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PubMed1997

Development and evaluation of a clinical psychopharmacology educational curriculum.

Clinical psychopharmacology training at the University of Toronto (Toronto, Ontario, Canada) was in need of improvement. The authors developed and evaluated a Clinical Psychopharmacology Educational Curriculum to complement the education provided to trainees and staff. The program consisted of journal clubs, case rounds, and didactic research tutorials and lectures. The program was attended by staff, fellows, psychiatry residents, graduate pharmacology students, medical students, and pharmacists. No course credit or continuing medical education credits were offered for participating in the program. The program ran for two academic years (September 1994-June 1996). Anonymous evaluation forms were collected after the sessions. These evaluated content, presentation style, and educational value, each on a scale from 1 (unsatisfactory) to 5 (excellent). Ratings for each component of the curriculum were close to excellent. The case rounds were rated slightly better for presentation style and educational value. Positive ratings suggest that similar efforts, particularly using case-based methods, should be developed in other teaching hospitals contingent on availability of qualified faculty and funding.

Curriculum↗

PubMed1986

Self-care attitude changes of nursing students enrolled in a self-care curriculum--a longitudinal study.

The purpose of this 3-year longitudinal study was to determine if nursing students' self-care attitudes change after being socialized through a curriculum based on Orem's Self-Care Deficit Theory. The sample consisted of 40 baccalaureate nursing students and 71 general university students who served as a control group. Pretest-posttest design was used employing the Linn-Lewis Self-Care Attitude Scale. On initial testing, nursing students had more positive attitudes toward self-care than the general university students, but the results were not significant. At the completion of the nursing curriculum, analysis of covariance on posttest mean scores indicated nursing students had significantly higher self-care scores (p less than .001).

Adolescent↗

PubMed2001

Towards a curriculum for the consultant biostatistician: identification of central disciplines.

The variation in the background of biostatistical consultants is huge. This varying background in formal education complicates communication. It may obscure clients' expectations as well as any discussion on qualifications and registration. To tackle these disadvantages as well as to facilitate the training of a new colleague, we need to find common ground. The aim of this paper is to identify the central disciplines which constitute the foundation of biostatistical consultancy. Any task-aimed curriculum should be based on these disciplines. Curriculum design theory was used to guarantee a logical and rational process. The result is the identification of a sextet of disciplines: applied statistics; methodology; epidemiology; communication; computational science, and personal effectiveness.

Biometry↗

PubMed1988

Towards a model social work curriculum for practice with the chronically mentally ill.

Social work is well-positioned to mount a major curriculum initiative focused on practice with the chronically mentally ill. The profession's historical legacy, conceptual compatibility with current service needs, and its significant contribution to practice and research are a firm base upon which to build. This paper suggests the content needed to adequately prepare future cadres of professionals and proposes a variety of curriculum strategies for organizing such content. In addition, attention is devoted to the preparation of management personnel.

Chronic Disease↗

PubMed1988

A model community psychiatry curriculum for psychiatric residents.

The ability of mental health practitioners to work well with persons with serious long-term mental illness has expanded significantly over the past two decades. Learning to do this well involves acquiring a broad base of knowledge and a complex range of skills. Such knowledge and experience must be incorporated into the basic residency curriculum for general psychiatrists, though with some notable exceptions this has not occurred for a number of important reasons, including money and the new image that psychiatry is trying to assume. The key elements of such a curriculum include 1) specific learning goals, 2) working within an effective treatment system with high quality clinical rotations, 3) good role models, 4) high quality psychiatric supervision, 5) a well-grounded didactic program, and 6) high quality clinical rotations. We discuss these elements in detail, and we describe the training program in community psychiatry at the University of Wisconsin Medical School Department of Psychiatry. Our residency training program and supervising faculty are affiliated with and partially funded by the Mental Health Center of Dane County to the benefit of both. This marriage between the public-sector mental health care provider and the academic psychiatric training program has created benefits for both parents plus a fertile environment for training future generations of psychiatrists.

Chronic Disease↗

PubMed1993

Training residents for community psychiatric practice: guidelines for curriculum development.

