Biomedical subjects

B M Meyboom-de Jong

Publications and source records attributed to B M Meyboom-de Jong.

3 recordsLinked to original sources

PubMed2000

What are the characteristics of the competent general practitioner trainer?

BACKGROUND: Increasing attention is being given to the training of doctors to become teachers. This does not apply only to the schooling of teachers in undergraduate medical education: at the postgraduate level, general practitioner trainers (GP-trainers) receive special schooling to prepare them for their role. Yet the skills, knowledge and traits that should be expected in the competent GP-trainer have not been elucidated precisely. OBJECTIVES: The aim of this research project is to determine the traits, knowledge and skills required for a competent GP-trainer. METHOD: We used a qualitative method to answer the question. Ten focus-group meetings were held involving three Departments of Vocational Training in The Netherlands. Each group consisted of GP-trainers, GP-trainees or staff members. The transcriptions of these meetings were analysed, resulting in a description of what makes a competent GP-trainer. RESULTS: Five hundred items were obtained from the focus-group meetings, each of which was formulated in the form "A good GP-trainer is/can/knows. ", etc. These items were divided into the following categories: teaching knowledge, teaching skills, teaching attitude and personality traits of the GP-trainer. A competent GP-trainer must understand basic teaching methods and be able to apply this knowledge. The skill to give good feedback was seen as an important asset for a competent GP-trainer, as were observation skills, the skill to analyse and the skill to foster reflection in the trainee. The teaching attitude of a competent GP-trainer is characterized by giving latitude to and having respect for and interest in the trainee, and being available for consultation, while the teaching approach should be individualized. Enthusiasm, flexibility, patience and self-insight were some of the personality traits identified. CONCLUSION: Many characteristics were identified as a result of this research. The next logical step will involve a Delphi consensus procedure to obtain a profile of the competent GP-trainer. This profile will then be suitable in setting the standards for curricula for future GP-trainers.

Attitude↗

PubMed2000

Impact of group nutrition education and surplus value of Prochaska-based stage-matched information on health-related cognitions and on Mediterranean nutrition behavior.

This study compares the effect of two interventions focussed on the promotion of Mediterranean nutrition behavior. The target groups are persons with three risk factors for development of cardiovascular disease. The study region is a socio-economically deprived area in the Netherlands. The first intervention consisted of three meetings in which the positive health effects of a Mediterranean diet were discussed in group sessions. In the additional intervention stage-matched information based on the Transtheoretical Model of behavior change was given. Both intervention groups were compared with a control group, which received only a printed leaflet with the Dutch nutritional guidelines. At baseline the three subgroups were comparable and after 16 weeks both intervention strategies resulted in significant changes in comparison with the control condition. For fish consumption, both strategies resulted in more positive attitudes, social norms, stronger intentions, more progress in stage of change and better nutritional intake. For fruit/vegetables consumption, the effects of both strategies were limited to stage of change and nutritional intake. Additional individually stage-matched tailored letters did not result in more progress on any of the dependent variables. We conclude that substantial nutritional behavior change can be achieved by interactive group education in socio-economically deprived population groups.

Adult↗

PubMed1992

How do we classify functional status?

The original question "How do we classify functional status?" is rephrased as "How do we order or arrange the limitations of function of primary care patients in classes?". After a review of the functions to be considered, the concept of functional status is presented using empirical data from the research project "Morbidity and Functional Status of the Elderly." The group studied consisted of 5,502 patients older than age 65 and 25 general practitioners in 12 practices. Functional status was assessed using five COOP charts: physical status, psychological status, daily activities, social status, and change. Morbidity was registered using the International Classification of Primary Care (ICPC). At the beginning and end of the study, 30% of the elderly patients assessed their physical functions as seriously limited, whereas 6% to 8% reported psychological problems and limitations in daily activities or social contacts. During the encounters, more serious limitations were recorded: 35% of encounters involved serious physical limitations; 18% involved serious limitations in activities of daily living, and 11% involved constant psychological problems or limitations in social contact. Women reported more physical limitations than men. Older patients reported more physical limitations than younger ones, and people living in nursing homes reported more limitations than patients living independently. From the disease-specific health profiles, we concluded that the greatest limitation of all aspects of function was scored during encounters for cerebrovascular disease, dementia, and cancer of the lung, stomach, intestine, and breast. Hypertension, "no disease," and "common cold" elicited the lowest functional limitations.(ABSTRACT TRUNCATED AT 250 WORDS)

Activities of Daily Living↗