Clinical Lecture Research Articles

Comparison of the instructional efficacy of an internet-based temporomandibular joint (TMJ) tutorial with a traditional seminar

There has been growing interest in the use of virtual learning environments (VLEs) by universities over the past decade to supplement traditional teaching methods. In this study a tutorial providing information about the temporomandibular joint (TMJ), temporomandibular disorders and teaching of a thorough TMJ examination was developed on a VLE platform to enable students to enhance their examination and diagnostic skills. The success of this VLE tutorial was compared with conventional teaching by a cross-over trial. Thirty students were initially randomly allocated to one of two groups; Group 1 completed the VLE tutorial and Group 2 attended the face-to-face seminar in the first instance. The groups then crossed over and had the other method of teaching provided. The findings from the cross-over trial and the students' feedback indicated that no differences were found between either teaching modes, and both are equally effective at delivering information to students. In addition, the order in which the students received the teaching did not make a difference, but giving the teaching twice reinforced their knowledge. There is a strong case to be made for introducing clinical lectures on a VLE platform, and this form of e-learning is, in general, well perceived by new generations of students.

International League Against Epilepsy

AbstractBrighton – famous for its piers, ideas and pioneers – played host to the annual International League Against Epilepsy (ILAE) UK Chapter meeting in October. Here, Dr Rhys Thomas, Clinical Lecturer in Neurology at Cardiff and Swansea University, provides an overview of the highlights of the meeting. Copyright © 2010 Wiley Interface Ltd

The need for an aging and cancer curriculum for hematology/oncology trainees

Abstract Purpose There has long been recognition for the need of education and training in aging and cancer. As the proportion of older individuals in the United States increases, with 20% being over 65 by 2030, it will become increasingly important for hematology–oncology trainees to have directed curriculum in geriatric-oncology. Methods In order to better define the best way to meet the need for educational material specific to the special population of older patients for Oncology Training Programs, a survey was developed and administered to Hematology–Oncology Program Directors, in order to perform an educational needs assessment. The survey was administered during the 2008 Annual Meeting to 54 attendees at the Program Director's Breakfast. The survey asked questions regarding general program characteristics, as well as the importance of geriatric-oncology curriculum, a description of such current curriculum, the most important topics to cover in the curriculum, and recommendations for the format of the curriculum. Results The survey showed that 32% of training programs had a formal curriculum that covered topics in geriatric-oncology, 56% had an informal curriculum, and 2% had no curriculum. Most used a multimodality approach including clinical experience, journal clubs and lectures. Most hematology–oncology fellowship directors believe curriculum in geriatric-oncology is important; have faculty with either training or interest in geriatric-oncology that could facilitate curriculum delivery; and would use a curriculum if it were readily available. Conclusion Investment in developing content and curriculum in geriatric-oncology would be very valuable and well-received.

The Impact of Student-Faculty Ratio on Pharmacy Faculty Scholarship

To determine the relationship and impact of student-faculty ratio on scholarship of pharmacy faculty members. The number and rank of faculty members, pharmacy program characteristics, and faculty productivity data were collected to determine the impact of student-faculty ratio on faculty scholarship. Faculty scholarship was not predicted by student-faculty ratio. Factors impacting positively on faculty productivity included National Institutes of Health funding; presence of clinical associate professors, instructors, and lecturers; and programs located in public universities. Faculty productivity is not related to the student-faculty ratio, wherein more faculty members and fewer students equates to increased scholarship. However, public universities may have different infrastructures which are associated with greater academic productivity compared to private institutions. Additionally, utilizing instructors and clinical or nontenure-track faculty members can significantly increase scholarship among faculty members.

Louisiana State University Health Sciences Center School of Medicine at New Orleans

Louisiana State University Health Sciences Center School of Medicine at New Orleans

University of Alabama School of Medicine

University of Alabama School of Medicine

Cybertutor: um objeto de ensino na Dermatologia

It was developed a teaching tool in Dermatology for undergraduate medical students, using an interactive website, the Cybertutor. Clinical cases, lectures and updated bibliography were selected. Photographies of dermatological lesions were taken from ambulatory patients. The topics of the lectures were based on the current curriculum of the Federal University of Rio Grande do Sul. The Cybertutor is a dynamic and modern teaching tool, allowing constant innovation.

