Sociodemographic and premedical school factors related to postgraduate physicians' humanistic performance.
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In an extensive survey of postgraduate physicians in two teaching hospitals (N = 141) for their humanistic attitudes, values and behavior, all ratings of physicians' humanistic performance, including physicians' own scores on self-report measures, supervising faculty, nurses and patient ratings, were modestly but significantly correlated with each other. Sex, ethnic or racial background, year of training, marital status, number of children, Alpha-Omega-Alpha membership or number of articles published were unrelated to physicians' humanistic behavior. Several measures of humanism were positively correlated with having taken more courses in the social sciences and humanities, having had more early person-centered work experience and reporting that before medical school others had confided in them or sought their advice more frequently. (+info)
333 Cedar Street: an oral history. A chapter in the history of contemporary medicine.
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This paper contains excerpts and colloquies selected from interviews which will appear in a proposed book-length oral history of the Yale University School of Medicine. The book, which considers all the constituent members of the Yale academic medical community, is a statement about contemporary issues in medicine. Owing to space constraints, only excerpts from students appear in this paper. It is believed that these selections may be used as case studies to explore in depth issues of contemporary medical interest. The excerpts have been categorized into eight thematic clusters considering different aspects of premedical and medical school life. (+info)
The interface between premedicine and medicine: expectations of premedical advisors.
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Premedical advisors can carry out many varied activities, but all require commitment, resources, and personal interest. Premedical and health career advising appear to be most successful when the task is not assigned to one individual, but is assumed as a university responsibility. Also, premedical advisors seem to be valued more and to have fewer conflicts when they are known by health professional schools and work together with them. Medical schools have a responsibility to assist and support premedical advisors more than is done at present. This need will become increasingly important if the high quality of applicants to medical school is to be maintained in an apparently shrinking applicant pool.(1) (+info)
Teaching of rehabilitation medicine.
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Physical medicine and rehabilitation embrace a wide spectrum of activities in both the medical and surgical fields. Possibly more than any other physician, the physiatrist must participate in teamwork with paramedical personnel.Departments of Physical Medicine and Rehabilitation must be established in all university faculties of medicine to provide training at both pre- and postgraduate levels.Medical students should receive at least 25 hours of lecture-demonstrations in appropriate centres. Composite case presentations to students, which would allow the physiatrist and the paramedical personnel each to discuss their role in diagnosis, prognosis and treatment, are advocated.Vocational considerations for the future physiatrist, including the duration of his training, the program of study and the type of examinations proposed, are discussed briefly. (+info)
An attempted simulation by computer of a committee on admissions.
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The rising interest in formalized premedical courses preparatory to professional courses in medicine and the problem of selecting applicants to such courses have led to the formulation of a scoring technique to evaluate applicants to the first year of the premedical course offered by the Faculty of Medicine, University of Toronto. This method was applied to applicants considered for provisional admission in March 1966, and for final admission in August 1966, independently of the conventional selection carried out by the Admissions Committee. The results of the two methods are compared and discussed, and a combined selection procedure, using both the score and the Committee approach, is described. (+info)
Medical education. II. Medicine or science--a study of career decisions.
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A study of the career decisions of all students in a single matriculation cohort was undertaken in 1965 at the University of British Columbia. Studied were 64 premedical students, 112 ex-premedical students and 87 science students who had completed at least their second year. It was found by means of a questionnaire that medicine remained the career of high prestige for the three groups of students. In general the values and needs of the ex-premedical student were more similar to those of the science student than the premedical student. The loyalists to medicine were found to be more committed, self-assured, and orientated towards people and service. In addition, the premedical student was more concerned about his academic achievement but was also more confident of his progress. He emerged at the end of his training as the committed student who had chosen medicine at an early age and had remained loyal to his chosen career goal. (+info)
The premedical education of the first-year class in Canadian medical schools: 1965-66.
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The premedical academic records of the 1965-66 entering class of Canadian medical students were analysed. Ninety-six per cent of the class had taken their preparation in a Canadian institution, while 80% had taken it in the same university as the medical school in which they enrolled. Forty per cent entered without a degree, the remainder having at least a bachelor's degree in arts or science.Thirty-six per cent of all courses taken by these students in their premedical education were in the physical sciences, 22% in the biological sciences and 41% in the social sciences and humanities. One-third of the students had taken no course in the behavioural sciences and another third had taken only one course.Analysis of the level of performance of the entering class showed that 10% had obtained an A average, 49% a B average, 41% a C average and 3% a D average. The grades of these students were higher generally in the natural sciences than in the social sciences or humanities.It was concluded that it could be questioned whether medical students received a premedical preparation which met the philosophy of a "broad, liberal education". (+info)