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"education"

To help determine the educational needs of both students and practitioners, an inventory of musculoskeletal and neurologic disorders was made of eight rural family practices for one year. Data on 54,043 patients representing 152,482 visits was put into an automated information system at the time care was received and coded by diagnosis. Computer listings provided the frequency of 372 diagnoses, the age distribution for diagnoses and the percent of total patients for each diagnosis. Physical medicine and rehabilitation (PM&R) conditions accounted for a minimum of 6.9% of the total visits and 11.7% of conditions that occurred individually in small numbers. PM&R conditions were fairly evenly distributed throughout all age ranges, indicating a need for education in both pediatric and adult areas. The breakdown of PM&R conditions by category provides valuable insight for future curriculum development.

Awareness that the competent family physician in the community is the key person in providing economic and effective health services is increasing. In Israel, as in most Western countries, this need is being met by postgraduate vocational training in family medicine. In Israel, the 4-yr curriculum, after completion of the compulsory internship year, consists of 27 mo in rotating residencies in approved hospital wards, followed by 21 mo in approved teaching practices, under the supervision of family physician tutors. A formal course of academic studies or work in one of the basic medical sciences is required, as are the Board of Family Medicine mandatory examinations. Now it is necessary to reach a consensus on the future scope and content of family medicine as an independent discipline that can provide comprehensive, continuous, accessible, and coordinated health care to all family members in the practice population, both in their homes and in clinics. There is also a need to recognize that academic and clinical teaching and research are as much a part of the family physician's task as is his service commitment, and that adequate facilities must be provided.

Thirty men aged 17-48 years with pure 47,XXY Klinefelter syndrome have been studied. The group was a positive selection diagnosed not on account of behavior problems but infertility or hypogonadism. Interviews and additional information revealed, almost without exception, the characteristic personality traits of XXY patients. At school, problems arose early, particularly in relation to language. Routine administrative acts such as 15 class repetitions had predominantly negative effects, thus increasing the patients' tendency towards social isolation. In manually oriented professions the patients were quite successful, but in apprenticeship several had to drop out due to problems in theoretical courses, especially foreign languages and mathematics. The diagnosis could nearly always have been suspected by pediatricians, school doctors or school psychologists when the patients were aged 4-8. Early diagnosis is crucial for counseling of parents and teachers, for vocational guidance and for timely testosterone replacement therapy. Patients, and their parents, could thus be spared much unnecessary suffering.

A humanistic education model was implemented in a 2-year associate degree curriculum for occupational therapy assistants. The goal of this model was to help students to become responsible and successful with their own lives. This prepares students with higher levels of ability to cope effectively with clients in crises. The curriculum presented here supports the framework of The American Occupational Therapy Association role delineation document (Entry-Level Role Delineation for OTRs and COTAs, approved by the Representative Assembly, AOTA, March 1981).

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Important and controversial changes have recently taken place in industrial training in the United Kingdom. Training is a complex policy area — industrial, economic, educational and social objectives may be pursued through it. For the most part it has been policy formation which has been dominated by professionals and thus there has been a ‘closed system' into which outsiders rarely intrude. But outside influences have become more powerful; consequently the professionals are careful about which issues they place on the agenda for discussion. However, the most striking impression made by the training system is its lack of coherence and this may undermine its effectiveness. © 1983, Cambridge University Press. All rights reserved.

Government policy to increase substantially the amount of vocational training and education available to school-leavers in this country raises the issue of how much and what kind of training is provided elsewhere. This article describes the training given in Britain and Germany in five of the more popular occupations: mechanical fitter, electrician, construction worker, office worker and retailing. Comparisons are made of the scope of the syllabus, and the standard reached at final tests. One of the important differences is the greater emphasis on practical (in contrast to theoretical or written) tests in all these occupations in Germany, which are carried out under examination conditions. It also appears that a greater proportion have reached basic and tested standards in mathematics at school; this provides a firmer basis for subsequent vocational instruction. The gap between the two countries in training standards and numbers of trainees is particularly marked for the two occupations catering mainly for female entrants-office workers and retailing. Shortcomings in Britain's industrial performance have often centred as much on delivery delays and poor progress chasing—which require responsible and competent office personnel—as on technical faults. These comparisons indicate the scope for very substantial advances in both the quantity and the quality of training in this country. © 1983, Sage Publications. All rights reserved.

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With many very capable academic students choosing career and vocational education courses, what's happening to less capable students? Are they abandoning these courses? Do they have alternatives to pursue? The writer looks at these questions and others on which to comment. © 1982, Sage Publications. All rights reserved.