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Biomedical subjects

R H Geertsma

Publications and source records attributed to R H Geertsma.

At least 19 recordsLinked to original sources

Relationship between expected indebtedness and career choice of medical students.

In this study the authors explored the relationship between medical students' expected indebtedness and their career choice. Based on responses by University of Rochester medical students to a questionnaire, the authors found that total indebtedness, which included family loans and academic loans, was positively related to expected future salary, post-training work mode (that is, private or government practice or academic), and anticipated career choice (general, specialty, or subspecialty). Reported academic indebtedness, however, was not by itself significantly related to these variables. The authors concluded that anticipated high levels of total indebtedness were related to the anticipation of high future income, an intention to enter subspecialty practice, and the expectation of practicing full-time. Implications of these relationships for the field of medicine are outlined.

Career Choice↗

How physicians view the process of change in their practice behavior.

The changes all physicians make in their treatment of patients constitute a neglected but key issue in the operation of the health care system. Identification of a model of this crucial change process was the purpose of this study. Interviews with a random sample of 66 physicians representing five specialties produced data on 182 changes. The fundamental stages in the change process were priming (coming to feel dissatisfaction with some aspect of practice behavior), focusing (learning of alternative practice behavior), and follow-up (obtaining further information or advice regarding the possible change). Any of a variety of information sources may focus a change, but follow-up is overridingly dependent on colleague communication (representing local professional opinion) and journals (representing an authoritative professional perspective). This change process model provides a basis for orienting continuing medical education activities to the achievement of behavioral outcomes.

Behavior↗

Parent assessment in research on the vulnerability of children and families to mental disorder.

The research methodology for a current study of the assessment of family factors as they relate to the development of psychopathology in high-risk children is described. Factor analysis of preliminary data from 83 families led to the construction of 6 rating scales on the emotional health of the patient, spouse, and child; the family; and the marriage; these should prove valuable in predicting the outcome of the index child and his family.

Adult↗

An independent study program within a medical curriculum.

The Independent Study Program (ISP) at the University of Rochester School of Medicine and Dentistry is described and its objectives are specified. Experimental (ISP) students and two matched (non-ISP students from the same class) groups were studied in two successive second-year medical school classes. Data were gathered only post-ISP for the first class and both pre- and post-ISP for the second. The data included measures of achievement, personality characteristics, and academic-professional experience. Experimental and control groups were not significantly different on achievement and academic-professional measures but did differ on certain measures of personality and values. The groups also differed on their evaluations of curriculum and reports of study habits. Fache ISP program was considered, and it was found that the ISP is less expensive of faculty time than is the regular curriculum but involves higher nonfaculty costs.

Achievement↗

A special tutorial for minority medical students: an account of a year's experience.

A small number of minority medical students were referred for a year-long tutorial to improve their problem-solving skills and to assist them in retaking failed basic science courses. Both the operation of the tutorial and attemtps to reconstruct what had gone wrong the previous year brought attention to the crucial importance of affective factors in the students' learning efforts. It proved to be possible to elucidate some of the dynamics whereby affective reactions apparently enter into instructor-student interactions and are significantly involved in the process of adjusting to medical school. Following the tutorial, which dealt with issues of trust and self-esteem as well as with cognitive problems, the students all had a successful year and were able to rejoin the main stream of students entering clinical training. It was concluded that cognitive problems of medical students experiencing academic difficulty may not be resolvable without dealing with affective considerations. Recommendations are given for dealing with affective issues.

Adult↗