Response to ‘The Appropriation of Complexity Theory in Health Care’

John Paley’s article is good teaching material because it illustrates some classic rhetorical moves used in the ancient sport of argumentation. These include the ‘post hoc ergo propter hoc’ fallacy (assuming that if B occurred after A then A must have caused B); the ‘slippery slope’ fallacy (suggesting that the opponent is guilty of A, then taking the audience through a series of small steps in which A becomes B, B becomes C etc, and concluding that the opponent is guilty of Z); the ‘ad hominem’ fallacy (depicting the opponent as ignorant or foolish, and then concluding that everything s/he says is weak and superficial); and the ‘ad populum’ fallacy (appealing to some positive but ill-defined quality to which the audience is assumed to aspire – such as ‘rigour’ or ‘depth of understanding’). It is ironic, for example, that in the very first sentence of a paper which purports to explain complexity theory, Paley draws a direct and linear link between a series of introductory articles which we published back in 2001 and alleged misunderstandings and misapplications of complexity theory by others in the health care field. Paley claims that in our 2001 series, we ‘partially understood’ what he chose to define as the second principle of complexity – that ‘successive states of the system, globally defined, are determined by previous states, locally defined’. We apparently ‘failed to recognize’ what Paley decided was complexity theory’s first principle – that complexity is an explanatory concept. It is presumably coincidental, then, that Paley chose to use the same example (a termite colony) to illustrate this principle as we ourselves used to illustrate it in the first article in our series. Paley’s third principle of complexity is expressed thus: ‘Complexity explanations account for global order by specifying the local behaviour of units which have no awareness of the order thereby being produced, and which have no intention to produce it’. If, as he claims, we ‘failed to recognize’ this, why did we say in our first article ‘Order, innovation, and progress can emerge naturally from the interactions within a complex system; they do not need to be imposed centrally or from outside. For example, termite colonies construct the highest structures on the planet relative to the size of the builders. Yet there is no chief executive termite, no architect termite, and no blueprint. Each individual termite acts locally, seemingly following only a few simple shared rules of behaviour, within a context of other termites also acting locally. The termite mound emerges from a process of self organization’? Paley suggests that in our article on complexity, leadership and management, we misinterpreted the notion of the self-organizing system to mean that bottom-up approaches to organizational strategy and development should replace top-down ones. Had this been true, it would have been a grievous fault. What Plsek and Wilson actually said was ‘Complexity based organizational thinking suggests that goals and resources are established with a view towards the whole system, rather than artificially allocating them to parts of the system’. The article, written at a time when National Service Frameworks and other rigid, nationally imposed performance targets were stifling local initiative and flexibility, was arguing that tight central control can be counterproductive, not that organizations work better with nobody in charge. The analysis of an argument is incomplete without a consideration of the audience for which it was Trisha Greenhalgh MD, Professor of Primary Health Care, University College London, 206 Holborn Union Building, Highgate Hill, London N19 5LW, UK; Paul Plsek MSc, Independent consultant, Paul E. Plsek & Associates, Inc., Atlanta, USA; Tim Wilson FRCGP, Partner, PricewaterhouseCoopers, London, UK; Sarah Fraser DProf, Director, Sarah Fraser & Associates Ltd, Aylesbury, UK; Tim Holt FRCGP, Clinical Lecturer, University of Warwick, Coventry, UK.

Change of type as an explanation for the decline of therapeutic bloodletting

In clinical lectures given between 1850 and 1852, William Pultney Alison, a senior Edinburgh physician, reflected on whether therapeutic bloodletting could be useful in some cases of pneumonia but harmful in others. If so, Alison reasoned, a change in the form of the disease—a change of type—could explain why therapeutic bloodletting had been nearly abandoned in treating a disease for which, only a few years earlier, it had been the standard therapy. In response, a young pathologist, John Hughes Bennett, denied that anything like a change of type had occurred and insisted that bloodletting had never been an effective therapy. Over the next two decades, more than forty physicians debated the usefulness of bloodletting and the reasons for its decline. This debate, known as the Edinburgh Bloodletting Controversy, has attracted the attention of contemporary historians. Those who have discussed the debate side with Bennett and give Alison little serious attention. I argue that by examining the texts to determine what the issues really were, we can see that Alison may actually have been right. Moreover, this examination illuminates the practice of bloodletting and reveals one hitherto unrecognized factor that contributed to its decline.

