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PubMed1999

William Osler at 150: an overview of a life.

Sir William Osler is one of the most admired and honored physicians in the history of medicine. He influenced the development of medicine in Canada, the United States, and Great Britain, where he held professorships at McGill University, the University of Pennsylvania, Johns Hopkins University, and Oxford University. Through his textbook, The Principles and Practice of Medicine, and other clinical and philosophical writings, he exercised a truly global influence. In this sesquicentennial of his birth, William Osler continues to serve as a model of excellence for the medical profession. This examination of the reasons for his enduring impact reveals a legacy of clinical, scientific, literary, educational, and intraprofessional accomplishments linked to a remarkable personality, and bound together by an extraordinary humanism.

Canada↗
PubMed1998

Psychotherapy training and theoretical orientation in clinical psychology programs: a national survey.

A survey of the instructors of the initial psychotherapy course in APA accredited clinical psychology programs investigated the relationship between theoretical orientation and 33 items assessing metatheoretical assumptions, operating constructs, and active components emphasized in psychotherapy instruction. Factor analysis of the 33 items yielded the following factors: Professional Behaviors/Attending Skills, Problem Focused, and Dynamic Constructs. Analysis of variance of the three factors by orientation revealed that only Factor 3 (Dynamic Constructs) was significant with regard to orientation. Significant differences were found between teachers with dynamic and cognitive behavioral orientations and between those with dynamic and behavioral orientations. With the exception of Dynamic Constructs, the assumptions, constructs and components emphasized in psychotherapy training in these courses appear to be similar regardless of the orientation of the instructor.

Attitude↗
PubMed1999

Anatomy atlases.

Anatomy atlases are unlike other knowledge sources in the health sciences in that they communicate knowledge through annotated images without the support of narrative text. An analysis of the knowledge component represented by images and the history of anatomy atlases suggest some distinctions that should be made between atlas and textbook illustrations. Textbook and atlas should synergistically promote the generation of a mental model of anatomy. The objective of such a model is to support anatomical reasoning and thereby replace memorization of anatomical facts. Criteria are suggested for selecting anatomy texts and atlases that complement one another, and the advantages and disadvantages of hard copy and computer-based anatomy atlases are considered.

Anatomy↗
PubMed1999

What are we teaching about lifting and transferring patients?

Lifting patients under the axilla has been found to be physically stressful for nurses and uncomfortable for patients. The goals of this study were to find out: how often educators teach this method and observe it in the clinical field; which assistive devices are used in teaching; and what authors of textbooks teach about the under-axilla method. A questionnaire was sent to 546 baccalaureate (BS) and associate (AD) degree programs; 358 educators responded and 337 responses were analyzed. Eighty-three percent of the educators teach the under-axilla method for in- and out-of-bed transfers; 94% observe it used in the clinical field. For lifting up in bed, 56% teach the under-axilla method; 86% observe it in the clinical field. When assistive devices are included in teaching, the hydraulic lift and gait belt are taught most often; less stressful and more comfortable devices are not taught or observed by most respondents. None of the authors of the 3 most frequently used textbooks describe the use of the under-axilla method; authors of 2 textbooks state patients should not have pressure placed on the axilla area.

Adult↗
PubMedDate not supplied

Analysis of content regarding death and bereavement in nursing texts.

Information contained in textbooks provides the foundation for undergraduate education and entry into clinical practice. Inadequate knowledge of health care professionals in end of life (EOL) has been documented and efforts are in progress to improve this care. This paper reports on a project to strengthen nursing education in EOL care. One of the three project goals was the evaluation of EOL content in 50 nursing textbooks. This paper reports findings in two of the nine areas of the analysis framework which are Death and Bereavement. Findings indicate significant deficiencies in the content within these texts. Improvement in text content will require collaboration of palliative care professionals and textbook publishers and can result in increased ability of nurses to improve EOL care.

Attitude to Death↗
PubMed2000

Strains in experimental social psychology: a textual anaylsis of the development of experimentation in social psychology.

A textual analysis of post-World War II social psychology methodology manuals and handbook chapters on "methods" indicates that the introduction of the experimental method was enforced and gradually strengthened through the use of scientific rhetoric and the minimization of alternative research strategies. As a consequence, by the 1960s experimentation had become such an established identifying feature of psychological social psychology that the acceptability of ideas in the field came to depend largely on the ability of authors to couch them in the language of the experiment. Text writers continually shored up the defenses of scientific legitimacy and denigrated all other types of argument. We explore three sources of tension or strains evident as contradictions in these texts: (1) between a rational experimenter's carefully following prescribed, logic-generated scientific practices and the investigator's artfully or intuitively designing research; (2) between social psychologists' missionary activities of proselytizing the experiment as the primary research method and social psychologists' apologies and insecurities expressed about using experiments; and (3) between the treatment of participants as docile and submissive versus portraying them as underhanded and damaging to the outcome of the research. In addition, we briefly reexamine the strain (4) between sober scientific experimentation and a playful "fun and games" approach to experimentation (Lubek & Stam, 1995).

