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Biomedical subjects

N Whitman

Publications and source records attributed to N Whitman.

8 recordsLinked to original sources
PubMed1990

Marital adjustment among housestaff and new attorneys.

Previous reports have suggested that physicians' marriages may be adversely affected by the stresses of the profession. Some social scientists, however, question the view that demanding careers are the primary cause of poor marital adjustment and suggest instead that such careers may actually invigorate a marriage. This study, involving 116 housestaff physicians, 106 new attorneys, and the spouses of both groups, identified the factors that significantly affected their marital adjustments. No difference in marital adjustments was found between housestaff and attorneys or between the two spouse groups. In general, the spouses had higher marital adjustment scores than did the professionals, and the women professionals had higher scores than did the men professionals. The two most important factors associated with adjustment were the perceived level of emotional support received from one's spouse for one's career and the level of such support given to one's spouse for his or her career. The results suggest that housestaff and new attorneys are as satisfied with their marriages as are the other populations in which the same marital inventory has been used.

Adaptation, Psychological↗
PubMed1989

Back to the bedside. Teaching on nursing rounds.

1. Teaching at the bedside provides the means for nursing students to begin their professional contacts with patients. 2. Teaching at the bedside should begin with selecting patients who illustrate specific problems and obtaining their consent. 3. Connoisseurship in clinical teaching means knowing and appreciating what is clinically significant at the bedside. 4. After teaching at the bedside, it is important to debrief students.

Aged↗
PubMed1988

Teaching basic science: Dr Fox in the physiology chicken coop.

In a variation of the Dr Fox study, an educational specialist delivered a lecture in the first-year course on physiology. A highly expressive teaching style was used for content which was determined by physiology teachers. The aim was to determine whether students would note a difference. According to student evaluations, this was the highest rated lecture in the 1984 course. The lecture was repeated in the 1985 and 1986 courses with positive, but less high ratings. No students detected that the lecturer was not a physiologist.

Attitude of Health Personnel↗