Home About us Contact
|
Home About us Contact | ||
|
|
||
Appropriate Skills (appropriate + skill)
Selected AbstractsEuropean College of Gerodontology: undergraduate curriculum guidelines in GerodontologyGERODONTOLOGY, Issue 3 2009Anastassia Kossioni Effective undergraduate teaching of gerodontology to present and future dental students is important if good oral health care of older people is to be assured. A review of the undergraduate curriculum for gerodontology is presented and indicates the need for a knowledge base from which new graduates can develop a special interest in care of older patients. The aim is improved care of older patients, satisfaction for teaching staff involved and improved professional standing for Dentistry. Motivation of students could also be achieved by the positive match between rising patient awareness and ethical responsibility of the profession for those older patients. As it stands, the undergraduate curriculum should include topics on specific care for the elderly and other patient groups, which extend the competences already agreed by the Association for Dental Education in Europe (ADEE). The logistics of teaching these topics will need co-ordination of those staff with appropriate skill and interest, preferably as a development of existing curriculum content. [source] Evaluation of a clinical examination skills training course in an undergraduate pharmacy programmeINTERNATIONAL JOURNAL OF PHARMACY PRACTICE, Issue 4 2008Dr. Andy Wearn senior lecturer, director Objective To introduce and evaluate a short clinical examination skills course in a BPharm programme. The study objectives were to assess needs, explore attitudes, record perceived competence requirements and assess the value of physical examination skills learning. Setting BPharm programme in Auckland, New Zealand. Participants were students enrolled in years 3 and 4 of the programme (2003). Method The design was a longitudinal, dual cohort, educational intervention evaluation using a self-completed questionnaire. An examination skills component was added to the fourth year of the pharmacy programme. Year 3 and 4 students were recruited, and completed the questionnaire at two points. Year 3 students were sampled one year before and soon after the skills sessions. Year 4 students were sampled after the sessions and 18 months later (once registered). The questionnaire sought their attitudes towards clinical skills training and practical relevance for future practice, and evaluated their learning experience. Key findings Response rates at the four points were 42,67%. Year 3 students identified a similar set of appropriate skills to those actually taught in year 4. Overall, attitudes to introducing examination skills learning were positive at all points. At follow-up, both cohorts agreed more strongly that examination skills training should be core (significantly for registered pharmacists versus year 3, P < 0.006). Measuring manual blood pressure was deemed the most difficult skill. All taught skills were used in practice except for respiratory rate; most used were body mass index (BMI), temperature and peak flow measurement. Conclusions There was a close correlation between what was offered in the course, what students felt they needed to learn and what was relevant in practice. Once registered, pharmacists were aware of their limitations and level of competence in relation to clinical skills. The small changes in attitudinal scores appear to reflect maturity and experience. The study design allowed us to adapt the educational component to student need. Health professional educators need to be aware of and respond to changes in professional scopes of practice. [source] Applications of High Throughput Research at The Dow Chemical CompanyMACROMOLECULAR RAPID COMMUNICATIONS, Issue 1 2004Kevin P. Peil Abstract Summary: With high throughput research (HTR), a new research approach towards the development of catalysts and materials has been established at The Dow Chemical Company. While drawing on many of the same concepts as combinatorial chemistry, HTR introduced a new set of specific challenges. New workflows needed to be developed for catalyst and material preparation, activity screens, product and process analytical as well as the management of large amounts of data. Integration of the workflow is critical and requires appropriate skills from such fields as chemistry, engineering, materials, analytical, robotics and informatics. It is not simply having a HTR capability that matters, but what one does with the capability that counts the most. The paradigm shift that has occurred at Dow as a result of HTR will allow Dow to deliver solutions to customers faster than ever. This will be illustrated by several examples of how the HTR capability has had a major impact at Dow. [source] Teaching and learning about human sexuality in undergraduate medical educationMEDICAL EDUCATION, Issue 5 2002Mary Dixon-Woods Background Effective management of the doctor's role in relation to human sexuality requires sensitivity and tact, an ability to put patients at ease, use of appropriate language, and therapeutic, non-discriminatory attitudes. However, previous research suggests that medical students and doctors may hold negative attitudes towards homosexuality and some forms of sexual behaviour. Some educational programmes have started to help students develop communication skills for sexual health consultations, but little work has addressed the broader issue of attitudes and values which may underlie behaviour. It is vital that medical students begin early the process of reflection and recognition of how their attitudes and values might influence their care of patients. In this paper we report on a course designed to initiate this process at Leicester-Warwick Medical School (LWMS). Course description The course utilizes techniques of desensitization, problem-solving and reflection to enable the students to achieve the learning outcomes, which are primarily oriented towards reflection and self-development. It uses a variety of teaching and learning strategies, combining peer learning with self-directed learning, and small-group learning with whole class learning. Course evaluation We report observations and a before-and-after questionnaire study of students' views and attitudes. This evaluation suggests that the course is successful in reducing students' anxieties about human sexuality and improving their confidence in developing appropriate skills. Conclusions The LWMS course is one model which might be used to begin the process of encouraging medical students to develop ways of appropriately managing their responsibilities in relation to human sexuality. [source] Training doctors in general practices: A review of the literatureAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 5 2006Karen Larsen Abstract Objective:,This study was undertaken to assess the evidence of whether new forms of medical training, where substantial training takes place in general practice, will be acceptable to GPs. In particular, we asked the questions: Are GPs willing to act as trainers and supervisors in their practices? Do GPs have the appropriate skills to be trainers? Do practices have the infrastructure and resources to support placements? And, are patients happy to be seen by medical students and General Practice Registrars? Design:,Key Australian and international databases, key Australian journals and key Australian websites were searched for literature on general practice-based training of medical students and General Practice Registrars. Results:,In the international and Australian literature, we found that many GPs consider training medical students and General Practice Registrars to be intrinsically satisfying. They vary in their skills, and most medical schools have made significant investments in training and support activities. Many practices do not have the necessary infrastructure, and investments need to be made if extended placements are to be successful. Many patients are happy to be seen by students and Registrars, but careful thought needs to be given to implementing appropriate models so that students have good learning opportunities, patients are not disadvantaged and general practices can operate efficiently. Conclusion:,The success of this new model of clinical placements is dependent on medical schools having a detailed understanding of the needs and expectations of GPs. [source] | ||||||||||