What every psychiatrist should know

2006 ◽  
Vol 12 (6) ◽  
pp. 462-468 ◽  
Author(s):  
Brendan D. Kelly ◽  
Larkin Feeney
Keyword(s):  
Knowledge Base ◽  
21St Century ◽  
Medical Practice ◽  
Scientific Knowledge ◽  
Psychological Disorders ◽  
Science And Society ◽  
Scientific Knowledge Base ◽  
Principles Of Practice ◽  
William Osler

Psychiatry is the branch of medicine concerned with the diagnosis, treatment and study of psychological disorders. The role of the psychiatrist evolves to reflect developments in medicine, science and society. The scientific knowledge base required for the practice of psychiatry changes from generation to generation, but many of the fundamental principles of practice remain essentially unchanged. We attempt here to identify some of these (relatively unchanging) principles and explore their relevance to contemporary psychiatry. In particular, we focus on the work of some of the more reflective physicians of history (e.g. Sir Robert Hutchison, Sir William Osler) in order to identify and interpret principles of medical practice outlined in the 19th and 20th centuries and we explore the relevance of these conceptual frameworks to the practice of psychiatry in the 21st century.

Mother Tongue ICT Instruction in Cameroonian Languages

2021 ◽  
pp. 141-160
Author(s):  
Deris NGE MEH
Keyword(s):  
Computer Science ◽  
Knowledge Base ◽  
Communication Technology ◽  
Scientific Knowledge ◽  
Primary Schools ◽  
Mother Tongue ◽  
Standards Of Living ◽  
Scientific Knowledge Base ◽  
Information And Communication

This article presents the feasibility of conveying Information and Communication Technology (ICT) content in Mmɛn, a Bantu Grassfields language of Cameroon; a process which would imply a modernisation of the language, with a view to increasing its scientific knowledge base. It explores the processes used to create ICT terminology in this language in a bid to make such concepts relevant to the community. The focus is placed on the translation of a computer science manual used in primary schools within Cameroon’s language teaching project. Issues raised relate to translation, lexical innovation and mother tongue ICT instruction. Some solutions are proposed to problems inherent to official language into mother tongue translation, and the lexification of new phenomenon where adequate terminology is currently lacking. The results obtained highlight the role of translation and terminology in developing our languages, and indicate how ICT instruction in our languages justifies the claim that an idea expressed in one language can be expressed in any other. If well harnessed, this instruction will ensure access to innovative educational resources for rural and semi-urban Cameroonians alike, and will improve literacy and standards of living within a context of globalisation.

Sir William Osler and the Schorstein Memorial lectures at the London Hospital

2020 ◽  
pp. 096777202092451
Author(s):  
Michael Swash
Keyword(s):  
Medical Practice ◽  
Educational Experience ◽  
Medical Community ◽  
Memorial Lecture ◽  
The Past ◽  
Lecture Series ◽  
London Hospital ◽  
Subsequent Publication ◽  
William Osler

The formal named lecture has an iconic position in British medical life, but it is less valued now than in the past. The Schorstein memorial lecture series at the London Hospital illustrates the evolving role of such lectures and their significance in medical practice, science and history, and the evolving concepts of medicine in society. The founding concept underlying the Schorstein lectures was an ideal of education, strongly supported by William Osler and other influential figures. The influence of the series of annual lectures and their subsequent publication among the wider medical community was immense. However, the formal named lecture as an educational experience is now less highly regarded. Nonetheless, with a changed focus, as has been applied recently to the Schorstein lecture series, such events can continue to play a role in contemporary medical life.

