Vision screening was performed on 268 pre-school children: 170 from a private pre-school, 33 from a Caribbean-American parochial pre-school and 65 pre-school children from a clinic serving indigent Spanish farm-workers. Using a multi-station format, a stereoacuity test and two visual acuity tests were performed during a single screening session. The time it took to complete a test was recorded. To pass the screening, children were required to pass one visual acuity test and the stereoacuity test. Children who could not complete the protocol were retested at a later date. Children who failed the screening and every fourth child who passed the screening were referred for a full eye examination. The parents and teachers were masked to the results of the screening as well as the optometrists who performed the eye examination. Sensitivity, specificity and accuracy scores were 100%, 79% and 80%, respectively. Three-year-old children completed the Lea Symbol Chart more often than the HOTV. No differences in time required to complete a visual acuity test were found. The Lea Symbol chart is more likely to be completed by young children. Testability changes significantly with age rather than with the instrument when socio-ethnic factors are held constant. Differences among groups and the sensitivity of the screening are discussed.

This article explores the lessons learned by ten demonstration schools regarding the early clinical experience (ECE) component of the Interdisciplinary Generalist Curriculum (IGC) PROJECT: Students in ECE at these schools participated in longitudinal, one-to-one or two-on-one preceptorships with primary care physician preceptors in outpatient settings. Development of an ECE was a key component of curricular change at each of the IGC Project schools. Shattering the traditional barrier between preclinical and clinical years of the 2 + 2 medical curriculum model helped create a leading edge for innovation at each of the schools. In this article, the authors incorporated evaluation information from several sources, including the external evaluation reports of the IGC Project, final annual reports from demonstration schools, and curriculum evaluations from the coauthors' schools (the University of Colorado School of Medicine, Nova Southeastern University College of Osteopathic Medicine, and the University of California, San Francisco School of Medicine).

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The purpose of this study was to assess cervical cancer knowledge and prevention practices among college women and to determine predictors of human papillomavirus (HPV) vaccination in this group. A quantitative approach using two varying groups of women was undertaken. College women and women visiting a local community health center were surveyed on items assessing cervical cancer knowledge and prevention practices. Altogether, 410 women were sampled, 217 college women and 193 from the local community health center. HPV vaccine initiation was higher among the college group (36%) compared to (5%) among the community health center group. Seventy three (73%) percent of women in the community group had a Papanicolaou test in the preceding 3 years compared to (61.8%) in the college group. College women reported higher cervical cancer knowledge than community women. This study highlights that cervical cancer knowledge and preventive practices are variable among women and that significant differences exist among college and community women. This calls for more strategic and accessible services incorporating group specific messages and interventions.