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Biomedical subjects

T D Seddon

Publications and source records attributed to T D Seddon.

17 recordsLinked to original sources
PubMed1990

Indentured slavery.

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Education, Medical, Graduate↗
PubMed1988

General practitioners in hospital: a move toward medical workforce integration.

The reintegration of the medical profession's clinical activities is a goal worth pursuing. For the patient it could have considerable advantages with continuity of care, greater coordination of services, quality assurance, and a more cost effective service. For the medical profession there would be a greater cohesion, improved peer review, cross fertilisation of ideas and a more balanced advocacy role.

Family Practice↗
PubMed1987

Drug promotion.

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Attitude of Health Personnel↗
PubMed1985

Education--the concern of the profession? Undergraduate medical education.

In this brief review not all aspects could be covered. The main requirements for improvement are: Reorganise the Medical Council - expand the role of its educational committee and establish a curriculum advisory body. Begin a continuous evaluation process of medical education. Colleges and medical associations begin debating their role, involving lay organisations in the process. Curriculum committees and medical schools look at four areas of criticism (begin planning introduction of early clinical contact, problem solving, critical approach, self learning) and contemplate reduction in length of course. The direction of medical education following Flexner was the centres of medical excellence, these became the teaching hospitals and they have become the trap leading to a distorted view of medicine. That they have produced many advances is not disputed. That they will continue to do so is to be expected, although they are now retarding progress in the important and neglected areas that hold the most potential for benefit--prevention and primary care. The new direction of excellence must not be solely into institutions, but must now be into the minds of all the individual members of the profession. The institutions will change, as society does, along with increasing knowledge, but if possession of the habits of continual critical inquiry is equally represented in all members of the profession, then they will adapt more quickly and appropriately to the requirements in the future.

Curriculum↗
PubMed1985

Education--the concern of the profession? Early postgraduate medical education.

Overall what is suggested is a tried and proven apprentice type system, with continuing role models, more stable patient care teams, defined educational objectives, all with some flexibility and a reduction in the tendency to over supply in specific areas. The transition would be difficult, it could not happen without change (already suggested) in the undergraduate curriculum and it would also require changes in other areas, peripheral to the areas of hospital organisation already discussed. The changes necessary for the full effect of these proposals to be felt, will be those occurring in medical society. The changes will be in the methods of practice, in organisation and payment and in the relationship of different parts of the profession (aiming for abolition of the dichotomy existing between primary care and the hospital), all sections taking an active part in planning and delivering medical education. A clear commitment must be made to continually evaluate medical education's performance and relevancy, connecting this to institutions (medical schools, hospitals, colleges etc) geared and prepared to respond. A reconstituted and reorientated Medical Council would be pivotal to this being successful. This two year spell inflicted on the young members just entering our profession is inexcusable in humanitarian terms, wasteful in educational terms, and ineffective in management terms.

Education, Medical, Graduate↗
PubMed1983

Future development of primary medical care in New Zealand: a view from general practice.

The primary health care committee's activities should be the starting point for a real change in direction of government-supported health care. It must endeavour to start a real and continuing dialogue between providers, planners and consumers. This should be at both central and local levels--its theme should be flexibility. Effort must be put into progressively reorientating medical education by using the material and energy available in primary medical care at both undergraduate and postgraduate levels. An active exploration of alternative methods of funding and delivery of care should take place, all being continuously evaluated. Increasing emphasis on primary medical care is so much more cost effective than our present system that health funds must be urgently redirected to facilitate this move. Any decrease in funding will be short-sighted and put off real economies and future improvements in medical care. Funds for primary medical care must be increased; in the present situation this may mean by diversion from those at present allocated to hospital boards. This should be used to: (a) increase GMS as a holding exercise; (b) fund educational suggestions; (c) fund research suggestions; (d) fund formation of local primary health care committees and their planning activities; (e) supply costs of supportive practices; (f) support more extensive dialogue centrally between NZMA, Health Department etc and locally with health services development as seen in the recent SACHO exercises.

Education, Medical↗