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Biomedical subjects

B K Hennen

Publications and source records attributed to B K Hennen.

17 recordsLinked to original sources
PubMed2000

Educating future physicians for Ontario: phase II.

In 1990, a collaborative project was launched to determine what the people of Ontario expect of their physicians and how the programs that prepare future physicians should be changed in response. The project, called Educating Future Physicians for Ontario (EFPO), brought together the five Ontario medical schools, the Council of Ontario Faculties of Medicine (COFM); a nonprofit, charitable organization, Associated Medical Services (AMS); and the Ontario Ministry of Health. The first phase ran for five years and was described in the November 1998 issue of Academic Medicine. After an external review, the project was continued for a second phase (EFPO II) for four more years until December 1998; that second phase is the topic of this article. EFPO II (1) focused more on residents' education; (2) emphasized four of the EFPO I-created physician roles in project activities; (3) maintained the province-wide, inter-institutional medical education framework of phase I, but fostered greater involvement of the seven sites (five medical schools and two regional health centers) in project activities; (4) stressed five project components (e.g., needs assessment and community partnerships) and worked for collaboration among components at all sites; (5) enhanced the original EFPO I Fellowship Program by adding residents and community fellows to the existing fellowships and by initiating leadership development activities, all of which bode well for the future leadership of medical education in Ontario. Students and residents played a vital role in EPFO II. Most of EFPO II's objectives were met, but the overall view of external reviewers was that the project was less successful than EFPO I. For example, the impact on clinical education, especially residency education, was less than anticipated. On the other hand, the project helped encourage the wide adoption of the eight physician roles that originated in EFPO I and advanced faculty development and assessment activities based on these roles. A third phase of EFPO concerning continuing medical education was planned, but support was not available. However, one of the funders will continue to support the successful fellowship and leadership program and the provincial education network for the next three years. Overall, the two phases of EFPO substantially modified medical education in Ontario to make it more responsive to evolving social needs.

Education, Medical↗
PubMed1994

How an ethics workshop for preceptors affects medical students.

OBJECTIVE: To determine whether a workshop on medical ethics attended by family medicine preceptors would affect their students' learning of ethics, and what educational and experiential factors affected the students' learning about ethics. DESIGN: A 3-hour workshop planned by a group of family physicians and ethicists and taught by a faculty member and an ethicist was offered to family physician preceptors. Students entering the clerkship were invited by letter to complete written answers to two clinical papers. Their answers were compared with "ideal" answers based on a weighted composite of the responses of 12 family physicians with a particular interest in ethics. The scores of students assigned to preceptors who had been offered the workshop were compared with those of students assigned to a control group of preceptors. Clerks were also asked about influences on their answers. PARTICIPANTS: The 86 preceptors participating in the family medicine programs at the University of Western Ontario, divided by random selection within geographic clustering into an experimental group of 50 and a control group of 36. Preceptors offered the workshop were considered to be in the experimental group whether or not they attended. The student questionnaire was sent to all students entering the family medicine clerkship program in the academic year 1989-1990 and some in the following year, until sufficient responses were received. Responses were analyzed from 32 clerks in the experimental group and 36 in the control group. MAIN OUTCOME MEASURE: Performance of students whose preceptors were invited to the workshop against performance of students whose preceptors were not invited to the workshop. RESULTS: No significant differences were noted between the performance of students whose preceptors were offered the workshop and those whose preceptors were not. CONCLUSION: The single outcome measure and the volunteer bias make conclusions difficult to draw. Further studies varying interventions and outcome measures are warranted.

Clinical Clerkship↗
PubMed1993

Academic family medicine in Canada.

Fifty years ago family practice in Canada had no academic presence. Stimulated by a number of general practitioners and with the support of the Canadian Medical Association, the College of General Practitioners of Canada (CGPC) was founded in 1954. In 1962, conferences on education for general practice attended by the Association of Canadian Medical Colleges and the CGPC led to pilot postgraduate residencies in family practice supported by Department of National Health and Welfare. The first certification examination was held in 1969 and, by 1974, all Canadian medical schools had a family medicine residency program. Today departments of family medicine contribute substantially to undergraduate education in all 16 schools. In Canada, the medical profession, governments and the medical schools have demonstrated the importance they place on appropriate education for family physicians.

