This dissertation aimed to research the possibility of integrating a supplemental video system in a surgical residency for educational use. A needs analysis was to be conducted in order to find if current stakeholders would accept such a system within a surgical residency: (a) surgical residents, (b) teaching physicians, and (c) administrators. The study aimed to research factors that complicate the current educational setting for surgical residents, such as time allotted for learning, fatigue during learning opportunities, teaching physicians time and effort into teaching responsibilities, and the cost of such systems and their perceived value to administrators. Also investigated was the type of learning theories best suited to creating a supplemental video system in a hospital setting. After this, a set of interviews was conducted amongst the stakeholders to evaluate the needs of the residency and the willingness of all parties to accept the system into their educational structure. What was found was a high level of interest in a more centralized learning management system, which is the central depository for all educational materials to be used by the residents. Most agreed that the learning environment lacked structure and optimally required something more substantial than adding supplemental videos to the learning process. These findings demonstrate that surgical residents, teaching physicians, and administrators all perceive a lack of structure in the surgical residency learning process and a significant need to correct the issue.

Molecular imaging is paving the way to the future of breast cancer detection. Compared to mammography, breast cancer molecular imaging provides a more sensitive, faster, and effective way to detect breast cancer on a cellular level rather than on a gross level. Traditional imaging technologies like mammography detect breast cancer by imaging the morphological changes caused by the disease. In contrast, breast cancer molecular imaging detects the molecular processes in the body that may develop into a disease. Imaging on the cellular level allows for the detection of cancer in its pre-disease state before it actually becomes breast cancer. This study examined the education and certification of radiologic technologists to determine if these processes are keeping pace with the shift in imaging technology. This was accomplished by examining the tasks performed by radiologic technologists during breast cancer molecular imaging in relation to the current education and certification requirements. Questionnaires were sent out to radiologic technologists regarding the education and training they received in order to perform the tasks associated with breast cancer molecular imaging. The American Society of Radiologic Technologists (ASRT) and American Registry of Radiologic Technologists (ARRT) were contacted to obtain information about their current and future plans regarding the impact of molecular imaging on the education and certification of radiologic technologists. The data revealed that the radiologic technologists performing molecular imaging procedures were trained on the job, and that performing breast cancer molecular imaging required a level of know ledge and skills that exceed the levels of the current curriculum guides and certification content specifications. The ARRT has appointed a committee to investigate the need for advanced certification in molecular imaging. The curriculum guides developed by the ASRT do not include content pertaining to molecular imaging procedures. The ASRT is planning to incorporate molecular imaging into the entry level radiography curriculum, as well as into the advanced imaging modalities curriculum guides. The deciding factor on whether molecular imaging will become a completely separate imaging modality or become integrated into existing curriculum guides will depend on the finding of the ARRT and its collaboration with the ASRT.

Yang Zheyu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 46-52). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.3 / Chapter 2 --- Literature Review --- p.9 / Chapter 2.1 --- Conceptual foundations and empirical implications --- p.9 / Chapter 2.2 --- Evidence of the direct casual effect of schooling on health --- p.11 / Chapter 2.3 --- Explanations of the schooling-health correlation --- p.16 / Chapter 2.4 --- Literature review on twins data --- p.25 / Chapter 3 --- Empirical Specification --- p.29 / Chapter 3.1 --- Omitted Variable Bias (Selection Effect) --- p.29 / Chapter 3.1.1 --- Ordinary Least Squares (OLS) Model --- p.29 / Chapter 3.1.2 --- Fixed-Effect (FE) Model --- p.30 / Chapter 3.1.3 --- Generalized Least Squares (GLS) Model --- p.31 / Chapter 3.2 --- Measurement Error --- p.32 / Chapter 4 --- Data --- p.34 / Chapter 5 --- Empirical Results --- p.37 / Chapter 5.1 --- Allocative Efficiency Hypothesis Test --- p.37 / Chapter 5.2 --- Productive Efficiency Hypothesis Test --- p.39 / Chapter 5.3 --- Returns to health --- p.44 / Chapter 6 --- Conclusions --- p.45 / Chapter 7 --- Bibliography --- p.46 / Table 1: Summary of the evidence for correlation between education and SRH amongst different groups of individuals --- p.53 / Table 2: Descriptive Statistics --- p.54 / Table 3: Correlation between Health Indicators --- p.55 / Table 4.1: The Impact of Education on Physical Exercise Participation --- p.56 / Table 4.2: The Impact of Education on Smoking Consumption --- p.57 / Table 4.3: The Impact of Education on Alcohol Consumption --- p.58 / Table 5.1: OLS and FE Estimation of the Impact of Education on SRH --- p.59 / Table 5.2: IV Estimation of the Impact of Education on SRH --- p.60 / Table 5.3: GLS Estimation of the Impact of Education on SRH --- p.61 / Table 6.1: OLS and FE Estimation of the Impact of Education on BMI. --- p.62 / Table 6.2: IV Estimation of the Impact of Education on BMI --- p.63 / Table 7.1: OLS and FE Estimation of the Impact of Education on Symptom Occurrence --- p.64 / Table 7.2: IV Estimation of the Impact of Education on Symptom Occurrence --- p.65 / Table 8: Probit Estimation of the Impact of Education on Symptom Occurrence --- p.66 / Table 9: Ordered Logit Estimation of the Impact of Education on SRH. --- p.67 / Table 10.1: OLS and FE Estimation of the Impact of Education Level on SRH --- p.68 / Table 10.2: IV Estimation of the Impact of Education Level on SRH --- p.69 / Table 11.1: OLS and FE Estimation of the Impact of Education Level on Symptom Occurrence --- p.70 / Table 11.2: IV Estimation of the Impact of Education Level on Symptom Occurrence --- p.71 / Table 12: OLS and FE Estimation of the Returns to SRH --- p.72

