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Biomedical subjects

D E Benor

Publications and source records attributed to D E Benor.

14 recordsLinked to original sources
PubMed1997

The development of students' perceptions of effective teaching: the ideal, best and poorest clinical teacher in nursing.

This article attempts to study students' perceptions of effective clinical teacher in nursing. To do this, 123 students from three schools with different curricula identified the important characteristics of a clinical teacher, using a modified NCTEI instrument. Then each respondent assessed to what extent her or his best and poorest clinical teachers possess these characteristics. The profile of an effective clinical teacher which emerged places the highest weight on the nursing competencies of the teacher and downplays both interpersonal relationships and personality traits. Differences between 2nd and 3rd year students were found in the placement of teaching skills and evaluation characteristics. No differences were disclosed among the compared schools. Conflicting research findings are analyzed. The results strongly suggest that the image of the ideal clinical teacher is not rooted in an existing teacher figure. The possible implications of the findings on the role model function of the clinical teacher are discussed.

Attitude of Health Personnel↗
PubMed1996

Chronic arthropathy and musculoskeletal symptoms associated with rubella vaccines. A review of 124 claims submitted to the National Vaccine Injury Compensation Program.

OBJECTIVE: To report the outcome of 124 claims of chronic arthropathy associated with rubella vaccine submitted to the National Vaccine Injury Compensation Program. METHODS: Medical records and testimony were reviewed separately by physicians and Special Masters to determine the clinical diagnosis and eligibility for compensation under the Program. RESULTS: Among the 124 subjects with chronic arthropathy, the onset occurred between 1 week and 6 weeks after the rubella vaccination in 72, and < 1 week or > 6 weeks after the vaccination in 52. Various conditions developed in the 2 onset groups (1-6 weeks postvaccination, < 1 week or > 6 weeks postvaccination), including, respectively, unspecified arthritis (n = 29, n = 1), specified arthritis (n = 11, n = 19), arthralgia (n = 24, n = 7), fibromyalgia (n = 4, n = 11), and multiple symptoms with minimal arthralgia or myalgia (n = 4, n = 14). Concordance of medical recommendations by Program physicians and Special Masters' decisions in 56 completed claims was 91%, with awards mainly to patients with chronic unspecified arthritis and arthralgia. CONCLUSION: The Program and the US Court of Federal Claims have accepted a causal relationship between currently used rubella vaccine in the US and some chronic arthropathy with an onset between 1 week and 6 weeks after vaccine administration.

Adolescent↗
PubMed1996

Reporting vaccine-associated paralytic poliomyelitis: concordance between the CDC and the National Vaccine Injury Compensation Program.

This paper compares cases of paralytic poliomyelitis reported to the systems operated by the National Vaccine Injury Compensation Program and the Centers for Disease Control and Prevention (CDC) for reporting of adverse events associated with vaccination. Of the 118 cases of vaccine-associated paralytic poliomyelitis determined by either system, 18 were reported initially only to the compensation program, 50 only to the CDC, and 50 to both. The annual incidence of vaccine-associated paralytic poliomyelitis determined from data from both systems varied from 6 to 13 cases (mean = 9.1) a year, with an increase of 1.4 cases a year when initial reports only to the compensation program are included. Thus, the compensation program provides important supplemental incidence data.

Adolescent↗
PubMed1993

Training immigrant doctors: issues and responses.

An unprecedented wave of immigration of doctors to Israel, mainly from the former Soviet Union, posed for Israeli health leaders the problem of bringing them to a common and accepted Western level of performance. Stemming from the deep commitment which Israel has towards the immigrants, the state offers them a training opportunity to enhance their chances of being licensed and finding jobs in their profession. A 6-month programme was launched by Ben-Gurion University, later adopted by other medical schools and supported by the Government of Israel. The programme was designed to provide effective responses to the specific problems of the immigrant population, which are: lack of knowledge of local language, both everyday and professional; overspecialization in too narrow specialties; possession of clinical specialties which do not exist in the new country; insufficient updating in medical sciences and technology; unawareness of economic implications of health care; difficulty in originating new solutions to clinical problems, and lack of skill in answering objective test items. The programme is characterized by a protective environment, problem-oriented learning, small-group activities and emphasis on learning languages. The clinical problems are designed to emphasize the general practitioner's point of view of both common and emergency situations. The programme has achieved its goals, as judged by the success rate of its graduates in the National Licensing Examination as compared with the success of immigrant doctors who chose not to participate in the training.(ABSTRACT TRUNCATED AT 250 WORDS)

Education, Medical, Graduate↗
PubMed1984

Prediction of clinical performance of medical students: an integrative approach to evaluation.

