Social decision-making and life skills development: a critical thinking approach to health promotion in the middle school

This article discusses a classroom-based social decision-making intervention for health promotion and prevention of problem behaviors. The social decision-making approach brings together social-cognitive, affective, behavioral, and social relationship areas with critical thinking skills important for academic achievement. These skills are the same ones needed to promote children's health and prevent substance abuse and related health-compromising behaviors. Key components of this program, its development, and theoretical background are discussed, focusing on implications for school-based health promotion. As such, social decision-making provides an approach to health promotion that enhances coordination among classroom and health education personnel. The middle school years, a time of increasing risk for negative health-related outcomes, are examined as a key period for intervention. Finally, empirical evidence supporting use of social decision-making and related approaches is discussed.     

The adequacy of medical school education in musculoskeletal medicine

A basic familiarity with musculoskeletal disorders is essential for all medical school graduates. The purpose of the current study was to test a group of recent medical school graduates on basic topics in musculoskeletal medicine in order to assess the adequacy of their preparation in this area. A basic-competency examination in musculoskeletal medicine was developed and validated. The examination was sent to all 157 chairpersons of orthopaedic residency programs in the United States, who were asked to rate each question for importance and to suggest a passing score. To assess the criterion validity, the examination was administered to eight chief residents in orthopaedic surgery. The study population comprised all eighty-five residents who were in their first postgraduate year at our institution; the examination was administered on their first day of residency. One hundred and twenty-four (81 per cent) of the 154 orthopaedic residency-program chairpersons who received the survey responded to it. The chairpersons rated twenty-four of the twenty-five questions as at least important. The mean passing score (and standard deviation) that they recommended for the assessment of basic competency was 73.1 +/- 6.8 per cent. The mean score for the eight orthopaedic chief residents was 98.5 +/- 1.07 per cent, and that for the eighty-five residents in their first postgraduate year was 59.6 +/- 12 per cent. Seventy (82 per cent) of the eighty-five residents failed to demonstrate basic competency on the examination according to the chairpersons' criterion. The residents who had taken an elective course in orthopaedic surgery in medical school scored higher on the examination (mean score, 68.4 per cent) than did those who had taken only a required course in orthopaedic surgery (mean score, 57.9 per cent) and those who had taken no rotation in orthopaedic surgery (mean score, 55.9 per cent) (p = 0.005 and p = 0.001, respectively). In summary, seventy (82 per cent) of eighty-five medical school graduates failed a valid musculoskeletal competency examination. We therefore believe that medical school preparation in musculoskeletal medicine is inadequate.     

Conceptual foundations for school psychology: Perspectives from the development of the school psychology program at Berkeley.

Describes the Berkeley School Psychology Program, instituted in 1965 to prepare doctoral level school psychologists in the cognitive, social, and behavioral sciences and to be skilled in applying this knowledge to educational programs for children and youths. Grounded in a scientific basis for practice and trained in developing applications of this knowledge base to direct and indirect services for children and youths, the school psychologist promotes individual effectiveness and prevents educational failure. The medium through which the school psychologist's knowledge is translated into action by the educators who are responsible for educational programs is school-based consultation. An overview of the history of the program from its inception to the present is provided, and challenges for program and professional development for the remainder of the century are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Problem-based medical education: development of a theoretical foundation and a science-based professional attitude

Problem-based learning, combined with early patient contact, integration between different subject areas, elements of multiprofessional education, and special emphasis on the development of communications skills has become the basis for the medical curriculum at the Faculty of Health Sciences in Link?ping. Critics have questioned the depth of the scientific and theoretical aspects of the curriculum. Through a series of specific measures in the organization of the curriculum and examinations, and due to the pedagogical principles involved per se, our claim is that students graduating at Link?ping do possess the required theoretical knowledge and a scientific attitude to the practice of medicine, at least equivalent to that obtained in a more conventional medical curriculum. One such specific measure is that all students perform one field study and two scientific studies during the course of the curriculum. An investigation of student opinions regarding the value of performing scientific projects of their own have shown that these projects have had a positive impact on the students' general scientific attitude and their willingness to engage in future scientific work. The specific skills acquired, as confirmed by oral examinations, were largely determined by the scientific nature of the chosen field of study. Our graduates have not yet progressed far enough in their careers for comparisons to be made on the basis of the Swedish Licensing Board Internship Examinations, but continuing evaluations of students, graduates and licensed doctors emerging from the curriculum will provide future evidence as to whether our present evaluation is correct.     

