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Biomedical subjects

C R Beckmann

Publications and source records attributed to C R Beckmann.

At least 37 records · Page 2Linked 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↗
PubMed1990

Treating sexual assault victims. A protocol for health professionals.

Sexual assault victims require a multidisciplinary approach encompassing emotional, medical, and forensic care. Evaluation should include general and genital examinations, collection of forensic specimens, and culturing for sexually transmitted diseases. Obtaining a complete history is not only medically and legally crucial, but also can be a valuable therapeutic activity. Antibiotic prophylaxis, postcoital contraception, and testing for human immunodeficiency virus should be offered. An understanding of the rape trauma syndrome is the foundation for providing emotional support. The need for follow-up evaluation and counseling should be stressed.

Child↗
PubMed1990

Juvenile adenofibromas. A case report.

Juvenile adenofibromas are large, benign breast tumors common to adolescents and young women that often present as a disturbing breast asymmetry, as in the case described here.

Adenofibroma↗
PubMed1990

Effect of a structured antepartum exercise program on pregnancy and labor outcome in primiparas.

The labor and delivery outcomes were compared for 50 low-risk primiparas who voluntarily participated in a structured, nonendurance antepartum exercise program and a similar, nonexercising control group. No adverse effects on fetal well-being were noted in the exercising group. However, those who exercised had significantly shorter first and second stages of labor (mean length, 7.55 and 1.33 hours, respectively; P less than .001) as compared to those who did not exercise (mean length, 14.46 and 2.47 hours, respectively; P less than .001). The exercising primiparas were also less likely to require oxytocin augmentation of labor and more likely to have spontaneous vaginal deliveries. The data suggest that there might be beneficial effects from nonendurance antepartum exercise regimens for women with normal pregnancies. Hence, the data have implications for the counsel given pregnant women about antenatal exercise and for future research on exercise during pregnancy.

Adult↗
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↗
PubMed1988

Mental and physical effects of being a gynecologic teaching associate.

Over 90% of medical schools in the United States and Canada use gynecologic teaching associate (GTA) programs to instruct medical students in breast and pelvic examinations. Concerns about possible deleterious emotional, psychosocial or physical effects of such teaching activities upon the GTAs were evaluated. No sustained deleterious mental or physical effects of working as a GTA were found, supporting the continued use of the GTA instructional methodology.

Faculty, Medical↗
PubMed1987

A reusable plastic training model for teaching Papanicolaou smear technique.

A reusable plastic Papanicolaou smear training model was developed to teach the techniques of the Papanicolaou smear. The model design allows immediate feedback and opportunity for skills practice, yet it is efficient and cost effective. Its use is recommended for instruction in the techniques of the Papanicolaou smear.

Female↗
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

Initial instruction in the pelvic examination in the United States and Canada, 1983.

Initial instruction in the pelvic examination in the United States and Canada was reviewed by questionnaire. Seventy-two percent of the 116 responding medical schools taught this material in the second year, two-thirds with a specific course devoted to the subject. Ninety-three percent used "live models" or "teaching associates" in place of, or in addition to, traditional methods such as the examination of clinic patients. The use of teaching associates was uniformly rated as an extremely effective educational method. A continued trend toward use of an educational methodology that emphasizes communication as well as psychomotor skill instruction is identified.

Canada↗
PubMed1985

Single ultrasonic estimation of fetal weight in utero compared with birth weight.

A single ultrasonic determination of fetal weight in utero was made in 270 singleton pregnancies. Infants were divided by birth weights into two groups, less than and greater than the 50th percentile. Ultrasonically determined fetal weight correlated with birth weight (R2 greater than or equal to 0.52) beyond 33 weeks' gestation. Mean fetal weights measured by ultrasound at various stages of gestation correlated well with published values.

Birth Weight↗
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↗