The Jay Healey Technique: Teaching Law and Ethics to Medical and Dental Students

1994 ◽  
Vol 20 (4) ◽  
pp. 439-455
Author(s):  
Barbara B. Blechner ◽  
Christie L. Hager ◽  
Nancy R. Williams
Keyword(s):  
Dental Students ◽  
First Year ◽  
Health Law ◽  
Ethical Aspects ◽  
School Settings ◽  
Law And Ethics ◽  
The University ◽  
University Of Connecticut ◽  
Case Based ◽  
Medical And Dental Students

Health law and medical ethics are both integral parts of undergraduate medical curricula. The literature has addressed the importance of teaching law and ethics separately in medical school settings, yet there have been few descriptions of teaching law and ethics together in the same curriculum. A combined program in law and ethics required for first-year medical and dental students was developed and implemented by Professor Joseph (Jay) M. Healey, Jr., at the University of Connecticut Schools of Medicine and Dental Medicine from 1975 until his death in 1993. This Article describes the thirty-hour, interactive, case-based course he created. The course, Legal and Ethical Aspects of Medicine and Dental Medicine (LEA), has continued after Jay 's death, and is one of his many legacies to us. LEA consists of fifty-six actual and hypothetical cases written by Jay from which basic legal and ethical principles are extracted by participants and reinforced by instructors.

Tomorrow’s doctors and dentists in Malaysia: empathic or indifferent?

2017 ◽  
Vol 5 (2) ◽  
pp. 205 ◽  
Author(s):  
Muneer Gohar Gohar Babar ◽  
Syed Shahzad Hasan ◽  
Lee Ping Lim ◽  
Phei June Lim ◽  
Nik Mohd Mazuan Nik Mohd Rosdy ◽  
...  
Keyword(s):  
Medical Students ◽  
Cross Sectional Study ◽  
Dental Students ◽  
First Year ◽  
Cross Sectional ◽  
Dental Surgery ◽  
Empathy Score ◽  
Empathic Communication ◽  
Student Version ◽  
Medical And Dental Students

Objectives: This study compared the empathic behaviour of first year to final year dental and medical students in Malaysia and explored whether academic training of dental and medical students increases their subjective empathic tendencies. Methods: This cross-sectional study was carried out among 1020 first year to final year (fifth-year) undergraduate medical and dental students using a validated, self-administered Jefferson Scale of Empathy-Health Care Provider Student Version (JSE-HPS) questionnaire. The data were collected from first year to final year (fifth-year) students enrolled in Bachelor of Medicine/Bachelor of Surgery (MBBS) and Bachelor of Dental Surgery (BDS) degree programs at 2 government-funded universities and one private university. Results: Dental students had a significantly higher total mean empathy score than medical students (84.11 versus 81.96, p < 0.05). However, medical students had a narrow actual score range (59.35 - 133.35) than dental (22.05 - 133.35) students. Males (Medical: 82.57, Dental: 84.97) and students of Malay origin (Medical: 82.52, Dental: 85.11) were more empathic than females and students of other ethnic origins. The results also indicate that third-year medical students (mean: 82.95) and fourth-year dental students (mean: 86.36) were more empathic than students in other professional years.Conclusions: We recommend the use of some form of active training and assessment to assist in the development of empathy in medical and dental students. Medical and dental schools should place more emphasis on teaching empathic communication.

Demographic and Social Characteristics of University Students Attending a Psychiatrist

1980 ◽  
Vol 137 (6) ◽  
pp. 547-550 ◽  
Author(s):  
Paul O'Mahony ◽  
Sinead O'Brien
Keyword(s):  
University Students ◽  
Roman Catholic ◽  
Dental Students ◽  
Female Students ◽  
Social Characteristics ◽  
First Year ◽  
Student Health ◽  
Academic Year ◽  
Medical And Dental Students

SummaryA survey was made of demographic and social characteristics of patients referred to a Student Health psychiatrist over a two year period. These patients were compared with a group attending Student Health physicians. Significantly over-represented in the psychiatric group were: medical and dental students; students who had repeated an academic year; students over 30 years of age; Roman Catholic students; and students who were totally financially dependent on their parents. Findings by others suggesting that first-year and female students would be over-represented in the psychiatric group were not borne out.

