The continuous education concept presupposes that a person is educated during his or her entire conscious lifetime. The pedagogical education model is made use of at the higher-school stage; while at the postgraduate stage, the andragogic model must be involved. The andragogics is a branch of science, according to which the leading role belongs to the person who is educated. He or she contributes extensively to the planning, organization, implementation, assessment and amendment of the educational process. Such process is translated into reality at the chair for hygiene of children and teenagers in accordance with the State Standard of postgraduate professional training of experts with higher medical education in the sphere of "hygiene of children and teenagers". The defined educational levels as well as psycho-physiological and specific features of the educating staff are a basis for a individual approach to them. Not only hygienists but also pediatricians and attending doctors from the chair for family life are trained at the above-mentioned chair. The diversity of training appicable to medical personnel of different categories necessitates serious educational-and-methodolgical measures.
The hygienic training of pediatricians is very important in terms of introducing research achievements into practical public health service. Knowledge must be permanently replenished in the system of postgraduate training by giving up the job for 4 months every 5 years, including an obligatory monthly training in ecological and hygienic problems. The licensing system of the specialists' right to professional activity requires to be introduced. The qualification grade of a pediatrician and the payment of his/her work should be determined by a set of specific licences.
This article describes a clinical nursing experience which introduces baccalaureate students to population-focused practice in the community. The importance of such practice in community health nursing is discussed as is the rationale for including it at the undergraduate level. An overview of how the experience fits within the baccalaureate nursing curriculum is presented. Individual and group student responsibilities are outlined, explaining the structure of this nursing experience. Student projects with two groups--the well elderly and the school-aged are described to illustrate the clinical experience. Finally, an evaluation of the experience is presented which indicates that it has benefits for clients, community health nurses, students and faculty.
The paper considers the hygienic aspects of optimization of daily and weekly time budgets, the formation of healthy lifestyle choices in 10th-to-11th-form pupils from the vocational guidance classes of comprehensive secondary schools during intensified school lessons and adaptation of first-year students.
To determine the level of training second-year family medicine residents have had in adolescent medicine.
Canadian family medicine residency programs.
English-speaking second-year family medicine residents.
Residents' self-reported levels of training in adolescent health, specifically, the types of formal and informal education in adolescent health provided by family medicine residency programs. Residents' self-reported comfort in dealing with common health problems in adolescence was also examined.
Responses were received from 78 residents representing 11 different programs across Canada. About 38.5% of family medicine residents had attended lectures on adolescent health. Only 37.2% of residents felt comfortable with their knowledge of adolescent health. Respondents indicated that most of their education in adolescent health occurred during family medicine rotations. Only 24% of respondents supplemented their training with attendance at school-based or reproductive health clinics.
Learning how to deal effectively with teenagers should be an essential part of family medicine training, yet family medicine residents receive only a small amount of exposure to adolescent health issues in primary care settings. Few residents attend school-based or reproductive health clinics even though such activity is recommended by the College of Family Physicians of Canada. A more structured adolescent health experience in family medicine residency would help ensure that Canadian adolescents benefit from informed and experienced family physicians.
Cites: Am J Gastroenterol. 2000 Mar;95(3):777-8310710074