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PubMed1996

Gender representation in illustrations, text, and topic areas in sexuality education curricula.

A content analysis instrument was developed to examine differences in gender representation in sexuality education curricula. Fourteen middle school and high school curricula, published between 1985 and 1995, were examined. Variables included illustrations, noun/pronoun usage, and specific topics within the two categories of biological function and mutual interest. The study examined differences in gender representation in illustrations, photographs, cartoons, drawings, and text. Omission of sexuality topics related to gender also was examined. Little difference occurred within the text of the curricula in noun and pronoun usage. Illustrations were few in number, but showed greater female representation. Greater male representation occurred in topics related to drug use, sexual exploitation, sexual desire, and homosexuality. Topics with greater female representation included body image, diseases of the reproductive organs, and hygiene.

Books, Illustrated↗
PubMed2005

[Laurentius on anatomy].

Andreas Laurentius wrote Opera anatomica (1593) and Historia anatomica (1600). These books were composed of two types of chapters; 'historia' and 'quaestio'. His description is not original, but take from other anatomists. 'Historia' describes the structure, action and usefulness of the body parts clarified after dissection. 'Quaestio' treats those questions which could not be solved only by dissection. Laurentius cited many previous contradicting interpretations to these questions and choose a best interpretation for the individual questions. In most cases, Laurentius preferred Galen's view. Historia anatomica retained almost all the 'historia' and 'quaestio' from Opera anatomica, and added some new 'historia' and 'quaestio', especially in regard to the components of the body, such as ligaments, membranes, vessels, nerves and glands. Other new 'historia' and 'quaestio' in Historia anatomica concerned several topics on anatomy in general to comprehensively analyze the history of anatomy, methods of anatomy, and usefulness of anatomy. Historia anatomica reviewed what was anatomy by describing in 'historia' what was known and in 'quaestio' what was unresolved. Till now Laurentius's anatomical works have attracted little attention because his description contained few original findings and depended on previous books. However, the important fact that Historia anatomica was very popular in the 17th century tells us that people needed non-original and handbook style of this textbook. Historia anatomica is important for further research on the propagation of anatomical knowledge from professional anatomists to non-professionals in the 17th century.

Anatomy↗
PubMed2006

From presentation to publication: the natural history of orthopaedic abstracts in the United Kingdom.

BACKGROUND: Up to 63% of the chapters in major orthopaedic textbooks use the results from abstracts that have been presented at international orthopaedic meetings. METHODS: Orthopaedic abstracts were reviewed that were presented at the 1997 and 1998 meetings of the British Orthopaedic Association and other specialist orthopaedic meetings. The number of abstracts that had gone on to a full text publication was assessed and changes in study design or outcome were determined. RESULTS: Of the 415 abstracts 137 (33.0%) went on to full text publication. Abstracts presented at the British Orthopaedic Association were significantly more likely to go on to full text publication than abstracts from the other meetings studied. The mean time to publication was 15.6 months. Sample sizes in unpublished studies were smaller (mean 129.8 subjects compared with a mean of 191.4 subjects for published studies). Of full text papers, 19.0% differed regarding study design from the abstract presented at the initial meeting and 10.9% had published different results. Randomised controlled trials had the highest rate of later full text publication (53.6%) followed by observational studies (32.8%), basic science studies (31.4%), and case reports (6.7%). CONCLUSIONS: In comparison with a study from North America, similar numbers of abstracts presented at meetings finally became published as full text articles, the abstracts had fewer authors, more often included randomised controlled trials and follow up data, and had fewer changes to the results. It is questionable whether the inclusion of such results from abstracts presented at international meetings by major orthopaedic textbooks should be undertaken before full text publication.

Authorship↗
PubMedDate not supplied

Integration of disability-related content in nursing curricula.

Despite evidence that health care professionals, including nurses, do not perceive persons with disabilities in a positive light and fail to attend to their health care needs, it is not known how nursing programs address the topic of disability. This descriptive study was conducted to examine the extent to which schools of nursing in the United States address disability-related issues and the strategies used to integrate disability-related content in their curricula. A 27-item investigator-developed survey was sent to a national stratified random sample of 1,000 schools of nursing. Questions pertained to curricular content, specific groups of persons with disabilities, and teaching methods and resources used to teach nursing students about disability. Respondents indicated that they included some content related to disability in their curricula. Nursing textbooks were the most common source of information used. Barriers to including disability-related content were lack of time and lack of faculty interest or expertise. These findings can serve as a stimulus to increase the extent and breadth of disability-related issues in nursing curricula.

Attitude of Health Personnel↗
PubMed2002

How is death and dying addressed in introductory psychology textbooks?

