Search Results for
"education"

Of the 300 brain-injured adolescents discharged from the Gailingen Youth Centre (Jugendwerk Gailingen) between 1974-76, 199 were placed either in apprenticeship training or a job. 81.5% of the 199 rehabilitees were directly placed in vocational training or open employment. Only 18.5% received vocational training in rehabilitation training or re-training centres where the commercial and clerical occupations, including technical draftsmanship, predominated (64.5%). In open industry, on the other hand, commercial and clerical occupations, crafts and technical trades, as well as mechanical works represented the most important rehabilitation jobs with 39.2%, 38% and 6.5% respectively. The lowest percentage of handicapped neurological and psychological sequelae of the trauma was found in rehabilitees who had chosen technical draftsman and commerical occupations. The percentage was higher in crafts and technical occupations and reached its maximum in rehabilitees placed in mechanical occupations and skilled and unskilled clerical jobs. According to these findings many of the rehabilitees placed in commercial jobs would have been capable of doing craftsman's work as far as the job demands are concerned. Only 14% of the rehabilitees placed in altogether 49 occupational groups of the general labour market found their work rather hard and 6% hard to perform. The most strenous factor was the work speed from which suffered 33% placed in electrical, 20% in draftsman and 18% in mechanical occupations.

In the past decade, evolution from hospital educational programs to collegiate programs in radiologic technology has been occurring. This progress has presented problems that have erupted because of misunderstandings about definitions of roles and accountability. This paper attempts to clarify these issues.

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Morbidity of port apprentices is analysed in the course of 9 years (1968/69 to 1976/77) by comparison; analysed were 1033 girls educated to be freight controllers, and 1652 boys educated in the same period in a vocational training to become port expert workers. Characteristics relevant for statements regarding disablement morbidity of both groups of test persons - relative disease frequency, average duration of disablement and morbidity - are represented differentially according to year of vocational training, kind of training (normal education and vocational training with leaving certificate examination), years of apprenticeship as well as group of diagnosis. Of aggrevating influence for rate of morbidity is primarily the extremely high disablement frequency of the apprentices with more than 200 cases/100 test persons on an average, whereby frequency of disablement due to severe colds, making up more than half of all medically attested cases of disablement, is especially striking. The girls trained for becoming freight controllers are more frequently and longer disabled; they show a morbidity of 0.71% above that of the male port expert worker apprentices. In addition to work induced influence factors connected with vocational training affecting the increase of apprentice morbidity, factors must be discussed which characterize the faction, general work climate, especially work and vocational satisfaction.

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Although the role of general practice is well established in the United Kingdom’s National Health Service, formal postgraduate training for primary care practice is a recent development. Trainees may enter three-year programs of coordinated inpatient and outpatient training or may select a series of independent posts. Programs have been developed to train general practitioners as teachers, and innovative courses have been established. Nevertheless, there is a curious emphasis on inpatient experiences, especially since British general practitioners seldom treat patients in the hospital. In their outpatient experiences trainees are provided with little variety in their instructors, practice settings, and medical problems. The demands on this already strained system will soon be increased due to recent legislation requiring postgraduate training for all new general practitioners. With a better understanding of training for primary care in the National Health Service, those planning American primary care training may avoid the problems and incorporate the attributes of British training for general practice. © 1979 Association of American Medical Colleges.

A three-year, federally funded competency-based education project has been completed at The Ohio State University, School of Allied Medical Professions. Six allied health divisions cooperated in the project: Physical Therapy, Medical Communications, Medical Dietetics, Medical Record Administration, Medical Technology, and Radiologic Technology. The purpose of the project was to have the six ongoing programs adopt an established, systematic process to plan for and develop curricular revisions. Professional roles and competencies were delineated as a basis for establishing performance criteria and instructional strategies. The materials that the Division of Physical Therapy developed and the processes that were used in conjunction with this project are described.

This article describes a process model for design and development of curricula. The model is based on learning theories of competency-based education. It is suggested that curricula so designed will, in conjunction with accreditation and credentialing, provide an additional mechanism for ensuring quality in professional practice.

When creativity is considered as an approach to problem-solving, rather than as an innate talent, then education can play an important role in its development. This paper postulates that competency-based education, because of its emphasis on stated objectives, feedback, self-evaluation, and alternative learning experiences, is an approach to curriculum design that should lead students to become more creative thinkers. A description of competency-based-education is given, and research on educational methods and creativity is surveyed. The implications of this type of program for occupational therapy education are considered.