A remedial program was designed for Oregon Health Sciences University clerkship students demonstrating adequate clinical skills but inadequate knowledge. In two years, six students were enrolled in the tutorial program. The experience was highly successful for all but one. Participants saw it as one of their best medical school experiences.…

The strategy used by one health maintenance organization (HMO) for balancing residents' training needs and patient health problems, often limited and routine in an HMO, is to allocate patients to residents by matching them with curriculum content. A process for handling patient resistance to such an arrangement was also instituted. (MSE)

A University of Michigan dental school curriculum for oral surgery that uses human cadaver heads is described. Selection, preparation, and laboratory use of the materials are outlined. Faculty and students have received the sequence well and found it prepared them for clinical rotation. (MSE)

This paper presents a framework for a health specialization curriculum in schools of social work. This framework is based on the roles (facilitator, educator, and counselor/therapist) associated with three domains of practice in hospitals (direct service to a client/family; organizational and community services on behalf of client; and encouraging…

The didactic and clinical elements of the nutrition curriculum at the University of Washington's School of Dentistry are described, and student course evaluation results are reported. Positive student evaluations are attributed to the fact that application of nutrition principles in patient care is emphasized. (MSE)

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to…

Emphasizes the benefits of bedside teaching in medical education. Presents 12 tips to simplify key strategies and describe them in greater depth in order to promote bedside teaching which is an essential method of clinical teaching. (SOE)

Objective: The authors describe the approval processes for subspecialties and the mechanisms for certification and recertification and review the status of training programs and numbers of diplomates with subspecialty certification. Methods: Published information and relevant data bases were reviewed. To date, 5,327 child and adolescent…

In health care education a balance needs to be struck between theoretical and practical teaching. Undergraduates typically split their time between clinical placement and university-based teaching blocks. A proportion of the time spent in preparation for clinical practice placements will be spent in the classroom or in simulation suites. The…

The three major aspects of the clinical biofeedback experience for undergraduates at Hope College, Holland, Michigan are presented in terms of the academic program, the actual clinical experience, and the procedures for becoming certified as a "biofeedback assistant." The academic program is detailed, including the requirements for…

The general aim of the project reported here was to collect information and experience on supervision and training in higher education programs that include practical experience with clients and patients. Information was collected from a survey of the literature and by empirical studies. Another aim was to determine what problems went along with…

The evolution of the University of Wisconsin at Madison Interpersonal Skill Training and Research Project, which has produced 18 dissertations based on true experiments in direct social work practice, is described. Guidelines for constructing a true experiment as a dissertation are outlined. (MSE)

A program providing second-year dental students with early experience in direct patient contact in an oral diagnosis/oral radiology clinic was well received by both students and faculty and was found to develop desirable skills and qualities in the students participating. (MSE)

A collaborative course was developed in 1980 for senior medical students and other professional school students by the faculties teaching ethics at the four medical schools in or near the District of Columbia. The course in bioethics is described. (MLW)

The evolving concepts and procedures for developing clinical faculty practice plans in a university setting are explored. The objectives of a clinical faculty practice plan are reviewed in the context of the initial planning process, and aspects of organizational schemes, including revenue participation, are discussed. (Author/MLW)