Biomedical subjects

W E Lacefield

Publications and source records attributed to W E Lacefield.

6 recordsLinked to original sources

PubMed1985

Wheelchair cushion effect on pressure and skin temperature.

Eight wheelchair cushions representing five types of materials were evaluated in two population groups, able-bodied and spinal cord injured (SCI). Objective factors such as area of first light, pressure, tuberosity and thigh temperatures, and subjective factors such as cosmesis, handling ability, and purchase were studied. Twenty subjects (10 men and 10 women; 10 SCI and 10 able-bodied) from 16 to 35 years of age were chosen to participate in the study. Pressure was measured with the Pressure Evaluation Pad and skin temperature of each ischial tuberosity and posterior thigh was determined. Temperature differences were not significant among cushions but the alternating pressure and foam cushions produced consistently higher temperatures compared to other cushions for both groups of subjects. No significant differences among cushions were found for area of first light, cosmesis, handling ability, or purchase. However, three cushions were rated acceptable in cosmesis while three different cushions were rated acceptable in handling ability by all subjects. No cushion rated a perfect score by all subjects regarding purchase but all the SCI subjects said they would purchase the air-filled cushion. Overall pressure differences were not significant but large individual variations were observed. The authors believe that pressure produced by wheelchair cushions should be measured with a standard device such as the Pressure Evaluation Pad, and that, to reduce the incidence of pressure sores, cushion use in each patient should be modified on the basis of initial and periodic assessment of both objective and subjective factors.

Adolescent↗

PubMed1983

Relationships between faculty evaluations and faculty development.

Past research indicates weaknesses in typical approaches to the utilization of faculty evaluation information to improve faculty teaching effectiveness. This paper describes an alternative faculty development method relying on workshop formats and tested training techniques to facilitate the development of specific teaching skills. An empirical study of student evaluation of teaching data obtained prior and subsequent to faculty development interventions demonstrates that significant impact on faculty performance as teachers can be produced by this approach.

Education, Continuing↗

PubMed1981

Mandatory continuing education or periodic reexamination?

A descriptive study of physical therapists located primarily in the southeastern United States was undertaken to determine their opinions concerning mandatory continuing education or reexamination for license renewal. A majority of the 1,187 respondents favored continuing education rather than reexamination. Of those favoring continuing education, a majority prefer a yearly minimum requirement of at least 10 hours, a three-year review cycle, a sharing of costs by therapists and employers, provision of courses by the national association, approval of courses by the district or state association, and awarding of credit for demonstrated improved performance at the course. Of those favoring periodic reexamination, a majority preferred a five-year cycle, self-assessment methods available prior to reexamination, a sharing of costs by therapists and government, and an oral examination that the national association would compose but academic institutions administer. Both groups favor probationary status for noncompliance. Based on the findings, some implications for adoption and implementation of either system for the physical therapy profession are discussed.

Accreditation↗

PubMed1981

Dependability and interrater reliability of two types of rating scales.

The reliability of a behaviorally anchored rating scale and the reliability of a bare trait rating scale measuring the same categories of expected behavior of medical laboratory students were studied. Moderate to high interrater reliability was shown for both scales, with little difference between the two. Internal consistency measures and dependability coefficients were high. The implications of these results for student behavior rating scales are discussed.

Adult↗

PubMed1981

Motivational factors in the careers of health care educators.

Little formal research attempts to relate personnel and job-role characteristics with motivations and satisfactions in the health care education field. This paper reports findings, based on a national multidisciplinary sample of health care educators (N = 229), that argue against cynical appraisals of motivations, job satisfactions, and job-role compatibility. A number of empirical hypotheses are derived that may serve as starting points for further inquiry. Instruments and methods useful for future research are described.

Adult↗

PubMed1981

Skill domains for allied health professions.

Seven highly generalizable cognitive affective skill domains have been postulated as broad goals worthy of being incorporated into educational programs in the helping professions. Previous research found that, allowing for marked differences between disciplines, helping professionals perceived all the skill domains to be required areas of competence for effective professional practice and to be relatively teachable. However, with the exception of basic professional/technical skills, the professionals were less sure such competencies should be used as criteria for student selection and evaluation and were certain these skill areas are not being used in this manner. This study replicates and extends previous research by focusing exclusively on education in the allied health professions. New findings are virtually identical to those found in other disciplines. The contrast between what is needed and can be done and what is felt should be and is being done bodes ill for efforts to establish explicit affective curricular goals and instructional procedures in allied health professional education.

Clinical Competence↗