Careers in medical physics are discussed. Considers types of hospital departments and responsibilities in same for medical physicists and the education/training needed to enter the field. Indicates that the field is not large and that opportunities to enter it are keenly contested. (JN)

A comprehensive course on cancer prevention developed for the University of Maryland School of Medicine under a contract with the National Cancer Institute is described. This innovative, multidisciplinary, modular curriculum package was tested as a four-week elective, revised, and field tested again. (Author/MLW)

Cogent videotapes of patients with various illnesses are dramatic and useful educational aids. Suggested uses for and problems in producing such videotapes are discussed. A short checklist to help organize a videotape to be used for medical instruction is provided. (Author/JN)

School health professionals can help reduce the incidence of Toxic Shock Syndrome by suggesting that women not use tampons continuously during menses and that tampons should not be left in place for long periods of time. Tampons should be changed every few hours and used intermittently with pads. (JN)

The use of microelectronics and computers in medicine is reviewed, focusing on medical research; medical data collection, storage, retrieval, and manipulation; medical decision making; computed tomography; ultrasonic imaging; role in clinical laboratories; and use as adjuncts for diagnostic tests, monitors of critically-ill patients, and with the…

The lives and contributions of two forerunners of the health education movement are discussed. Sylvester Graham popularized cereals and fruits as a breakfast meal and discouraged eating meats and engaging in sexual activity. John Kellogg was a strict vegetarian whose research included determining the influence of diet on digestion and the effects…

Discusses the role of the Francis Bitter National Magnet Laboratory of the Massachusetts of Technology, and its significance in the world of research. Applications of research on magnetism to medicine are emphasized. (SA)

Presents a course which addresses the social, cultural, scientific, and clinical aspects of the historical development of the medical professions in the United States. Includes course format, explanation of exams and grades, and listing of weekly topics, reading assignments, and discussion questions. (DC)

Suggestions for facilitating dental health education programs in public schools include: (1) determining who will be responsible for dental health education; (2) involving parents; (3) using community health resources; and (4) assessing the results of programs. (JN)

Defining medicine's golden age as freedom from adverse comment in mass and highbrow media, discusses: (1) the evolution of the medical image; (2) factors responsible for ending the golden age; (3) criticisms related to physicians' sacerdotal, technical, and social roles; and (4) the erosion of physicians' professional status. (SK)

The historical basis for the application of basic and medical sciences in the dental curriculum is presented. Current issues are examined and future perspectives in applying biological sciences to clinical dentistry are explored. Some ideas for consideration in developing a more responsive curriculum are provided. (MLW)

Summarizes positions in favor of and opposed to euthanasia. Presents suggestions for discussing euthanasia in high school biology classes. (MA)

The majority are aware of their clients' medication use and are willing to contact a physician. Most use medical consultants, request or require medical examinations, and are active in seeking a client evaluation for hospitalization in relation to dangerousness or suicide potential. (Author)

Included in this article is a discussion of operations research and systems analysis which attack large-scale problems and challenges other relevant sciences to unite with society to solve widespread social problems. (Author/SA)

Eight guidelines to assist health professionals in the preparation of a team field expedition are: (1) assess the activities; (2) consider the environment; (3) know orientation and preventive measures; (4) take food and water precautions; (5) know the team members; (6) prepare the pharmacy; (7) carry out the field operation; and (8) follow up…