53 research outputs found

    Infinite barbarians

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    This paper discusses an infinite regress that looms behind a certain kind of historical explanation. The movement of one barbarian group is often explained by the movement of others, but those movements in turn call for an explanation. While their explanation can again be the movement of yet another group of barbarians, if this sort of explanation does not stop somewhere we are left with an infinite regress of barbarians. While that regress would be vicious, it cannot be accommodated by several general views about what viciousness in infinite regresses amounts to. This example is additional evidence that we should prefer a pluralist approach to infinite regresses

    The management aspect of psychotherapy with aggressive children

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    Psychotherapy with an aggressive child may require the imposition of rather firm limitations over aspects of the patient's aggressive behavior. The nature of this management strategy is determined by the individual child's psychopathology. The management aspects of the psychotherapy with two aggressive boys are illustrated in detail. In one case, stringent limitations were imposed when it was discovered that the boy's behavior was regressive and represented an effort to sadistically control people in his environment. In the other case, the behavior was initially left almost unchallenged; this boy's aggressive and delinquent behavior reflected an effort to achieve a sense of order in an inconsistent external and potentially chaotic internal environment.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43969/1/10578_2005_Article_BF01463450.pd

    TWO-DIMENSIONAL STRESS-INDUCED ADIABATIC FLOW.

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    Core Competencies Addressed in Grand Rounds of Academic Departments

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    Background: The Accreditation Councils of Graduate Medical Education (ACGME) and Continuing Medical Education (ACCME) require that educational activities support professional development of health professionals. Core competencies include medical knowledge, patient care and procedural skills, practice-based learning and improvement, professionalism, systems-based practice, and interprofessional communication. Although a review of the Institute of Medicine (IOM) core competencies is a required component of graduate medical education, the frequencies in which the competencies are addressed during grand rounds is unknown. Purpose: To evaluate academic department grand rounds lecture series for content of the IOM recommended core competencies. Methods: This retrospective study involves a review of learning objectives from grand rounds lectures in the five core departments (internal medicine, pediatrics, psychiatry, obstetrics and gynecology (OB/GYN) and family medicine) between January 2014 and June 2015. Each learning objective was reviewed by a senior medical student, acting intern, and faculty member and by consensus assigned to the appropriate core competency. Results: Complete information was available for 271 grand rounds presentations, with 74% having 3 to 4 objectives per lecture. Two or more competencies were covered in 35% of all lectures. Medical knowledge was the primarily addressed core competency, regardless of specialty. About 50% or less of lectures involved solely medical knowledge. Other core competencies are not adequately covered on grand rounds. The fewest objectives were consistently dedicated to interprofessional communication, professionalism, systems-based practice, and practice-based learning. Professionalism was highlighted most by the internal medicine department (p \u3c .01), because one month of lectures was dedicated to the subject. Conclusions: Grand rounds lectures offer educational opportunities to cover the core competencies especially those that do not deal with medical knowledge. In the future, presenters will be provided information about core competencies before their lecture and as a part of their post lecture feedback
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