Lila G. Croen

Attitudes towards cancer. Development of the cancer attitudes questionnaire

A questionnaire evaluating attitudes towards cancer (the Cancer Attitudes Questionnaire) was constructed to compare the attitudes of first‐year medical students before and after taking a clinical oncology program with those of students who did not participate in the program. A factor and reliability analysis revealed five underlying factors that explained 42% of the variance and reliabilities ranging from 0.55 to 0.79. An analysis of covariance revealed that students who participated in the clinical oncology program were more positively predisposed toward the outpatient functioning of cancer patients (P < 0.04) at the conclusion of the year than students who did not take the course; the participating students were also somewhat less pessimistic toward the disease (P < 0.07). Women (regardless of whether they had taken the course) assigned significantly greater importance to the patients and familys attitudes in relation to outcome of disease (P = 0.03) than did male students. It appears that an early medical educational oncology experience emphasizing contact with ambulatory cancer patients can apprecibly alter the attitudes of first‐year medical students towards cancer.

An approach to meeting the needs of medical students with learning disabilities

The Cognitive Skills Program at the Albert Einstein College of Medicine has identified 1% to 2% of students from several classes whose learning disabilities were previously undiagnosed. In three case studies, the importance of early identification and support during the preclinical years—and the impact of diagnosis, evaluation, and intervention—are illustrated. In each case, there was a dramatic improvement in performance when the student was made aware of his or her learning disability and when appropriate intervention was provided.

A method for teaching human values in clinical clerkships through group discussion

Human values discussion groups were introduced in third‐year clerkships at the Albert Einstein College of Medicine to enhance the teaching of human values and to counter the dehumanizing effects of medical training. The discussion groups were found to be more effective than seminars, attending rounds, or working with house staff in helping students cope with emotionally or behaviorally difficult patients; problems working on the wards; or the process of becoming a physician (p < .001). Discussion groups were reported to be helpful in developing self‐awareness and in maintaining compassionate and caring attitudes. Students who participated in these groups were found to discuss difficult patients with their peers more than did nonparticipants (p < .005). The program consisted of weekly small discussion groups for third‐year clerks, co‐led by attending physicians and behavioral scientists. Participation was required but not graded. The study sample consisted of 64 students in the Class of 1988, with 104 memb...

Urban Second Grade Children A Profile of Good and Poor Readers

Physical, neurodevelopmental, psychoeducational, and child history characteristics were analyzed in second-grade, inner-city children identified as good and poor readers. The children were basically healthy with few findings of physical or neurological abnormalities, but there were significant group differences in the prevalence of “soft signs” and in all psychological and educational measures. Good readers showed a relatively even cognitive profile within the normal range of intelligence. On nonverbal cognitive tests, poor readers scored within the low-average intellectual range, although scores on verbal tests were substantially lower. The neurodevelopmental, language, cognitive, and educational profile of the poor readers suggests that, as a group, they are learning disabled. While environmental deprivation may affect their reading achievement in an adverse manner, the assumption that it is the determining factor is not justified. These children require the same identification, evaluation, and follow-up educational services as their more socioeconomically advantaged peers, who are scrutinized for dyslexia or learning disabilities when they show difficulties with beginning reading skills.

Evaluating medical student self-help support groups: A General Systems Model

on participants. One environment in which support groups are gaining popularity is medical schools (Cadden, et al. 1969; Dashef, et al. 1974; Neumann and Elizur, 1979; Siegel and Donnelly, 1978). Usually such groups are formed by the medical students themselves who want to share with peers their anger, frustration, doubt, and insecurity, as well as their wonder and excitement about becoming physicians. In general, evaluations of these student support groups are rich in impressionistic and anecdotal observations but lack objective, quan-