There is a critical need to recruit and retain more psychiatrists with the required skills and interest to work with seriously mentally ill and/or socially disadvantaged patients within organized programs in community settings. More residency training programs having the capacity to prepare psychiatrists for community practice can help to meet this need. A consensus definition of the clinical, administrative, consultative and academic areas of contemporary community psychiatric practice developed by the American Association of Community Psychiatrists is used to determine the goals of the training curriculum described in this paper. A comprehensive list of knowledge, skill, and attitude objectives, as well as suggestions for structuring clinical training assignments are provided as guidelines for curriculum development.

Adult↗

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↗

PubMedDate not supplied

A consumer/medical educator conference: new objectives for the medical curriculum.

The authors discuss the development and proceedings of a highly structured conference at which 17 representatives from diverse non-medical groups and 14 medical educators from one medical school identified objectives needing greater emphasis in the medical curriculum. The conference emulated industry's use of consumer advisory panels. Using the nominal group technique, a group process used in business, the non-medical group developed independently a priority list of areas in which physicians might be better educated to serve society. The medical educators then joined the non-medical group to discuss and clarify the concerns given highest priority. The authors describe subsequent initiatives by the medical school to address aspects of the general concerns raised by the non-medical group. The conference represents an approach to seeking input from non-traditional sources in the development of the medical curriculum.

Community Participation↗

PubMedDate not supplied

Need-based undergraduate medical curriculum.

There is a growing concern over the quality of medical education for undergraduates in India. This paper is an attempt to define a need-based curriculum and outline the initiatives taken by the Medical Council of India (M.C.I.) in developing a need-based curriculum. The steps include: clear delineation of goals and objectives of education; adoption of innovative teaching and learning methodology, adjustments in the course structure, updating of course content, rationalizing assessment strategy, and emphasis on structured and skill oriented internship. For effective implementation of these measures, strategies such as establishment of Medical Education Unites (MEUs), visible funding of education, more recognition to teaching and impetus to staff development activities have been suggested.

Child↗

PubMed2004

["Meet the AIX-PERTs." Emergency medical care at the beginning of the medical reform curriculum in Aachen].

BACKGROUND: Extensive knowledge and skills in the basics of emergency medical care are of paramount importance for every physician and should therefore be an integral part of medical education. METHODS: Regulations for medical licensure in Germany were revised by the administrative authorities in 2002 and as a consequence the Medical Faculty of the University of Aachen (Germany) decided to start the Medical Reform Curriculum Aachen. A multidisciplinary, problem-oriented and organ-related approach to medical education replaces the classical discrimination between basic and clinical sciences. RESULTS: With AIX-PERT (AIX-la-Chapelle Program for Emergency medical care and Resuscitation Training), a program consisting of problem-based learning sessions was developed for introduction to the first year students. Defined teaching objectives in emergency medicine are now incorporated in undergraduate medical education. CONCLUSION: The extremely positive evaluation of the new approach encouraged us to promote AIX-PERT further. In the future the effects of success of this approach will be assessed by longitudinal studies of skills and knowledge during the continuing curriculum.

Cardiopulmonary Resuscitation↗

PubMed2006

[The new curriculum for surgery in Hamburg, Germany].

In October 2004, the medical faculty of Hamburg University started a program to restructure completely clinical teaching according to new state regulations of June 2002. In this new curriculum design, the surgical disciplines were horizontally and vertically interconnected and integrated, with a focus on practical training and problem-based teaching. This study describes the concept of clinical teaching and presents the student evaluation results of the first four blocks with a focus on performance in surgical disciplines. There was high student satisfaction with the new program, compared with results before October 2004 and also with respect to other disciplines within the new curriculum. This was especially true for the practical courses in the newly established skills lab. Future developments in e-learning and practical teaching in the skills lab are necessary to overcome restrictions on medical education due to changes in the German health care system.

Curriculum↗

PubMed2002

Teaching rational prescribing: a new clinical pharmacology curriculum for medical schools.

