Differences in the preparation and practice of male and female physicians from combined baccalaureate–MD degree programs.
Female; Humans; Male; United States; *Attitude of Health Personnel; Surveys and Questionnaires; Sex Factors; Analysis of Variance; Education; Professional Practice/*standards; *Physicians; Medical; Women; Undergraduate/*standards; Premedical/*standards
OBJECTIVE: To account for age and premedical education in determining whether or not men and women medical school graduates differ significantly in opinions of their medical school preparation, in professional activities, and in personal qualities and values. METHODS: 727 graduates (1983-1987) of seven combined baccalaureate-MD degree programs were surveyed. Men's and women's responses were compared. RESULTS: Women graduates were more likely than men to work less than full time and to report less preparation in the basic sciences, less scholarly activity, and more concern about psychosocial issues. CONCLUSION: Differences between men and women graduates have persisted despite women's increased access to medical school. Even a special curriculum does not moderate these differences. We call on academic medicine to value humanism in health care, not just economics.
Jones B J; Arnold L; Xu G; Epstein L C
Journal of the American Medical Women's Association (1972)
2000
1905-06
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
Solutions to the problem of bacterial resistance.
Humans; *Practice Guidelines as Topic; Anti-Bacterial Agents/*therapeutic use; Drug Administration Schedule; Drug Utilization; Drug Prescriptions/standards; Professional Practice/*standards; Unnecessary Procedures; *Drug Resistance; Dose-Response Relationship; Drug; Bacterial
The recent increase in bacterial resistance has been, and continues to be, unmatched by drug discovery and development. The judicious use of antibacterials must be observed so as to contain bacterial resistance and maintain the utility of agents currently on the market. Appropriate antibacterial use involves antibacterial avoidance when not indicated. When indicated, appropriate antibacterial use dictates that the optimal drug, dose and duration be utilized. Professional society guidelines facilitate drug selection as well as outline diagnostic criteria and important considerations for patient stratification. Pharmacodynamics is also key for drug selection and often guides determination of not only the optimal drug but also the optimal dose and duration. Importantly, bacterial eradication is essential, as it will reduce clinical failure, recurrence, or relapse and prevent the selection of resistance. Additional strategies to influence antibacterial prescribing and use such as formal continuing medical education, printed educational materials, better diagnostic tests, and vaccination contribute to the efforts to minimize bacterial resistance and are also addressed.
File Thomas M Jr
Treatments in respiratory medicine
2005
1905-06
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.2165/00151829-200504001-00007" target="_blank" rel="noreferrer noopener">10.2165/00151829-200504001-00007</a>
The development of professionalism: curriculum matters.
*Clinical Competence; Curriculum/standards; Delivery of Health Care/economics; Education; Humans; Medical/standards; Professional Practice/*standards; Research; Schools; Science
The authors propose that professionalism, rather than being left to the chance that students will model themselves on ideal physicians or somehow be permeable to other elements of professionalism, is fostered by students' engagement with significant, integrated experiences with certain kinds of content. Like clinical reasoning, which cannot occur in a vacuum but must be built on particular knowledge, methods, and the development of skills, professionalism cannot flourish without its necessary basis of knowledge, methods, and skills. The authors present the need for an intellectual widening of the medical curriculum, so that students acquire not only the necessary tools of scientific and clinical knowledge, methods, and skills but also other relevant tools for professional development that can be provided only by particular knowledge, methods, and skills outside bioscience domains. Medical students have little opportunity to engage any body of knowledge not gained through bioscientific/empirical methods. Yet other bodies of knowledge-philosophy, sociology, literature, spirituality, and aesthetics are often the ones where compassion, communication, and social responsibility are addressed, illuminated, practiced, and learned. To educate broadly educated physicians who develop professionalism throughout their education and their careers requires a full-spectrum curriculum and the processes to support it. The authors sketch the ways in which admission, the curriculum (particularly promoting a sociologic consciousness, interdisciplinary thinking, and understanding of the economic/ political dimensions of health care), and assessment and licensure would function.
Wear D; Castellani B
Academic medicine : journal of the Association of American Medical Colleges
2000
2000-06
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/00001888-200006000-00009" target="_blank" rel="noreferrer noopener">10.1097/00001888-200006000-00009</a>