Psychological education in secondary schools: A program to promote individual and human development.

Presents a rationale for a new focus for curriculum. Recent studies have shown that the "hidden agenda" of schooling educates students' attitudes, values, and perceptions, and that personal/psychological education is taking place. Indirectly the student is learning to see himself, recognize his competence, and develop a sense of worth. It is suggested that, at minimum, the school reinforces the child in the psychological advantage or disadvantage with which he enters it. A new program of psychological education is outlined which includes experience-based learning laboratories, peer counseling, cross-age teaching, improvisational drama, film and communication, and self-analytic groups. Such procedures call for a different approach to the problems of secondary schooling by direct focus on the personal education of the pupil as a curriculum objective. (28 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When the patient cannot come to the doctor: a medical housecalls program

The activation energy (Ea) of beta-N-acetylhexosaminidase (Hex, EC 3.2.1.52) was determined with 3,3'-dichlorophenylsulfonphthaleinyl-N-acetyl-beta-D-glucosaminide as substrate, with a much higher value being found for the Hex B isoenzyme (Ea = 75.1 kJ/mol) than for the Hex A isoenzyme (Ea = 41.8 kJ/mol). This fact allowed for the development of a fast and reliable thermodynamic method to determine the isoenzyme composition of Hex in different biological specimens (serum/plasma, saliva, cerebrospinal fluid, seminal plasma, urine, and leukocyte lysates). The results in serum given by the proposed method may be superimposed upon those obtained by the heat inactivation assay of O'Brien et al. (N Engl J Med 1970;273:15-20), and the catalytic activity calculated for Hex A offers a good correlation with that obtained by using the specific substrate 4-methylumbelliferyl-N-acetyl-beta-D-glucosaminide-6 sulfate (n = 25, r = 0.953).     

A comparison of successful and unsuccessful students in the medical school at the University of Minnesota.

Test performance of 215 passing medical students was compared with that of 29 drop-outs because of scholastic failure. Mean score differences were computed for 9 measures, including high school rank, 2 honor-point ratio (grade) measures, ACE, Coop English Test, Medical College Admission Test, Minn. Medical Aptitude Test, SVIB, MMPI. Successful students make significantly higher pre-med course grades, Minn. Medical Aptitude Test scores, ACE scores, and lower scores on the L-scale of the MMPI. The other variable yielded only uncertain or no differentiation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of ethnic and sociocultural issues in medical school education

A survey of 113 medical schools was conducted to determine whether sociocultural issues in the treatment of minority group patients were dealt with in their curricula. The inclusion of factors such as different value systems, attitudes, early experiences, and economic and ethnic backgrounds and their influence upon the delivery of health care services to minority groups was found to be minimal. The variables which appeared to facilitate ethnic and sociocultural courses in medical education are contrasted with those which result in exclusion of this information from the curricula. These findings emphasize the need for a greater commitment to offering such courses.     

Nutrition and physical activity program to attenuate obesity and promote physical and metabolic fitness in elementary school children

Obesity and low levels of physical and metabolic fitness are risk factors for cardiovascular disease and diabetes. The purpose of this investigation was to attenuate obesity and improve physical and metabolic fitness in elementary school children. Schools have the opportunity, mechanisms, and personnel in place to deliver nutrition education, fitness activities, and a school food service that is nutritious and healthy. Cohorts from grades 3 to 5 in two school districts in rural Nebraska (Intervention/Control) participated in a 2-year study of physical activity and modified school lunch program. Data collection for aerobic capacity, body composition, blood chemistry, nutrition knowledge, energy intake, and physical activity was at the beginning and end of each year. Int received enhanced physical activity, grade specific nutrition education, and a lower fat and sodium school lunch program. Con continued with a regular school lunch and team sports activity program. At year 2, Int lunches had significantly less energy (9%), fat (25%), sodium (21%), and more fiber (17%). However, measures of 24-hour energy intake for Int and Con showed significant differences for sodium only. Physical activity in the classroom was 6% greater for Int compared to Con (p < 0.05) but physical activity outside of school was approximately 16% less for Int compared to Con (p < 0.05). Body weight and body fat were not different between schools for normal weight or obese children. No differences were found for cholesterol, insulin, and glucose; however, HDL cholesterol was significantly greater and cholesterol/HDL was significantly less for Int compared to Con (p < 0.05). It appears that compensation in both energy intake and physical activity outside of school may be responsible for the lack of differences between Int and Con.