Drs Richard Evanson (1800-1871) and Henry Maunsell (1806-1879) of Dublin and their paediatric text.
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The textbook on the care of children published by these two Dublin physicians in 1836 was for many years regarded as an authoritative work on this subject. (+info)
The conceptualisation of health and disease in veterinary medicine.
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BACKGROUND: The concept of health, as well as the concept of disease, is central in veterinary medicine. However, the definitions "health" and "disease" are not generally acknowledged by veterinarians. The aim of this study was to examine how the concepts "health" and "disease" are defined in veterinary textbooks. METHODS: Veterinary textbooks in several disciplines were investigated, but only textbooks with explicit definitions of the concepts were selected for examination. RESULTS: Eighty out of the 500 relevant books within veterinary medicine were written for non-veterinarians. Eight percent of the books had an explicit definition of health and/or disease. More frequently, textbooks written for non veterinarians did have definitions of health or disease, compared to textbooks written for professionals. A division of health definitions in five different categories was suggested, namely: 1. Health as normality, 2. Health as biological function, 3. Health as homeostasis, 4. Health as physical and psychological well-being and 5. Health as productivity including reproduction. CONCLUSION: Few veterinary textbooks had any health or disease definition at all. Furthermore, explicit definitions of health stated by the authors seemed to have little impact on how health and disease are handled within the profession. Veterinary medicine would probably gain from theoretical discussions about health and disease. (+info)
Ancient medical texts, modern reading problems.
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The word tradition has a very specific meaning in linguistics: the passing down of a text, which may have been completed or corrected by different copyists at different times, when the concept of authorship was not the same as it is today. When reading an ancient text the word tradition must be in the reader's mind. To discuss one of the problems an ancient text poses to its modern readers, this work deals with one of the first printed medical texts in Portuguese, the Regimento proueytoso contra ha pestenenca, and draws a parallel between it and two related texts, A moche profitable treatise against the pestilence, and the Recopilacam das cousas que conuem guardar se no modo de preseruar a Cidade de Lixboa E os saos, & curar os que esteuerem enfermos de Peste. The problems which arise out of the textual structure of those books show how difficult is to establish a tradition of another type, the medical tradition. The linguistic study of the innumerable medieval plague treatises may throw light on the continuities and on the disruptions of the so-called hippocratic-galenical medical tradition. (+info)
TK3 eBook software to author, distribute, and use electronic course content for medical education.
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The methods for authoring and distributing course content are undergoing substantial changes due to advancement in computer technology. Paper has been the traditional method to author and distribute course content. Paper enables students to personalize content through highlighting and note taking but does not enable the incorporation of multimedia elements. Computers enable multimedia content but lack the capability of the user to personalize the content. Therefore, we investigated TK3 eBooks as a potential solution to incorporate the benefits of both paper and computer technology. The objective of our study was to assess the utility of TK3 eBooks in the context of authoring and distributing dermatology course content for use by second-year medical students at the University of Utah School of Medicine during the spring of 2004. We incorporated all dermatology course content into TK3 eBook format. TK3 eBooks enable students to personalize information through tools such as "notebook," "hiliter," "stickies," mark pages, and keyword search. Students were given the course content in both paper and eBook formats. At the conclusion of the dermatology course, students completed a questionnaire designed to evaluate the effectiveness of the eBooks compared with paper. Students perceived eBooks as an effective way to distribute course content and as a study tool. However, students preferred paper over eBooks to take notes during lecture. In conclusion, the present study demonstrated that eBooks provide a convenient method for authoring, distributing, and using course content but that students preferred paper to take notes during lecture. (+info)
Geriatric content in pharmacotherapy and therapeutics textbooks.
