Source:Archives of Physical Medicine and Rehabilitation
(1984)
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.
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 automa
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Keywords:
adulthumanInternship and ResidencyadolescentVocational educationcurriculumeducationepidemiologygeneral practicediagnosisEducation, Medicalrehabilitationagedchildrural healthFamily PracticeinfantChild, Preschoolshort surveyColoradoMiddle AgePhysical Medicinemusculoskeletal systemnervous systemneurologic diseaseBone DiseasesMuscular DiseasesNervous System Diseases
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.
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 personal
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Source:American Journal of Occupational Therapy
(1983)
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).
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
Keywords:
TeachinglearningadulthumanVocational educationcurriculumpsychological aspecteducationnormal humanEducational Measurementhumanismcompetency-based educationoccupational therapyagedAllied Health Personneloccupational therapistModels, PsychologicalWisconsinMiddle Agemusculoskeletal system
With many very capable academic students choosing career and vocational education courses, what's happening to less capable students? Are they abandoning these courses? Do they have alternatives to pursue? The writer looks a
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We evaluate here the experiences of doctors, pedagogues and vocational advisers in 2 years work with the Regulations of 5th August 1977 concerning aplication for apprenticeship and the General Directive of 5th August 1977 concerning regulations concerning application for apprenticeship. Timely checking of health requirements for a choice of career is shown to be advantageous for long term orientated careers, advised as early as in the 6th class, by the youth doctor. The form 'medical indications concerning choice of career' serves as an application document; it is completed by the youth doctor after a school-leaving medical examination in the 9th class. The appropriateness of the career is certified in this form by the relevant doctor. Experience shows that the choosing of a career proceeds without much problem where there is achieved a high level in the coordination of work between the child- and youth-health service, employment health service, school and the appropriate department of vocational training and vocational advice. This is especially the case for career advice to physically and psychologically disadvantaged school leavers, who require special support from society.
We evaluate here the experiences of doctors, pedagogues and vocational advisers in 2 years work with the Regulations of 5th August 1977 concerning aplication for apprenticeship and the General Directive of 5th August 1977 concerning regulations concerning application for apprenticeship. Timely check
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Source:American Journal of Occupational Therapy
(1978)
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.
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 alternat
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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 pro
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Competency based curricula have been implemented at the Medical College of Georgia to prepare students to meet entry level competencies as physical therapists and physical therapist assistants. Criteria referenced evaluations are used to determine if students have achieved the desired competencies. Performance is measured against the criteria and not other students. The process of developing the system currently in use at the Medical College of Georgia is delineated in some detail and some of the advantages of the system for physical therapy education are discussed.
Competency based curricula have been implemented at the Medical College of Georgia to prepare students to meet entry level competencies as physical therapists and physical therapist assistants. Criteria referenced evaluations are used to determine if
Source:Archives of Physical Medicine and Rehabilitation
(1976)
One hundred thirteen medical schools which offered full degree programs, were identified and surveyed by questionnaires to obtain information which identified the existence, characteristics and involvement of physical medicine or rehabilitation medicine programs. The survey also attempted to identify specific changes which have occurred in undergraduate medical education in rehabilitation medicine since the Commission on Education and Rehabilitation Medicine survey of 1963-64. The results suggest that growth of the programs has not followed the expansion in the number of medical schools nor in the number of students enrolled. The programs have, however, improved their administrative standing and involvement in medical schools. The impact on the undergraduate medical student is not satisfactory as judged by elective enrollment and recruiting of residents. Lack of funding was found to be one of the major obstacles to curriculum development, along with a marked shortage of academic physiatrists. The impact of the changes in undergraduate medical school curricula on rehabilitation medicine has produced considerable conjoint teaching in conjunction with a large number of basic science and clinical departments.
One hundred thirteen medical schools which offered full degree programs, were identified and surveyed by questionnaires to obtain information which identified the existence, characteristics and involvement of physical medicine or rehabilitation medicine programs. The survey also attempted to identif
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Keywords:
medical educationInternship and ResidencyVocational educationcurriculumUnited StatestherapymethodologyrehabilitationEducation, Medical, UndergraduateFaculty, MedicalSchools, MedicalTraining SupportSupport, U.S. Gov't, Non-P.H.S.Physical Medicine
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