Historiography↗
PubMed2000

Contextualizing Floyd Allports's Social Psychology.

This paper looks at the program for social psychology presented by Floyd Allport in his Social Psychology of 1924. It contextualizes Allport's program in terms of intellectual currents of the time and the views of his teachers at Harvard University, specifically the philosopher Ralph Barton Perry and the psychologists Edwin B. Holt and Hugo Münsterberg. Finally, the paper analyzes responses to Allport's program at the time and later, retrospective responses.

History, 20th Century↗
PubMed2000

The nature of The Nature of Prejudice.

This paper attempts to establish the historical context for the development and publication of Gordon Allport's text, The Nature of Prejudice, and by so doing illustrate the importance of historicizing psychological social psychology. The Nature of Prejudice was, in part, the cumulative result of a decade of Gordon Allport's classroom teaching in a new interdisciplinary unit at Harvard, the Department of Social Relations. This paper chronicles key elements of Allport's course -"Prejudice and Intergroup Conflict"-from 1944 to the mid-1950s.

Education, Professional↗
PubMed1986

Updating McKusick: an educational exercise for medical students.

An educational module is described in which first-year medical students were assigned different entries from the 1983 edition of McKusick's Mendelian Inheritance in Man to revise and update. Following review and discussion in small group sections, the entries were reproduced to provide each student with an updated compendium of the selected genetic disorders. The important principles of Mendelian inheritance could be readily illustrated by the entities assigned to each discussion group. Students learned to use the library and how to understand and integrate clinical and experimental papers. More than half the students reported spending 11-20 h to complete the assignment and reviewed from six to ten articles in detail. The caliber of the entries was found to be significantly correlated with the time students reported they spend on the exercise, but not with the number of papers reviewed, prior knowledge of the disease entity, the frequency of dictionary usage, or undergraduate exposure to genetics.

Education, Medical, Undergraduate↗
PubMed2005

Boris Balinsky: transition from embryology to developmental biology.

This is the story of a textbook that students of developmental biology have used for 45 years. "An Introduction to Embryology" was released soon after a role for genes in the control of development became finally recognized but not yet well documented. Thus this book manifested the transition from embryology to developmental biology. The story of its author, Boris Balinsky, who against all odds survived to write this book, is remarkable on its own. He started his scientific career in the USSR, but due to 20th century social and political upheavals, ended it in South Africa. This article will shed light on the life of Boris Balinsky, a scientist and writer and will explore the origins of his book.

Animals↗
PubMed1999

"Curbside" consultations in gynecologic oncology: a closer look at a common practice.

OBJECTIVE: The aim of this article is to evaluate the nature and frequency of informal "curbside" consultations in a gynecologic oncology practice. METHODS: A log of all curbside consultations requested from a gynecologic oncologist in a tertiary multispecialty group practice was kept for 2 years (July 1996 to June 1998). New referrals or calls concerning mutual patients were excluded. RESULTS: Three hundred thirty-three requests for advice were received from 87 different physicians. Most (81%) of the calls were from 51 obstetrician/gynecologists (Ob/Gyns); 13% of the calls were from family practitioners or general internists. The four most common topics discussed were lower genital tract dysplasia (18%), endometrial hyperplasia (17%), adnexal masses (11%), and endometrial cancer (10%). Overall, 29% of questions pertained to the management of an invasive gynecologic malignancy. Twenty-four percent of the questions were answered in less than 5 min, 43% in 5-10 min, 29% in 11-20 min, and 4% in over 20 min. The issues discussed were considered simple in 26%, of moderate complexity in 49%, very complex in 22%, and ultracomplex in 3%. One hundred nine questions (33%) were of sufficient complexity to warrant referral to a specialist, which occurred in 52 cases (48%); physicians employed by a staff-model health maintenance organization were less likely to request a formal consultation (14%, chi(2) = 0.001). CONCLUSIONS: Curbside consultations are a frequent occurrence in the practice of a gynecologic oncologist, with most questions posed by general Ob/Gyns. Approximately one-third of the questions were of minimal complexity and involved topics covered in standard textbooks or residency training programs. In contrast, approximately one-third were of sufficient complexity that a casual discussion between colleagues may not yield optimal medical care.

Gynecology↗