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At least 19 recordsLinked to original sources
PubMedDate not supplied

Factor structure of the SOCRATES in a sample of primary care patients.

Motivation or readiness to change has been studied intensively in recent years in research on the use of brief interventions to change alcohol problems in the primary care setting. The purpose of this study was to investigate the factor structure and concurrent and predictive evidence for validity of the short Stages of Change Readiness and Treatment Eagerness Scale (SOCRATES), a 19-item self-report instrument developed to measure readiness to change alcohol problems in individuals presenting for specialized alcohol treatment. The participants were 210 men and 91 women who were identified as "at-risk" drinkers in 13 community primary care clinics. These individuals completed the SOCRATES and a number of other assessments as part of a preintervention evaluation. A principal components analysis of the SOCRATES data revealed a two-factor structure: a confirmatory factor analysis showed that this structure was a better fit to the data than the three-factor structure that Miller and Tonigan (1996) identified for the SOCRATES. The two factors (9 and 6 items, respectively), seemed to measure perceived degree of severity of an existing alcohol problem (called "Amrec" because it consisted of Miller and Tonigan's ambivalence and recognition items) and taking action to change or to maintain changes in one that exists (called "Taking Steps"). Predictions of significant and nonsignificant correlations between the two derived factors and other baseline variables (alcohol consumption, related problems and symptoms, and demographic factors) generally were confirmed. In addition, baseline Amrec scores were related in predicted directions to 6-month alcohol consumption and related problems data, but the magnitude of these relationships were reduced when other variables that correlated with Amrec or when the 6-month data were taken into account. In general, Taking Steps showed little or no relationship to the 6-month data. The results are compared to previous work with the SOCRATES and suggestions for future research are discussed.

Adult↗
PubMed1993

Scofield as Socrates.

Well, as Socrates exclaimed, "By the dog, Gorgias, there will be a great deal of discussion before we get to the truth of all this." In the course of that discussion, we will find that Mr. Scofield does ask many very pertinent questions about the nature and teaching of ethics. Each question is worth examining in itself. But somewhere along the line, he has wandered into exaggerations, rhetoricities, and illogicisms that make it difficult to "get to the truth of all this." If we were being truly Socratic, I would test each assertion and allow him to respond in turn, and he could question me. In so doing, we might elucidate the ideas behind ethics consultation and evaluate its worth. We might then learn, as Socrates would have us learn, how much we do not know. We might also learn, as Socrates desired, how to pursue the elusive answers. Unfortunately, in this essay, Scofield fails as Socrates.

Decision Making↗
PubMedDate not supplied

An epistemologically arrogant community of contending scholars: a pre-Socratic perspective on the past, present, and future of the Pavlovian Society.

UNLABELLED: The paper begins with a statement of the Society's purpose and its pre-Socratic roots. The Society differs from other contemporary scientific and scientific-professional societies in that it is thoroughly apolitical, unusually open to discussion and debate, and has had a restricted scholarly written impact. I then suggest and interpret six phases in the Society's history: (1) the pre-Socratic roots; (2) Pavlov and the young Gantt; (3) the Society's Gantt score of years; (4) the Joe McGuigan decade; (5) the Stewart Wolf era; (6) reforming the Society. I conclude with the hope that even if the content of the Society's interests changes, it will preserve the pre-Socratic approach against the various forms of intellectual barbarism that continue to arise. KEYWORDS: Pre-Socratics, disinterested discussion, conflict of ideas, contending scholars, Pavlovian procedures

History, 19th Century↗
PubMed1999

The Socratic method in teaching medical ethics: potentials and limitations.

The Socratic method has a long history in teaching philosophy and mathematics, marked by such names as Karl Weierstrass, Leonard Nelson and Gustav Heckmann. Its basic idea is to encourage the participants of a learning group (of pupils, students, or practitioners) to work on a conceptual, ethical or psychological problem by their own collective intellectual effort, without a textual basis and without substantial help from the teacher whose part it is mainly to enforce the rigid procedural rules designed to ensure a fruitful, diversified, open and consensus-oriented thought process. Several features of the Socratic procedure, especially in the canonical form given to it by Heckmann, are highly attractive for the teaching of medical ethics in small groups: the strategy of starting from relevant singular individual experiences, interpreting and cautiously generalizing them in a process of inter-subjective confrontation and confirmation, the duty of non-directivity on the part of the teacher in regard to the contents of the discussion, the necessity, on the part of the participants, to make explicit both their own thinking and the way they understand the thought of others, the strict separation of content level and meta level discussion and, not least, the wise use made of the emotional and motivational resources developing in the group process. Experience shows, however, that the canonical form of the Socratic group suffers from a number of drawbacks which may be overcome by loosening the rigidity of some of the rules. These concern mainly the injunction against substantial interventions on the part of the teacher and the insistence on consensus formation rooted in Leonard Nelson's Neo-Kantian Apriorism.

