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PubMed1979

Developing the medical curriculum at King Abdulaziz University.

The kingdom of Saudi Arabia has placed a high priority on medical education. King Abdulaziz University is developing a medical curriculum aimed at being responsive to the health needs of the people of the kingdom. In creating the curriculum, planners devoted considerable time and effort to studying health manpower resources and needs, regional developments, demographic patterns, socioeconomic and cultural factors, general education development plans, vital statistics, and existing and projected health facilities. These and many other factors played a role in determining the format and the content of the curriculum, which is intended to produce individuals for leadership roles as medical educators, medical practitioners, and researchers.

Adolescent↗

PubMed1979

Relevant curriculum planning in health education: a methodology.

Procedures proposed to present a methodology for planning relevant health education curriculum included having students write out questions they felt their peers had about health in the specific content areas of community health, consumer health, diseases, drugs, alcohol, and tobacco, ecology, family life, nutrition, mental health, personal health and safety and first aid. A sample survey was presented where 80 junior high school students wrote a total of 981 questions and 74 senior high school students wrote 786 questions. Implications for the health education curriculum would be as follows: (1) Curriculum can be made relevant if the specific content covered is directly related to problems of daily living: (2) Provide needed cognitive information to meet real or potential problems of students; and (3) Provide guidance for the health educator in planning the kind and the amount of emphasis within the total health education program.

Adolescent↗

PubMed1977

An experience with a systems approach to curriculum design.

Learning system design, based on general systems theory, is a powerful facilitator for planning and implementing programs of curriculum and instruction. Curriculum planners are directed to a practical consideration of all systems components, and an awareness of their interrelatedness. Specifically they must deal with: Problem areas or barriers to success; the need to define and choose explicit outcomes; ways to make the curriculum operational; and a specific plan for program assessment. The systems process is value free and content free. Values are generated as content is selected and fitted into the system components. Therefore the system input is a crucial factor in the quality of the system. I have attempted to share some aspects of systems methodology which were very useful in the experience of designing a program for the education of gerontological nurse practitioners.

Curriculum↗

PubMed1979

The impact of a curriculum change on student attitude and ultimate professional behavior.

The longitudinal effects of curriculum changes on student attitude and the relationship between attitudes as students and behavior as a professionals in practice are explored in this paper. A curriculum change (treatment of handicapped patients) was planned, introduced, and its effects on student attitude and professional behavior monitored. Findings indicate that: (1) exposure to handicapping conditions significantly lowered student humanitarian attitudes about the treatment of handicapped patients, (2) involvement with handicapped, regardless of the type of involvement (i.e. clinical or supervising oral hygiene care), appears to adversely affect humanitarian attitudes of students regarding handicapped patients. (3) student estimation of their future behavior is not a reliable indication of their future behavior, and (4) changes in curriculum should not be evaluated from student attitudes alone.

Attitude↗

PubMed1979

A ladder curriculum in clinical microbiology.

A continuum of four microbiology courses for medical technology majors has been developed by the Medical Laboratory Science Program at Northeastern University. Using a system approach to curriculum design, the academic and clinical faculty identified career-entry capabilities, delineated appropriate subject content, and developed an instructional system which placed individual topics into one of four courses in the ladder curriculum: a basic, second-year, university-based clinical microbiology course stressing microbial technique and common organism identification; third-year microbiology and cellular physiology courses developing theoretical aspects; a fourth-year, hospital-based clinical microbiology rotation emphasizing isolation and identification techniques for significant pathogens; and a fourth-year, university-based, didactic course covering host defense-organism virulence interactions, infectious disease principles, and new techniques and unusual isolates as reported in the recent journal literature. Based on four years of experience with this system and in light of the publication of the 1978 American Society for Medical Technology (ASMT) Competency Statements, the Northeastern Medical Laboratory Science Program faculty is currently reexamining the continuum to insure completeness and appropriateness of overall subject content, to provide reinforcement, and to remove unnecessary duplication among the courses in the curriculum.

Certification↗

PubMed1978

Family medicine in the undergraduate medical curriculum.

