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PubMed1983

A study on interaction techniques of nursing faculty in the clinical area.

In order to better understand the nature of clinical teaching, 44 two-hour observations of instructors in clinical and field settings were conducted. The instructors were teaching clinical nursing courses from the sophomore through the senior level. The observers recorded the frequency of 16 techniques using a category system as well as data concerning the student-teacher ratio, type of class, and other information. The results show that one third of the interactions between student and faculty lasted one minute or less and one third lasted one to six minutes. Majority were initiated by the faculty member with a 1:1 ratio. Analysis of the types of techniques most frequently used across all courses were either leading/direct questions or information giving. Discussion and implication of the results of this study are discussed in light of the realities of clinical experiences for the baccalaureate nursing student; e.g., effects on problem-solving abilities of students; need to improve clinical teaching interaction skills; and curriculum change. This study describes the interaction techniques that nursing faculty used with students in clinical and field settings. Improving clinical teaching is currently a priority for nurse educators. Many people assume that they have a good idea of what transpires between faculty and students in clinical settings. Yet very little is actually documented on this topic. Before improvements can be made, we should have a more complete understanding of what is happening. This can best be accomplished by observing and documenting faculty interactions with students. Therefore, the need to obtain better information about faculty-student interactions in clinical and field settings was the impetus for this quantitative descriptive study.(ABSTRACT TRUNCATED AT 250 WORDS)

Clinical Competence↗

PubMed1986

A comparative study of adult developmental patterns of RN and generic students in a baccalaureate nursing program.

The current influx of RN students into baccalaureate nursing programs has led to many curriculum changes that are based on the unverified assumption that the RN students are "different." This study examined the differences and similarities among RN and generic nursing students using a conceptual framework designed by Weathersby (1977) which incorporated into a single framework Levinson's life stage, Loevinger's ego development, and Kolb's learning styles theories in order to trace the adult development patterns of generic and RN students. Three instruments were used: The Washington University Sentence Completion Test, the Kolb Learning Style Inventory, and Tarule's Educational Experience Inventory. The sample consisted of 49 RNs and 30 generic students enrolled at a large southern state university. The results of the analyses revealed significant difference between RN and generic students on the variables life stages and ego development but not on learning styles. These results substantiated the premise that RN and generic students differ significantly in their stages of adult development, and consequently affect the students' perception and expectations of the educational process.

Adult↗

PubMed1988

The leadership/management role: a differentiating factor for ADN/BSN programs?

The resurgence of the ADN/BSN issue relative to educational preparation and roles and the concomitant development of positions taken by the professional associations and National Commission on Nursing pointed to the need for study of current ADN/BSN curricula and utilization of graduates. Based upon a brief historical literature review and ADN/BSN competency statements, the leadership/management role was selected for study as a possible differentiating factor between these programs. Findings from a statewide study of ADN and BSN programs and a representative sample of nurse executives indicated that an education and service dilemma exists relative to this role. The majority of ADN program directors noted that a leadership/management component should be part of ADN curricula, whereas BSN program directors did not concur. Nurse executives utilized ADN graduates in leadership/management positions and stated that length of experience was an influencing factor in selection. Numerous other findings showed a discrepancy in beliefs and practices among educators and nurse executives. This survey demonstrates the need for curriculum changes and role clarification. The leadership/management role may be a viable area for consideration.

Administrative Personnel↗

PubMed1992

Alternative pathways for training the general internist and the medical subspecialist.

Considerable attention is being directed from within the discipline of internal medicine to a perceived need for changes in the curriculum for postgraduate training of the internist. Much of this attention has been focused on the training required to properly prepare the general internist for the evolving system of health care. A proposal is presented to change the pattern of training of both the general internist and the medical subspecialist. After 2 years of core training, the general internist would enter 2 additional years of training that would include new material and additional experience in areas such as ambulatory and continuity care. After the core experience, the subspecialist would begin training in the subspecialty. The general internist would be certified as such, and the subspecialist would be certified only in the subspecialty. The proposal is based on the assumptions that 1) more general physicians are needed to meet the nation's health care needs; 2) more time will be required to properly train the general internist; 3) all of the additional and expanded training experiences for the generalist are not essential for training the subspecialist; and 4) the generalists of the future will not come from the ranks of subspecialists. The training needs of the general internist and the subspecialist should be viewed as separate, and curriculum changes should be considered without the restrictions of current patterns of training.

Curriculum↗

PubMed1975

Attitudes of graduates toward occupational therapy education.

Recently graduated occupational therapists were surveyed to determine their perceptions of the adequacy of their professional training. Through a mailed questionnaire, therapists evaluated their undergraduate professional preparation based upon their clinical experiences since graduation. Additional suggestions were solicited regarding possible areas of curriculum change, and the survey gave special attention to the area of interpersonal skill development. Responses were examined for areas of commonality and possible use in curriculum planning and modification. Results indicated that recent graduates see a need for more and earlier patient contact, increased attention to the development of administrative and managerial skills, and courses designed to facilitate skills necessary for effective interpersonal relationships.