Education, Medical↗
PubMed2003

Care of older people in nursing homes: an Intensive Programme as an educational activity within Erasmus-Socrates.

The paper describes and discusses an Intensive Programme as a European educational activity within Erasmus-Socrates. As nurses and European citizens, it is important to know and understand each other's culture and to be able to work within a united Europe. Education plays a leading role in the preparation of professionals who will have to develop these skills. Based on the aims of Erasmus-Socrates, an Intensive Programme entitled 'Care of Older People in Nursing Homes' was designed, sponsored, and implemented over three continuous academic years with the participation of five European countries. The topic was selected due to its importance for Europe, as it is a region with an ageing population. A wide range of themes was covered using lectures, group discussion, exercises and study visits as teaching strategies. Evaluation suggests that the aims of the programme were achieved.

Aged↗
PubMed2002

Learning considered within a cultural context. Confucian and Socratic approaches.

A Confucian-Socratic framework is used to analyze culture's influence on academic learning. Socrates, a Western exemplar, valued private and public questioning of widely accepted knowledge and expected students to evaluate others' beliefs and to generate and express their own hypotheses. Confucius, an Eastern exemplar, valued effortful, respectful, and pragmatic acquisition of essential knowledge as well as behavioral reform. Expressions of these approaches in modern postsecondary contexts are discussed, as are the effects these approaches may have for students who either fit or do not fit the cultural ideal.

Culture↗
PubMed2000

A socratic dialogue on the question 'what is love in nursing?

It is the thesis of the authors that the caring ethic and moral state of being of nurses ideally suffuses their professional caring and is thus implicit in their ethical decision making. Socratic dialogue is a technique that allows such moral attitudes to be made explicit. This article describes a Socratic dialogue conducted with nurses on the topic: 'What is love in nursing?' The conclusions drawn were based on the belief that the current western-style health care system restricts the practice of nursing in such a way as to limit professional caring and loving possibilities. Nurses who love in the practice of caring go beyond the role definition of the duty of care; they are people who are prepared to think differently about their practice as professionals, and are identified as competent risk takers committed to the betterment of the other. From this dialogue, 'love in nursing' was understood as the willingness and commitment of the nurse to want the good of the other before the self, without reciprocity.

Ethics, Nursing↗
PubMed2002

[The extraction of truth: apropos of the Socratic dialogue].

The socratic dialogue is a philosophical method that enables colleagues to investigate which judgements people have about their experiences and how these judgements can be based. In this article, the reader will learn more about the historical background, the organisation, the levels of dialogue, the role of the facilitator. We also pay attention to the results that a regular practise of socratic dialogue can have for professional dentists. The most important one is a growing sensitivity and lucidity in the daily social life with patients and colleagues. In the dialogue, this can be practiced by sharpening the moral perception of concrete details in the lived experience.

Dentist-Patient Relations↗
PubMed2001

Storage, recall, and novelty detection of sequences by the hippocampus: elaborating on the SOCRATIC model to account for normal and aberrant effects of dopamine.

