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Biomedical subjects

B M Barzansky

Publications and source records attributed to B M Barzansky.

9 recordsLinked to original sources
PubMed1990

Undergraduate medical education in obstetrics and gynaecology in the USA and Canada, 1985.

Many factors have led to a movement from the emphasis of the 1960s and 1970s on departmental expansion towards an emphasis on cost-effective undergraduate medical education emphasizing the 'art' as well as the 'science' of medicine. In January 1985 a questionnaire was sent under the auspices of the Undergraduate Education Committee of the Association of Professors of Obstetrics and Gynecology to all chairmen of departments of obstetrics and gynecology in the USA and Canada seeking their opinions about these trends and information about the educational programmes in their departments. The information from this study indicates that the chairmen are aware of and responding to this new direction in medical education. A stabilization of teaching staff and clerkship sizes and the emphasis on clinical as well as cognitive evaluation, despite recognition of the cost of the former, shows active interventions towards these ends. An emphasis on education in 'basic' as compared to 'subspecialty' areas which is independent of the subspecialty of the academic chairman also supports this trend.

Canada↗
PubMed1989

Gynecologic health care of women with disabilities.

Information about their gynecologic health care was obtained from 55 women with acquired and congenital disabilities, 42% of whom were disabled after menarche. Although 91% of the entire group had received breast and pelvic examinations and Papanicolaou smears since their disability, only 18.8% had received counseling about sexuality and 64.6% had received information about contraception. However, those disabled after menarche were significantly less likely (P = .001) to be satisfied with the counseling or method they received. Women with paralysis, impaired motor function, obvious physical deformity were rarely offered contraceptive information or methods. These findings may be related in part to the characteristics of the patient group. However, we suggest that special attention needs to be directed to those disabled after menarche with respect to issues such as sexuality and contraception. This can be accomplished in part through improved education of health professionals regarding the various aspects of gynecologic health care for the disabled.

Activities of Daily Living↗
PubMed1989

Student evaluation in obstetrics and gynecology clerkships in the United States and Canada, 1985.

Chairmen of departments of obstetrics and gynecology in the United States and Canada were surveyed to determine how students were evaluated in obstetric-gynecologic clerkships. Internally developed written and oral examinations and subject examinations from the National Board of Medical Examiners were used in more than one-half the departments. Written, oral and practical examinations were considered ideal evaluation methods.

Canada↗
PubMed1988

Training gynaecological teaching associates.

The Gynecological Teaching Associate (GTA) instructional method is recognized as excellent by the Association of Professors of Gynecology and Obstetrics Undergraduate Education Committee for the instruction of medical students and doctors in the skills required for performance of women's reproductive health evaluation (obstetric-gynaecological history, breast and pelvic examinations, and PAP smear). The method is used in over 90% of American and Canadian medical schools and thus represents a major allocation of educational resources. This success is to a large extent dependent on the quality of training programmes for the GTAs. This paper provides a description of the training programme for GTAs at the University of Illinois at Chicago which has operated successfully for the last 3 years, resulting in a group of 18 GTAs who train approximately 450 medical students and residents each year. It is hoped that this information will help medical educators and planners to develop and/or maintain their GTA programmes (or equivalent in other countries) in the fiscally difficult times facing institutions of higher learning.

Chicago↗
PubMed1986

Student response to gynecologic teaching associates.

Gynecologic teaching associates teach the communication and psychomotor skills for breast and pelvic examinations in most medical schools in the United States and Canada. Evaluations of these gynecologic teaching associate programs have included faculty impressions of program effectiveness and measurement of student retention of skills but not student evaluations of the effectiveness and value of such programs. At the University of Illinois at Chicago students evaluated their gynecologic teaching associate program. High ratings were given to program organization and content; the knowledge, ability, and professionalism of the teaching associates; and the outcomes of the sessions with respect to the learning skills needed to perform the examinations. Students emphasized the importance of the ability of the teaching associates to provide immediate informative feedback and to reduce anxiety during the teaching sessions. Students tended to view their ability to perform breast examination to be greater than for the pelvic examinations but felt they learned more about both in the sessions. This information supports the value of the gynecologic teaching associate model in medical education.

Breast↗
PubMed1985

A new methodology for ancillary services review.

This study used life table analysis techniques to evaluate the daily charges generated for diagnostic tests, procedures, and therapies for a sample of patients without regard to diagnosis and for patients with a primary diagnosis of congestive heart failure. The study indicated that about 50% of all ancillary services ordered are accumulated by the 5th day of stay and 75% by the 9th day. Length-of-stay review (LOS) undertaken after the 9th day, therefore, affects only 25% of tests and treatments. A method is proposed to generate data useful for reviewing the diagnostic tests, procedures, and therapies ordered during the early days of a patient's hospital stay. This approach has relevance for cost control under the new diagnosis-related groups reimbursement plan.

Actuarial Analysis↗
PubMed1984

A tutor programme in obstetrics and gynaecology.

A Tutor Programme was created in a third-year clerkship in obstetrics and gynaecology to remedy a student complaint of insufficient contact with teaching staff. Data obtained through the use of observational methodologies were integrated with data from questionnaires and student/teacher interviews to assess programme content, its contribution to student education, and the characteristics of student-teacher interactions. Teachers and students both expressed satisfaction at this opportunity to 'get to know each other'. A unique contribution of the programme was the discussion of a set of topics categorized as 'Medicine as a Career and Lifestyle', e.g. how to make career decisions, residency selection, etc.). These topics were not addressed elsewhere in the curriculum yet were of great importance to the students. The value of observational methods in comprehensive programme evaluation was reaffirmed.

Chicago↗