Family medicine has become an integral part of the under-graduate medical curriculum in many schools. The process of developing this important segment of the curriculum has encountered many difficulties which have centered around the particular phase in which family medicine is introduced in the student's development. The student must recognize family medicine as an academic discipline comparable to, and as important as, other traditional specialties. Through the use of the model practice unit, the development of cognitive behavioral objectives, and the provision of continuity of care experiences during the undergraduate medical curriculum, the student can grow to understand that family medicine is, in fact, as academically strong as other more traditional specialties. This article describes the experience, problems, and the development of these components in one medical school.

Alabama↗

PubMed1978

A systematic approach to medical technology curriculum development.

A systematic approach to medical technology curriculum development resulted from a multidisciplinary, federally funded, competency-based curriculum development project in the School of Allied Medical Professions at The Ohio State University. This approach includes processes for identifying medical technology competencies, evaluating the effectiveness of an ongoing curriculum, and developing a domain-referenced framework for organizing, sequencing, evaluating, and updating the requisite professional knowledge, skills, and attitudes.

Competency-Based Education↗

PubMed1978

The computerized medical record in gastroenterology: part 4. Health curriculum vitae.

The health curriculum vitae consists mainly of a chronological sequence of diagnoses, which are the mainstays of the medical record. Each diagnosis is connected vertically in the health curriculum vitae with its aetiological factors and its medical or surgical treatments in a casual concatenation; and horizontally throughout the other three parts of the record with its relevant functional, morphological (descriptive) and numerical laboratory data in a diagnostic association. The health curriculum vitae uses the Systematized Nomenclature of Medicine (SNOMED), the International Nomenclature of the Diseases of the Gastrointestinal Tract (CIOMS) and the International Standard Classification of Occupations of the Internationl Labour Office.

Computers↗

PubMed1978

The preceptorship, an integral unit of the curriculum in community and family medicine.

A curriculum in community and family medicine at the University of Massachusetts Medical School, planned to include a primary care preceptorship as an integral unit, is described. The curriculum has been planned to allow for repeated and increasing exposure of medical students during their undergraduate years to a variety of health care settings within the state. An extensive program of courses is required for all students and consists of a three-week field clerkship in the first year, a field-oriented epidemiology course in the second year, and a six-week field clerkship in the third or fourth year. A preceptorship elective is available to all medical students after they have completed their first two years. Field visits by community and family medicine faculty to the preceptorship site provide overall guidance, facilitate the implementation of objectives, and provide opportunities to strengthen bonds between the practicing physicians of the Commonwealth of Massachusetts and the state medical school. The results to date are discussed.

Community Medicine↗

PubMed1977

The impact of an elective curriculum in pathology.

Under the revised medical curriculum at Duke University, elective courses were offered in the third and fourth years beginning in 1968-1969. Departmental electives in autopsy, surgical, and systemic pathology were offered as major courses, and the subspecialty courses in cardiovascular, renal, pulmonary, pediatric, and neuropathology were taught by specialists in those areas. Special topics in subcellular and molecular pathology, neoplasia, environmental diseases, and experimental pathology were subscribed by medical and graduate students alike. To determine the impact of elective courses in pathology, these electives were compared to those offered by other basic science disciplines. Tabulation of total courses offered, student enrollment, and total academic credit hours were constructed for each basic science area. The data show that over the six year study period the students elected more courses in pathology than in any other basic science. The most heavily subscribed electives in pathology were those that were clinically oriented, such as cardiovascular or renal pathology. One impact of this elective system may be to enhance recruitment. During the period studied, 29 Duke graduates interned in pathology compared to six under a comparable time period in the traditional curriculum.

Curriculum↗

PubMed1975

Following up the physical therapist assistant graduate; a curriculum evaluation process.

Graduates of the physical therapist assistant program at St. Mary's Junior College in Minneapolis, Minnesota, were studied to ascertain how well prepared they had been for the demands of their jobs and to discover what revisions in the program curriculum might be appropriate. Working graduates and their supervisors were surveyed to obtain information about the frequency and independence of performance of 111 tasks appropriate to physical therapy departments. The response was 90 percent. The St. Mary's curriculum was considered appropriate in most respects. More than 25 percent of the supervisors considered emphasis inadequate only for facilitation, breathing, and mat exercises. Graduates' recommended changes were more extensive, suggesting a desire to expand their knowledge. A manual was designed to guide program faculties through follow-up of their own graduates. The manual includes questionnaires, worksheets, and a guide to analysis. The authors suggest that the process may also be useful for other technical-level allied health occupations.

