Continuing medical education in ontario: a primary care perspective.

A major study of continuing medical education practices, needs and problems in Ontario showed that the primary care physician is very active in maintaining his clinical skills and knowledge. Compared to his other specialty colleagues he utilizes more resources in his own community, depending less on formal programs. Members of the College of Family Physicians of Canada tend to be more like their other specialty colleagues than other primary care physicians.

The volunteer patient as an educational resource.

In this article the authors describe the contribution to health science teaching made by volunteer patients in a purely educational setting. Patients with documented illnesses volunteer to give their own history, to be examined, and frequently to provide feedback to students. The over 2,500 such volunteer patients who have participated in this program in a six-year period are enthusiastic and highly motivated. Significant educational benefits are achieved, including the assumption of teaching responsibilities by nonprofessionals. The fact that this large number of ambulatory patients is available suggests that the majority of patients in active treatment settings may also appreciate their opportunity to cooperate in the education of health science students.

The Helping Professions Group: interpersonal dimensions in health sciences education.

At Queen's University an extramural interprofessional discussion group, involving students and faculty members from medicine, nursing, theology, education, and law, has been meeting since February 1977. The discussions center on actual persons and problems with implications for a number of professional groups. This format provides an alternative opportunity for learning and may enhance personal growth and the development of interpersonal skills. It seems to meet certain needs which are not fulfilled by the more traditional university programs.

A new type of facility in medical education: the Clinical Learning Center.

The two independent forces leading to the development of a new type of facility for medical education were the desire to utilize modern educational concepts (some of which are difficult to employ in traditional hospital settings) and the need to expand students' contact with clinical patients. This special facility, known as the Clinical Learning Center, resembles the ultimate setting of medical practice, that is, the physician's office, and it depends upon volunteer patients who come there primarily to contribute to the educational program while deriving no medical care. Students and instructors have appreciated the opportunity for feedback; the quiet educational environment; the graduated learning experiences; and the use of various resources, especially videotape recording and playback of the clinical encounter. The recruitment of volunteer patients has been highly successful, and the center is proving to be a valuable adjunct to the learning of clinical skills.

Northern venture.

During the past year the Department of Pediatrics at Queen's University has supplied a pediatric consulting service to the James Bay Zone of the Indian and Northern Health Services. Five pediatricians and three pediatric residents have visited the area for periods of two weeks. The organization of the program, the educational opportunities inherent in the scheme, the health problems encountered and the special character and challenge of the work are briefly described.

Chromosomal studies in children with mumps, chickenpox, measles and measles vaccination.

A study to assess chromosomal damage in persons with acute viral diseases was undertaken in view of conflicting reports in the literature concerning such damage. Forty children with measles, mumps, and chickenpox, or who had received measles vaccine, were investigated and compared with a control group of 12 children. No greater incidence of chromosomal abnormalities was found in the study group than in the control group.