This dissertation examines the organisational background to the modern British health education movement, largely by reference to the origins and forty years' history of the Central Council for Health Education (1927-1968), the first body attempting to impart leadership and national coherence to a diffuse and eclectic field of educational practice and health promotion which has found secure administrative foundations difficult to establish. The study begins with a review of nineteenth and early twentieth century influences contributing to the character and status of the movement in its pioneering years. The predominantly propagandist roots and voluntary sector affinities with which it emerged from half and century's precursory endeavours profoundly affected health education's opportunities to advance with other aspects of health care and education in the inter-war years. By then, health education had become a diffuse and unco-ordinated field of minor, local authority initiatives and separatist campaigning by specialist, national health charities, remaining largely outside the remit of health and education professions and neglected officially. How the challenge of countering developmental difficulties fell to a minor professional body rather than an officially promoted one, is a question critical to any interpretation of later developments, and the subject of further enquiry. Subsequent investigation focuses on the evolution of the central agency which resulted, the Central Council for Health Education, particularly its thirty years' quest for official recognition and stature, and the strategies and services devised in this cause. It is a story of persistent and widespread enterprise, significant in many of its ideas but constrained in their effective development by enduring failure to attract Government support and to progress beyond the limited subscription income and essentially propagandist aspirations of local public health services. Adjudged ineffective by the 'Cohen Enquiry' of 1960-64, Government intervation proved forty years late in seeking to redress the problems of inadequate central provision, when in 1968 an officially funded Health Education Council replaced its neglected predecessor. The investigation reveals the classical dilemma of a multi-disciplinary field failing to transcend the divisive character of its own interests, in search for developmental coherence, and failing, consequently, to command effective professional and political support.

The medical profession in recent decades has made culture and cross-cultural competence an issue for patient – physician relationships. Many in the profession attribute the necessity of cross-cultural competence to increased diversity, globalization, and health disparities; however, a historical analysis of medicine indicates that culture’s relevancy for health care and outcome is not new. The rise of clinics, which can be traced to 17th century France, the professionalization of physicians in 18th century U.S., and the civil rights movement of the 20th century illustrate that medicine, throughout its history, has grappled with culture and health. While medicine has a history of discussing cultural issues, the profession has not defined culture cogently. Medicine’s ambivalence in defining culture raises questions about how effectively medical educators prepare residents to be cross-culturally competent. Some medical educators have expressed that many didactic and experiential efforts result in stereotyping patients. Definitions of culture and their impact on stereotyping patients are the central problems of this study. Specifically, this study hypothesized that cultural beliefs impact ones willingness to accept stereotypes. Thus, this study sought to learn how faculty members and residents define culture. Faculty members also were compared to residents to glean the impact of cross-cultural education. This study used an explanatory mixed method design where quantitative and qualitative methods work complementarily to examine a complex construct like culture. A valid and reliable survey provided quantitative data to compare the two groups, while open-ended questions and interviews with faculty members provided context. The statistical results reveal that faculty members and residents share a philosophy of culture; however, when the two groups’ definitions are contextualized, they have many different beliefs. Differences also emerged with respect to predictability; cultural beliefs predict stereotyping among residents, but not faculty members. Faculty members attribute these differences to experiences, while residents believe that they do not learn about culture during their professional education.