In most U.S. and Canadian medical schools, pharmacology is taught during the preclinical year 2 of the 4-year-long curriculum. This is despite the fact that medical school graduates and residency directors have identified teaching rational therapeutics as a priority. Hence, we have developed a core curriculum in clinical pharmacology for 4th-year medical students that builds on the core principles of rational therapeutics described by Nierenberg 10 years ago (Nierenberg, DW. Clin Pharmacol Ther 1990; 48:606-610). Here we report on our 3-year experience teaching this course, which addresses the following teaching objectives: to teach medical students on how to (1) critically evaluate medications; (2) obtain a complete medication history including herbal and over-the-counter medications; (3) apply pharmacokinetic principles to clinical practice; (4) recognize and report adverse drug events and interactions; (5) optimize pain management; (6) recognize and treat substance abuse and poisoning; and (7) prescribe rationally regardless of prescribing environment. Student assessment was in the form of multiple-choice and formative oral examinations, which were validated against the clinical part of the U.S. medical licensing examination. The course significantly increased the student rating of clinical pharmacology teaching measured by a national survey of U.S. medical school graduates. We conclude that this course may be useful for teaching rational prescribing to medical students. With the guidance and educational material provided by this article, a successful implementation of such a course should be possible in most medical schools.

Curriculum↗

PubMed2006

Daily physical education in the school curriculum in prepubertal girls during 1 year is followed by an increase in bone mineral accrual and bone width--data from the prospective controlled Malmö pediatric osteoporosis prevention study.

The aim of this study was to evaluate a general school-based 1-year exercise intervention program in a population-based cohort of girls at Tanner stage I. Fifty-three girls aged 7-9 years were included. The school curriculum-based exercise intervention program included 40 minutes/school day. Fifty healthy age-matched girls assigned to the general school curriculum of 60 minutes physical activity/week served as controls. Bone mineral content (BMC, g) and areal bone mineral density (aBMD, g/cm(2)) were measured with dual X-ray absorptiometry (DXA) of the total body (TB), lumbar spine (L2-L4 vertebrae), third lumbar vertebra (L3), femoral neck (FN), and leg. Volumetric bone mineral density (g/cm(3)) and bone width were calculated at L3 and FN. Total lean body mass and total fat mass were estimated from the TB scan. No differences at baseline were found in age, anthropometrics, or bone parameters when the groups were compared. The annual gain in BMC was 4.7 percentage points higher in the lumbar spine and 9.5 percentage points higher in L3 in cases than in controls (both P < 0.001). The annual gain in aBMD was 2.8 percentage points higher in the lumbar spine and 3.1 percentage points higher in L3 in cases than in controls (both P < 0.001). The annual gain in bone width was 2.9 percentage points higher in L3 in cases than in controls (P < 0.001). A general school-based exercise program in girls aged 7-9 years enhances the accrual of BMC and aBMD and increases bone width.

Absorptiometry, Photon↗

PubMed2006

Teaching communication and stress management skills to junior physicians dealing with cancer patients: a Belgian Interuniversity Curriculum.

BACKGROUND: Ineffective physicians' communication skills have detrimental consequences for patients and their relatives, such as insufficient detection of psychological disturbances, dissatisfaction with care, poor compliance, and increased risks of litigation for malpractice. These ineffective communication skills also contribute to everyday stress, lack of job satisfaction, and burnout among physicians. Literature shows that communication skills training programs may significantly improve physicians' key communication skills, contributing to improvements in patients' satisfaction with care and physicians' professional satisfaction. This paper describes a Belgian Interuniversity Curriculum (BIC) theoretical roots, principles, and techniques developed for junior physicians specializing in various disciplines dealing with cancer patients. CURRICULUM DESCRIPTION: The 40-h training focuses on two domains: stress management skills and communication skills with cancer patients and their relatives. The teaching method is learner-centered and includes a cognitive, behavioral, and affective approach. The cognitive approach aims to improve physicians' knowledge and skills on the two domains cited. The behavioral approach offers learners the opportunity to practice these appropriate skills through practical exercises and role plays. The affective approach allows participants to express attitudes and feelings that communicating about difficult issues evoke. Such an intensive course seems to be necessary to facilitate the transfer of learned skills in clinical practice. CONCLUSIONS: The BIC is the first attempt to bring together a stress management training course and a communication training course that could lead not only to communication skills improvements but also to burnout prevention.

