a variety of psychosocial problems. The study populations consisted of all 383 behavioral science coordinators of US family practice programs and a national sample of 400 residency-trained family physicians. Eighty percent of the behavioral science educators were familiar with the Core Competency Objectives in Behavioral Science Education, published by the Society of Teachers of Family Medicine, and 61% had used this document to aid in curriculum development. Both behavioral science educators and family physicians perceived that the training provided in the areas of physician-patient relationships, family awareness, and personal and professional relationships was quite effective. The physicians felt significantly less effectively trained in the areas of biopsychosocial assessment and management. A high level of concordance was found between the responses of physicians and educators regarding the appropriate level of involvement of family physicians in various psychosocial problems. One exception between the two groups involved the problems of family and social functioning, for which family physicians advocated a more active level of involvement than did behavioral science educators.
A content analysis of research articles published between 1966 and 1990 in the Bulletin of the Medical Library Association was undertaken. Four specific questions were addressed: What subjects are of interest to health sciences librarians? Who is conducting this research? How do health sciences librarians conduct their research? Do health sciences librarians obtain funding for their research activities? Bibliometric characteristics of the research articles are described and compared to characteristics of research in library and information science as a whole in terms of subject and methodology. General findings were that most research in health sciences librarianship is conducted by librarians affiliated with academic health sciences libraries (51.8%); most deals with an applied (45.7%) or a theoretical (29.2%) topic; survey (41.0%) or observational (20.7%) research methodologies are used; descriptive quantitative analytical techniques are used (83.5%); and over 25% of research is funded. The average number of authors was 1.85, average article length was 7.25 pages, and average number of citations per article was 9.23. These findings are consistent with those reported in the general library and information science literature for the most part, although specific differences do exist in methodological and analytical areas.
Basic science and applied science instruction are compatible and essential for animal science professionals to succeed in their chosen career. Application of science is a continuum. Although production methods are constantly evolving, the science on which changes are made is fixed and fundamental. Only our understanding changes. We are educating students in preparation for a life-long learning process. Viability of animal science departments depends on attracting and challenging students with curricula that are demanding, create curiosity, and prepare students to understand the "whys and hows" of the phenomena of animal biology.
It is generally accepted that medical students should learn those stories from the basic sciences which enable medicine to be rational. But there are several reasons why science as an explanatory activity has much more to offer, particularly if the views of Popper are accepted. Unfortunately an appreciation of the nature of science is only accidentally acquired in traditional schools and current forces may well weaken its chances in newer schools. Some of the criticisms levelled at modern medincine which may be attributed to excessive science are misdirected. There is too little science, not too much.
A decade after its inception, the International Clinical Epidemiology Network (INCLEN) adopted a social science component. Health social science concepts were added to a physician training curriculum encompassing epidemiology, biostatistics and clinical economics, and a position was created for qualified social scientists at 26 clinical epidemiology units in developing country medical schools. This paper describes the INCLEN model for strengthening partnerships among clinical epidemiologists and social scientists. The rationale for interdisciplinary training is presented along with the difficulties inherent in attracting social scientists to a new career path. These include problems of recruitment, training curricula, re-entry, and career sustainability. The need is identified for collaborative international efforts to promote an infrastructure for professional growth and sustainable careers in health social science.
In the summer of 1973 one resource library in each of the six states of the Midwest Health Science Library Network received funding from the National Library of Medicine to hire a coordinator for health science libraries. The development of the role of coordinator is examined and evaluated. The coordinators have proved valuable in the areas of consortium formation, basic unit development, communication facilitation, and program initiation. The function of the coordinators in the extensive planning effort now being undertaken by the network and the future need for the coordinator positions are discussed.
Many nursing programs are developing masters degree tracks for non-nurses. The author discusses the use of integrated science modules as an independent, successful, and less traditional approach to these students learning needs.
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Explore the source record for details and available documents.
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