Canada↗
PubMed1990

Defining fitness and aptitude to practice medicine.

This article describes the use of the critical incident technique to define noncognitive behaviours, referred to as 'fitness and aptitude', that physicians should demonstrate in their practice. A total of 484 behaviours were categorized under four categories: attitude and personal attributes; communication; practice organization; and professional competence. Each category was further subdivided into subcategories. The communication category was by far the largest, representing 46% of all behaviours. The behaviours were written as objectives so that they could be included in a medical school curriculum and evaluated with much less subjectivity.

Aptitude↗
PubMed1988

Defining fitness and aptitude to practice medicine.

The results of a study to determine the qualities and characteristics necessary for physicians to demonstrate in their practice reinforce the need for a medical school to emphasize the non-cognitive domain in its curriculum. The behaviors described in this study were written as educational objectives so that they could be evaluated with less subjectivity.

Aptitude↗
PubMed1984

Measuring the complexity of clinical problems.

Recent studies on clinical problem-solving show that a considerable proportion of the problem-solving strategy employed by doctors and medical students is "case specific" or "system specific." Such studies have failed to consider adequately the starting place of the problem-solving process, that is, the inherent complexity of the problem being considered. In presenting clinical problems to students and writing problem-solving skills assessments, educators have demonstrated no quantifiable ways of grading the complexity of the clinical problems they select for instruction or examination purposes. The author in this study reports on the development and application of a complexity index to 29 clinical problems used in a new graduate curriculum. The index uses five components of problem complexity: symptoms, physical signs and investigations, socioeconomic and behavioral factors, diagnoses, and management plans. A test has been made of its interrater reliability between two observers applying it independently in one application. Trials to establish the validity of the complexity index with various criterion groups of physicians and educators are discussed. Suggestions for further refinement of such an index and its application in research in the quality of care and in medical education are offered.

Australia↗
PubMed1976

In-Training Performance Assessment in family practice.

The In-Training Performance Assessment (ITPA) is an evaluation instrument derived from 174 basic objectives in family medicine. The instrument was applied to two consecutive classes of fourth-year medical undergraduates during the family medicine clerkship. Comparisons were made of two scoring systems: one measuring mastery of the objectives using the criterion of performance expected of a fully qualified family physician, the other using traditional categories of "poor", "satisfactory", "good", and "outstanding". The mastery evaluation model made it more difficult to achieve the objectives but had no effect on the discriminatory ability of the objectives when compared with the traditional evaluation method. The mastery model showed "management" to have the greatest differential between medical students and qualified family physicians. The evaluating supervisor was most influenced by the student's assessment in "problem-solving" using the traditional method, and by "management" using the mastery model. Management skills accounted for 89 percent of the variance of the overall competence assessments.

Clinical Competence↗
PubMed1975

Continuity of care in family practice. Part 1: dimensions of continuity.

This is the first in a series of four articles exploring the issue of continuity of care in family practice. There are four dimensions of continuity of care in family practice: chronological, geographical, interdisciplinary, and interpersonal. Each of these dimensions can be measured by specific actions and can, therefore, be evaluated and learned. Subsequent articles will deal with implications of continuity of care in family practice, its measurement and evaluation, and problems with its integration into family practice residency training.

Comprehensive Health Care↗
PubMed1972

The dying patient.

Explore the source record for details and available documents.

Allied Health Personnel↗
PubMedDate not supplied

Cold/flu knowledge, attitudes and health care practices: results of a two-city telephone survey.

The purpose of this paper is to describe knowledge, attitudes and practices of cold and flu self-care and health care utilization, and to identify the predictors of health care utilization for the cold and flu among residents of London and Windsor. Using a random digit dialing survey method, 417 residents were interviewed between November-December, 1993 and February-March, 1994. This survey revealed good knowledge about colds and flu and understanding of appropriate physician visits. Only seven percent reported a doctor visit for their last cold. Socio-demographic, health status, attitude and knowledge level variables were subjected to a logistic regression analysis to identify which variables predicted self-reported physician visits. Only attitudes and health status showed statistically significant log odds (3.6 and 1.5, respectively). In summary, consistent with other studies, attitude and health status, not knowledge, appear to be significant predictors of physician visits for colds/flu.

Adolescent↗