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"education"

In 1971, the Department of Physical Medicine at Ohio State University accepted 6 students directly after graduation from medical school into a 3 yr integrated internship residency program. The incoming residents had 6 mth of conventional internship experience in a local community hospital and then 2.5 yr of training in physical medicine at various hospitals. The authors have now further modified the program so that the entire first year of postgraduate training is spent in a university affiliated community hospital with a comprehensive physical medicine department. These changes were made to permit the new physician to make a gradual transition from medical school to specialty training and to provide an initial exposure to physical medicine in an acute hospital setting. This approach has permitted young physicians in the integrated program to have sufficient postgraduate training in internal medicine as well as an introduction to rehabilitation medicine and to develop a strong identity as physiatrists during the first year after graduation from medical school.

The best methods to use in planning a residency curriculum have been a topic of controversy and of great concern in most rehabilitation training programs. A satisfactory physical medicine and rehabilitation curriculum which can train a resident to be a clinician first and a specialist second cannot be improvised. To restructure and revise its curriculum, the Temple University Department of Rehabilitation Medicine spent 2 yr in designing a basic science and clinical medicine syllabus. The Curricculum Committee tackled the following fundamental questions: Who should organize the curriculum? How is the curriculum best derived? How is the curriculum to be implemented? How are efforts and results measured? The methods in which the questions were answered and the solutions felt most appropriate for the Temple residency program are highlighted. A logical and orderly curriculum may be one of the better ways to attract the kind of medical student who will do honor to the specialty of physiatry.

To help improve on methods of measuring the quality of training programmes for general practice, postal questionnaires were used to collect data from trainees and teaching practices in three selected areas, Oxford (Region), North of England (Tyneside and Teesside), and Scotland (West of Scotland, Dundee, and Edinburgh). This paper reports mainly trainee responses since much of the material from teachers was similar to that reported earlier. Some results were presented at the second National Conference of Trainee General Practitioners in Edinburgh in 1974. In principle comment on regional differences is restricted to those found to be statistically significant at the conventional 5% level.

Proposed changes in physical therapy clinical education have been generated from data collected from the three key populations: academic faculty members responsible for clinical education; clinical faculty members, and students about to enter their full time phase of clinical education. Proposed changes include a change in terminology from clinical education to internship. The internship is proposed for a mean period of 6 mth. It is to be directed and provided by a primary institution with possible satellite institutions. Learning experiences would be provided in the major physical therapist roles including direct patient care, consultation, teaching research, and administration. The curricula would be flexible and allow for individualisation for each participating institution and intern. A stipend or minimum wage for the intern is recommended with consideration of tuition being paid to the internship institution. This proposed internship is to replace the present full time clinical education.

Based on the descriptive findings of this study, the following recommendations are presented for consideration for the teacher training of special education teachers: internship at schools of higher learning; teacher education to master's level; classroom research; in service meetings.