The incidence of HIV infection has been increasing among Hispanic women at an alarming rate. An assessment was conducted concerning attitudes and behaviors about sex and safe sex practices of 28 young Hispanic women attending an alternative education program in South Tucson, Arizona. This study sought to discover if relationships exist between: HIV education and safe sex practices; level of acculturation and safe sex practices; and attitudes and safe sex practices. Findings were inconclusive regarding the association between level of acculturation and safe sex practices. HIV transmission knowledge does not appear to influence safe sex practices. However, several of the attitudes investigated do appear to influence safe sex practices.

This study was designed to evaluate the effectiveness of a tuberculosis (TB) educational and behavioral intervention with incarcerated adolescent males, aged 11 to 17, who were taking Isoniazid for TB infection. Using a quasi-experimental design, a treatment group (n=10) and a comparison group (n=10) were given a knowledge pretest and posttest, self-esteem scale, and health value scale. Additionally, the treatment group received the intervention. Research questions addressed both knowledge and completion of therapy. Analysis of data on differences in TB knowledge between the two groups using t tests showed no significant differences. Chi square test was used to evaluate the effect of the intervention on the completion of therapy. There was no significant increase in medication adherence between the two groups when they left the correctional facilities. However, total number of completions was greater in the treatment group when those who were returned or remained incarcerated were included.

<p> Growing media attention and a high diagnosis rate of autism places significant demand on the service industry to provide qualified staff to work with individuals who have autism. Discrete trial instruction (DTI) is one of the most sought-after treatment approaches for those individuals. However, there is a gap in research regarding the efficacy of training methods for those who train direct staff to implement DTI. This quantitative study used an applied behavior analysis basis, deriving from foundations of behavior theory, to compare the abbreviated feedback form (AFF) to the lecture test model (LTM) to understand which will improve direct staff's ability to implement DTI more efficiently from baseline. The AFF provided for trainees a list of skills to implement tasks that have multiple steps. The LTM provided trainees a lecture of skills to understand basic applied behavior analysis, autism, and DTI. Four participating staff's baseline and training data were analyzed by comparing their scores to the set criterion from the AFF. The data were analyzed by both the program supervisor and the researcher, with inter-observer agreement reached. Using a single-subject, AB design, data demonstrated that staff who were trained using the AFF had significant improvement from baseline, compared to staff trained using the LTM. Supervisors who use the AFF to more efficiently and rapidly train staff may decrease the time gap between service recommendation and implementation, making needed treatment more readily available and efficacious to children diagnosed with autism. Improvements in staff skill set will likely have a direct correlation on the improvements and long term outcomes for those being treated.</p>

<p>The purpose of this psychoeducational curriculum is for Latino caregivers to enhance their awareness in the Mental Health field, as advocate for their family members. Educating caregivers on how to access services, and overcome stigma, language barriers, and cultural insensitivity also to enhance quality services. The curriculum specifically addresses outreach. The curriculum will expand caregivers? understanding the symptoms of mental illness including diagnosis, and the importance of self-care to prevent burnout. It will include activities that will promote group discussions, and concepts for learning enhancement. Additionally, handouts will be provided with resources for support services for caregivers. A facilitators? guide is also included to assist with the implementation of the curriculum.

Students identified by the special education classification Other Health Impairment (OHI) represent the third largest group of students receiving special education services in the United States. The special education services offered these students include both academic and health related supports. The delivery of these services is enhanced when a partnership exits between the primary stakeholders; the student, parents, the school personnel, and the medical personnel. The use of Family Centered Care principles in the delivery of these services supports and maintains the partnership. Following the qualitative analysis of a series of interviews of parents whose children were classified as OHI, descriptive and inferential themes were derived from the interview data. These themes are discussed relative to the parents’ belief that the classification provided; access to appropriate special education and school-based health care allowing their children to achieve their maximum potential, parental satisfaction with the special education and school-based health care services provided, and the use of Family-Centered Care principles. Key Words: special education, health impairment, OHI, family