Integration of CENA practice standards for postgraduate emergency nursing assessment

The use of professional competency standards to assess postgraduate nursing student’s clinical performance has been in place since 2004, at the Queensland University of Technology, School of Nursing & Midwifery (SONAM) when the Graduate Certificate in Emergency Nursing degree commenced. Emergency nursing students were assessed in their workplace, using a Clinical Performance Appraisal Tool or CPAT which was based on the Australian College of Critical Care Nurses (ACCCN) Competency Standards. With the subsequent formation of a separate Emergency Nursing Course advisory group in 2007, there was a review of clinical assessment course component. The release of the 2008 CENA revised Practice Standards for the Emergency Nursing Specialist’s, led to the emergency nursing course advisory committee supporting the integration of the CENA practice standards for assessment of emergency nurses in preference to the less relevant ACCCN competency standards. The SONAM emergency nursing study area team commenced the phasing in and progression of the CENA practice standards across the two Graduate Certificate units, and Graduate Diploma and Master of Nursing (emergency) clinical major options in 2009. As some units undertaken in the degree are available to nurses in other disciplines a separate CPAT was devised for the clinical assessments according to speciality context. The team has had to carefully consider how the professional standards are integrated into the teaching and assessment of the unit and not just applied instead of the ACCCN competency standards. Professional standards for the emergency context has also helped tailor course content and learning outcomes to be relevant across a number of emergency nursing contexts in Australia. The assessment of the CPAT is undertaken at the workplace by QUT appointed clinical lecturers. Clinical lecturers need to apply and have suitable postgraduate qualification to undertake the position. The clinical lecturer support role is well established at QUT. The integration of the new CENA practice standards has necessitated a review of the postgraduate assessment of emergency nurses. A clinical lecturer workshop has been organised to review role, scope and how to utilise the new look CENA based CPAT, clinical assessment format.

A career as a clinical lecturer

A career as a clinical lecturer

Hospitalist involvement in internal medicine residencies

The ways hospitalists interact with and contribute to internal medicine residencies in the United States have been described locally, but have not been documented on a national level. To describe the penetration of hospitalists into medicine residency faculty nationally, and document their contributions to teaching activities. Survey of all 386 internal medicine residency directors in the United States in 2005 (272 respondents) and 2007 (236 respondents). Number of teaching hospitals utilizing hospitalists, number of programs utilizing hospitalists to teach, hospitalist teaching duties, and number with hospitalist tracks. In 2005, program directors recalled 54% of teaching hospitals employed hospitalists before and 73% after implementation of work-hour limitations. Of those employing hospitalists, 92% of programs in the Northeast and West used them to teach. Two years later, the Midwest (78%) and South (76%) continued to lag behind in the proportion of teaching hospitalists. Specific teaching activities of hospitalists included: attending on teaching service (92%), conducting rounds (81%), observation of clinical skills (67%), lectures (68%), and morning report (52%). Seven percent of program directors reported other duties of hospitalists, including: supervising procedures, reviewing night float patients, serving as associate program directors, and writing curricula. Eleven percent of training programs had hospitalist tracks. As hospitalists have become prevalent and have become efficient clinicians in community and university hospitals, the majority of internal medicine residencies have enlisted them to provide rounds, lectures, and bedside teaching. A small number of residencies are beginning to develop tracks to facilitate this new career option for graduates.