The evolving role of the anatomy demonstrator

2014 ◽  
Vol 96 (8) ◽  
pp. 260-262 ◽  
Author(s):  
RA Steven ◽  
SC Whiten
Keyword(s):  
Knowledge Base ◽  
Surgical Training ◽  
Scientific Knowledge ◽  
Teaching Skills

Anatomy demonstrating became almost integral to the training of many generations of surgeons. It allowed them to increase their basic scientific knowledge, develop their teaching skills and provided the opportunity to study towards postgraduate surgical examinations, which resulted in favourable pass marks compared with those who had not undertaken a demonstrator post. 1,2 The improved knowledge base and development of teaching skills were perceived as beneficial for their surgical training. The increasing pressure on training and resources has had an impact on the demonstrator job. This article presents data on current anatomy demonstrator posts.

scholarly journals Fritz Jahr as Methodological Paradigm in Bioethical Education

JAHR ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 287-310
Author(s):  
Luka Perušić
Keyword(s):  
21St Century ◽  
Scientific Knowledge ◽  
Role Model ◽  
Cultural Orientation ◽  
Thought Process ◽  
Educational Models ◽  
Way Of Thinking ◽  
Bioethical Education

The paper examines Fritz Jahr as a possible role-model in bioethical education. It consists of two parts. The first part builds upon the acknowledged data and theories about how Fritz Jahr proposed the bioethical imperative and changed his way of thinking. It provides arguments for and against known claims and expands the knowledge background with the focus on reconstructing the thought process and some presumptions that led to the formulation of bioethical imperative. The second part uses these results to infer five features to show how we can extract and define methodological features from Jahr’s personality and activity, which confirm and enhance integrative projects. An attempt has been made to understand that something, such as “Jahrian methodology”, might be sensible enough to provide scientific knowledge and cultural orientation without simplifying the bios, but that it is pointless without integration with educational models, and to emphasise this I conclusively consider the role of bioethicists in the 21st century.

Matching a scientific knowledge base with stakeholders' needs

2013 ◽  
Vol 37 ◽  
pp. 29-36 ◽  
Author(s):  
Gillian Petrokofsky ◽  
Nicholas D. Brown ◽  
Gabriel E. Hemery
Keyword(s):  
Knowledge Base ◽  
Scientific Knowledge ◽  
Scientific Knowledge Base

Sponges: an historical survey of their knowledge in Greek antiquity

2007 ◽  
Vol 87 (6) ◽  
pp. 1757-1763 ◽  
Author(s):  
Eleni Voultsiadou
Keyword(s):  
Pain Relief ◽  
Medical Practice ◽  
Scientific Knowledge ◽  
Personal Hygiene ◽  
Historical Period ◽  
Body Parts ◽  
Historical Survey ◽  
Disease Treatment ◽  
Historical Periods

A detailed account of sponge knowledge in Greek antiquity is given on the basis of their records in the written documents of the historical periods it comprises. The analysis of the examined material revealed interesting information on various aspects of sponge biology, more or less consistent with their present scientific knowledge. The value of sponges for man at that time was evident in many of his activities, such as household, personal hygiene, pain relief, disease treatment, art and war enterprises. The significant role of sponges in medical practice is illustrated by the high number of their records in the medical works of the studied historical period. Furthermore, sponges appeared in legends, as well as in similes and metaphors that attributed their special qualities to human behaviour, various body parts or objects.

Knowing “What Is Science” Boosts Students’ Science Learning Globally

2020 ◽  
Author(s):  
Jiesi Guo ◽  
Xiang HU ◽  
Herb Marsh ◽  
Reinhard Pekrun
Keyword(s):  
Nature Of Science ◽  
21St Century ◽  
Scientific Knowledge ◽  
Science Achievement ◽  
Science Learning ◽  
Policy And Practice

Proliferating information and viewpoints in the 21st century require an educated citizenry with the ability to understand scientific knowledge but also to comprehend “what is science” - nature of science (NOS). We present a global investigation of how NOS views are associated with science learning across 72 countries for 514,119 adolescents. Adolescents who view that knowledge is changeable and comes from experimentation are: more likely to show high science achievement, feel more self-efficacious, more intrinsically and extrinsically motivated to engage in science learning, and aspire more to pursue a STEM-related career. Critically, NOS views are more strongly linked to science achievement than motivation. Consistent patterns across countries suggest the important role of NOS views in science learning and have significant policy and practice implications globally.

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