Attitude of Health Personnel↗

PubMed1991

The impact of a resident-directed survey on the education curriculum of a university surgical training program.

Surgical training programs use various objective and subjective means to evaluate housestaff performance. However it is less clear how to assess the quality of the educational experience the program itself provides. This study examines the use of a resident-directed survey as a means of identifying and rectifying weakness in a surgical training curriculum. Multiple choice questionnaires covering each of 14 senior rotations were prepared by chief residents and distributed to all senior surgical residents in April 1989 (year I). The survey covered factors considered vital to resident education, including operative experience, input into preoperative and postoperative decisions, autonomy, and time demands, and an overall rating (OR) of the educational quality of the rotations. Responses were numerically graded: 1, appropriate; 0, fair; -1, inadequate (or "excessive" for the variable "time demands"). The results, which were presented and discussed at a departmental retreat that spring, prompted specific curriculum changes for the 1989-1990 academic year. An identical survey was conducted the next spring (year II). Major reorganizational changes were made in three of the four negatively rated rotations from year I. The OR for each of the rotations improved dramatically in year II (average increase of 0.64/rotation; p less than 0.05). None of the eight favorably rated rotations in year I suffered a reduction in OR as a result of the changes. Case load, intraoperative involvement, and input in both preoperative and postoperative decisions correlated most frequently with favorable ORs in both years. This study shows that a resident survey is an effective tool for critically assessing the education curriculum of a surgical training program.

Curriculum↗

PubMed1991

Changes in demographics at the University of Oklahoma College of Medicine.

Efforts in recruitment and retention of students by the University of Oklahoma College of Medicine have resulted in an increased size of applicant pool to the college over the past three years. Curriculum changes and programmatic innovations have provided new opportunities for students and incentives to remain in the State of Oklahoma. Continuing and expanding recruitment efforts can be enhanced by the active participation and support of the physicians of the state.

Education, Medical↗

PubMed1990

Tobacco use cessation curricula in the U.S. dental schools and dental hygiene programs.

Tobacco-related health problems are the most preventable forms of illness in the United States. By assuming proactive tobacco use cessation counseling roles, dentists and dental hygienists can help reduce the number of people who currently use tobacco. The literature reports that many oral health professionals feel unprepared to assume such roles. To help combat the problem of tobacco-related illness and to help prepare dentists and dental hygienists to assume tobacco use cessation counseling roles, dental schools and dental hygiene programs need to develop appropriate didactic and clinical tobacco use cessation curriculum content. To date, there are limited national data addressing the extent of tobacco use cessation education in dental schools and dental hygiene programs. Studies of medical schools have revealed a need for increased curriculum content on tobacco use prevention and cessation. Further, tobacco use cessation training programs for medical students, practicing dentists, and dental hygienists have resulted in increased student and provider confidence when tobacco use cessation counseling roles were assumed. This study surveyed all dental schools and dental hygiene programs in the U.S. to determine if tobacco-related curriculum content exists, and if so, to what extent. Variables addressed included allocated hours, subject content, scope, department responsible, workplace smoking policy, importance, and future curricular directions. Questionnaires were mailed to all dental hygiene program directors and dental school academic deans. Study findings suggest that dental and dental hygiene students receive limited tobacco use cessation education, and respondent schools have no immediate plans for curriculum change in this area.(ABSTRACT TRUNCATED AT 250 WORDS)

Chi-Square Distribution↗

PubMedDate not supplied

[Dentists and the prevention of oral cancer].

The authors, after participating on the European Conference on Dentists and Cancer Prevention, part of the program Europe Against Cancer, describe the main conclusions of the working groups, namelly on epidemiology and etiology of oral cancer, participation of dentists on community based programs for primary and secondary prevention of pré-cancer and cancer, as well as the curriculum changes proposed for Dental degree and the role of continuous education and of dental societies in this field.

Curriculum↗

PubMed1990

General practice residency training and the osteopathic profession: trends and issues for the 1990s.

With the 1989-1990 training year, the length of postinternship residency training in osteopathic general practice will increase from 1 to 2 years. The longer residency is expected to give trainees a more complete and more competitive education and to protect them against discrimination regarding hospital privileges. With this change comes the opportunity to evaluate the current status of residency training in the field and to use the data as the basis for making rational predictions and recommendations for the future of the specialty. The author considers the effect of curriculum changes on the operation of training residents in osteopathic general practice. He examines the structure of the new training program and discusses issues pertaining to osteopathic general practice.

Education, Medical↗

PubMed1988

Recent changes in the dental curriculum in Japan.

Information on curriculum changes was obtained from 25 of Japan's 29 dental schools. Twelve of the schools reported changes in the last 5 years. There has been some extension of inter-disciplinary teaching, more integration of previously separate courses and improved orientation at the beginning of new courses. Japanese dental education has not been influenced by significant changes in dental disease for the changes noted in other industrialized countries have not yet made an impact in Japan. Among aims for the future are (1) to shift curriculum emphasis from dental caries to periodontal disease, (2) to develop a better understanding of the dental needs of the elderly (3) and to improve the comprehension of relevant general health problems. An extensive internship programme has recently been introduced in Japan.

