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Biomedical subjects

M S Nelson

Publications and source records attributed to M S Nelson.

At least 19 recordsLinked to original sources
PubMed1992

What we say and what we do: self-reported teaching behavior versus performances in written simulations among medical school faculty.

Much of the research in medical education is performed through the use of self-reporting questionnaires. Although this can be a valid way to conduct research, little effort has been made to examine the fit between what teachers self-report and what they actually do. In an attempt to investigate this, the authors interviewed 47 preclinical faculty members at two large medical schools in 1990. The faculty members were initially given a questionnaire asking them to self-report in four categories: interactive skills; knowledge or abilities they considered important for students to develop; factors that influenced their curriculum development; and sources from which they sought pedagogical assistance. This was followed by four written simulations that examined four areas of teaching: small-group discussions, course design, lecturing, and test construction. In addition, the authors specifically sought to identify any differences in teaching philosophy and practice between those preclinical faculty who were physicians and those who were not, as well as any interinstitutional differences. Although in certain instances there was a strong correlation between self-reporting and performance as measured by a simulated teaching scenario, in most instances the correlation was quite low. Consequently, the authors suggest that researchers must be careful in their use of self-reporting as a means of assessing teaching behavior, and that whenever possible, researchers should observe the teachers they are studying.

Behavior↗
PubMed1991

Role-playing for teaching ethics in emergency medicine.

Ethical issues are becoming increasingly complicated. As with all specialties, emergency medicine has ethical dilemmas unique to the field. We describe a method for teaching students to identify and analyze ethical issues in emergency medicine. The course is designed for clinical medical students and house officers and is structured around various situations in which the students role-play. The course requires about 20 to 30 hours and covers a variety of topics from consent to treatment and confidentiality to teaching and education in the emergency department.

Emergency Medicine↗
PubMed1991

A profile of BLS and ACLS instructors.

STUDY OBJECTIVE: To examine factors that motivate people to become and remain basic life support (BLS) and advanced cardiac life support (ACLS) instructors. DESIGN: A questionnaire was mailed to 967 BLS and ACLS instructors. SETTING: The study was performed in the San Francisco Bay Area. TYPE OF PARTICIPANTS: All BLS and ACLS instructors whose names were registered with the Santa Clara County Affiliate of the American Heart Association. RESULTS: Although there is room for improvement, 81% of the instructors were satisfied with their jobs. "Satisfaction in performing a valuable service" was the predominant reason they became instructors. "Lack of time" was the main factor causing people to stop teaching. CONCLUSION: The majority of BLS and ACLS instructors surveyed were quite happy. The current system appears to be working in that the teachers themselves are satisfied. An accurate portrait of BLS and ACLS instructors is crucial for organizations such as the American Heart Association if they wish to attract and retain instructors.

American Heart Association↗
PubMed1991

Teacher definition.

Explore the source record for details and available documents.

Awards and Prizes↗
PubMed1991

Academic professionals.

Faculty at medical schools form a unique group of people. While they are clearly academics many of them also serve in a dual role as professionals. There are some medical school faculty, however, who do not fit this role. This paper explores the definition of 'professional' and discusses some of the conflicts that may develop when academic professionals are mixed with academic non-professionals and with practitioners.

Career Mobility↗
PubMed1990

Models for teaching emergency medicine skills.

Teaching and retaining psychomotor skills presents problems in emergency medicine. A variety of models, including animals, plastic models, paid or unpaid volunteers, patients recently pronounced dead, and cadavers (the bodies of people who donate their bodies to science), have been developed to alleviate this problem. Practical and ethical concerns in using these models are discussed, with an emphasis on the cadaver model and on those procedures that are best taught on cadavers.

Animals↗
PubMed1990

Frequency of inhaled metaproterenol in the treatment of acute asthma exacerbation.

Acute asthma exacerbations are common complaints in patients who present to the emergency department. A prospective, double-blinded study was designed to evaluate how frequency of dosing of an inhaled beta-agonist, metaproterenol (Alupent inhalation solution) would affect patient response, length of stay in the ED, and admission rates. Forty-one patients initially received a 0.3-mL dose of nebulized metaproterenol followed by two additional doses of either metaproterenol or saline every 20 minutes. While there was no difference in response (forced expiratory volume in one second) in patients at 30 minutes after their arrival, there was an improved response in the metaproterenol group at 60 and 120 minutes. The length of stay in the ED was approximately the same for both groups. There was no significant difference in admission rates. No increase in undesirable side effects (eg, nausea, tremor, palpitations) was seen in the metaproterenol-treated group. Frequent dosing of metaproterenol is useful in asthmatics having acute exacerbations and leads to rapid improvement without an increase in toxicity.

Acute Disease↗
PubMed1990

How medical school faculty regard educational research and make pedagogical decisions.

The authors studied a group of professors at a large school of medicine in the western United States to determine the extent to which they were aware of past or current educational research, their feelings about the enterprise of educational research, and how they made pedagogical decisions. The study emphasizes a qualitative analysis of the data by using in-depth, confidential interviews; many typical responses are quoted. The authors found little or no knowledge of past or current educational research even among those professors who thought such research to be valuable. The possible reasons for this finding are discussed.

Academic Medical Centers↗
PubMed1989

Medical student retention of intubation skills.

Medical students are trained in airway management by endotracheal intubation in most medical schools. Unfortunately, little data exist examining retention, and no data exist that actually break down the steps of intubation to determine where students encounter problems. We studied 64 medical students trained to intubate as part of an American Heart Association advanced cardiac life support course and their performance two to three months after training. The rate of successful intubation (confirmed by visualization) was 70 +/- 12%. The most frequent errors during intubation were failure to check the light before intubation, use of the teeth as a fulcrum, and failure to check the cuff on the endotracheal tube. Knowledge of the most common errors will allow instructors to place greater emphasis on those areas during the initial instruction period with a focus on decreasing their occurrence in the future.

Clinical Competence↗