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OBJECTIVES: To determine the extent to which therapeutics textbooks address age-related medication information. METHODS: Criteria for 5 disease states prevalent among geriatric patients were developed based on the content of a geriatric textbook and from expert reviewers' input. The criteria were used to determine the degree to which geriatric content was addressed in 3 therapeutics textbooks. RESULTS: The therapeutics textbooks contained less than half of the critical points for 3 disease states: chronic obstructive pulmonary disease, heart failure, and diabetes mellitus (31%, 33%, and 46%, respectively). In addition, the textbooks addressed only one half to two thirds of the criteria for the remaining 2 disease states of osteoarthritis and dementia (55% and 68%, respectively). Criteria specific to the elderly were addressed less often than criteria that were important but not unique to the elderly (38% and 63%, respectively). CONCLUSIONS: Current therapeutics textbooks have significant gaps in geriatric medication information. Users of these textbooks must supplement them with primary literature or a geriatric textbook for more comprehensive medication therapy management information. (+info)
Teaching without a textbook: strategies to focus learning on fundamental concepts and scientific process.
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Textbooks are ubiquitous. They are available for almost every conceivable subdiscipline of biology, and few of us would consider teaching a course without using a textbook. Over the years, they have become more colorful, more encyclopedic, and accompanied by more ancillary materials such as CD-ROMs, study guides, and websites. With all these tools to assist our students, it seems reasonable that they are able to learn more and better than ever. Thus, the question most instructors ask themselves is most likely which textbook to use, not whether to use a textbook. But does the use of textbooks really help students learn better? In this Point of View, I invited a commentary on this question from a faculty member who has decided to abandon the use of a textbook in an introductory level cell and molecular biology course. (+info)
Characterization of human genetics courses for nonbiology majors in U.S. colleges and universities.
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We characterized college human genetics courses for nonscience majors (NSM) by 1) determining the number of U.S. institutions offering courses and the number of students taking them; and 2) surveying course instructors on course demographics, content, materials, and pedagogies. Between 2002 and 2004, an estimated 480 institutions of higher education (15.2%) offered a course: 8.4% of 1667 associate colleges, 16.1% of baccalaureate institutions, 25.3% of master's institutions, and 32.9% of doctoral institutions. This indicates a need to increase access to genetics education in 2-yr colleges. Based on instructor responses, approximately 32,000-37,000 students annually complete an NSM human genetics course out of approximately 1.9 million students earning a college degree each year (2.0%). Regarding course content, instructors consistently rated many concepts significantly higher in importance than the emphasis placed on those concepts in their courses. Although time could be a factor, instructors need guidance in the integration of the various concepts into their courses. Considering only 30.2% of the instructors were reportedly trained in genetics (another 25.4% in molecular and cellular biology) and the small fraction of students completing NSM human genetics courses, these results demonstrate the need for increasing the availability of these courses in undergraduate institutions of higher education, and particularly at 2-yr colleges. (+info)
Diseases of the kidney in medieval Persia the--Hidayat of Al-Akawayni.
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The centralization of socioeconomic resources following the rise of the Islamic empire in the 7th century nurtured an initial gathering and translation into Arabic of extant medical texts in Greek, Syriac, Hindu and Chinese. As Arabic became the lingua franca of scholarship, there followed a second period of assimilation, original observations, commentary and systematization of medical knowledge in Arabic texts, which became the basis of revival and learned medicine in the West in the 12th century. However, not all medical texts of the period were written in Arabic. As central power eroded, provincial principalities arose, and regional cultures flourished, medical texts began to be written in local dialects, particularly in Persia. Notable amongst those and probably the oldest is the Hidayat al-Muallimin fi-al-Tibb (Learner's; guide to medicine) written by Abubakr al-Akawayni al-Bokhari in the closing decades of the 10th century. Written in Farsi and dedicated to his son and other students of medicine, the Hidayat is a relatively short and simplified pandect of medicine at the time and provides a glimpse of the teaching of medicine of the period. The present article is a translation of the sections of the Hidayat related to the kidney and urinary tract and their diseases. These early writings provide insight into the care of patients with kidney disease during the Middle Ages in general, and in Persia in particular. (+info)