Generalized pustular psoriasis induced by systemic glucocorticosteroids: four cases and recommendations for treatment

British Journal of DermatologyVolume 161, Issue 4 p. 964-966 Generalized pustular psoriasis induced by systemic glucocorticosteroids: four cases and recommendations for treatment M. Brenner, M. Brenner Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this authorS. Molin, S. Molin Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this authorK. Ruebsam, K. Ruebsam Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this authorP. Weisenseel, P. Weisenseel Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this authorT. Ruzicka, T. Ruzicka Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this authorJ.C. Prinz, J.C. Prinz Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this author M. Brenner, M. Brenner Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this authorS. Molin, S. Molin Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this authorK. Ruebsam, K. Ruebsam Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this authorP. Weisenseel, P. Weisenseel Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this authorT. Ruzicka, T. Ruzicka Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this authorJ.C. Prinz, J.C. Prinz Department of Dermatology, Ludwig-Maximilian-University of Munich,Frauenlobstraße 9-11, D-80337 Munich, GermanySearch for more papers by this author First published: 22 September 2009 https://doi.org/10.1111/j.1365-2133.2009.09348.xCitations: 43 Joerg C. Prinz.E-mail: joerg.prinz@med.uni-muenchen.de Conflicts of interest: M.B., S.M. and K.R. do not have any conflicts of interest. P.W. has served as a speaker for Abbott, Biogen Idec, Essex, Galderma and Wyeth Pharmaceuticals. T.R. has received honoraria for clinical studies and lectures from Essex Pharma and Abbott Laboratories. J.C.P. has acted as a principal investigator, consultant or speaker for Wyeth Pharmaceuticals, Essex Pharma, Galderma Laboratories, Novartis, Merck-Serono, Janssen-Cilag, Abbott Laboratories and Centocor Inc. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume161, Issue4October 2009Pages 964-966 RelatedInformation

Facilitating online discussion, tutoring and moderating skills in clinical psychology lecturers

The inclusion of online approaches in clinical psychology training has necessitated an examination of the skills required by trainers. This paper describes the development of a short tutorial to promote online discussion tutoring and moderation skills in clinical psychology lecturers.

Psychanalyse du lien social et sociologie : une rencontre à élaborer

Depuis les années 1980, un ensemble de travaux inspiré par une lecture de Jacques Lacan se propose d’examiner le devenir de nos sociétés postmodernes. Soutenant la thèse d’un déclin de la loi symbolique ces travaux en évaluent l’incidence sur les sujets de l’inconscient. L’auteur de cet article montre, à partir de l’évolution de la délinquance juvénile, que « clinique psychanalytique du lien social » et sociologie ont un mutuel intérêt à dialoguer.

The impact of gross anatomy on the future head and neck surgeon

Gross anatomy is not only a rite of passage for medical students as they enter the world of practicing medicine but may also be an unrecognized fork in the road in their pursuit of choosing a medical specialty. Otolaryngology: head and neck surgery tends to be poorly represented in medical school curriculum, often only offered as an elective rotation. However, head and neck anatomy remains a constant in most medical schools, granting some exposure to otolaryngology whether students realize it or not. A common thread among most head and neck surgeons in their decision to pursue this surgical specialty is a love for head and neck anatomy, spawned in that first year gross anatomy course. This first and potentially only exposure to otolaryngology should be optimized, as it can have a profound effect in the selection of otolaryngology as a specialty. This introduction can be facilitated by (1) inviting otolaryngology residents to assist during the dissection of the head and neck, (2) soliciting otolaryngology attending physicians to provide clinical correlation lectures, and (3) anatomy professors should identify students who excel in the head and neck portion of the curriculum and direct them towards otolaryngology mentors. There may be a great missed opportunity if a career in otolaryngology is not discussed with students during the dissection of the head and neck.

