Analysis and lessons learned instituting an instant messaging reference service at an academic health sciences library: the first year     

Kipnis DG  Kaplan GE 《Medical reference services quarterly》2008,27(1):33-51

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Teaching medical computing skills to internal medicine residents     

Schwartz DG  Nolan L  Schlicht MP 《Medical reference services quarterly》1997,16(2):55-60

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Health information for patients: The hospital library's role     

B G Roth 《Bulletin of the Medical Library Association》1978,66(1):14-18

Libraries today, including most hospital-based patients' libraries, are involved only peripherally in providing patient health science information. Hospital libraries should collaborate with health professionals in getting health information to patients--along with the library's more traditional roles of providing recreational reading for patients and serving the informational needs of the physician and medical staff. The library should act as the center for educational materials and programs within the hospital. Many health agencies, health educators, physicians, and librarians have been discussing the need for patient health education, but there are few effectively organized or established education centers. This paper discusses an overview of patient health education and intellectural freedom, proposes a new role for the existing hospital library in patient health education, and suggests guidelines for establishing a patient education center.  相似文献   

THE RELEVANCE OF METAETHICS TO ETHICS     

R. G. FREY 《Philosophical Books》1978,19(3):115-116

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THE VIRTUES     

R. G. FREY 《Philosophical Books》1978,19(3):124-126

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Frederick Rand Rogers: educational provocateur (1894-1972)     

Pennington G 《Canadian journal of history of sport and physical education》1981,12(1):24-50

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Legislation and you     

Oppenheimer GJ 《Bulletin of the Medical Library Association》1977,65(4):455-456

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Academic achievement following childhood brain disease: implications for the concept of learning disabilities.     

H G Taylor  C Schatschneider 《Journal of learning disabilities》1992,25(10):630-638

The present study examined three hypotheses regarding the consequences of early brain damage for academic achievement: First, early brain insults will have a negative impact on achievement, even in children with normal intelligence. Second, underachievement in these children will be at least partially independent of IQ (i.e., not fully accounted for by a lowering of IQ within the average range). Third, normally intelligent children with histories of brain insult will also manifest selective cognitive dysfunctions. To test these hypotheses, we compared two groups of children who had recovered from Haemophilus influenzae type b meningitis. The "complicated" group consisted of children who, as a consequence of having sustained neurologic complications during their illness, were more likely to have had brain insults. Children in the "uncomplicated" group did not have complications with their illness and were regarded as having escaped significant central nervous system (CNS) pathology. Only children with normal hearing and a prorated Full Scale IQ of at least 80 (WISC-R) were considered. Group differences on the Wide Range Achievement Test-Revised were consistent with the first two hypotheses. Although the two groups had similar Verbal IQs, the complicated group also had a lower mean Performance IQ and performed less well on perceptually demanding neuropsychological tasks. Findings suggest that learning disabilities may have selective, brain-related cognitive antecedents; but they challenge the practice of using IQ criteria for clinical diagnosis.  相似文献   

The reasoning of the strongest: the polemics of skill and science in medical diagnosis     

Anderson W 《Social studies of science》1992,22(4):653-684

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PROPERTY RIGHTS: Philosophic Foundations,     

G. W. SMITH 《Philosophical Books》1979,20(1):21-23

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