Prediction of clinical performance of medical students in the clerkship phase was made possible in the earliest phase of medical education by a comprehensive and integrative evaluation instrument entitled 'Integrative Examination' (INTEX). A proportional sample of the content learned throughout the year is integrated for measuring knowledge, attitudes and skills on various cognitive levels within the clinical context of patient problems. INTEX was found to be a reliable instrument. Also it scores highly correlated with all the constituents of later clinical assessment, creating a valid multitrait-multimethod matrix. The educational implication of an integrative approach to evaluation is discussed.

Clinical Clerkship↗
PubMed1984

Moral reasoning as a criterion for admission to medical school.

To determine whether admission interviews could differentiate applicants on their personal qualities (such as integrity, empathy and commitment) 456 applicants from two medical schools were tested on the Defining Issues Test (DIT), which measures the amount of principled or post-conventional moral reasoning. No difference was found between the DIT scores of the accepted and the rejected applicants of the school in which the admission criteria are the traditional scholastic ones. On the other hand, a great difference was shown in the school which admits students for their personal characteristics as assessed by interviews. Yet only moderate correlation was shown between the DIT and the interview scores. Since moral reasoning is a key concept in medical professional behaviour and is correlated with clinical performance, the findings deserve special attention. A possible use of the DIT in the student selection process is discussed.

Education, Medical, Undergraduate↗
PubMed1982

Interdisciplinary integration in medical education: theory and method.

The concept of integration of the medical curriculum is analysed in terms of three principles: (i) the philosophical principle of the unified universe; (ii) the theory of the structure of knowledge; and (iii) development creative thinking through 'pattern' formation and flow of relevant associations. The proposal is discussed to describe and classify methods of integration in six parameters: 1. scope of material integrated; 2. time of commencement; 3. teaching-learning environment; 4. mental processes involved; 5. the student's role; and 6. direction. A description of integrating methods follows, all simultaneously used in the Faculty of Health Science, Ben-Gurion University of Negev. The conclusion is that there is no 'right' and 'wrong' way to integrate subject matter; each medical school may select a method appropriate for its goals, structure and constraints.

Curriculum↗
PubMed1981

Prediction of student clinical performance.

The predictive validity of 'traditional' tools utilized in the selection of medical students was evaluated in a 'non-traditional' selection paradigm, where a wide range of previous-academic ability was represented. The validity of the use of pre-academic grades and examination scores in the prediction of success in clinical performance was examined in a medical school which de-emphasizes these indicators and emphasizes personal characteristics assessed via interview ratings in student selection. Grades and examination scores were found to have no relation to clinical ratings which have an added interpersonal and community emphasis during the fourth-sixth years of medical school. A positive trend was found for interview ratings with clinical performance, but the skewed nature of interview scores was seen as limiting investigation of this variable. The meaning of these results vis-à-vis the continued use of academic and examination related selection criteria was discussed.

Clinical Competence↗
PubMedDate not supplied

Teacher training and faculty development in medical education.

Many components of the described teacher-training program are implemented elsewhere (2, 4, 6, 8, 16); however, two features of the BGU program, when combined, make it unique. One is the timewise hierarchical structure, which enables gradual acquisition of instructional skills, progressing from generic to specific (9) and from curricular generalities to particulars of a course and of a lesson. The teacher him/herself determines the pacing. Opportunities to implement already acquired skills precede the development of additional ones. Moreover, the program acknowledges individual differences, and thus offers a variety of themes and training methods to fit personal needs and expectations. The second feature is the emphasis placed throughout the program on the motivational aspects. Indeed, the term "training" becomes alien to the program. Its very essence is to create personal involvement of every trainee on both emotional and practical levels. The individual is guided to become a member in a multidisciplinary team, working together towards an understandable and worthwhile cause. The involvement of the teachers is encouraged and welcomed. When this feeling is combined with the realization that education is a discipline in its own right, a feeling of belonging to both the institution and to the teaching profession arises. Such feelings might well be a prerequisite for any educational innovation (7). The high proportion of educational leaders who emerged from the program illustrates these two features. Personal growth and institutional development are intertwined. The BGU training program has been rigorously evaluated and has proven to be effective. However, continuous assessment must be instituted and maintained. Such formative evaluation may also meet the requirement of an ongoing on-the-job reinforcement (17). Nevertheless, BGU cannot yet afford further expansion of the program--this will have to wait for the graduation of the fourth-phase trainees.

Education, Medical↗