Search Results for
"Vocational education"

This article was written in an effort to stimulate greater interest and active involvement in vocational and career education on the part of school psychological services. Several functions for the school psychologist were proposed, including assistance in the selection of students for vocational programs designed for the handicapped and disadvantaged, teacher consultation, and consultation in the development of career education programs. © 1975.

An investigation was conducted to study the employment characteristics of recent graduates in special education. The variables of interest included academic characteristics of the subjects prior to graduation, types of internship assignments, types of positions taken following graduation and the time at which employment was secured. The results of the study indicated there are professionally appropriate positions available for graduates in special education in the geographic area in which the study was conducted.

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.

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.