Needs, expectations, and concerns of medical students regarding end-of-life issues before the introduction of a mandatory undergraduate palliative care curriculum.

BACKGROUND: In the past, implementation of effective palliative care curricula has emerged as a priority in medical education. In order to gain insight into medical students' needs and expectations, we conducted a survey before mandatory palliative care education was introduced in our faculty. METHODS: Seven hundred nine students answered a questionnaire mainly consisting of numeric rating scales (0-10). RESULTS: Participants attributed a high importance to palliative care for their future professional life (mean, 7.51 ± 2.2). For most students, symptom control was crucial (7.72 ± 2.2). However, even higher importance was assigned to ethical and legal issues (8.16 ± 1.9). "Self-reflection regarding their own role as a physician caring for the terminally ill along with psychological support" was also regarded as highly important (7.25 ± 2.4). Most students were moderately concerned at the prospect of being confronted with suffering and death (5.13 ± 2.4). This emotional distress was rated significantly higher by female students (5.4 ± 2.4 versus 4.6 ± 2.4; p < 0.001). Seventeen percent of all students rated their distress as being 7 of 10 or higher, which indicates a considerable psychological strain in terms of dealing with end-of-life issues in the future. Professional or personal experience with terminally ill persons lowered these anxieties significantly (4.99 ± 2.34 versus 5.47 ± 2.5, p < 0.05). CONCLUSIONS: Medical students stated a remarkably high interest in learning palliative care competencies. Responding to their specific concerns and needs-especially with regard to the acquisition of emotional coping skills-may be key for the development of successful palliative care curricula.

Patriarchal Hauntings: Re-reading Villainy and Gender in Daphne du Maurier's Rebecca

Criticism of Daphne du Maurier’s popular classic Rebecca (1938) can be divided into two mainstream interpretations. On the one hand, it was traditionally marketed as a gothic romance where the hero and the heroine conquered the evil women that separated them. On the other, certain feminist critics have recently provided a very diff erent view of the story, aligning it with gothic narratives that deal with the dangers women suff er under the patriarchal control of their husbands. Th is would imply that du Maurier’s novel should not be read as a traditional romance that promotes patriarchy, as the former interpretation suggested. In this article, I propose, through a Gothic Studies and a Gender Studies reading, that villainy in this novel is not exclusively linked to gender and, therefore, the victim and abuser statuses cannot be equated to femininity and masculinity, respectively. Instead, I argue that villainy in the novel is inextricably connected to being in a powerful position within patriarchy, and that it is the desire to maintain this position and perpetuate the patriarchal system that leads the main characters (men and women) to commit acts of villainy.

Lecture d'articles médicaux: quelques pièges à éviter [Reading medical articles--what pitfalls to avoid]

Critical reading and careful interpretation of results of the medical literature is a difficult task for primary care physicians. Being aware of common potential pitfalls that may bias results of a study is helpful. Among common pitfalls, odds ratios are often interpreted as relative risks, which overestimate the impact of a risk factor. Randomized controlled trials assessing the effectiveness of a new drug or a new target disease often use surrogate markers instead of clinical events as outcomes. Results of these trials should be considered with caution before using their results for clinical practice. For screening, observational studies often yield potentially biased or conflicting results. As clinical guidelines and expert opinions are often conflicting, primary care physicians should wait for results of large clinical trials in clinical events before changing their practice for screening or new drugs.

Metric Plan Reading Course, HR-324, 1997

This Plan Reading Course was developed by the Department of Civil and Construction Engineering of Iowa State University under contract with the Iowa Highway Research Board, Project HR-324. It is intended to be an instructional tool for Iowa DOT, county and municipal employees within the state of Iowa. Under this contract, a previous Plan Reading Course, prepared for the Iowa State Highway Commission in 1965, has been completely revised using a new format, new plans, updated specifications, and new material. This course is a self-taught course consisting of two parts; Highway Plans, and Bridge and Culvert plans. Each part consists of a self-instruction book, a set of plans, a question booklet, and an answer booklet. This is the self-instruction book for the Bridge and Culvert Plans part of the course. The example structures included in this part of the course are a prestressed concrete beam bridge and a reinforced concrete box culvert.

Plan Reading Course, HR-324

This booklet is part of the Bridge Plan Reading Course developed by the Department of Civil and Construction Engineering of Iowa State University under contract with the Highway Research Advisory Board, Project HR-324. It is intended to be an instructional tool for Iowa DOT and county and municipal employees within the state of Iowa. The questions in this booklet are designed to test your knowledge of the material in the Bridge Plan Reading Course. You are free to use both the plans and the text material to assist you in answering these questions. There is a separate ANSWER BOOKLET which contains the answers to these questions. Consult that booklet to make sure you have answered these questions correctly. If you miss the answer to a question, go back and review the text material and the plans to make sure you understand the correct answer.

Report on a special investigation of the University of Northern Iowa, College of Education – Curriculum and Instruction Department for the period January 1, 2012 through October 31, 2014

Report on a special investigation of the University of Northern Iowa, College of Education – Curriculum and Instruction Department for the period January 1, 2012 through October 31, 2014

Curriculum Vitae Normalizado. Jornada técnica sobre CRIS y repositorios

Izascun Lacunza y David Arellano, FECYT, presentaron el proyecto CVN para la creación de un modelo normalizado de CV de investigador a partir de los datos almacenados en los sistemas CRIS institucionales. El modelo CVN se encuentra en la actualidad implementado en 32 universidades españolas, dando servicio a más de 18.500 investigadores de dichas instituciones, lo que supone un 14% del total de investigadores del Sistema Español de Ciencia y Tecnología (SECT), y hay planes para extender su implantación a más universidades y a más personal científico en aquéllas en las que ya está en marcha.