Search Results for
"education"

[No abstract available]

A survey was conducted to determine the type of clinical and didactic training experience that was provided to resident trainees in physical medicine and rehabilitation (PM & R) in the 1987-1988 academic year. Chief residents from 43 (61%) of the 70 PM & R programs accredited by the Accreditation Council for Graduate Medical Eduction responded. According to respondents, the programs averaged 12.6 residents. The residents spent an average of 18.5 months on an inpatient bedservice, 12.6 months on outpatient exposures, and the remainder of the time attending other clinical experiences and didactic training. Forty percent of those responding reported that their programs required in-house call in postgraduate years (PGYs) 2 through 4, and 53% of the programs required no in-house call during the same clinical years. Seven percent of the programs required in-house call in PGYs 2 and 3, but none in PGY 4. The average time spent in electrodiagnostic studies was 7.6 months (range = 2 to 19 months). Electromyography exposure by completion of PGY 4 also varied widely, from 40 to 500 studies. Resident trainee exposure to inpatient and outpatient spinal cord injury, closed head injury, pediatric rehabilitation, sports medicine, and geriatric medicine, and rehabilitation fellowship positions being offered through the responding PM & R residency training programs were also surveyed. Some instances of apparent program imbalances or inadequate training which could reduce the scope of a resident's educational experience were noted.

[No abstract available]

This article may be of interest to physical therapy educators who are responsible for structuring station or practical examinations used to evaluate physical therapy students. The global intent of the article is to provide information that may be useful in selecting test items. Specifically, the purposes of this study were 1) to examine how two item-sampling strategies (one based on different diagnostic concepts, or diagnostic probes, and the other based on different anatomical sites) influenced the generalizability of a station examination, 2) to determine the interrater reliability during the station examination, and 3) to determine whether the status of the rater (that of observer or simulated patient) influenced the rating. Using a nested study design, 24 physical therapy students were assessed by eight raters. The raters were randomly and equally assigned to four teams. Each team assessed six students. One rater acted as the simulated patient for the first three students in each group, and the other rater acted as observer. This order was reversed for the last three students. Each student performed nine mini-diagnostic patient cases consisting of three diagnostic probes reproduced at three different anatomical sites. The results demonstrate that 1) similar diagnostic concepts can be generalized across anatomical sites, although different concepts or skills cannot be generalized at a given anatomical site or across sites; 2) interrater reliability was excellent; and 3) the status of the raters (ie, simulated patient or observer) did not bias the ratings. These findings suggest that increasing the number of diagnostic probes is a better strategy than increasing the number of anatomical sites for improving the overall test generalizability. Furthermore, costs (ie, expenditures of faculty time and funds) can be reduced by using a single rater acting as both the simulated patient and the rater.

[No abstract available]

Developmental pediatricians are being consulted by medical school promotion committees with regard to the course of action to be taken with learning-disabled medical students experiencing academic difficulties. Faculty attitude, a difficulty understanding the nature of learning disabilities, appears to be a major contributor to poor medical school performance on the part of learning-disabled adults. Utilizing the sequential-simultaneous information processing model as a simplified introduction to learning disability patterns, the authors argue that recommending intensive remediation of rote spelling and writing skills in students engaged in graduate education represents both a waste of time and a further emotional trauma to these young professionals. © 1989 by Williams & Wilkins Co.

Abstract Mastery of esoteric knowledge is one of the central features assigned by sociologists to fully professionalised service occupations, together with an orientation towards public service. There are, nevertheless, different views about the best way in which this education and socialisation can be provided for new recruits for practitioner roles. Some maintain that the university provides an ideal training ground. Critics of this view, however, call for a rejection of ‘university diploma mills’ and a return to the type of apprenticeship socialisation common during the premodern era. This paper tests the usefulness of these perspectives in understanding the occupational socialisation of Newfoundland and Labrador midwives. Three major styles of training ‐ traditional apprenticeship, vocational schooling and university education ‐ can be discerned. In comparison to both apprenticeship and academic styles of occupational socialisation, only vocational training nicely blended the art and science of midwifery to produce competent and committed professionals. Copyright © 1989, Wiley Blackwell. All rights reserved

This paper reviews the integration of an active teaching program into a busy treatment facility. All first and second year medical students at the University of California, San Diego take part in a series of didactic lectures and small group discussions, while third and fourth year students have the opportunity of joining a treatment team for 4 to 6 weeks. All psychiatric residents spend a minimum of 8 weeks working on the unit, and one fourth year resident is chosen to work with the staff for a year. The interactions between treatment teams and students in various stages of development help maximize enthusiasm and the commitment to the best patient care possible. Copyright © 1989, Wiley Blackwell. All rights reserved

This article reports the results of two questionnaire surveys conducted five years apart to evaluate the status and changes in obstetrics-gynecology (Ob-Gyn) units taught in physical therapy education programs. Sixteen new Ob-Gyn units were implemented in the five-year period between 1981 and 1986. Laboratory time for breathing and relaxation exercises decreased 50% between 1981 and 1986, whereas total hours for the Ob-Gyn unit remained the same. Fifteen respondents in the 1986 survey indicated gynecologic topic area content included reproductive anatomy, gynecological disorders, and evaluation techniques. The authors recommend increased laboratory time, development of Ob-Gyn internships, and further research. Threading Ob-Gyn concepts throughout the curriculum as well as having a concentrated Ob-Gyn unit are recommended.

In the 1960s general practitioners were a dying race in Norway. Today general practice is a highly approved specialty among doctors as well as patients. Better education is one of the revitalizing factors. General practice is currently taught as a mandatory subject at all four universities in Norway. The practice apprenticeship is the essential element in our undergraduate curricula. In their fifth year, the students spend three to eight weeks in a structured training program supervised by general practice faculty. Approximately 500 general practitioners take part in this decentralized training network. In 1985 general practice was recognized as a specialty in Norway. The obligatory requirements in the five-year educational program are: courses, 400 hours; hospital training, one year; general practice training, four years; group-based training program, two years. The last element is based on a decentralized concept where a group of two to 10 trainees meet for three hours every two weeks during a two-year period. The group is headed by an appointed and qualified trainer. Besides being in accordance with the geography and demography of Norway, this model gives substance to the slogan 'general practice can only be learnt in general practice'.