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The problem-oriented system
52
Book Reviews
Occasionally, one is disappointed in the author’s comments. She states, e.g., that stimulants, ‘unlike depressants’, elicit antisocial behavior. That news will come as a surprise to those who have observed just such behavior in an alcoholic or barbiturate addict. It is a pity that the book fails to call adequate attention to one of the most confounding variables in the literature of drug abusethe unpredictable content of drugs purchased on the street. Finally, John Clausen may be distraught to learn (p. 8) that his chapter in Contemporary Social Problems offers ‘some timely, well-frayed [sic] thoughts.’ Knitting up the raveled sleeve of care, John? LOUIS LASAGNA
THE
PROBLEM-ORIENTED
SYSTEM.
Edited by J. WILLIS HURST and H.
KENNETH WALKER. New York: MEDCOM Press, 1972. 287 pp. $13.95. Tars CHALLENGE offered by Lawrence L. Weed in the introduction of the problem-oriented record system and its effects on the changing facets of medical education and patient care is documented in this compilation of 32 articles edited by J. Willis Hurst and H. Kenneth Walker. The book is based on a symposium entitled ‘Teaching Methods and Patient Care with Emphasis on the Weed System’ held 10-11 September, 1971 in Atlanta, Georgia and sponsored by the Department of Medicine of Emory University School of Medicine, The principles set forth cover the practical aspects of how the record is set up and of the educational implications for students, house stti and attending physicians. Also included are its uses for nurses, out-patient clinics, community hospitals and in the physician’s private office. Several articles describe the use of the computer in the problem-oriented record system. The basic principle of Weeds system is emphasized; namely, that good patient care depends upon the education of those involved in the care and to a large degree this education depends on good records. The problem-oriented record is the tool to integrate the basic sciences with the daily activities of medical practice. Its system of plans for each problem sets up the method for logical audit and corrective feedback. The authors believe that traditional medical education places too much emphasis on rote memory instead of logical thinking. The student should be encouraged to develop thoroughness, reliability, sound analytic sense and efficiency. The problem-solving system makes it possible to combine learning and auditing with consequent improvement of patient care. This book represents a worthy effort to present Weed’s concepts and their application. It has the shortcoming of being repetitive. Those who have read Weed’s book on Medical Records, Medical Education and Patient Cure and some of Hurst’s articles on the implementation of Weed’s system may question the need for this compilation of already-published statements. However, for the uninitiated this book is certainly a useful addition to the library. OLGAM. HARING
Book Reviews
Occasionally, one is disappointed in the author’s comments. She states, e.g., that stimulants, ‘unlike depressants’, elicit antisocial behavior. That news will come as a surprise to those who have observed just such behavior in an alcoholic or barbiturate addict. It is a pity that the book fails to call adequate attention to one of the most confounding variables in the literature of drug abusethe unpredictable content of drugs purchased on the street. Finally, John Clausen may be distraught to learn (p. 8) that his chapter in Contemporary Social Problems offers ‘some timely, well-frayed [sic] thoughts.’ Knitting up the raveled sleeve of care, John? LOUIS LASAGNA
THE
PROBLEM-ORIENTED
SYSTEM.
Edited by J. WILLIS HURST and H.
KENNETH WALKER. New York: MEDCOM Press, 1972. 287 pp. $13.95. Tars CHALLENGE offered by Lawrence L. Weed in the introduction of the problem-oriented record system and its effects on the changing facets of medical education and patient care is documented in this compilation of 32 articles edited by J. Willis Hurst and H. Kenneth Walker. The book is based on a symposium entitled ‘Teaching Methods and Patient Care with Emphasis on the Weed System’ held 10-11 September, 1971 in Atlanta, Georgia and sponsored by the Department of Medicine of Emory University School of Medicine, The principles set forth cover the practical aspects of how the record is set up and of the educational implications for students, house stti and attending physicians. Also included are its uses for nurses, out-patient clinics, community hospitals and in the physician’s private office. Several articles describe the use of the computer in the problem-oriented record system. The basic principle of Weeds system is emphasized; namely, that good patient care depends upon the education of those involved in the care and to a large degree this education depends on good records. The problem-oriented record is the tool to integrate the basic sciences with the daily activities of medical practice. Its system of plans for each problem sets up the method for logical audit and corrective feedback. The authors believe that traditional medical education places too much emphasis on rote memory instead of logical thinking. The student should be encouraged to develop thoroughness, reliability, sound analytic sense and efficiency. The problem-solving system makes it possible to combine learning and auditing with consequent improvement of patient care. This book represents a worthy effort to present Weed’s concepts and their application. It has the shortcoming of being repetitive. Those who have read Weed’s book on Medical Records, Medical Education and Patient Cure and some of Hurst’s articles on the implementation of Weed’s system may question the need for this compilation of already-published statements. However, for the uninitiated this book is certainly a useful addition to the library. OLGAM. HARING