Although psychologists have conducted a great deal of research on death and dying, little is known about how topics related to death and dying are introduced in psychology courses. We analyzed the amount and breadth of coverage given to topics related to death and dying in 28 introductory psychology textbooks published between 1995 and 2000. We coded for number of words included, the types of topics discussed, and authors cited. All textbooks included some information about death and dying, most frequently, suicide. Little consistency was found in references cited. We recommend that future textbooks include information to help students explore their own death attitudes, as well as providing more theory and empirical research findings on aspects of death and dying.

Attitude to Death↗
PubMed1991

Teaching professional ethics to undergraduate counseling students.

Teaching ethics to undergraduates is a topic of increasing interest among mental health professionals; knowledge of ethics is particularly important to students who seek employment in agencies after graduation. This article describes methods of presenting ethics of practice both in a separate ethics course and as part of an undergraduate counseling practicum. Sources of materials used for course readings are presented.

Counseling↗
PubMed1998

Usage analysis of a primary care medical resource on the Internet.

Physicians and patients need convenient access to quality medical information. This study's goal was to place a medical resource on the World-Wide Web (WWW), allow access to it through a simple to use interface, and analyze the usage of such a resource. The Family Practice Handbook (TFPH) was digitized and placed onto the WWW. Usage data was obtained from June 1995-June 1996. 118,804 individuals accessed TFPH viewing 409,711 pages of information. A broad spectrum of topics was accessed. TFPH proved to be an extremely popular resource, servicing the broad information needs of an international audience. These preliminary findings suggest the future promise of Internet medical resources.

Arthritis, Rheumatoid↗
PubMed1991

[Didactic books and teaching for health: the case of psychotropic drugs].

Eighteen didactic books on Sciences/Biology, Civic and Moral Education and Brazilian Political and Social Studies, for primary and secondary schools, were analyzed, with a view to assessing the way in which the issue of psychotropic drug use is dealt with. The texts analyzed are structurally centered on the discussion of the harmful effects of drugs instead of discussing others topics (such as etiology, concepts, treatment, incidence and prevalence). The texts are characterized especially by the use of non-scientific language in which emotional appeal and an exceedingly exacerbated style are the rule. The drug user is described as being necessarily a moral, physical and psychological decadent. The results were discussed in the light of recent theories on the prevention of drug abuse.

Alcoholic Beverages↗
PubMed2003

B. F. Skinner's Science and Human Behavior: its antecedents and its consequences.

Skinner's Science and Human Behavior marked a transition from a treatment of behavior that took physics as its reference science to one that emphasized behavior as a fundamental part of the subject matter of biology. The book includes what may be Skinner's earliest statement about the similarity of operant selection to Darwinian natural selection in phylogeny. Other major topics discussed in the book included multiple causation, private events, the self, and social contingencies. Among the important antecedents were Skinner's own Behavior of Organisms and Keller & Schoenfeld's Pincinples of Psychology. Current developments in education, behavioral economics, and some behavior therapies can be attributed at least in part to Skinner's seminal work. The effective behavioral analysis of governmental and religious systems will probably depend on elaborations of our understanding of verbal behavior.

Animals↗
PubMed2000

Characterization of university-level introductory genetics courses in Canada.

We conducted survey research with the intent to characterize post-secondary introductory genetics (IG) education in Canada during the 1996-1997 academic year. At least a minimum data set was obtained from 47 institutions through responses to a mailed questionnaire and on-line resources. The total reported enrollment (TRE) for IG was 10,500. Over half of the TRE used one particular text. A core curriculum of topics was identified as those given more than 30 min of lecture time in at least half of reporting institutions. Slightly more than half of the TRE had laboratory exercises associated with their IG course. Laboratory exercises tended to emphasize classical transmission genetics with very few exercises in molecular genetics. For the determination of academic equivalency between institutions, particular attention should be given to the breadth and duration of the tutorial and (or) laboratory components. The majority of personnel teaching IG were trained in Canada within the previous 15 years. We suggest mechanisms by which the Genetics Society of Canada could work to promote genetical literacy.

Canada↗
PubMed1999

Altschul's legacy in mediating British and American psychiatric nursing discourses: common sense and the 'absence' of the accountable practitioner.

This paper contributes to an archaeology of knowledge in the field of psychiatric and mental health nursing. It focuses on a principal concern of contributors to literature on British psychiatric nursing: the problem of defining psychiatric nursing. Early British writers describing psychiatric nursing accomplished the 'presence' of psychiatric nursing as a discursive object, by discursively constructing the 'absence' of the psychiatric nurse doing, and being accountable for, 'appropriate' work. Altschul's (1972) Patient-nurse Interaction was the key text in this tradition, mediating British and American discourses, setting the methodological and substantive agenda for an important body of subsequent British psychiatric nursing research. The paper examines a number of topics in the American and British discourses mediated by Altschul: the privileging of nurses' presence and language in communication with patients; lay versus professional knowledge, and interaction as gossip; 'common sense' as a topic; common sense as different from 'identifiable perspective'; the problem of accountability and the hierarchy of credibility; accountability, the 'absent' nurse, and issues of method. Altschul's later work keeps in tension two potentially conflicting claims--on the one hand, that the practice of psychiatric nursing depends on the 'kind of person' the nurse is, and on the other, that specialist discourses have priority in determining the basis for practice. Altschul played a crucial role in establishing the role of research in British psychiatric nursing discipline: locating the accountable individual practitioner, and devising remedies for 'absence'. In doing so, she anticipated current discourses on nurses' accountability, particularly their inability to demonstrate 'evidence' of their 'effectiveness'.