In order to understand how the molecular or cellular defects that underlie a disease of the nervous system lead to the observable symptoms, it is necessary to develop a large-scale neural model. Such a model must specify how specific molecular processes contribute to neuronal function, how neurons contribute to network function, and how networks interact to produce behavior. This is a challenging undertaking, but some limited progress has been made in understanding the memory functions of the hippocampus with this degree of detail. There is increasing evidence that the hippocampus has a special role in the learning of sequences and the linkage of specific memories to context. In the first part of this paper, we review a model (the SOCRATIC model) that describes how the dentate and CA3 hippocampal regions could store and recall memory sequences in context. A major line of evidence for sequence recall is the "phase precession" of hippocampal place cells. In the second part of the paper, we review the evidence for theta-gamma phase coding. According to a framework that incorporates this form of coding, the phase precession is interpreted as cued recall of a discrete sequence of items from long-term memory. The third part of the paper deals with the issue of how the hippocampus could learn memory sequences. We show that if multiple items can be active within a theta cycle through the action of a short-term "buffer," NMDA-dependent plasticity can lead to the learning of sequences presented at realistic item separation intervals. The evidence for such a buffer function is reviewed. An important underlying issue is whether the hippocampal circuitry is configured differently for learning and recall. We argue that there are indeed separate states for learning and recall, but that both involve theta oscillations, albeit in possibly different forms. This raises the question of how neuromodulatory input might switch the hippocampus between learning and recall states and more generally how different neuromodulatory inputs reconfigure the hippocampus for different functions. In the fifth part of this paper we review our studies of dopamine and dopamine/NMDA interactions in the control of synaptic function. Our results show that dopamine dramatically reduces the direct cortical input to CA1 (the perforant path input), while having little effect on the input from CA3. In order to interpret the functional consequences of this pathway-specific modulation, it is necessary to understand the function of CA1 and the role of dopaminergic input from the ventral tegmental area (VTA). In the sixth part of this paper we consider several possibilities and address the issue of how dopamine hyperfunction or NMDA hypofunction, abnormalities that may underlie schizophrenia, might lead to the symptoms of the disease. Relevant to this issue is the demonstrated role of the hippocampus in novelty detection, a function that is likely to depend on sequence recall by the hippocampus. Novelty signals are generated when reality does not match the expectations generated by sequence recall. One possible site for computing mismatch is CA1, since it receives predictions from CA3 and sensory "reality" via the perforant path. Our data suggest that disruption of this comparison would be expected under conditions of dopamine hyperfunction or NMDA hypofunction. Also relevant is the fact that the VTA, which fires in response to novelty, may both depend on hippocampal-dependent novelty detection processes and, in turn, affect hippocampal function. Through large-scale modeling that considers both the processes performed by the hippocampus and the neuromodulatory loops in which the hippocampus is embedded, it is becoming possible to generate working hypotheses that relate synaptic function and malfunction to behavior.

Acetylcholine↗
PubMed2000

Suicide: a Socratic revenge.

2400 years have passed since the occurrence in Athens, Greece of one of the famous suicides recorded in human history. This autobiographical essay provides a montage on the history of suicide, with snippets from the final hours of Socrates, as described by Plato. Suicide in contemporary Japanese culture is also explored briefly, with reference to the deaths of internationally acclaimed movie directors Akira Kurosawa and Juzo Itami. The author also questions why no researcher has yet been honoured for the past 99 years with a Medicine Nobel prize for his or her work on suicidology or thanatology.

Anecdotes as Topic↗
PubMed1998

The Socratic Method: analyzing ethical issues in health administration.

The Socratic Method has long been recognized by the legal profession as an effective tool for promoting critical thinking and analysis in the law. This article describes ways the technique can be used in health administration education to help future administrators develop the "ethical rudder" they will need for effective leadership. An illustrative dialogue is provided.

Ethics, Institutional↗
PubMed2001

Aspirin and the prevention of ischemic heart disease. A Socratic dialogue between a cardiologist, a clinical pharmacologist and an expert of blood platelets.

The recent publication of the results of the "Progetto di Prevenzione Primaria" by a large Italian group of researchers and general practitioners, prompts a cardiologist, a clinical pharmacologist and a blood platelet expert to review - using a Socratic dialogue style--the data on aspirin as a prototypal drug in the prevention of ischemic heart disease. The distinction between primary and secondary prevention seems to be rather artificial as it is based on past events and not on the risk of future events. Although aspirin proved to be effective in reducing both vascular mortality and non-fatal vascular events and is inexpensive, it is still underused for prevention by many physicians. The major indications on the beneficial effect of aspirin against ischemic heart disease derive from large epidemiological trials and are valid for populations rather than for single patients. Hopefully, biochemical markers such as C-reactive protein or genetic polymorphism will help to establish the effects of aspirin in more targeted groups or even in individuals.

Aspirin↗
PubMed2002

[Who would suffer this child in the cold? History and diagnosis during a Socratic dialogue].

This article gives an account of the experiences of 12 dentists (11 general practitioners and one periodontist) during a one-day Socratic dialogue, which took place at the International Conference for Dentists in Bruges 2001. The key question was: "When must I (or mustn't I) comply with the patient's wish?" The participants tackled an example from Edgar, general practitioner. His story went like this: on Christmas Eve, dinnertime, one of his patients--duly instructed beforehand--arrived just like that, and said: "I'm in pain". When the central question was applied to this example, uncertainty arose about the exact nature of "the patient's wish". In this article you read how the participants dealt with the "pain", with the uncertainty.

Communication↗
PubMed1994

Transforming information for computer-aided instruction: using a Socratic Dialogue method to teach gross anatomy.

Traditional teaching of anatomy can be a difficult process of rote memorization. Computers allow information presentation to be much more dynamic, and interactive; the same information can be presented in multiple organizations. Using this idea, we have implemented a new pedagogy for computer-assisted instruction in The Anatomy Lesson, an interactive digital teacher which uses a "Socratic Dialogue" metaphor, as well as a textbook-like approach, to facilitate conceptual learning in anatomy.

Anatomy↗