PubMed · 15040167
Microbiology is at the beginning of an exciting new era with enormous potential. Whether this potential is maximized is a question of communication.
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2003. A new beginning..... https://doi.org/10.1038/nrmicro748
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Addressing racial differences in US health care is difficult, in part because the origins of these differences are complex and poorly understood and also because only some differences may represent legitimate agendas for reform. For example, racial differences that result from differences in access or from clinician prejudices are symptoms of a problem that must be addressed; in contrast, racial differences that arise from different preferences for health care might be seen as acceptable consequences of variation in personal or cultural values that are worth respecting and preserving. However, we believe that this distinction is sometimes overstated. We present several fictitious clinical stories to illustrate how what appear to be individual or cultural preferences are often substantially shaped by modifiable practices of the health care system. True differences in preference that are worthy of respect surely exist between individuals or demographic groups, but some apparent differences in preference may actually reflect problems with the health care system that are worthy of remediation. Uncovering the hidden constraints that we impose on health care choice may help us reduce unwanted disparities in health care.
PURPOSE: This article is a review of the literature regarding teaching oncology to undergraduate medical students. METHODS: MEDLINE, Psychinfo, ERIC, TIMELIT, EMBASE, CINAHL and the Cochrane CENTRAL Register of Controlled Trials (CENTRAL) were searched, using the search terms cancer, oncology, education, undergraduate, and teaching. RESULTS: The main findings can be summarized as follows: the involvement of patients in teaching is popular with students and portfolio learning is a successful way of involving patients; the use of standardized patients to teach breast examination improves students' performance in clinical assessment; the use of silicone models to teach breast examination improves students' sensitivity for detecting breast lumps; computer aided learning modules have a role, but are not superior to other types of learning; learning about cancer screening and prevention increases students' knowledge, improves their self rated skills, and changes their behavior; and cancer patients have an important role to play in teaching undergraduate communication skills. CONCLUSION: We have found 48 articles on undergraduate teaching in oncology. Oncology teachers should consider adopting the evidence based approaches outlined in this review, and there should be more emphasis on educational research within the field of oncology.
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