Teaching occupational history-taking

Teaching history-taking: where are we?

Knowledge in history-taking has increased rapidly over the last twenty years. Currently the principles to be taught include "conduct," "content," and "diagnostic reasoning." However, inattentiveness of medical schools, reluctance of busy faculty to be involved, and increasing enrollments have resulted in difficulties in teaching these skills. Studies have shown a beneficial short-term effect of...

Teaching history taking to medical students: a systematic review

BACKGROUND This paper is an up-to-date systematic review on educational interventions addressing history taking. The authors noted that despite the plethora of specialized training programs designed to enhance students' interviewing skills there had not been a review of the literature to assess the quality of each published method of teaching history taking in undergraduate medical education ba...

Heritability for Stroke: Essential for Taking Family History

 There are many well-established factors that influence the risk of stroke including blood pressure, diabetes, low socioeconomic status and smoking, however, the shared genetic resource in members of a family effect on stroke predisposition. Genome-wide association studies (GWAS) have demonstrated evidence of a shared genetic source in stroke risk. This review considered the influence of family...

Undergraduate teaching of occupational health.

Life history variables and risk-taking propensity

We examined the effects of life-history variables on risk-taking propensity, measured by subjective likelihoods of engaging in risky behaviors in five evolutionarily valid domains of risk, including between-group competition, within-group competition, environmental challenge, mating and resource allocation, and fertility and reproduction. The effects of life-history variables on risk-taking pro...