PubMed · 14959610
The source did not provide an abstract. Follow the original record for more information.
Explore connections, maps & timelines
Gail Garfinkel Weiss. 2004-01-09. Evaluating new physicians.. https://pubmed.ncbi.nlm.nih.gov/14959610/
Cite the original work for its findings. Save a collection to share your selection of sources.
KEEP EXPLORING
BACKGROUND: Recent European policies emphasise that the training and education of health professionals are a major means of improving mental health services. Little comparative research has been undertaken to ascertain the degree of homogeneity in the training of nurses working in mental health settings across Europe. OBJECTIVE: The aim of this study was to investigate the training of nurses working in mental health settings in a range of European countries. Specifically, information regarding criteria for entry into training, type of qualification awarded and further training opportunities was to be explored. METHODS AND PARTICIPANTS: A specially designed questionnaire was designed to gather data from senior mental health nurses working in the mental health field in a sample of 12 countries from across Europe. RESULTS: Findings disclosed considerable disparity between countries in respect to nurse training, with few countries requiring a specialist nursing qualification to practice in the mental health field. There appears to be little homogeneity in terms of educational provision pre and post-qualification. CONCLUSIONS: More research is needed into how European states deliver nurse training and education, how students are prepared for various practice settings and the effect on outcomes for service users of different models of training.
OBJECTIVE: To report whether operative time, intraoperative complications, and rate of conversion to laparotomy decreased after physicians had acquired an additional 4years experience with laparoscopically assisted vaginal hysterectomy (LAVH). METHODS: Group 1 (n=462) included the women who underwent LAVH from May 1, 1994 to December 31, 1997, and group 2 (n=583) included those who underwent LAVH from January 1, 1998 to December 31, 2001. RESULTS: The mean duration of surgery in groups 1 and 2 was 146 and 114 min, respectively, and the difference was significant (P<0.0001). The overall complication rate in the last 4years of the study was 7.1%, which was significantly lower than the 13.4% calculated for the first 4years (P=0.001). CONCLUSION: Operative time as well as rates of surgical complications and conversion to laparotomy decreased with increased surgeon experience at performing LAVH.
OBJECTIVE: To improve the ophthalmic knowledge and eye examination skills of third-year medical students through the development and implementation of a 1-day ophthalmology experience. DESIGN: Noncomparative interventional case series. PARTICIPANTS: One hundred twenty-one third-year medical students at the Penn State College of Medicine completed the 1-day ophthalmology experience. METHODS: A 1-day ophthalmology curriculum, based on the Association of University Professors in Ophthalmology Policy Statement on Medical Student Education, was developed and implemented. The 1-day program consisted of a morning conference series and an afternoon case-based learning and eye examination skills session. MAIN OUTCOME MEASURES: The students completed a questionnaire to assess the impact of the experience on their ophthalmology knowledge and skills. In addition, the students completed a pretest and posttest to measure the impact of the 1-day ophthalmology experience on their ophthalmic knowledge. RESULTS: The 1-day ophthalmology experience was effective in improving the ophthalmic knowledge and eye examination skills of medical students based on the results of questionnaires, multiple choice examinations, and skills assessment. There was a statistically significant increase in test score percentage after the 1-day ophthalmology experience: the mean score on the pretest was 55%, compared with a mean score of 80% on the posttest. CONCLUSION: The ophthalmology-in-a-day experience is an effective way to improve the ophthalmic knowledge and eye examination skills of medical students.