Results Of The Needs Assessment Survey Of Lecturers For Establishing An Office Of Medical Education In A Medical School In Nigeria

Background: Medical education is undergoing tremendous changes in the 21st century. These changes are driven by changing societal demands and expectations of physicians and health care professionals . Globalization has brought about the need for global professionals who are able to function efficiently in any part of the world. As a result Offices of Medical Education are becoming an integral part of medical schools . They exist to support the curriculum and assist medical schools in achieving their goals by helping lecturers acquire skills for professionalism in teaching . They also engage in medical education research to ensure that products of medical school meet the minimum essential international standards. The College of Medicine University of Nigeria as a first step in establishing an Office of Medical Education carried out a survey of the faculty members to determine their need for an office of medical education. This paper analysis the result of the survey. Method: A questionnaire to assess the faculty needs for establishing an office of medical education was developed and administered by the authors to both preclinical and clinical faculty member . Information sought included demographics, use of instructional technology, participation in medical education workshops etc Data was entered and analyzed in SPSS. Result: One hundred and twenty two (122) questionnaires were distributed. Fifty four were completed and returned giving a 44% return rate . This was acceptable as it probably represented those lecturers with an interest in medical education A high percentage of both clinical and basic science lectures 89% and 96% respectively indicated a felt need for professional development in teaching. Eighty six percent of respondents stated that they would like to participate in teaching skills training programs. Discussion/ Conclusion: The survey found that a majority of faculty members recognize the need for services provided by an office of medical education and are in support of the establishment of the office of medical education in the college. Keywords : Office Medical Education Faculty Needs Tropical Journal of Medical Research Vol. 11 (2) 2007: pp. 19-25

Paediatric respiratory medicine Jeremy Hull Paediatric respiratory medicine,JulianForton andAnneThompson Year/Edition:2008/1stOxford University PressNo of pages: 880£34.95978 0 19 920484 70199204845

This addition to the ‘Oxford Handbooks’ series is focused on the clinical presentation, diagnosis and management of the child/young person with a respiratory condition. Written by two consultants and a clinical lecturer, the handbook is aimed primarily at general paediatricians, specialist trainees and consultants in paediatric respiratory medicine. It would also be of great use to specialist nurses or advanced nurse practitioners in this specialty and children’s nurses who support junior doctors treating children with respiratory conditions.

TOP CITED PAPERS IN INTERNATIONAL PSYCHOGERIATRICS: 1. LONG-TERM USE OF RIVASTIGMINE IN PATIENTS WITH DEMENTIA WITH LEWY BODIES: AN OPEN-LABEL TRIAL

Eleven authors, 29 patients and an open-label design would not generally be regarded as strong predictors of a publication's citation success, so this one (Grace et al., 2001) probably needs some explaining. I was advised early in my prospective publishing career always to look for “a gap in the market” and in 2001 this short paper probably filled a significant gap in clinical knowledge. It was almost a decade since the first reports had appeared about dementia with Lewy bodies (DLB) being a relatively common cause of dementia in older people, and by 2001 the first iteration of the consensus criteria for DLB diagnosis was starting to be widely used. Clinicians were therefore becoming more confident about recognizing DLB in their clinics, realized that cholinesterase inhibitors (ChEIs) were often useful in symptom control, and wanted to know more about their effects in the longer term. This short paper gave them some useful evidence to support their practice. The lead author, Janet Grace, who was working as my clinical lecturer, had for a couple of years been following up a group of DLB patients whom she had originally entered in an earlier placebo controlled study (McKeith et al., 2000) and was interested in charting their progress with the ready help of U.K. colleagues in Essex, Manchester, Southampton and Nottingham. Although the 21 patients who remained on treatment did show some evidence of disease progression after two years, neither their Mini-mental State Examination (MMSE) scores nor their Neuropsychiatric Inventory (NPI) scores were significantly worse than at baseline. And reassuringly their parkinsonism had not worsened, which was a common concern at that time.

The Complexity of Humanitarian Neutrality in a Political World

Negotiation JournalVolume 25, Issue 1 p. 125-129 The Complexity of Humanitarian Neutrality in a Political World Stephan Sonnenberg, Stephan Sonnenberg Harvard Law SchoolSearch for more papers by this author Stephan Sonnenberg, Stephan Sonnenberg Harvard Law SchoolSearch for more papers by this author First published: 15 January 2009 https://doi.org/10.1111/j.1571-9979.2008.00211.x Stephan Sonnenberg is a clinical fellow and lecturer on law at Harvard Law School. His e-mail address is [email protected]. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Volume25, Issue1January 2009Pages 125-129 RelatedInformation