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Formal Teaching (formal + teaching)
Selected AbstractsTeaching forensic odontology: an opinion on its content and format,EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2006A. B. Acharya Abstract, Forensic odontology involves dentists' participation in assisting legal and criminal issues. Formal teaching in forensic odontology has existed for over a 100 years. Over the last century, forensic odontology has evolved and, today, it is an integral part of undergraduate dental training in many countries. Dentists have been trained in the specialty, and dedicated departments established in institutes and universities around the world. A survey undertaken at five universities revealed that these centres have developed detailed curricula in forensic odontology, and a general standard exists in teaching forensic odontology, however, coverage of recent advances in forensic science may be lacking. While recognising that these programmes are not representative of teaching in forensic odontology worldwide, suggestions are made for an alternative approach to teaching the subject. Moreover, it is stressed that teaching be undertaken by qualified forensic odontologists. [source] Senior house officers' experience of a six month post in a hospiceMEDICAL EDUCATION, Issue 1 2002M Lloyd Williams Background Hospices provide care for patients with a terminal prognosis , a very small number of hospices employ Senior House Officers. Method A survey was carried out to determine the experiences of SHOs working in hospices and their perceptions of the learning opportunities available. Perceived stress was measured by a Visual Analogue scale and psychological distress by the GHQ 12. Results Of the 38 posts identified 23 SHOs (60%) responded and the majority had qualified during the last five years. Formal teaching was limited, but experiential teaching was very positively described. Many SHOs described their posts as stressful and cited staff conflict and caring for young patients as particularly stressful. Median stress scores as measured on the VAS was 55 mm (range 0,98 mm). Five respondents 22% scored for identifiable psychological distress on the GHQ 12. Conclusion Conclusions include the need to acknowledge the important learning opportunities provided within hospices but also the need for consultant staff to be aware of the sources of stress for SHOs and their need for support. [source] The harassment and stalking of plastic surgeons by their patients in AustralasiaANZ JOURNAL OF SURGERY, Issue 7-8 2009Stephen Allnutt Abstract Medical professionals come into direct contact with the public. The relationships are often personal. The aim of the survey is to examine the prevalence of harassment of plastic surgeons by their patients. Survey questionnaires were mailed to all plastic surgeons listed in the 1999 Australasian Society of Aesthetic Plastic Surgery List of Members. A very wide definition of harassment was then provided and information in regard to the nature of the harassment was obtained. This was a descriptive survey of plastic surgeons' experiences of harassment by patients in Australia and New Zealand. More than half of the plastic surgeons in Australia and New Zealand who responded to the questionnaire reported having been a victim of harassment at some point of their careers. One quarter had been harassed in the previous year. Over 20% of cases met the legal criteria for stalking. These estimates are in excess of those reported in the other studies of the general community. Harassment persisted in the majority of cases for at least a month and in a third of cases for up to 5 years. The recognition of psychiatric disorder, particularly personality dysfunction, prior to embarking on surgery may limit the likelihood of harassment by difficult patients. Formal teaching may be helpful to surgical registrars and consultants. Expert intervention could assist in reducing clinician anxiety. [source] Australasian emergency physicians: A learning and educational needs analysis.EMERGENCY MEDICINE AUSTRALASIA, Issue 2 2008Part Three: Participation by FACEM in available CPD: What do they do, do they like it? Abstract Objective: To determine the participation of Emergency Physicians (EP) in currently available continuing professional development opportunities (CPD), their perception of the usefulness of available CPD and their preferred format or method of CPD desired in the future. Method: A mailed survey of Fellows of the Australasian College for Emergency Medicine with 17 Likert type options on educational methods and qualitative analysis grouping volunteered free text responses. Results: The most frequent learning methods reported by EP are on the job contact with other clinicians, formal ED based teaching and reading journals, which were also perceived as useful or very useful learning methods by more than 90% of EP. Less than 15% often or always participate on hospital grand rounds, high fidelity simulation, computer programmes or commercially sponsored events. Increased exposure was desired to high-fidelity simulation center skills training by 58% of respondents with nearly 49% of fellows also wanting more participation in international conferences with around 44% of fellows also wanting more participation in international conferences with around 44% desiring more formal teaching in the ED, more formal feedback on performance, and more meetings with other hospital departments. Over 50% of EP want less or no exposure to commercially sponsored dinners or events. Conclusion: Whilst emergency physicians currently participate in a wide variety of learning methods, the results of this survey suggest EP most appreciate ED based teaching, would like more contact with other departments, along with increased opportunities for simulation based learning and attendance at international conferences. [source] A Review of Nursing Interventions to Foster Becoming a MotherJOURNAL OF OBSTETRIC, GYNECOLOGIC & NEONATAL NURSING, Issue 5 2006Ramona T. Mercer Objective:, To determine the current state of knowledge of nursing interventions that foster the process of becoming a mother. Data Sources:, A literature search was conducted using CINAHL and PubMed electronic databases and other key references. Study Selection:, Reports on nursing intervention research published in English that focused on a facet of maternal behavior in the process of becoming a mother during pregnancy or during the first 4 months following birth, or both, were included. Twenty eight reports were found. Data Extraction:, Studies were reviewed, categorized, and analyzed and interventions synthesized to determine the current knowledge base for fostering becoming a mother. Categories included instructions for infant caregiving, building awareness of and responsiveness to infant interactive capabilities, promoting maternal-infant attachment, maternal/social role preparation, and interactive therapeutic nurse-client relationships. Data Synthesis:, Interactive therapeutic nurse-client relationships and maternal/social role preparation had greater impact on variables indicating progress in becoming a mother than formal teaching. Instructions without nurse input were ineffective. Conclusions:, Interactive reciprocal nursing interventions are the most effective in enhancing mother-infant interactions and maternal knowledge about infant care. Evidence is limited on how to foster the mother's feelings about herself in becoming a mother and attachment to her infant. JOGNN, 35, 568-582; 2006. DOI: 10.1111/J.1552-6909.2006.00080.x [source] Developing the Media Zoo in Second LifeBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2009Matthew Wheeler Second Life (SL), an immersive virtual environment, is increasingly being adopted in education for both formal and informal teaching and learning uses. This paper addresses the process of developing a demonstrator presence in SL, the potential of the system for formal teaching and some practical ideas on how to successfully integrate such emerging technologies into practice. [source] | ||||||||||