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Biomedical subjects

L Napholz

Publications and source records attributed to L Napholz.

24 records · Page 2Linked to original sources
PubMedDate not supplied

A national survey of medical risk assessment instruction in general practice residency programs (Part I).

Formal and structured training in medical risk assessment (MRA) has been a requirement in general practice residency (GPR) programs since their inception in 1972. Institutions offering GPR programs frequently differ in the levels and types of available resources necessary to implement this training. Program directors have expressed significant concerns that this training is difficult to provide, especially in the area of physical examination. The literature has not yet established how or if programs have organized their curricula to conform to accreditation standards in MRA established by the American Dental Association's Commission on Dental Accreditation. The purpose of this study was to conduct a nationwide survey of all GPR programs to identify program characteristics and resources, didactic and clinical educational methods, and perceived achievement of ADA Standard Fourteen for MRA training. Recommendations for further research are also given. Results will be reported in this paper, the paper following in this issue, and an additional paper to be published in a forthcoming issue.

American Dental Association↗
PubMedDate not supplied

A national survey of medical risk assessment instruction in general practice residency programs (Part II).

This is the second part of a three-part series reporting a national survey of general practice residency directors and their evaluation of the medical risk assessment (MRA) instruction curriculum in their programs. The purpose of Part II is to evaluate the degree of success of the implementation of the ADA Commission on Accreditation's standard for MRA programs. Acceptable levels of achievement were attained in most areas of basic and intermediate-level skills. However, approximately one-third to one-half of general practice residency directors report that they are not achieving the standard for some intermediate or advanced assessment skills. When various instructor categories were compared, physicians scored significantly higher than oral and maxillofacial surgeons or other dentists in their ability to achieve acceptable outcomes in MRA instruction. The results of this survey, coupled with available literature concerning medical risk assessment instruction, support that changes in the undergraduate curriculum, a mandatory additional year of training, or modification of defined goals and outcomes should be considered.

American Dental Association↗
PubMedDate not supplied

A national survey of medical risk assessment instruction in general practice residency programs: Part III.

This is the third of a three-part series reporting a national survey of general practice residency directors and their evaluation of the medical risk assessment (MRA) instruction curriculum in their programs. The purpose of Part III was to report the program directors' narrative comments in response to six essay-style questions regarding problems, suggestions, and innovations encountered in their efforts. Availability of physician faculty was the most frequently mentioned problem in providing MRA instruction for general practice residents. Defining and communicating goals and objectives were also of major concern. Proposed solutions included attempts to recruit additional physician faculty and improved supervision and management of program activities, especially off-service rotations. There was no consensus as to what future modifications the Commission on Dental Accreditation should make in its approach to teaching MRA as defined in Standard 14. The majority of responses indicated a desire to decrease total experience, especially in physical examination requirements other than head and neck.

Accreditation↗
PubMedDate not supplied

Locus of control and depression as a function of sex role orientation in two age groups of mental health nurses.

The purpose of the study reported in this article was to examine the relationships between locus of control and level of depression in younger adult and midlife registered mental health nurses (MHNs) in relation to each other and as a function of sex role orientation. On the basis of C. G. Jung's (1954) theory of individuation, the following hypotheses were derived: (a) MHNs with an androgynous sex role orientation will have a higher internal locus of control than MHNs with a nonandrogynous sex role orientation; (b) MHNs with an androgynous sex role orientation will be less depressed than nonandrogynous sex role-oriented MHNs, and (c) midlife MHNs will be more androgynous in sex role orientation than younger MHNs. Thirty-six participants, all working female registered mental health nurses between the ages of 30 and 59, were placed in the midlife group (age 41-59) or the young adult group (age 31-40) on the basis of self-indicated age. Two groups of female MHNs (younger adult and midlife women) were compared with each other by means of the Personal Attributes Questionnaire (Spence, Helmreich, & Stapp, 1975), used to assess sex role orientation (androgynous or nonandrogynous: cross-typed, sex-typed, or undifferentiated); Rotter's (1966) Locus of Control Scale, used to assess internal or external (I-E) locus of control; and the Beck Depression Inventory (Beck, Ward, Mendelson, Mock, & Erbaugh, 1961), used to assess level of depression. In regards to all three hypotheses, no statistically significant associations were found among the study variables. The strengths and weakness of the present study were reviewed. The theoretical and practical implications of the results were discussed, and directions for future research were considered.

Adult↗
PubMedDate not supplied

Interactive video instruction increases efficiency in cognitive learning in a baccalaureate nursing education program.

An interactive videodisc instruction module on therapeutic communication in nursing was evaluated to assess its impact on learning and retention. A pre-test, post-test, re-test, control group design was used on two comparison groups. Results showed that the intervention group met therapeutic communication course objectives more efficiently than the control group. Although all 65 student study participants met therapeutic communication course objectives equally well and at a high level by the end of the semester, the intervention group had achieved these objectives at a higher level than the control group within the first month of the semester. The results support the use of computer assisted instruction, and more specifically, interactive videodisc instruction for teaching therapeutic communication skills and permitting an increase in the student-faculty ratio, with no loss in quality.

Chi-Square Distribution↗