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In the 1960s general practitioners were a dying race in Norway. Today general practice is a highly approved specialty among doctors as well as patients. Better education is one of the revitalizing factors. General practice is currently taught as a mandatory subject at all four universities in Norway. The practice apprenticeship is the essential element in our undergraduate curricula. In their fifth year, the students spend three to eight weeks in a structured training program supervised by general practice faculty. Approximately 500 general practitioners take part in this decentralized training network. In 1985 general practice was recognized as a specialty in Norway. The obligatory requirements in the five-year educational program are: courses, 400 hours; hospital training, one year; general practice training, four years; group-based training program, two years. The last element is based on a decentralized concept where a group of two to 10 trainees meet for three hours every two weeks during a two-year period. The group is headed by an appointed and qualified trainer. Besides being in accordance with the geography and demography of Norway, this model gives substance to the slogan 'general practice can only be learnt in general practice'.

Vocational training, a stepping stone or a wasted year? The response speaks for itself. The need was perceived for some sort of cushioning between under-graduate protection and the harsh realities of a working day in general practice. The support for the scheme from dental students was overwhelming. The worried conversations of some final year students, discussing their futures, should change dramatically. The new graduate can now face the challenges of his first steps in the real world with more confidence and security. Yet, argues Simon Lewis, vocational training offers much more than just a stepping-stone. © 1989 Nature Publishing Group. All rights reserved.

Occupationally specific education in high school lowers the dropout rate of at-risk students and, if training related jobs are obtained, it increases the wages and employment after graduation as well. Unfortunately, less than half of vocational graduates work in occupations that match (very broadly defined) their training. High training related placement rates appear to result when well informed career choices precede training, when training is for an occupation in strong demand, when employers are involved in delivery and vocational teachers (not placement directors) take responsibility for the placement of their students. It is recommended that states make local vocational programs more accountable by funding them through a formula that rewards success in serving students, rather than just success in recruiting them, and that offers greater rewards for success with more challenging students. © 1989.

This paper exPlores how a group of 83 young;white, working class women became involved in the state's most recent attempt at restructuring social relations through vocational initiatives. Using ethnographic research conducted in a caring course department of a northern further education college, it examines how the students everyday practical experiences of the vocational caring curriculum involves them in the construction of subjectivity and gender and class reproduction. The central argument is that caring courses are little more than domestic apprenticeships which anticipate both the family household structure and the labour market. The students implicate themselves in this process, through their attempts to gain autonomy and self-esteem, by constructing ‘ideal’ caring standards, which come to prioritise exclusive, familial forms of care over and above occupational roles. Thus, they socialise themselves out of the labour market and establish familial responsibilities, which can be drawn upon by the state to maintain unpaid welfare provision. © 1988, Taylor & Francis Group, LLC. All rights reserved.

The literature in alcoholism education for the health professions reveals that despite some strides in the development of training programs, both medical students and practicing physicians exhibit negative attitudes toward alcoholics that may adversely affect the care offered to these patients. This paper presents a program of alcoholism identification and management training for family practice residents which has been developed to supplement an existing drug abuse treatment program. Residents spend four half-day sessions engaged in seminars, outpatient experiences, and inpatient rotations under the direction of a clinical psychologist specializing in substance abuse and under the direction of the medical staff of a voluntary hospital well-known as a center of alcoholism treatment. Training activities include participation in group therapy sessions with alcoholic patients, interviewing patients in the early stages of rehabilitation, participation in an adolescent alcoholism treatment program and attendance in seminars on the prevention, identification, and treatment of alcoholism. Residents' evaluations of the experience reveal overall satisfaction with the program and their roles in its conduct, but they indicate a need for more active roles in the hands-on management of emergency cases. © 1988.

This paper examines technological curricula in terms of their potential to be realized in occupational roles. The more the curriculum is oriented towards roles (as opposed to skills or pure knowledge), the greater the probability that it will be articulated in the labour market and the greater its efficacy and legitimacy. The concept of role has been analytically divided into six components: value commitment, normative, communicative, interactive, role intelligence and proficiency components. Theoretically, the more components are present in a given curriculum, the higher the probability that a given occupational role will be effectively articulated. However, their presence is a necessary but insufficient condition for effective role performance; their integration is of equal, if not greater importance, and the latter is meaningful only when the social context of the articulation is taken into account. It was found that the role components do not appear in a balanced manner in technological curricula investigated in Israel, and some hardly receive any attention. Those that are present are weakly linked to actual economic contexts. Thus, it appears that students in technological education, are socialized to minimal role articulation; ie, they are more likely to implement decontextualized tasks than to assume integral occupational roles. Copyright © 1987, Wiley Blackwell. All rights reserved

[No abstract available]

Of the several roads that lead to practice in the specialty of physical medcine and rehabilitation (PM&R), the most common is from a US medical school to a PM&R residency to specialty practice. To reduce the predicted shortage of PM&R physicians, more medical students must be attracted to the specialty. Past studies have failed to show success of various mechanisms, designed to expose students to the field, to attract to the residency programs. The current study was designed to further explore the medical school factors contributing to choice of the PM&R residency. The number of PM&R residents produced by each of the US medical schools was related to various characteristics of these schools: size, presence of a PM&R department, presence of a PM&R residency program. Only school size was found to explain the sizable observed variation in number of residents. Additional research incorporating quality and quantity of curricular exposure to PM&R is suggested. © 1986.

Fieldwork constitutes approximately thirty‐five per cent of occupational therapy undergraduate programme of study. It is of concern to occupational therapy educators that the fieldwork portion of the curriculum be planned and implemented to provide educationally sound learning experiences. Whatever the level of training and experience of fieldwork supervisors, implementation of a fieldwork training programme which will provide the necessary levels of learning, is dependent on the supervisor's understanding and use of methods of supervision. These include a knowledge of learning theories, skill in directing, supervising and guiding students in the performance of desired action. This paper will focus on effective and ineffective supervisors and how an understanding of student learning styles can increase the supervisor's ability to provide quality learning experience. 1986 Occupational Therapy Australia Limited

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.