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"education"

A random sample of 102 cases referred in 1983 by paramedicals to the Southern Highlands Provincial Hospital, Papua New Guinea, was analysed for agreement with the final hospital diagnosis and with standardized primary care therapies. Health centre diagnosis was judged accurate in 45% of cases; inaccuracies in a further 17% had no projected health consequences. However, resulting serious sequelae could be projected in half of the incorrect diagnoses. Diagnosis of surgical cases was more often accurate (P<0.05) than in medical cases. Treatment which was adequate or standard for the diagnosis made at the health centre had been given there in 80% of cases. However, there were serious diagnostic inaccuracies in 38% of all referral cases; this study suggests a need for problem-based paramedical education in diagnosis, especially in non-surgical problems. Visits by doctors to health centres could reinforce this diagnostic teaching and better evaluate paramedicals' clinical accuracy in the health centre. © 1986, SAGE Publications. All rights reserved.

[No abstract available]

Graduate schools and APA-approved internships in North America were surveyed to determine the type and extent of biofeedback training, additional biofeedback training planned, requirements considered to be a minimum necessary before beginning clinical practice of biofeedback, when biofeedback is considered an appropriate application, and whether biofeedback is considered a "passing fad" in clinical practice. Questionnaires were returned by 56% of the graduate schools and 54% of the internships, and revealed training in 58% and 67% respectively. Training in biofeedback procedures appears to be growing, and most graduate schools and internships think that biofeedback is not a passing fad in clinical practice. Training emphases vary considerably across graduate schools and internships, with some schools and internships excluding theory and/or practice and/or research from their instruction. The results are discussed in relation to the question of determining which procedures to include in future instruction. © 1985 Plenum Publishing Corporation.

The first part of the article reviews the literature on graphic literacy particularly in relation to vocational education. The concept of graphic literacy is explained in terms of the Development Model of Literacy and a study conducted by Sofo (1984) on graphic literacy in the workplace will be described in Part Two in a later issue. Although the area of graphic literacy remains relatively unexplored, Sofo's study demonstrated that adolescents with the poorest comprehension abilities benefited more from illustrations, tables, charts, figures and graphs than did the able readers. A major recommendation of the study was for further research to be conducted which would clarify how graphics materials assist comprehension and how they could be most beneficially utilized within vocational training courses. © 1985 The Vocational Aspect of education Ltd.

The Council on Rehabilitative Rheumatology of the American Rheumatism Association, through the education Subcommittee, surveyed directors of 69 approved rehabilitation medicine residency training programs to assess the nature of training in rehabilitative-rheumatology and whether the directors believed this training to be adequate. Sixty-one directors responded, with 84% of the respondents reporting a rheumatology department in their hospitals and 43% reporting a formal rotation for their residents in rheumatology. Fifty-nine (97%) reported their residents received lectures in rheumatology. Fifty-five (90%) reported lectures given by a physiatrist in the rehabilitative management of rheumatic diseases. Only 21 (34%) reported a physiatrist-attended rheumatology outpatient clinic. Fifty-one (82%) desired a closer liaison with the rheumatology department. Thirty-seven (61%) indicated their residents received adequate training on the diagnosis of rheumatic diseases, and 46 (75%) adequate training in rehabilitative management, while 59 (97%) desired a concise handbook which emphasizes the rehabilitative management of rheumatic diseases. A previous survey of 100 arthritis fellowship programs approved by the American Medical Association brought 81 responses, of which only 43% considered that their Fellows had adequate training in rehabilitative rheumatology. Physiatrists attended clinics 21% of the time and patient care rounds 19%. Ninety-four percent desired a syllabus. Both surveys indicated limited interaction between the two specialities and leads us to conclude that (a) a rehabilitative-rheumatology handbook would be desirable, (b) closer liaison of rehabilitation faculty with rheumatology faculty is needed to respond to individual training needs, (c) more active participation by a physiatrist in patient care conferences may be necessary for adequate education in rehabilitative-rheumatology.

[No abstract available]

[No abstract available]

Community college field placements often reflect a “vocational education” approach to outside‐the‐classroom learning, attempting to train students in specific skills and prerequisites for predetermined job slots. In the human services area, however, this may not be the most advantageous approach to producing innovative workers who will generate creative solutions to persistent and serious social problems. This study examined the impact of utilizing one popular university approach to field learning‐experiential learning coupled with social change agentry—with community college students. A criterion‐group field experiment was conducted, looking at paper‐and‐pencil measures, interviews, and archival data. It was found that the community college students were as willing to participate, were equally satisfied with the experience, and were as effective with their assigned cases as were the university students in this rigorous and demanding field placement. Community college administrators who are seeking to broaden their human service field settings should also consider successful university models of experiential learning as alternatives. © 1984 Taylor & Francis Group, LLC.

The author sees the Hungarian teacher education system as being in a state of transition and development and identifies a number of the planning issues to be faced. There has existed, traditionally in Hungary, the two routes through teacher-training familiar to many Western countries, characterised as the ecole normale/university dichotomy. This has revealed a familiar problem: the older the age-range for which the student is being trained, the less emphasis on pedagogy in the training. Hungarian teacher education faces other problems. There is still a shortage of teachers, despite a high level of demand for training; demographic problems weigh heavily. Attempts at finding solutions through mergers of institutions at different levels meet resistance, and the conflict of values from universities and teachers ##x2019; colleges echoes similar debates in, for example, France and Greece. The problems encountered raise a fundamental question: who should decide the nature of the teacher-training programme: the specialist academics and pedagogue; or the employing community? In Hungary, the debate continues. © 1984, Taylor & Francis Group, LLC. All rights reserved.

The number of aged persons in the United States is rising steadily. Rehabilitation medicine is becoming increasingly involved in providing the care necessary to keep aging individuals in good health so that the onset of late life disability can be delayed and social independence be maintained for as long as possible. For this reason, education in geriatric rehabilitation must become an essential part of training programs for residents in physical medicine and rehabilitation. The curriculum of these programs must be broad based and must include many of the general aspects of geriatric medicine even though they may relate only peripherally to rehabilitation. One faculty member should be charged with the responsibility of organizing the educational program. He should maintain liaison with faculty members of other departments who have expertise in the problems of the aging. Some of the teaching can be done by lectures and seminars but much of it should be carried out in clinical settings such as in-patient facilities, out-patient departments, home health services and day-care programs. Nursing homes might offer suitable training facilities provided that adequate supervision and teaching are available. Every effort should be made to overcome prejudices that may exist with regard to the care and rehabilitation of a geriatric population.