Adaptation, Psychological↗

PubMed2006

Toward an aesthetic medicine: developing a core medical humanities undergraduate curriculum.

The medical humanities are often implemented in the undergraduate medicine curriculum through injection of discrete option courses as compensation for an overdose of science. The medical humanities may be reformulated as process and perspective, rather than content, where the curriculum is viewed as an aesthetic text and learning as aesthetic and ethical identity formation. This article suggests that a "humanities" perspective may be inherent to the life sciences required for study of medicine. The medical humanities emerge as a revelation of value inherent to an aesthetic medicine taught and learned imaginatively.

Curriculum↗

PubMed2003

An effective strategy for integrating ethics across the curriculum in engineering: an ABET 2000 challenge.

This paper describes a one-day workshop format for introducing ethics into the engineering curriculum prepared at the University of Puerto Rico at Mayagüez (UPRM). It responds to the ethics criteria newly integrated into the accreditation process by the Accreditation Board of Engineering and Technology (ABET). It also employs an ethics across the curriculum (EAC) approach; engineers identify the ethical issues, write cases that dramatize these issues, and then develop exercises making use of these cases that are specially tailored to mainstream engineering classes. The different activities and strategies employed in this workshop are set forth. Specific references are made to the cases and exercises developed as a result of these workshops. The paper ends by summarizing the different assessments made of the workshop by addressing the following questions: how did it contribute to the overall ABET effort at UPRM; could other universities benefit from a similar activity; and how did the participants evaluate the workshop?

Accreditation↗

PubMed1993

Educational empowerment of the clinical dietitian: a proposed practice doctorate curriculum.

Practice doctorate (NutritionD) programs that emphasize use of discipline-specific diagnostic assessments have been proposed for clinical dietitians. A preliminary survey of dietitians was conducted to ascertain perceived barriers to use of dietetics-specific diagnostic assessments; interest in earning a practice doctorate, and course topics of perceived importance to selected subspecialties and a practice doctorate curriculum. A questionnaire was developed and administered to a nonrandom sample of 120 dietitians attending a clinical nutrition conference. Response rate was 83%, yielding 100 usable responses. Of the respondents, 60 perceived education to be one of the most limiting barriers to use of diagnostic assessments; 55 expressed interest in earning a practice doctorate. Respondents ranked 22 course topics for perceived importance in each of 14 dietetics subspecialties; 5 topics were categorized as core, 12 as supporting, and 5 as elective. Course topics perceived to be of highest importance in 11 or more of 14 subspecialties were nutritional diagnosis; clinical nutrition examination procedures; advanced diet therapies/nutriotherapeutics; drug-nutrient interactions; and the care process/diagnostic charting. Dietetics-specific diagnosis, which often complements medical diagnosis, is in the process of becoming a standard of practice for many dietitians. Therefore, as seasoned dietitians we are challenged to overcome any possible educational barriers to realization of this new practice. One approach to achieving this educational empowerment would be to direct national study efforts toward components of the proposed curriculum and to develop a practice doctorate option for clinical dietitians.

Adult↗

PubMed1994

The impact of clinical biochemistry on the pre-doctoral medical curriculum: an Italian viewpoint.

Clinical biochemistry can be viewed as a subdiscipline of laboratory medicine, but is not confined to the practical aspects of laboratory testing as clinical chemistry is. Since medical studies comprise both theoretical education and practical training, clinical (bio)chemistry must be taught by preceptors experienced in clinical laboratory operations. In Italy, where medical education traditionally has been separated into basic sciences and clinical sciences, clinical biochemistry has been added as a course to bridge between the two phases of the curriculum. However, the broader changes in Italian medical training will create a more cohesive pattern of teaching, and the integration of different material into a 'layer cake' curriculum. In such a structure, clinical (bio)chemistry will be considered a clinical discipline devoted mainly to teaching the use of laboratory tests, while the linkage between basic and clinical sciences falls to general pathology and pathophysiology. Nevertheless, to avoid overlap and lack of propaedeutical coordination, the content of the clinical (bio)chemistry-course must be coordinated with both the basic and the clinical sciences. This viewpoint is also supported by IFCC/IUPAC guidelines on teaching clinical chemistry to medical students.

Biochemistry↗