Curriculum↗

PubMedDate not supplied

NP education: observations from a national perspective.

During the past decade (1976-1986), both the number of nurse practitioner programs and the federal funding of those programs peaked. The majority of programs now offer a master's rather than a certificate and the orientation of the curriculum changed from treatment of disease to health promotion.

Certification↗

PubMedDate not supplied

Keeping the focus on nursing.

Keeping the curriculum focused on nursing will take the best efforts of nursing educators, administrators, and practitioners. Nursing knowledge based on systematic study has expanded and is now developing more quickly than ever. This, along with the recognized need for general education courses in the curriculum, has helped nursing move into the mainstream of higher education. New approaches to curriculum organization and to teaching nursing should be considered in the effort to provide the best possible education. The many advances made by nursing education and practice in the past century now challenge us to consider curriculum changes that could significantly alter our traditional approaches.

Clinical Competence↗

PubMed1983

Adult immunization: the medical record design as a facilitator for physician compliance.

A three-year prospective chart audit of a family practice residency program was performed to measure physician compliance in following the recommendations of an adult immunization program. Despite curriculum changes, performance self-evaluation, and reminders by faculty members to residents about the need for adult immunization, physician compliance was poor in the second year of the study. It was thought that components of the medical record might be improved to facilitate physician compliance in the adult immunization program. At the beginning of the third year of the audit, tetanus and pneumococcal vaccines were preprinted on the health maintenance inventory (HMI), but influenza was not. The chart design also was changed to put the HMI in a more prominent place. In the third year of the audit, physician compliance with tetanus and pneumococcus immunization improved significantly. The results of the chart review suggest that physician compliance with adult immunization programs can be improved with appropriate chart design.

Adult↗

PubMedDate not supplied

Population education in the schools.

Formal population education is designed to teach children in school about basic population issues and, in many cases, to encourage them eventually to have smaller families. Some programs include specific units on human reproduction and family planning, while others do not. National population education programs began during the 1970s in about a dozen countries, mainly in Asia. These include Bangladesh, India, Indonesia, South Korea, Malaysia, the Philippines, Sierra Leone, Sri Lanka, Singapore, Thailand, Egypt, Tunisia, and El Salvador. A strong case can be made for including an important contemporary issue like population in the school curriculum. Nevertheless, educational innovation is a difficult and long-term process. As a rule, it takes 5 to 10 years before new material can be fully incorporated in a school curriculum. Curriculum changes must be carefully planned, thousands of teachers trained, and appropriate materials prepared for classroom use. Moreover, differences of opinion over the need, acceptability, goals, content, methods, and other aspects of population education have held back programs in some countries. Where population education programs have been implemented, student knowledge of population issues increases, but it is not yet clear whether in-school education has a measurable impact on fertility-related attitudes or behavior.

Bibliographies as Topic↗

PubMed1982

A university of department of family medicine after ten years.

The Department of Family Medicine at the University of Washington was started ten years ago after a major curriculum change in the medical school placed new emphasis on education and training of family physicians for the surrounding region in Washington, Alaska, Montana and Idaho (WAMI). This department has organized active programs in patient care, teaching and research at the university base and in a number of affiliated community sites throughout the region. The department is well accepted within the mission of the medical school. Almost a third of graduating medical students choose postgraduate training in family practice. Almost 90 percent of the graduates of the ten programs within the department's network of family practice residencies are established in active family practices, with more than two thirds settling in the WAMI region. Follow-up studies show that these graduates feel well prepared for their practices; are providing a broad range of services in rural, suburban and urban settings; are typically involved in partnership or group practice; and are generally well satisfied with their personal and professional lives.

Curriculum↗

PubMed1982

Medical education in Indonesia: primary care and community health.

Curriculum changes in medical schools in nonindustrialized countries are being aimed at producing graduates who have a better understanding of the assessment and management of community health problems. The rationale for such changes exists in the context of appropriately balancing a country's limited resources with unmet medical needs in rural and poverty areas. Indonesia's efforts to improve its medical students' qualitative and quantitative participation in community health activities are discussed. Student and faculty problems in the community health program of Udayana University Medical School in Denpasar, Bali, are cited. Knowledge gained from community health programs in Indonesian medical schools should be examined by U. S. medical educators who are seeking to improve the community orientation of American medical students.

Community Medicine↗

PubMed1977

Extramural training of medical students: lessons from Southeast Asia.

Several medical schools in Southeast Asia have identified deficiencies in their undergraduate medical education that result in inappropriate training of students for the health-care problems that exist in their respective countries. Curriculum changes have been made that take students out of the laboratory and the subspecialty-oriented university hospital and place them in extramural programs in the community. Both the deficiencies identified and the solutions developed merit study by North American medical educators, especially those teaching primary care in family practice.

Community Health Services↗