History, 20th Century↗
PubMed2002

[Concern for children in family management texts].

Hausväterliteratur designates works aimed at landlords and their wives in order to help them in the management of their estate. Among a wide-ranged list of topics tackled in these sizeable volumes, child welfare seldom fails to appear, though generally rather briefly. We consider in this paper a number of German works, most of them dating from the 17th century, though beginning with Johann Coler (1593) and winding up with Johann Joachim Becher (1714). These works include some advice on how to diagnose and manage the most common ailments, as well as some basic educational principles. A brief "pediatric" pharmacopoeia is often added. Although this review concerns only works in German, we have added references to a document taken from English literature, the diary of the clergyman and landlord Ralph Josselin. Dating from the same period (1643-1683), this document shows us how a landlord and his wife actually treated their sick children, thus shifting from theory to practice. "Hausväterliteratur" can be considered as an early stage of what was later termed "Domestic Medicine".

Child↗
PubMed2006

New aspects of the German 'scientific nursing' movement before World War I: Florence Nightingale's Notes on nursing disguised as part of a medical tradition.

A group of German physicians propagated 'scientific nursing' in the 1890s in order to establish it as a medical specialty. Martin Mendelsohn (1860-1930) emerged as the figurehead of this movement. One of his earliest key publications on this topic appeared in 1890, with a second edition in 1892. It was entitled The comfort of the sick (Der Comfort des Kranken). The comparison with Florence Nightingale's (1820-1910) Notes on nursing led to the conclusion that Mendelsohn's book constitutes a hitherto unknown and unacknowledged reception of her ideas. Mendelsohn took great pains to demonstrate a medical tradition of 'scientific nursing' dating from antiquity. However, chapters 2-8 distinctly show a large number of passages that correspond to the Notes on nursing. Acknowledging Florence Nightingale would not have served Mendelsohn's interests. In his view, the role assigned to nurses was much more restricted than in the Notes on nursing and entailed merely carrying out physicians' orders. Consequently, the development of nursing in England was not an example to be followed. Although the 'scientific nursing' movement failed, its ideas on the role of nurses were incorporated into the regulations of the Prussian state nursing examination of 1907.

Germany↗
PubMed1994

The multimedia textbook. A revolutionary tool for pediatric education.

Textbooks are now available via computers. These new electronic or multimedia textbooks appears similar to conventional books but differ in function. In addition to text and images, they contain video and audio clips and allow readers to interact with the content. Multimedia textbooks contain digital media, can be quickly and inexpensively updated and repurposed for lectures and handouts, and are available on-line via computer networks for distance learning. We present the concept of computer-generated multimedia text-books; describe their creation by an easy-to-use, sophisticated authoring system; and describe the underlying instructional design approach to guide future authors of multimedia textbooks.

Computer-Assisted Instruction↗
PubMed1995

A comparison of educational interventions. Multimedia textbook, standard lecture, and printed textbook.

OBJECTIVE: To compare the instructional effectiveness and efficiency of a pediatric multimedia textbook (MMTB) with that of a standard lecture and of a printed textbook in a prospective, interinstitutional study. DESIGN: Randomized, prospective cohort. SETTINGS: An urban and a rural medical school affiliated with tertiary care hospitals. POPULATION: Third- and fourth-year medical students from June 1992 to June 1993. INTERVENTIONS/OUTCOME MEASURES: Students were randomized to one of four treatment groups: (1) computer-aided instruction with MMTBs (n = 39), (2) traditional lecture (n = 39), (3) printed textbook (n = 39), or (4) a control group (n = 62). Only the control group was pretested. Following their randomized instruction, all groups were tested via a 26-question multiple-choice test. Statistical analysis was accomplished by analysis of variance of mean post-test scores. The amount of time that students spent with each educational intervention was recorded. RESULTS: Three hundred two students were eligible for the study, 267 entered the study, and 179 completed the study. The instructional effectiveness of the MMTB was greater than that of the lecture (P < .05), and it was the same as that of the printed textbook. All instructional methods were more effective than the control group (P < .05). The instructional efficiency of the MMTB was equal to that of the lecture and of the printed textbook. The subjective response to the MMTB instruction was positive. CONCLUSION: The MMTBs constitute an educationally sound alternative instructional method and have a promising future in medical education.

Adult↗