PubMed · 7088165
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P M Bhargava. 1982-07-01. Whence high IQs?. https://doi.org/10.1038/298008c0
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This paper illustrates the evolution in public health care financing systems in 12 European countries, in terms of the financing of radiology services. The financing systems for radiology used by public health care financing agencies are described in detail. The implications of these new financing conditions for health care delivery are briefly sketched. The paper concludes with some strategies to help radiologists cope with the tightening financing conditions for medical imaging.
Science should be the basis for guidelines. As a result of the Flexner Report in 1911, we now live in an era where randomized trials are available. Statistical methods can truly be applied to evaluate the reliability of data published in the literature. The result is that we can now demand more from future publications and allow for a better evaluation of the mistakes or bias that can distort validity, applicability, and reliability. The importance of this methodology is to reduce misunderstandings by patients, clinicians, manufacturers, and government agencies about issues important to patient care.
As a consequence of a college reform in 1993, nursing education in Sweden is changing from vocational training to academic education. Teacher competence is considered to be of strategic importance to the quality of education for nurses, and nurse educators are expected to have a doctorate or master's degree in nursing or social science. This article focuses on teaching competence as it is perceived by teachers and describes the strategies used by nurse educators to meet the educational changes. The data for this ethnographic study were collected by participant observations at three Swedish nursing schools and interviews with 59 nurse educators. Results indicate that nurse educators use three different strategies to cope with changing demands and to keep their knowledge and competence as faculty at a desirable level. A good nurse educator must: (a) be a "real" nurse; (b) be well prepared in different subject matters; or (c) have an academic degree (master's degree or PhD). The success of the change from vocational training of nurses to an academic education depends on the faculty composition and the culture of the school. As a result of the increased demands for competence, traditional strategies to cope with change are no longer appropriate. Nonacademic-educated faculty risk losing their identity as good educators.