ABSTRACT
Medical students' ability to take a meaningful psychosocial history has been shown to decline during clinical training. We postulated that psychosocial histories are given a low priority in busy clinical attachments. The aim of this study was to identify factors that affect how medical students gain skills in psychosocial assessment. A random sample of 37 students filled in a questionnaire before and after their introductory course, and they were asked to keep a logbook of their experiences of teaching about psychosocial history taking. There were 504 teaching experiences recorded of which less than half were positive. Negative experiences often related to poor communication by clinicians. At the end of the course less than half the students felt confident in taking a psychosocial history. To improve doctors' skills in this important area we suggest that teaching in psychosocial history taking should be made explicit, as an integrated part of the overall assessment of a patient.
ABSTRACT
We present a theoretical analysis of numerous magnetically tunable Feshbach resonances measured by Chin et al. [preceding Letter, Phys. Rev. Lett. 85, 2717 (2000)] at fields of up to 25 mT. This analysis provides the most accurate characterization of the collisional properties of ground state Cs atoms currently available and clearly shows, in contrast to previous work, that Bose-Einstein condensation of 133Cs cannot be ruled out. The X1Sigma(+)(g) and a(3)Sigma(u) scattering lengths are constrained to (280+/-10)a(0) and (2400+/-100)a(0), respectively ( 1a(0) = 0.052 917 7 nm), and the van der Waals C6 coefficient to 6890+/-35 a.u.(1 a.u. = 0.095 734 5 x10(-24) &Jdot;nm(6)).
