ABSTRACT
A sample of 34 deaf undergraduate college students at Gallaudet University and 46 hearing undergraduate college students at the University of Maryland Baltimore County completed a questionnaire that asked about their knowledge and sources of information concerning the human immunodeficiency virus and acquired immunodeficiency syndrome (HIV/AIDS). The deaf students had significantly lower scores on an "HIV/AIDS Knowledge Index" than the hearing students. This difference could not be explained by the deaf students' gender, class standing, family structure, or father's or mother's education level. The deaf students obtained more of their information about HIV/AIDS from family and friends than the hearing students, who relied to a greater extent on teachers, television, and reading material. The interpersonal sources used by the deaf students are more prone to factual errors than formal sources. Deaf students need methods of educating themselves about HIV/AIDS that are more accurate and that recognize the importance of sources as well as the content of information.
Subject(s)
Acquired Immunodeficiency Syndrome , Deafness , HIV , Health Knowledge, Attitudes, Practice , Hearing , Adolescent , Adult , Female , Humans , Male , Students/psychology , Surveys and Questionnaires , UniversitiesABSTRACT
This investigation is a replication and extension of an earlier study by Stout, Holmes, and Rothstein (1977) of the predoctoral clinical psychology intern graduates at the William S. Hall Psychiatric Institute. The interns were surveyed (N = 63) with regard to how adequately their internship experience prepared them for their current professional work as practicing clinical psychologists. Questionnaire data (n = 44) from graduates are analyzed in terms of the demographics of each intern's work situation, ratings of how well their internship prepared them in the areas of interprofessional relationships, teaching psychodiagnostic evaluations, psychological treatment, administration, consultation, and research. Several recommendations are offered by the intern graduates for refinement of the clinical psychology internship.
Subject(s)
Internship, Nonmedical , Professional Competence , Psychology, Clinical/education , Adult , Curriculum , Evaluation Studies as Topic , Female , Humans , Male , South CarolinaABSTRACT
The historical evolution of pathology as a full-time specialty in medicine is viewed as a response of pathologists to changes in the level and pattern of demand for their services. The development and decline of morphologic pathology, changes in academic pathology and the evolution of clinical pathology from a medical specialty to an industry with an extensive division of labor are all examined in this perspective. It is shown that pathology as a medical specialty is most successful within a limited range of demand, neither too low to support full-time specialization nor too high to lead to deprofessionalization through routinization of the work activities of pathologists.
Subject(s)
Pathology, Clinical/history , Pathology/history , Health Services Needs and Demand , History, 19th Century , History, 20th Century , Laboratories/statistics & numerical data , Pathology Department, Hospital , Pathology, Clinical/economics , United States , WorkforceABSTRACT
This study is a two-part investigation of clinical psychology internship training at the William S. Hall Psychiatric Institute. The first part surveyed 25 intern graduates to identify the relationship between experiences as an intern and current professional activities. Results are related to findings from other research in training clinical psychologists. The second part pertains to suggestions of intern graduates for specific additions and revisions of intership training at the Institute.
