The Experts below are selected from a list of 282 Experts worldwide ranked by ideXlab platform
Gregory J. Norman - One of the best experts on this subject based on the ideXlab platform.
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The teaching of Behavioural Sciences.
Medical education, 1992Co-Authors: Abraham Joseph, Sulochana Abraham, Sara Bhattacharji, Jayaprakash Muliyil, K. R. John, S. Mathew, Gregory J. NormanAbstract:Summary. Medical science over the last few decades has undergone vast changes. Technologically it has advanced at a rapid pace. There has been a realization as well that the behaviour of individuals and communities also influences the occurrence of disease. Medical schools around the globe have realized the need for incorporating Behavioural Sciences as an integral part of the basic Sciences taught to medical students. This paper presents the experience of Christian Medical College, Veilore in teaching Behavioural Sciences. Students are taught sociology, psychology and medical anthropology through a community-based, problem-oriented teaching programme. The students have first-hand experience of living in a community and learn by observation and interaction. Pre- and post-assessment has shown a significant improvement of their knowledge and attitude. Feedback from students also indicates that they find this programme relevant and interesting.
Richard James - One of the best experts on this subject based on the ideXlab platform.
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social network theory in the Behavioural Sciences potential applications
Behavioral Ecology and Sociobiology, 2007Co-Authors: Jens Krause, Darren P Croft, Richard JamesAbstract:Social network theory has made major contributions to our understanding of human social organisation but has found relatively little application in the field of animal behaviour. In this review, we identify several broad research areas where the networks approach could greatly enhance our understanding of social patterns and processes in animals. The network theory provides a quantitative framework that can be used to characterise social structure both at the level of the individual and the population. These novel quantitative variables may provide a new tool in addressing key questions in Behavioural ecology particularly in relation to the evolution of social organisation and the impact of social structure on evolutionary processes. For example, network measures could be used to compare social networks of different species or populations making full use of the comparative approach. However, the networks approach can in principle go beyond identifying structural patterns and also can help with the understanding of processes within animal populations such as disease transmission and information transfer. Finally, understanding the pattern of interactions in the network (i.e. who is connected to whom) can also shed some light on the evolution of Behavioural strategies.
Abraham Joseph - One of the best experts on this subject based on the ideXlab platform.
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The teaching of Behavioural Sciences.
Medical education, 1992Co-Authors: Abraham Joseph, Sulochana Abraham, Sara Bhattacharji, Jayaprakash Muliyil, K. R. John, S. Mathew, Gregory J. NormanAbstract:Summary. Medical science over the last few decades has undergone vast changes. Technologically it has advanced at a rapid pace. There has been a realization as well that the behaviour of individuals and communities also influences the occurrence of disease. Medical schools around the globe have realized the need for incorporating Behavioural Sciences as an integral part of the basic Sciences taught to medical students. This paper presents the experience of Christian Medical College, Veilore in teaching Behavioural Sciences. Students are taught sociology, psychology and medical anthropology through a community-based, problem-oriented teaching programme. The students have first-hand experience of living in a community and learn by observation and interaction. Pre- and post-assessment has shown a significant improvement of their knowledge and attitude. Feedback from students also indicates that they find this programme relevant and interesting.
Anna Churhansen - One of the best experts on this subject based on the ideXlab platform.
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teaching support in the Behavioural Sciences for non english speaking background medical undergraduates
Medical Education, 1999Co-Authors: Anna ChurhansenAbstract:Introduction This paper reports on a teaching strategy designed to support first year undergraduate medical students from non-English speaking backgrounds in a Behavioural science course taught at an Australian university. Method The strategy is described, as is the language profile of students from two successive cohorts who participated in the teaching programme. The effectiveness of the intervention in improving students’ academic performance is explored, as gauged by summative assessment and student perceptions. Conclusions Findings suggest that students disadvantaged by difficulties with language and/or knowledge of Australian culture were able to perform at least as well as other students on a number of summative criteria. Non-English speaking background students perceived the Behavioural science course to be difficult, and indicated that they found the teaching support offered to them to be useful. The methodological difficulties and limitations involved in the evaluation of a teaching programme such as this are discussed and the conclusions that can be validly drawn are considered.
Cynthia M. Pine - One of the best experts on this subject based on the ideXlab platform.
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Application of Behavioural Sciences teaching by UK dental undergraduates.
European journal of dental education : official journal of the Association for Dental Education in Europe, 2000Co-Authors: Cynthia M. Pine, Pauline McgoldrickAbstract:From 1990, Behavioural Sciences have become a requisite subject of dental undergraduate curricula across the UK (2). However, subject matter taught varies from school to school (4). The aim of this study was to determine the views and experiences of senior dental undergraduates in applying their Behavioural Sciences teaching across a range of clinical situations. A questionnaire survey was designed in which 5 UK Dental Schools were included to provide a countrywide geographic distribution and where >75% of senior students in each Dental School participated. The questions required the students to evaluate their psychosocial skills in 4 main areas: dentist/patient interactions; enhancing preventive behaviour; anxiety management; coping with personal stress. 252 students participated, 43% were male. In general, students valued their Behavioural Sciences teaching and 84% rated its inclusion in the curriculum as important. Some patient management situations had been infrequently encountered in their clinical experience and their confidence in dealing with these situations was low. The data was entered into a stepwise logistic regression to determine which factors explained the variation in reported confidence. In relation to dentist-patient interactions and preventive aspects (9 aspects), significant variables were how well students felt they were taught and how often they encountered the situations. Gender contributed to explaining variation in 4 of these aspects. In dealing with patient aggression, men were over 7× more confident than women (Odd’s ratio 7.32), but in changing patients’ attitudes to oral health, women were more than 2× as confident as men (Odd’s ratio 2.08). In anxiety management and dealing with personal stress, additional variables entered the model and these were age, gender and Dental School. For most aspects of confidence in anxiety management, the quality of teaching to manage these situations was the key variable. In conclusion, this survey has provided an evaluation of UK students’ perceived psychosocial skills in a range of clinical settings. This should encourage educators to improve curricular content to support the development of clinical competency in this area.
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A review of Behavioural Sciences in the UK dental undergraduate curriculum
British dental journal, 1999Co-Authors: Pauline Mcgoldrick, Cynthia M. PineAbstract:In 1990, the GDC published its recommendations on the teaching of Behavioural Sciences. A study of sociological and psychological teaching in the dental undergraduate curriculum has shown a great deal of variation between the 14 dental schools in the United Kingdom. Most of this teaching was also thoretical and at a pre-clinical level. Should skills and applied psychology be given an increased emphasis in the core clinical content of the undergraduate curriculum?