Biomedical subjects

M J Blunt

Publications and source records attributed to M J Blunt.

At least 19 recordsLinked to original sources

PubMed2001

A functional relation for field-scale nonaqueous phase liquid dissolution developed using a pore network model.

A pore network model with cubic chambers and rectangular tubes was used to estimate the nonaqueous phase liquid (NAPL) dissolution rate coefficient, Kdissai, and NAPL/water total specific interfacial area, ai. Kdissai was computed as a function of modified Peclet number (Pe') for various NAPL saturations (SN) and ai during drainage and imbibition and during dissolution without displacement. The largest contributor to ai was the interfacial area in the water-filled corners of chambers and tubes containing NAPL. When Kdissai was divided by ai, the resulting curves of dissolution coefficient, Kdiss versus Pe' suggested that an approximate value of Kdiss could be obtained as a weak function of hysteresis or SN. Spatially and temporally variable maps of Kdissai calculated using the network model were used in field-scale simulations of NAPL dissolution. These simulations were compared to simulations using a constant value of Kdissai and the empirical correlation of Powers et al. [Water Resour. Res. 30(2) (1994b) 321]. Overall, a methodology was developed for incorporating pore-scale processes into field-scale prediction of NAPL dissolution.

Computer Simulation↗

PubMed1980

The long term effectiveness of workshops in curriulum planning and design for teaching staff in Indonesian medical schools.

A programme of basic curriculum change was concurrently introduced into ten Indonesian faculties of medicine which constitute an established system of medical schools with 260 separate academic departments. The programme was based on a 2-week workshop in curriculum planning and a series of follow-up activities. Within a 3-year period almost three quarters of the academic departments involved have defined a more selective curriculum based on sets of instructional (i.e. behavioural) objectives, and are involved in its implementation. This paper describes the methods used to bring about these developments and the attempts which were made to develop a structure within each medical school which would localize and ensure continuity of the changes set in motion. Because of the context from which conclusions have been drawn they have direct significance for large scale educational change in systems of medical schools in developing countries. The conclusions are however also applicable to changes in medical education in developed countries.

Curriculum↗

PubMed1978

Introducing instructional objectives in Indonesian medical schools.

This paper reports on the responses of nearly 600 Indonesian medical academics, from ten different medical schools, to a series of 2 week workshops in educational science. These workshops set out to help participants: (a) to acquire skills in constructing educational objectives, at all levels, from those of the institution to those connected with a particular course; and (b) to develop positive attitudes towards the use of these skills in curriculum design and planning. The results demonstrate that the workshops helped most participants to meet the above objectives. The instructional model chosen and the reasons for its effectiveness have been discussed. It has been concluded that the development of basic educational skills can be acquired in a relatively short, condensed workshop, by a large number of participants: that is, the approach is feasible and economical for large numbers. It has also been shown that concepts of 'modern educational technology' are acceptable in a socio-cultural context with very different practices and traditions from those within which most applications of educational technology in medicine have been achieved. The results have general implications for the training of health workers in developing countries.

Attitude of Health Personnel↗

PubMed1975

Electron-microscopic study of monotreme neuroglia.

Glia cells were examined in the brains of a mature platypus and an immature echidna. In the echidna a few dark, organelle-rich glia cells were encountered. The lighter glia cells had resemblances with the single type of glia cell encountered in the brain of the platypus. These cells were characterised by highly homogeneous areas of nuclear chromatin and light cytoplasm containing dark, finely granular condensations which frequently surrounded Golgi membranes. Microtubules were present within the cytoplasm but neither filaments nor glycogen-like particles were encountered. It was concluded that the cells described conformed to the types of neither astrocytes nor oligodendrocytes as encountered in metatherian and eutherian mammals. Among their functional capacities such cells presumably include, either in the immature or mature forms, the roles of both astrocytes and oligodendrocytes.

Animals↗

PubMed1975

Recall and retrieval of anatomical knowledge.

The performance outcomes of a course in anatomy based on the use of specific behavioural objectives and group discussion techniques have been followed up over a period of 21 months. At the end of this time attrition of knowledge averaged 17-5% of the original performance. 72% of students still performed at better than pass level. Performance levels on retest were significantly associated with original levels of performance and were significantly better in respect of items 'reinforced' by subsequent teaching in other subjects. It is suggested that the performance on retest also reflected the nature of the original course, which was dependent on the use of general and specific behavioural objectives and on active learning methods using group discussion techniques.

Anatomy↗

PubMed1973