Clinical Competence↗

PubMed1977

An integrated problem-solving curriculum design for physical therapy education.

Development of and experience with an integrated problem-solving curriculum design for physical therapy education is presented. The basic themes which relate discrete subject areas and a method of organizing the content around the themes are described. Problem-solving learning experiences are sequenced from the simple to the complex around the kind of situations found in clinical practice. Clinical education is integrated throughout the curriculum, and a calendar is developed based on the content of the learning experiences rather than the traditional university calendar.

Curriculum↗

PubMed1975

Issues and methods in curriculum evaluation.

Studies of medical school curricula need not meet the criteria of systematic experimental designs. Instead of compromising aspects of the curriculum to meet such requirements as random sampling, the authors suggest the development of representative curricular research. Such designs require the development of population validity, ecological validity, and referent generality. Examples of these aspects of representative design are derived from the development of a health-maintenance-organization-based primary care curriculum.

Curriculum↗

PubMed1977

An independent study program within a medical curriculum.

The Independent Study Program (ISP) at the University of Rochester School of Medicine and Dentistry is described and its objectives are specified. Experimental (ISP) students and two matched (non-ISP students from the same class) groups were studied in two successive second-year medical school classes. Data were gathered only post-ISP for the first class and both pre- and post-ISP for the second. The data included measures of achievement, personality characteristics, and academic-professional experience. Experimental and control groups were not significantly different on achievement and academic-professional measures but did differ on certain measures of personality and values. The groups also differed on their evaluations of curriculum and reports of study habits. Fache ISP program was considered, and it was found that the ISP is less expensive of faculty time than is the regular curriculum but involves higher nonfaculty costs.

Achievement↗

PubMed1977

Objectives of psychiatric education in a primary care curriculum.

This paper gives the rationale, background, and outline of psychiatric curriculum development in the education of the primary care physician at one medical school. It is important to clarify the educational objectives, to develop specific teaching techniques to meet the objectives, and to have adequate assessment measures to evaluate the objectives and techniques. Additionally, it is necessary for an ongoing committee to continue to monitor and adjust the program as the assessment requires. The value of the program has been educational clarity, the development of a high esprit de corp among the faculty, student acceptance, and integration of psychiatry into the total medical school curriculum.

Curriculum↗

PubMed1977

Student decision-making and performance in a flexible-time curriculum.

Three consecutive classes (213 students) entering the University of Arizona College of Medicine under a flexible-time three-year curriculum were provided the option of extending their program by a year or more. Of the 30 percent who availed themselves of this option, a majority did so because they desired a better personal or academic "life-style" rather than for specific academic reasons. Most continued to pursue medical interests during the free time which became available to them. Through none of the usual admission data was it possible to predict which students would choose to extend their program. At the time of graduation students completing the curriculum in three years achieved scores on the Part II examination of the National Board of Medical Examiners comparable with those earned by students who extended for a four-year program. Nonacademic factors may be of greater importance than academic factors in student acceptance of accelerated curricula.

Arizona↗

PubMed1978

Pediatric residents and young handicapped children: curriculum evaluation.

The systematic evaluation of a curriculum designed to improve the knowledge, skills, attitudes, and clinical judgment of pediatric residents with regard to young handicapped children and their families is described. Residents were assigned to experimental and control groups, and changes were analyzed across several dimensions. The results revealed a number of significant changes due to the implementation of the curriculum. In particular, knowledge of various aspects of handicapping conditions increased as did the tendency to characterize the behavior of handicapped children in a positive manner. In addition, an experimental design is presented that is uniquely compatible with scheduling factors during residency training.

Attitude of Health Personnel↗

PubMedDate not supplied

One integrated curriculum: an empirical evaluation.

In recognition of accountability to both the community and the student consumer for the process and the product of their educational program, faculty and students of Harris College of Nursing, Texas Christian University, Fort Worth, undertook a three-year study of entering and graduating students. Students exposed to a new integrated curriculum, it was found, tended to possess a higher degree of leadership and empathic ability without sacrifice of knowledge but less critical thinking ability than students graduating from the older "block" curriculum. It is suggested that this might have resulted from too much consistency of approach in the integrated program. Intellective characteristics (IQ, scholastic aptitude test scores, critical thinking ability) plus leadership potential and empathic skill were significant in discriminating between successful and nonsuccessful students.

Achievement↗