Search Results for
"human"

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 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]

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 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.

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).

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.