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[No abstract available]

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.

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.

234 Austrian women who gave birth to a child in the years 1972-74 were under age 18 yr. 95 of them were interviewed about changes in their life-situation due to the birth. The general attitude was, if they could choose again the date of the first pregnancy they would prefer it after 20 years. No correlation was found between early menarche and early sexual intercourse. For 60 of the women pregnancy was the reason for their marriage. Most of the young women had experience with contraceptives, but did not use them for different reasons. After the birth of the child most subjects took the pill, but 11 women left without any contraception, exposing themselves to the risk of a repeat pregnancy. Young age at birth has an impact upon prevocational training, either through interruption of the training or through total discontinuation of their education. A possible solution of the present unsatisfactory situation for young pregnant women and their social problems are interdisciplinary projects for the guidance of adolescents now being carried out in some centers in the USA.; A survey was taken of 95 women, 14-17 years of age, who had had children between 1972 and 1975. The majority said that 20 years of age or older would have been their preferred age for their first pregnancy. No correlation could be established between age at menarche and age of sexual debut. 60 of the women got married between the time of pregnancy and the time of childbirth. 21.05% had discontinued oral contraceptive use before conception. Half had not even considered the risk of pregnancy. 17 of the 22 women in an apprenticeship discontinued their education. 9 of 11 did not continue their high school educations. 68 of the women were using oral contraceptives at the time of the survey.

Qualitative studies of seven field internship programs have focused on understanding the key meanings of field study for students and on key variables associated with significant meanings. Based on self-report data and on analysis of student performance, two processes have been identified as central to the achievement of liberal arts goals in a field setting. These processes are reciprocity and decentering, both implying, in Piagetian terms, the coordination of multiple perspectives on the experience. The simultaneous occurrence involves an integrative process that bridges the liberal versus vocational education gap. Operational definitions and practical applications are presented, along with a theoretical model for understanding the utility of field study in higher education. © 1977 human Sciences Press.

[No abstract available]

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.

[No abstract available]