Comparison of Learning Style Preferences Among First Year Medical and Dental Students in Udayana University

2018 ◽  
Vol 24 (9) ◽  
pp. 6446-6448
Author(s):  
Putu Gede Sudira ◽  
Made Rini Damayanti ◽  
I. Gusti Agung Ayu Andra Yusari ◽  
Komang Januarta Putra Pinatih ◽  
Dewa Putu Gde Purwa Samatra
Keyword(s):  
Learning Style ◽  
Dental Students ◽  
First Year ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Medical And Dental Students

Concerns and Expectations of Bangladeshi Parents as their Children Start School

2005 ◽  
Vol 30 (3) ◽  
pp. 45-51 ◽  
Author(s):  
Prathyusha Sanagavarapu ◽  
Bob Perry
Keyword(s):  
First Language ◽  
Linguistically Diverse ◽  
First Year ◽  
Transition To School ◽  
School Settings ◽  
Parents And Children ◽  
Transitional Experiences ◽  
School Research ◽  
English Speaking ◽  
The University

This study aimed to examine views, concerns and expectations of immigrant Bangladeshi parents and children in Sydney concerning transition to kindergarten (the first year of school). This study builds on the previous work of the Starting School Research Project at the University of Western Sydney by: • deriving data from families and children for whom English is not the first language; and • exploring the transitional experiences of culturally and linguistically diverse (CALD) children from prior-to-school to school settings. Ten parents and four children were interviewed on the topic of transition to school. In particular, parents were asked to indicate their concerns and expectations that would assist schools in meeting the needs of Bangladeshi children and would make transition to school a positive experience for all concerned. The results revealed issues specific to families and children of non-English-speaking background regarding transition to school.

From paper to pixels: using Google Forms for collaboration and assessment

2015 ◽  
Vol 32 (4) ◽  
pp. 9-13 ◽  
Author(s):  
Mireille Djenno ◽  
Glenda M. Insua ◽  
Annie Pho
Keyword(s):  
Active Learning ◽  
First Year ◽  
Library Instruction ◽  
First Year Students ◽  
University Of Illinois ◽  
Content Type ◽  
College And University ◽  
School Settings ◽  
The University ◽  
University Settings

Purpose – The purpose of this paper is to discuss the use of Google Forms in the university library instruction classroom. Librarians at the Richard J. Daley Library at the University of Illinois at Chicago (UIC) began using Google Forms as a way of increasing active learning and as an instrument of formative assessment. The paper describes the information literacy context at the UIC and gives examples of best practices for using Google Forms in library instruction. Design/methodology/approach – The authors collaborated with other instruction librarians at their institution to develop Google Forms for use in library instruction sessions and used them primarily in sessions geared toward first-year students. Findings – Google Forms provides an easy and inexpensive way to incorporate both active learning and assessment in library instruction sessions. Students and faculty were receptive to their use in the library classroom. These early findings will be incorporated into the longer assessment study by the authors, currently underway. Originality/value – While Google Forms has heretofore been used in primary and secondary school settings, it is only now being more widely adopted for use by instruction librarians at the university level. This paper will be of value to those who wish to use Google Forms in library instruction in college and university settings, among others.

scholarly journals Attitude towards cadaver demonstration among first-year dental students

2020 ◽  
Vol 11 (SPL3) ◽  
pp. 1805-1813
Author(s):  
Sneka S ◽  
Yuvaraj Babu K ◽  
Gayatri Devi R
Keyword(s):  
Gross Anatomy ◽  
Dental Students ◽  
First Year ◽  
Cadaver Dissection ◽  
Essential Requirement ◽  
Study Population ◽  
Medical And Dental Students

Anatomical demonstration is one of the important parts of learning and understanding anatomy. It is considered an essential requirement in learning gross anatomy. It plays an important role in shaping medical and dental students attitude. The survey was conducted online. Questionnaires which consist of 18 questions were prepared and distributed through google forms. The study population consists of 100 first-year dental students. From the collected data, 73% of them have seen the cadaver, the remaining 26% of them had never seen the cadaver before. This study helps students to improve their attitude on cadaver demonstration. Cadaver demonstration is essential and indispensable in learning anatomy. This study helps in knowing the attitude of the students towards cadaver demonstration. From this study, it has been concluded that cadaver demonstration enhances the skill of thinking in a logical manner and also cadaver demonstration gives better results than cadaver dissection.

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