Quantifying the Quiet Epidemic: Diagnosing Dementia in Twentieth Century Britain

During the late 20(th) century numerical rating scales became central to the diagnosis of dementia and helped transform attitudes about its causes and prevalence. Concentrating largely on the development and use of the Blessed Dementia Scale, I argue that rating scales served professional ends during the 1960s and 1970s. They helped old age psychiatrists establish jurisdiction over conditions such as dementia and present their field as a vital component of the welfare state, where they argued that ‘reliable modes of diagnosis’ were vital to the allocation of resources. I show how these arguments appealed to politicians, funding bodies and patient groups, who agreed that dementia was a distinct disease and claimed research on its causes and prevention should be designated ‘top priority’. But I also show that worries about the replacement of clinical acumen with technical and depersonalized methods, which could conceivably be applied by anyone, led psychiatrists to stress that rating scales had their limits and could be used only by trained experts

Women Psychologists within Academic Health Systems: Mentorship and Career Advancement

Women are underrepresented on the faculties and within the senior leadership ranks of academic health systems. Nevertheless, despite the continuing existence of career development challenges related to gender, it is possible for women to thrive professionally in these settings. Mentorship is extremely important, and it is argued that effective mentorship is facilitated by an understanding of both gender differences in social behaviors and the culture of academic health systems. Furthermore, a systems’ level emphasis on faculty diversity and the career development of women faculty is recommended.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/44857/1/10880_2005_Article_5746.pd

Making a gender difference: Case studies of gender mainstreaming in medical education

Contains fulltext : 72794.pdf (publisher's version ) (Open Access)BACKGROUND: Curricula are accommodated to the interests of new groups after pressure from social movements outside institutions. A Dutch national project to integrate gender-gender mainstreaming (GM)-in all medical curricula started in 2002 and finished in 2005. GM is a long-term strategy which aims at eliminating gender bias in existing routines for which involvement of regular actors within the organization is required. AIMS: In this paper, the challenges of GM in medical education are discussed. Three case studies of medical schools are presented to identify key issues in the change process. METHOD: Steps taken in the national project included the evaluation of a local project, establishing a digital knowledge centre with education material, involving stakeholders and building political support within the schools and national bodies, screening education material and negotiating recommendations with course organizers, and evaluating the project with education directors and change agents. Data are gathered from interviews and document analysis. RESULTS: Factors playing a role are distinguished at three levels: (1) policy level, such as political support and widespread communication of this support; (2) organizational level such as a problem-based curricula and procedures for curriculum development and evaluation; and (3) faculty's openness towards change in general and towards feminist influences in particular, and change agents' position as well as personal and communicative skills. CONCLUSIONS: Successful GM in medical education is both a matter of strategy as well as how such strategy is received in medical schools. A time-consuming strategy could overcome resistance as well as dilemmas inherent in GM. More female teachers than male teachers were openly accepting. However, women were situated in less visible and less powerful positions. Hence, GM is accelerated by alliances between women aiming for change and senior (male) faculty leadership